Pupil Premium

School overview

Metric	Data
School name	St Mark’s CE Primary School
Pupils in school	346
Proportion of disadvantaged pupils	20%
Pupil premium allocation this academic year	£94150
Academic year or years covered by statement	2020 – 2022
Publish date	22.6.2021
Review date	June 2022
Statement authorised by	Simon Bird
Pupil premium lead	Rachel Crane
Governor lead

Disadvantaged pupil progress scores for last academic year (2019 data)

Strategy aims for disadvantaged pupils

Measure	Score
Meeting expected standard at KS2	75%
Achieving high standard at KS2	0%

Measure	Activity
Priority 1	Ensure all disadvantaged pupils receive equality of opportunity.
Priority 2	Deliver evidence-based support to develop pupil wellbeing and resilience.
Barriers to learning these priorities address	Ensure Staff are trained in the use of evidence-based targeted interventions in support of learning gaps, including speech and language, phonics and spelling.
Projected spending	£48650

Teaching priorities for current academic year

Aim	Target	Target date
Progress in Reading	Achieve national average progress scores from starting points in KS2 reading -0.4 or above.	Sept 2022
Progress in Writing	Achieve national average progress scores from starting points in KS2 writing -0.4 or above.	Sept 2022
Progress in Mathematics	Achieve national average progress scores from starting points in KS2 maths -0.4 or above.	Sept 2022
Phonics	Achieve national average expected standard in phonics screening, 90% by the end of year 2.	Sept 2022
Other	Improve attendance of disadvantaged pupils to national average (95%)	Sept 2022
Other	Pupil premium resources will also be used to target more able disadvantaged pupils to achieve an exceeding level.	Sept 2022

Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.

Targeted academic support for current academic year

Measure	Activity
Deliver evidence-based support to develop pupil wellbeing and resilience.	Embed Jigsaw scheme and REST intervention across whole school. Ensure Nurture group is fully up and running and Boxall profiles are supporting the work and ongoing assessment Re-establish ‘The Snug’ for all children to support wellbeing and emotional support during unstructured times
Deliver evidence-based targeted interventions in support of learning gaps and including speech and language, phonics and spelling.	Ensure adequate time is given to assess all reception and year 4 children using language link and follow up with recommended interventions. Ensure all staff are adequately trained in phonics delivery and the phonics programme used.
Achieve national average expected standard in phonics screening, 90% by the end of year 2.	Further training for TP’s running interventions from trained staff in school with current phonics scheme.
Barriers to learning these priorities address	Ensuring staff use appropriate interventions and that adequate time is given to these interventions (ie not interrupted by further school closures)
Projected spending	£44000

Wider strategies for current academic year

Measure	Activity
Improve attendance of disadvantaged pupils to national average (95%)	Attendance officer working with families supporting children’s attendance – regular meetings with families, HT, SENCo and attendance officer Close monitoring of attendance, letters regularly issued to children whose attendance falls below 95%
Ensure all disadvantaged pupils receive equality of opportunity.	Financial support to ensure pupil premium children can take advantage of music lessons and attend clubs Financial support to ensure all children can attend school trips, including the year 6 residential and swimming lessons Provide items of school uniform including PE kits where there is difficulty paying.
Barriers to learning these priorities address	Parental engagement Further covid restrictions
Projected spending	£1500

Monitoring and Implementation

Area	Challenge	Mitigating action
Teaching	Ensuring enough time is given to allow staff professional development and training	Use of INSET days and additional cover Accessing appropriate traded and core LA support
Targeted support	Ensure enough time school PP lead to monitor and support small groups and monitor the impact	Build time into DHT timetable
Wider strategies	Engaging the families facing the most challenges	Working closely with attendance officer and SENCo and outreach programmes.

Review: last year’s aims and outcomes

Aim	Outcome
Progress in reading and writing	School focus on reading in SDP
Progress in maths	Mastery to be embedded across school – part of TRG
Phonics	Phonics scheme reviewed
Other	School monitoring attendance and addressing through meetings with parents.

St Mark's Church of England Primary School