Pupil Premium Strategy Statement

School overview

Metric	Data
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

Measure	Score
Reading	No Validated Data Available
Writing	No Validated Data Available
Maths	No Validated Data Available

Disadvantaged pupil performance overview for last academic year

Measure	Score
Meeting expected standard at KS2	No Validated Data Available
Achieving high standard at KS2	No Validated Data Available

Strategy aims for disadvantaged pupils

Measure	Activity
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
Projected spending	£45,370

Teaching priorities for current academic year

Aim	Target	Target date
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

Measure

Activity

Priority 1

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)

Priority 2

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.

Priority 3

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

Projected spending

£33,370

Wider strategies for current academic year

Measure	Activity
Priority 1 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.
Priority 2 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.
Projected spending	£12,000

Monitoring and Implementation

Area	Challenge	Mitigating action
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

Aim	Outcome
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.