--- title: "Pupil Premium" url: "https://www.stbernards.mecmat.org/our-school/pupil-premium" school: "St. Bernard's Catholic Primary School & Nursery (part of Mater Ecclesiae Catholic M.A.T.)" --- # Pupil Premium # Pupil premium strategy statement ## This statement details our school’s use of pupil premium and catch up/ recovery premium for the 2024-2025 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 2025-2026 and the effect that last year’s spending of pupil premium had within our school. ## School overview | Detail | Data | |---|---| | School name | St. Bernard’s Catholic Primary School | | Number of pupils in school | 219 | | Proportion (%) of pupil premium eligible pupils | 48 children 22% | | Academic year/years that our current pupil premium strategy plan covers **(3 year plans are recommended)** | 2024-2026 | | Date this statement was published | Sept 2024 | | Date on when it was reviewed | Sept 2025 | | Statement authorised by | Governing Body | | Pupil premium lead | Roy Turner | | Governor / Trustee lead | Samantha Alsop | **Funding overview** | **Detail** | **Amount** | |---|---| | Pupil premium funding allocation this academic year | £67158 | | Recovery premium funding allocation this academic year | £ | | 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 | n/a | # Part A: Pupil premium strategy plan ## Statement of intent | It is the intent of our school to narrow and ultimately remove the gap between disadvantaged pupils and their non-disadvantaged peers as they progress through school. Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. The Pupil Premium is aimed at addressing the current underlying inequalities which exist between children from disadvantaged backgrounds and their more affluent peers. The Pupil Premium also provides funding for children who have been looked after continuously for more than six months and the children of service personnel. We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not. High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will: - ensure disadvantaged pupils are challenged in the work that they’re set - act early to intervene at the point need is identified - adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve Overcoming barriers to learning is at the heart of our Pupil Premium Grant use. We understand that needs and costs will differ depending on the barriers to learning being addressed. 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 is key to maximising the use of the Pupil Premium Grant. Our priorities are as follows: - Closing the attainment gap between disadvantaged pupils and their peers - Ensuring all children receive quality first teaching each lesson - Providing targeted academic support for children who are not making the expected progress - Addressing non-academic barriers to attainment such as attendance, behaviour, well -being and cultural capital - Ensuring that the Pupil Premium Grant reaches the pupils who need it most | |---| ## Challenges This details the key challenges to achievement that we have identified among our disadvantaged pupils. | Challenge number | Detail of challenge | |---|---| | 1 | Poor communication and language skills, vocabulary gap | | 2 | Punctuality/attendance issues | | 3 | Aspirations /expectations | | 4 | Behaviour /attitude to learning | | 5 | Social and emotional difficulties | | 6 | Complex home circumstances | | 7 | Gaps in learning | ## 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 | |---|---| | Good progress made by all pupils eligible for pupil premium including in the development of language skills | All PP children make good or better progress particularly in Communication and Language in EYFS | | Narrow the gap between pupils eligible for PP and other children | % of PP children reaching expecting standard is closer to the % of other children reaching standard | | Meet social and emotional needs of PP children so that they can thrive in the playground and in the classroom. | PP children interacting well within social groups PP children less frequently on report PP children becoming more independent over time from nurture staff PP children able to share feelings and emotions with school staff | | Increased opportunities and aspirations for PP children | Increasing take up of opportunities offered Increase in self-esteem/self-belief of identified PP children | | Developed vocabulary in PP children particularly in the EYFS | Wider vocabulary used by PP children | | Punctuality/attendance issues improved | Decrease in the number of PP children who arrive late for school | | Individual behaviour plans have a positive impact. Behaviour supports learning | Less children needing behaviour support plans in time. Improved access to learning for children with behavioural difficulties. | ## ## 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: £53568 | Activity | Evidence that supports this approach | Challenge number(s) addressed | |---|---|---| | *Quality first teaching* CPD for teaching staff including metacognition, key learning, sticky learning and assessment | [Standardised tests \| Assessing and Monitoring Pupil Progress \| Education Endowment Foundation \| EEF](https://educationendowmentfoundation.org.uk/tools/assessing-and-monitoring-pupil-progress/testing/standardised-tests/) | 1,3,4 and 7 | | *Additional TA support in each class to ensure access for PP children to quality first teaching* | Previous impact supported by data evidence in school. EEF learningcultures.org/news/teaching-assistants | 1, 3, 4,and 7 | | *Sequential and cyclical teaching including CPD and use of assessment to ensure knowledge is retained.