Pupil premium strategy statement
|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|
|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)
Strategy aims for disadvantaged pupils
|Meeting expected standard at KS2||75%|
|Achieving high standard at KS2||0%|
|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.|
Teaching priorities for current academic year
|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
|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)|
Wider strategies for current academic year
|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
Monitoring and Implementation
|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
|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.|