St Joseph's RC Primary School
Pupil Premium Grant Expenditure Report – 2015-2016
Context of School
St Joseph’s is a smaller-than-average primary school. The majority of pupils are of White British heritage. The
proportion of the pupils who speak English as an additional language is above the national average. 24% of of school
community are Polis. A significant number of pupils join the school at times other than the normal start date. The
proportion of pupils who are disabled or who have special educational needs is slightly above the national average.
The proportion of pupils who are known to be eligible for the pupil premium (the additional government funding
supporting those on free school meals and those looked after by the local authority) is slightly below the national
average.
Objectives of Pupil Premium Spending
Our key objective in using the Pupil Premium is to close the gap between pupil groups. As a school we are
striving to ensure that pupils make good progress and are successful in closing the gap in attainment
between PP pupils and non PP.
In order to allocate the funding to give maximum impact we use internal and external data to analyse
where the gaps are and use a combination of intervention strategies as appropriate.
Total number of pupils on roll
Total number of pupils eligible for PPG
Amount of PPG received per pupil
Total amount of PPG received
153
35
£1320
£46200
Pupil nature of support 2015-2016
Record of Pupil Premium Grant Spending by initiatives in 2015-2016
Year Group
Item/Project
Cost
Whole School
Maths intervention
£2700
Whole school
Better Reading
Partnership (BRP)
£500
KS1
Purchase of 70
licences for Lexia
£4500
Objective/Description
of activity
Training TAs to implement
intervention packages in
Maths (Success in
Arithmetic, First Class 1
and 2)
11/20 children currently
taking part in the three
interventions are Pupil
Premium children
(September 2015)
TAs trained to support
reading through BRP.
Currently 6 children who
receive the Pupil Premium
are benefitting from this
(September 2015)
To support reading
through use of the Lexia
programme.
Currently 16 children
eligible for the PP are
Outcome
TAs trained to be able to
accelerate progress of PP
children in all year groups.
Y6 and Y2 targeted children
become more confident
readers and progress is
increased.
Delivered in school and for
children to be able to access
at home – improved
progress of children with
low reading ages.
KS2
Accelerated Reader
£4000
KS2
Purchase of Bug Club
£2000
Y1 and Y2
Breakfast Reading Club £1750
(2xTA for 8 hours a
week)
Rec and KS1
Purchase of Read,
Write, Inc and relevant
training.
£10,000
Whole School
Curriculum
Enrichment
£800
Whole School
Outdoor Learning to
inspire writing
£1000
Y6
Maths intervention
0.5 Teacher Time
£15000
Y6
Digismart English
intervention –HT and
TA time 1.5 hours a
week
£2000
Reception/Nursery Baseline assessment of £800
gross and fine motor
using Lexia (September
2015).
To support reading
development through the
use of a highly motivating
programme.
Currently 14 children
eligible for the PP are
using Accelerated Reader
(September 2015).
New resources to support
reading development.
This will allow 14 children
eligible for the PP to have
access to Bug Club.
TAs encourage reading
through daily 1:1 sessions
during Breakfast Club.
Children given a daily
breakfast.
3 Children presently
taking part are eligible for
the PP (September 2015).
Increased support to
enable smaller teaching
groups for Read, Write,
Inc.
18 children eligible for the
PP are using RWInc
(September 2015)
Adam Bushnell (author
visit) worked with all
children to inspire writing
Children have a range of
experiences outdoor
which then feeds into
their writing
Teacher working with
small group to consolidate
skills/knowledge.
6 children eligible for PP
are benefiting from this
support (September
2015).
LA Y6 children who are
underachieving (including
EAL) given specific support
with language skills –
written and spoken.
Currently 4 children
eligible for the PP are
accessing Digi-Smart
(September 2015).
Identification of
children/groups who need
Children more motivated to
read, confidence increased
and progress accelerated.
Greater % of PP @ Age
related expectations
(A.R.E.).
Children enjoying reading
more due to higher quality
and engaging material.
Greater % of PP @ A.R.E.
Children benefiting from 1:1
reading sessions – improved
attainment.
Greater % of PP @ A.R.E.
Children more settled to
learn at the beginning of the
school day.
Improved attendance of PP
children.
PP children benefit from
more intensive teaching
sessions.
Sustain good attainment in
Phonics test.
Impact evident in children’s
writing. Evidence in books
and greater % of PP @ A.R.E.
Impact evident in children’s
writing.
Greater % of PP @ A.R.E.
PP children – both HA and
LA well supported to close
the gap. Regular assessment
indicating skills
consolidated.
LA PP children increase selfesteem and belief in their
ability.
Gross and fine motor skills
developed to close the gap.
skills
Leadership Staff
Tracking of PP children
£1500
Whole Staff
Purchase of Tracking
System
£4000
Big Maths
Implementation of Big
Maths
£200
Y6
Enrichment Activity
£1000
Y2 - Y5
Motor Skills Groups
£2000
Whole School
Mathletics
£2500
End Year Total:
£56,250
a programme of support
and the implementation
of this.
7 children identified for PP
are benefiting from this
support (September
2015).
Leadership Staff released
to track PP children and
ensure intervention is
having impact.
Staff able to use data to
focus on the target for all
children make at least
good progress.
Implement Big Maths to
aid arithmetic skills in line
with the new curriculum
Residential visit, including
adventurous activities,
subsidised to ensure it is
inclusive.
Specific targeted sessions
to develop fine and gross
motor skills including
handwriting.
Web based maths
programme used to
consolidate skills
Higher % of children
achieving GLD.
Impact of intervention is
evident for all groups.
Leaders have good grasp of
PP progress.
PP children (along with
other groups) are tracked
carefully to ensure good
progress.
Improved % of children
operating at A.R.E. in
Mathematics.
PP children able to
participate in this activity
and develop self-esteem,
confidence in own abilities.
Gap in writing narrowed
against their cohort.
Children have greater in
pride in their work and a
more motivated to write.
PP become more confident
in basic maths skills and
higher % working at A.R.E.