| St Joseph’s Pupil Premium Strategy Statement 2023-2024 |
This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
| Detail |
Data |
| Number of pupils in school |
231 |
| Proportion (%) of pupil premium eligible pupils |
26.7% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
3 Years |
| Date this statement was published |
15.12.24 |
| Date on which it will be reviewed |
15.12.22. 15.12.23 15.12.24 |
| Statement authorised by |
E Eccles |
| Pupil premium lead |
K.Nathaniel |
| Governor / Trustee lead |
J.Miles |
| Detail |
Amount |
| Pupil premium funding allocation this academic year |
£87,300 |
| Recovery premium funding allocation this academic year |
£8,627 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£0 |
| Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year |
£95,927 |
| Part A: Pupil Premium Strategy Plan |
| At St Joseph’s Primary School we have high aspirations and want every child to reach their full potential. We consider reading to be at the heart of this; we want all children to leave primary school as an engaged and confident reader and we prioritise reading to allow pupils to access the full curriculum. We want children to enjoy their learning and to engage in an exciting and fun curriculum that develops their knowledge and skills and provides them with new opportunities. We also believe that with the right teaching and learning all children can meet their potential regardless of their background. |
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge Number |
Detail of Challenge |
| 1 |
A large number of children enter Nursery well below the expected standard particularly in Communication and Literacy and Personal, Social and Emotional skills. |
| 2 |
Weaker phonics and reading attainment in EYFS and KS1 due to direct impact of the pandemic and school closure |
| 3 |
Impact of lockdown on widening the gap between PP and non-pupil premium in English and Maths; engagement with remote learning |
| 4 |
Limited experiences beyond that of home life or the local community |
| 5 |
Emotional well-being concerns |
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome |
Success criteria |
| 1. Accelerated progress form entry to the EYFS to the end of KS1 |
Children make accelerated progress from their Baseline in EYFS.
- % of children on track from GLD shows accelerated progress from starting points.
- % of children on track in KS1 for reading, writing and maths evidences accelerated progress from baseline.
KS1 aspirational targets are achieved |
| 2. In KS1, Children who have fallen behind receive high quality teaching and learning. Disadvantaged pupils who have fallen behind make accelerated progress and the gap between them and their peers narrow in reading, wring and Maths. |
Daily high quality systematic phonics (Read Write Inc.) in place for children who have fallen behind.Narrow the attainment gap in KS1
Progress data |
| 3. In KS2 TAs allocated to reading writing and Maths to ensure that disadvantaged pupils make progress in line with their last statutory data set. |
The majority of children are on track in all year groups and have made expected progress when comparing with historic data. |
| 4. Improved mental calculation and ability to apply mathematical thinking improves progress and attainment in Maths across the school. |
Mastery approach to maths is embedded across the school.Maths progress and attainment data
Gap between disadvantaged children and non narrows.
Interventions for small groups of children are in place and attainment data shows they are making good progress. |
| 5. Pupils identified with social and emotional needs are identified and provided with the support that they need. |
Pupils with SEMH are identified and interventions are put in place.Interventions impact on engagement with learning. |
| 6. Enhance the curriculum through Arts, visits and trips |
Improved engagement beyond that of home and the local community.Improve engagement and dispositions and attitudes with learning |
| Activity in this Academic Year |
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
| Teaching (for example, CPD, recruitment and retention) |
Budgeted cost: £87300
| Targeted Academic Support (for example, tutoring, one-to-one support structured interventions) |
Budgeted cost: £8627
| Wider Strategies (for example, related to attendance, behaviour, wellbeing) |
Budgeted cost: £3468
Total budgeted cost: £95,927
