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The Rosary Catholic Primary School

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

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