Pupil Premium
The Rosary Catholic Primary School 3-year long-term pupil premium strategy
Our philosophy
We want our children have high aspirations and confidence to believe in their ability to achieve. It is important that our children become fluent and confident readers and to develop an appreciation and lifelong love of reading whilst gaining knowledge across the curriculum. We want our children to develop their vocabulary across the curriculum, language and communication skills helping the children to succeed. Through doing this The Rosary wants the children to build resilience and be self-motivated.
Aspire, Believe, Achieve: Together in Christ
We believe in maximising the use of the pupil premium grant (PPG) This enables us to implement a blend of short, medium and long-term interventions, and align pupil premium use with wider school improvements and improving readiness to learn. Overcoming barriers to learning is at the heart of our PPG use. As such, we do not automatically allocate personal budgets per pupil in receipt of the PPG. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly.
Our priorities
Setting priorities is key to maximising the use of the PPG. Our priorities are as follows:
- Closing the attainment gap between disadvantaged pupils and their peers
- Providing targeted academic support for pupils who are not making the expected progress
- Helping our children to have the basic skills to succeed and support their learning in all areas
- Ensuring our children have the language and communication skills to support the children
- Helping our children to have high aspirations for their future and self-belief
Barriers to future attainment
| Academic barriers to attainment | Non-academic barriers to attainment |
| Low levels of literacy | Poor attendance |
| Poor language and communication skills | No aspiration or value in the importance of learning |
| Limited vocabulary | No growth mindset |
Our implementation process
We believe in selecting a small number of priorities and giving them the best chance of success. We also believe in evidence-based interventions and learning from our experiences to be effective and have the intended impact.
We will:
- Identify a key priority that we can address
- Develop a clear, logical and well-specified plan
- Support staff and ensure they have training needed to help the children make progress
- Plan for the intervention from the outset
- Continually acknowledge, support and reward good implementation practices
- Assess and review progress to ensure measures have an impact
Our approach
To prioritise spending, we have adopted a tiered approach to define our priorities and ensure balance. Our tiered approach comprises three categories:
1. Teaching
2. Targeted academic support
3. Wider strategies such as mentoring
Intervention
1. Structured interventions: Introducing interventions for pupils with poor oral language and communication skills, developing children’s vocabulary
2. Small group tuition: Introducing targeted English and maths teaching for pupils who are below age-related expectations
3. One-to-one support for disadvantaged pupils: Creating additional teaching and learning opportunities using TAs
4. Quality first teaching support
5. Mentoring by staff
6. Daily reading
7. Working closely with parents to support the children
Our review process
Annually reviewing the pupil premium plan and updating it. This three-year approach allows us have a longer overview and plan.
We will review the success of each intervention, based on evidence, and determine the most effective approach moving forwards – adapting, expanding or ceasing the intervention as required. We will review interventions each term during Pupil Premium meetings.
Careful monitoring by the staff and management of the school on the progress of the children and impact of any support they are receiving
The progress of pupils in receipt of the PPG is regularly discussed with subject teachers and class teachers and their progress monitored.
Once the three-year term has been completed, a new three-year strategy will be created in light of the lessons learned during the execution of the previous strategy, and with regard to any new guidance and evidence of best practice that becomes available. The headteacher is responsible for ensuring a pupil premium strategy is always in effect.
