Pupil Premium

Annual Reports

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.

School Overview
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
Funding Overview
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
Statement of Intent
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
Intended Outcomes

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

Activity Evidence that supports this approach
Teaching assistants in EYFS and KS1  to support the teaching of language, phonics, guided reading and maths.Teaching assistants to deliver 1:1 phonics sessions to ensure pupils reach age expected standard and pass phonics screening. Impact of this approach in the pastRead Write Inc.



Teaching assistant in  key stage 2 to support English and maths learning so that the teacher focuses upon guided/focused writing, reading and mathsTeaching assistants to deliver booster sessions in reading, writing and maths to close the gap.

 Y6 reduced class size for the teaching of English and maths.

Impact of teacher guided instruction.In every class a fluid style teaching approach



Assistant headteachers run intervention provision A tailored bespoke curriculum for the most vulnerable pupils
TA trained to deliver Nessy intervention which is an alternative phonics support https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions
Allocation of funding to support a programme of CPD to develop high quality teaching and learning in English and Maths Allocation of funding for reading, writing and maths resourcing including website subscriptions and high quality texts for EYFS, KS1 and KS2. Read Write inc refresher training/subscription/resourcesWhite Rose Maths


Complete comprehension

Annual subscription to White Rose Premium resources and workbooks.


Targeted Academic Support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £8627

Activity Evidence that supports this approach
Deployment of staff to deliver speech and language programme (Welcome) EEF – Oral language Interventions https://www.gl-assessment.co.uk/case- studies/sandwell-keeps-talking-with-help-from- wellcomm-early-years/ 
Speech and language therapist service level agreement 0.5 days a week Difficulty in referrals to the NHS – early identification of issues and support required. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions
Wider Strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £3468

Activity Evidence that supports this approach
Funding allocation to provide trips to support the delivery of a rich, broad and exciting curriculum Anecdotal evidence – behaviour, engagement and pupil voice 
Subsidised trips and a Y6 residential trip Anecdotal evidence – behaviour, engagement and pupil voice 
Funding allocation to attendance – Breakfast club and after school club Attendance data and engagement https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation
SEMH interventions

  • Rays of Sunshine (KS2)
  • Think Equal (EYFS)

Total budgeted cost: £95,927

Link to documents:
Pupil Premium Strategy Parents Report 2023-24
Pupil Premium Strategy Parents Report 2022-23
Pupil Premium Strategy Parents Report 2021-22
Pupil Premium Strategy Parents Report 2020-21