Pupil Premium Strategy Statement
|School name||St Wilfrid’s CE Primary School|
|Pupils in school||240|
|Proportion of disadvantaged pupils||10%|
|Pupil premium allocation this academic year||£40.715 ( estimated)|
|Academic year or years covered by statement||2021-23|
|Publish date||01 December 2021|
|Review date||01 November 2022|
|Statement authorised by||Claire Weymouth|
|Pupil premium lead||Claire Weymouth/Jane Wall-Budden|
|Governor lead||Mary Stoneham|
Disadvantaged pupil progress scores for last academic year
|Reading||No Validated Data Available|
|Writing||No Validated Data Available|
|Maths||No Validated Data Available|
Disadvantaged pupil performance overview for last academic year
|Meeting expected standard at KS2||No Validated Data Available|
|Achieving high standard at KS2||No Validated Data Available|
Strategy aims for disadvantaged pupils
|Priority 1||Ensure all relevant staff (including new staff) have received paid-for training and resources to deliver QFT, the Step into Quality Y1 improvements and approved school interventions|
|Priority 2||Ensure all relevant staff (including new staff) are trained to support the whole school approach to self- regulated learning: Zones of Regulation and relevant resources are purchased.|
|Barriers to learning these priorities address||Ensuring staff use evidence-based whole-class teaching interventions|
Teaching priorities for current academic year
|Progress in Reading||Achieve national average progress scores in KS2 Reading||July 22|
|Progress in Writing||Achieve national average progress scores in KS2 Writing||July 22|
|Progress in Mathematics||Achieve national average progress scores in KS2 Maths||July 22|
|Phonics||Achieve national average expected standard in PSC at end of Y1||July 22|
|Other||Improve attendance of disadvantaged pupils to LA average||July 22|
Targeted academic support for current academic year
Continued improvement of Quality First Teaching Across school
|Implementation of whole school plan to improve consistency in Quality First Teaching in all year groups across the curriculum. Ensure all relevant staff (including new staff) have received CPD and instructional coaching and resources.
Ensure all relevant staff (including new staff) have received paid-for training and resources to deliver QFT through the Step into Quality Y1 improvements. Development of Year 1 learning environment (furniture and resources, outdoor spaces, role play, classroom)
Establish consistent use of specific time-limited interventions relevant to each year group.
|Establish small group writing /Speech and Language /maths interventions for disadvantaged pupils falling behind age-related expectations.
Ensure staff trained to deliver agreed school interventions: Wellcom, Phonics, Precision Teaching, Reading Partners, Nessy, Lexia, Talk Boost.
Develop wider strategies to support behaviour for learning and pupil wellbeing.
|Refresher training on aspects of Assessment for Learning (e.g.peer coaching) supported by lesson study.
Refresher coaching on embedding aspects of Blooms and Building Learning Power.
Introduction of whole school Zones of Regulation, to support wellbeing and self-regulated learning.
|Barriers to learning these priorities address||Consistent approaches to teaching and learning becoming embedded with staff and pupils showing increased confidence.
Improved Speech and Language and addressing gaps in writing/maths – typically an area of weakness
Wider strategies for current academic year
Revising/introducing principles and common language of metacognition, Zones of Regulation, Blooms and BLP/AFL
|Ensure all relevant staff (including new staff) are trained to introduce a whole school approach to self- regulated learning: Zones of Regulation and relevant resources are purchased.
Refresh knowledge and understanding of principles/language to support metacognition.
Provide more effective support parents to support learning
|Use EEF evidence and strategies to work more effectively with parents to support learning|
|Barriers to learning these priorities address||Improving readiness to learn for disadvantaged pupils in order to improve outcomes
Improved parental engagement and skills to support learning.
Monitoring and Implementation
|Teaching||Ensuring enough time is given over to allow for staff professional development||Use of INSET and training budget|
|Targeted support||Ensuring enough time for agreed interventions to be followed, and these are time limited and evaluated||Named staff will be allocated separate responsibilities to deliver interventions as well as class-based teachers/support staff.|
|Wider strategies||Supporting children’s behaviour for learning and engaging the families facing most challenges||A whole school language will be introduced in order to equip all staff to support behaviour regulation.
Working closely with LA and other schools to provide support for families
Review: last year’s aims and outcomes
|Raising attainments in writing||Due to COVID there is no validated data available
Developing writing was the most difficult curriculum area to support remotely and remains a priority for 2021-22
|Providing pastoral support for pupils and families ensuring high attendance||Support from the Pastoral Worker and Learning mentor ensured that engagement and attendance was strong for most disadvantaged pupils. However, attendance data is not available due to COVID.
Multi-agency work and investment in CPD for the pastoral team ensured high levels of support for pupils and families. Evidenced in pupils more emotionally stable and ready to learn and families engaging more with school.
|Development of staff to deliver high quality, personalised intervention programmes||Investment in staff CPD in phonics, talk Boost and Lancashire Reading Partnership led to improvements in high quality interventions across school. Embedding these will remain a focus for 2021-22.|