* | Professional discussions Formative and summative assessment. Ofsted Sandylands research and practice | 1, 3 , 4 and 7 | | *CPD phonics phase 1 training for Nursery staff and staff working with children at an early stage of development in other years* | Research, practice, impact in school Studies in England have shown that pupils eligible for free school meals typically receive similar or slightly greater benefit from phonics interventions and approaches. This is likely to be due to the explicit nature of the instruction and the intensive support provided. Literacy Hub support for phonics | 4, 7 | **Targeted academic support (for example, tutoring, one-to-one support structured interventions)** Budgeted cost: £18108 | Activity | Evidence that supports this approach | Challenge number(s) addressed | |---|---|---| | *One to one support after school Y5 + Y6 pupils* | Accelerated progress evidenced by teacher assessment and SATS EEF research | 1, 3,4 7 | | *In school interventions* *One to one /small group* *A wide variety of interventions* | Accelerated progress evidenced by teacher assessment and SATS EEF research | 1, 3, 4, 7 | | *Phonics interventions* | Progress made in 2022 – 2025 EEF | 1,3,4 and 7 | | *Spelling interventions through Red Rose* | Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading, particularly for disadvantaged pupils: [Phonics \| Teaching and Learning Toolkit \| EEF](https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/phonics/) | 1,3,4 and 7 | **Wider strategies (for example, related to attendance, behaviour, wellbeing)** Budgeted cost: £1900 | Activity | Evidence that supports this approach | Challenge number(s) addressed | |---|---|---| | *Nurture staff support small groups* | Nurture Group research evidence Previous success . | 2,3,4 ,5, 6 | | *ELSA* | There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers): [Improving\_Social\_and\_Emotional\_ Learning](https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/primary-sel) in Primary Schools \| EEF | 3,4,5,6 | | *Family Support Workers* | Effective EHA plans, reduced CIN and CP | 2,3,4,5,6 | | *Residential Trips* | Wellbeing of pupils who can attend residentials with collegues | 1,3,4,5 | **Total budgeted cost: £ 73576** # Part B: Review of outcomes in the previous academic year ## Pupil premium strategy outcomes This details the impact that our pupil premium activity had on pupils in the 2024 to 2025 academic year. | ***EYFS*** *No pupil premium data yet on MIS* ***YEAR 1*** 67% of PP children met the expected standard in phonics compared to 80% of non PP children. **Key Stage 1** 33% of PP children achieved expected level of development in Reading 50% of PP children achieved expected level of development in Maths This was a decrease in literacy and maths from last year. **Key Stage 2 Year 6** 60% of PP children reached expected in Reading, Writing and Maths combined. . National data for **all** children was 62% 100% of PP children achieved expected in Maths compared to 74% of all children nationally 60% of PP children reached expected level in Reading compared to 75% of all children nationally 40% of PP children reached expected in Writing compared to 72% of all children nationally Gap between PP and non-PP children increased in both Reading and Writing but was the higher for Maths. There were 5 children in 2024-2025 - each child equating to 20%. | |---| ## Externally provided programmes *Intervention programmes used in 2024-2025* | Programme | Provider | |---|---| | Toe by Toe | Keda Cowling, Harry Cowling | | Word Wasp | Harry Cowling, Marie Cowling | | ELSA | LCC | | Acceleread/accelewrite | Clifford & Miles | | Bear Necessities | Sound Foundations | | Project X | Oxford University Press | | Number Mastery | NCTEM | ## Service pupil premium funding (optional) *For schools that receive this funding, you may wish to provide the following information:* | Measure | Details | |---|---| | How did you spend your service pupil premium allocation last academic year? | Nurture provision | | What was the impact of that spending on service pupil premium eligible pupils? | Some impact but plan to continue this academic year | ### Key Information - [Assessment Results](https://www.stbernards.mecmat.org/our-school/ks2results) - [Behaviour & Rewards](https://www.stbernards.mecmat.org/behaviour-rewards) - [Complaints Procedure](https://www.stbernards.mecmat.org/complaints) - [Mental Health & Wellbeing](https://www.stbernards.mecmat.org/mental-health) - [Financial Transparency](https://www.stbernards.mecmat.org/our-school/financial-transparency) - [Policies & Key Documentation](https://www.stbernards.mecmat.org/parents/policies) - [PE & Sport Premium](https://www.stbernards.mecmat.org/our-school/pe-and-sport-funding) - [Prospectus](https://www.stbernards.mecmat.org/our-school/prospectus) - [Pupil Premium](https://www.stbernards.mecmat.org/our-school/pupil-premium) - [Safeguarding (inc. online safety)](https://www.stbernards.mecmat.org/our-school/safeguarding-statement) - [School Performance and Inspections](https://www.stbernards.mecmat.org/our-school/Performance-inspections) - [SEND & Inclusion](https://www.stbernards.mecmat.org/our-school/Special-Educational-Needs) ![School Logo](https://www.stbernards.mecmat.org/images/icon/St.Benards-eblem-Colour.png)St. Bernard's Catholic Primary School & Nursery Victoria Park Avenue, Lea, Preston, Lancashire, PR2 1RP ### About The Trust Mater Ecclesiae Catholic Trust W\_rkspace 3 Caxton Road, Fulwood, Preston, Lancashire PR2 9ZZ [Visit Trust Website](https://mecmat.org/) ### Quick Links ### Office 365 [Sign in to Office 365](https://outlook.office.com/) [![Trust Mark](https://www.stbernards.mecmat.org/images/images/Diocese_of_Lancaster_In_Line_White.png)](https://www.lrcd.org.uk/) © St. Bernard's Catholic Primary School & Nursery. All rights reserved. St. Bernard's Catholic Primary School & Nursery operates as an academy under Mater Ecclesiae Catholic Multi-Academy Trust. Company Limited by Guarantee | Company Registration No: 13882215 | Registered Office: W_rkspace, 3 Caxton Road, Preston, Lancashire, PR2 9ZZ, England. School & Trust Websites by ![Vendor Logo](https://the-blessed-sacrament-catholic-primary-school.schudio.com/img/logo/light.png) [ 01772 728153 ](tel:+01772728153) \| [ bursar@stbernards.mecmat.org ](mailto:bursar@stbernards.mecmat.org) \| Follow: [Facebook](https://www.facebook.com/stbernardsprimarypreston/) QUICK LINKS ### Quick Links