Pupil premium strategy statement
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 | Teresa Cutts |
Disadvantaged pupil progress scores for last academic year (2019 data)
| Measure | Score |
| Reading | 4.5 |
| Writing | -1.2 |
| Maths | 2.4 |
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. |