Pupil Premium
Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
Holy Cross Catholic Primary School Pupil Premium Expenditure
The pupil premium is an allocation of funding provided to schools to support children who may be vulnerable to underachievement. The amount received is dependent on the number of children who are known to be eligible for free school meals or have been eligible for free school meals in the last 6 years. The funding also includes looked after children and those with a parent in the armed forces. All schools are required to report on the amount of funding and how this is being used.
Pupil Premium at Holy Cross Catholic Primary:
- We organise teaching and learning at Holy Cross Catholic Primary in order to meet the needs of all children in the best way.
- We ensure that appropriate provision is made for children who belong to vulnerable groups and that socially disadvantaged children have their needs adequately assessed and met.
- We recognise that not all children who receive free school meals will be socially disadvantaged and we also recognise that not all children that are disadvantaged have free school meals. We support any child the school has identified as being socially disadvantaged.
- Not all children receiving free school meals will receive pupil premium interventions at any one time.
Holy Cross Pupil Premium Strategy Statement 2020-2021
School overview
|
Metric |
Data |
|
School name |
Holy Cross Catholic Primary School |
|
Pupils in school |
236 |
|
Proportion of disadvantaged pupils |
15% |
|
Pupil premium allocation this academic year |
£70,324 |
|
Academic year or years covered by statement |
April 2020-April 2021 |
|
Publish date |
28/09/20 |
|
Review date |
15/07/21 |
|
Statement authorised by |
Mrs Sandra Power – Head Teacher |
|
Pupil premium lead |
Mrs Heather Westrop – Assistant Head Teacher |
|
Governor lead |
Mrs Rachel Thomas – Inclusion Governor |
Disadvantaged pupil progress scores for the last published data from academic year 2018-2019
|
Measure |
Score |
|
Reading |
+0.83 |
|
Writing |
+0.21 |
|
Maths |
+2.91 |
Disadvantaged pupil performance overview for the last published data from academic year 2018-2019
|
Measure |
Score |
|
Meeting expected standard at KS2 |
67% |
|
Achieving high standard at KS2 |
0% |
Strategy aims for disadvantaged pupils
|
Measure |
Activity |
|
Priority 1 - Reading |
Ensure all relevant staff (including support staff) have received training to develop a love of reading within pupils and to develop pupils reading at greater depth. |
|
Priority 2 - Writing |
Ensure all relevant staff (including support staff) have received training to develop writing standards within English and across the curriculum. |
|
Priority 2 - Maths |
Work with the maths hub to receive (paid-for) training and purchase textbooks to embed Teaching for Mastery across all year groups. |
|
Barriers to learning that these priorities address |
Ensuring staff use evidence-based whole-class teaching interventions. Pupils understanding the purpose and love of reading, rather than reading solely to pass a test. |
|
Projected spending |
£35,000 |
Teaching priorities for current academic year
|
Aim |
Target |
Target date |
|
Progress and attainment in Reading |
Achieve national average progress scores in KS2 Reading (0) 50% Achieve expected 33% Achieve greater depth |
July 2021 |
|
Progress and attainment in Writing |
Achieve national average progress scores in KS2 Writing (0) 50% Achieve expected 33% Achieve greater depth |
July 2021 |
|
Progress and attainment in Mathematics |
Achieve national average progress scores in KS2 Mathematics (0) 50% Achieve expected 33% Achieve greater depth |
July 2021 |
|
Phonics |
83% |
July 2021 |
|
Other |
Attendance for disadvantaged pupils will be over 90% All disadvantaged pupils will have the opportunity to attend all curriculum enrichment activities. |
July 2021 |
Targeted academic support for current academic year
|
Measure |
Activity |
|
Priority 1 |
Embed use of Floppy Phonics across Nursery-Year 2 (including purchasing books for each sound for every pupil) to increase phonics development and to develop reading for pleasure |
|
Priority 2 |
Establish small group interventions for disadvantaged pupils who are underachieving and falling behind age-related expectations |
|
Priority 3 |
Establish a provision to enable us to provide a curriculum that ensures children are able to catch up and address gaps in their learning. |
|
Barriers to learning these priorities address |
Encouraging wider reading and providing catch-up as a result of the Covid pandemic. |
|
Projected spending |
£20,000 |
Wider strategies for current academic year
|
Measure |
Activity |
|
Priority 1 |
To provide additional support as a result of the Covid pandemic through counselling, Educational Psychology assessments, and in school intervention support for disadvantaged pupils to support their mental health and well-being. |
|
Priority 2 |
Introduce CLPE Power of Reading whole class text approach to develop a love of reading culture that is embedded across the school. |
|
Barriers to learning these priorities address |
Pupils overcome anxiety and are happy to be at school. Attendance improves for disadvantaged pupils. Disadvantaged pupils have the same access to enrichment opportunities to support their learning. |
|
Projected spending |
£15,000 |
Breakdown of Spend
|
Strategy |
Cost |
|
INSET training for all staff |
£2,000 |
|
Additional adult support for SEN pupils |
£4,000 |
|
Senior Leader cover costs |
£9,286 |
|
Maths Lead cover |
£4,000 |
|
Quality first teaching |
£30,000 |
|
BCCS School Counsellor |
£3,542 |
|
Educational Psychologist Visits |
£3,800 |
|
Phonics Resources |
£3,836 |
|
Maths Resources |
£5,536 |
|
Cultural Entitlement/Extra Curricular Activities |
£4,000 |
|
CLPE Power of Reading and CPD |
£1000 |
Monitoring and Implementation
|
Area |
Challenge |
Mitigating action |
|
Teaching |
Ensuring enough time is given over to allow for staff professional development |
Use of INSET days and additional cover being provided by senior leaders |
|
Targeted support |
Ensuring enough time for school maths-lead to support small groups |
Maths lead paired with student teacher to free up time to lead small groups. |
|
Wider strategies |
Engaging the families facing most challenges |
Working closely with the LA and other local partnerships to engage parents. |
Review: last year’s aims and outcomes
|
Aim |
Outcome |
|
Progress in Reading and Writing |
Reading +0.8, Writing +2.5 |
|
Progress in Mathematics |
+1.4 |
|
Phonics |
Year 1 – 83.3%, Year 2 – 100% |