Funding
| 2020 - 2021 | 2021-2022 | 2022-2023 |
| £75,240 | £67,250 | £73,405 |
Focus over the 3 Years
| Focus Success | Criteria |
| Develop the children’s reading skills and enjoyment of reading | The children will have a lifelong love of reading helping them with their academically and helping their wellbeing |
| The children will develop their language and communication skills | Through developing the children communication skills they will be able to access all areas of the curriculum |
| Children will develop their basic skills in writing and mathematics | Through developing these skills the children will be able to reach their full potential |
| Children will develop a growth mind set and improve their self-esteem and confidence | Children will have a growth mind set and they will challenge themselves in their work. Children will grow in confidence and self-esteem. They will have higher aspirations |
| 2020-2021 | 2021-2022 | 2022-2023 | |
| Develop the children’s reading skills and enjoyment of reading |
Additional assessment and monitoring of phonics knowledge
Expand the range of books in each classroom
Member of Staff the read daily with the children
Staff training on reading and comprehension skills
Training on teaching Phonics
One to one and small group support for reading
Expanding use of both fiction and non-fiction books |
Daily reading with the children Intervention support for children not meeting expectation
Support for more able children in developing comprehension skills Sharing good quality texts with children
Children can use the laptops to access
The Bug Club at home
Planned school activities to promote reading |
Daily reading with the children Intervention support for children not meeting expectation
Support for more able children in developing comprehension skills
Follow up work with story time phonics
Broadening the children’s experience of different range of authors and books |
| The children will develop their language and communication skills |
Opportunities for talk in the class room and in support groups
Small group discussion Vocabulary development - class activities and one to one work
Group support on vocabulary development and support |
Staff training on developing Long Term Memory
NELI support groups
Small group work
Pre- Teaching small group discussion
Communication Groups depending on the need of the child
Additional staff training
Work on Vocabulary for each subject area and year group
Vocabulary development - class activities and one to one work |
Small group work
Implement long term memory strategies
Pre- Teaching small group discussion
Communication Groups depending on the need of the child
Work on Vocabulary for each subject area and year group
Vocabulary development - class activities and one to one work |
| Children will develop their basic skills in writing and mathematics |
Assess the children and track progress
Implement intervention support either one to one or small group work
Work with parents to support the children – supply additional support
Support children with having technology at home to support learning of basic skills
Purchase laptops for the children to work on the curriculum at home |
Assess the children and track progress
Implement intervention support either one to one or small group work
Review programmes and intervention support – research new researched based support programmes
Support with homework and reading |
Assess the children and track progress
Implement intervention support either one to one or small group work
Review and update staff training Support with homework and reading |
|
Children will develop a growth mind set and improve their selfesteem and confidence
Children will use The Rosary Growth mindset characters understanding no challenge is too great and that the way we approach a task can determine our level of success |
Training for staff members to work with children
Mentoring for children
Developing children’s responsibilities and roles
Staff to encourage children to challenge themselves with their learning and have confidence in their abilities
Revisit staff training on using selfassessment |
Self Esteem groups
Mentoring for children
Introducing children from different work places
One to one and small group work on Growth Mindset
2 minutes a day work with children Staff to encourage children to challenge themselves with their learning and have confidence in their abilities
Revisit staff training on using self assessment |
Self Esteem groups
Mentoring for children
One to one and small group work on Growth Mindset
2 minutes a day work with children Revisit work with parents on growth mindset
Staff to encourage children to challenge themselves with their learning and have confidence in their abilities
Revisit staff training on using selfassessment |
Pupil Premium Spending 2020-2021
| Develop the children’s reading skills and enjoyment of reading |
The school has invested in developing reading areas across the school. All staff had training on the use of phonics and reading.
Staff training had a big focus across the school year on developing reading. Children had one to one reading and also group support on developing reading and comprehension. |
| The children will develop their language and communication skills |
Opportunities were made across the curriculum to develop talking and communication skills. There has been a lot of work in classes relating to expanding the children’s vocabulary in all classes.
There have been support groups across the school on language and communication |
| Children will develop their basic skills in writing and mathematics |
There was additional support for children both one to one and also in small groups on mathematics and also developing writing skills.
Staff worked with some parents to give the children additional work for home to help with their learning.
Also the school purchased some additional computers for some children. The used assessment information to carefully track children across the year
Staff identified the gaps in knowledge and supported the children with addressing these gaps.
Work on helping children with basic skills |
| Children will develop a growth mind set and improve their self-esteem and confidence |
Staff mentored the children to help the children to challenge themselves and believe that they can achieve.
In classes the teachers did work on growth mindset using The Rosary growth mindset characters |
