Detail

Data

Number of pupils in school

256

Proportion (%) of pupil premium eligible pupils

18%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year)

Review 2023-2024

2024-2025

2025-2026

2026-2027

Date this statement was published

December 2024

Date on which it will be reviewed

December 2025

Statement authorised by

Joanna Heritage, Head of School

Pupil premium lead

Alison Weaver

Governor / Trustee lead

Tasara Nyaguyo

Detail

Amount

Pupil premium funding allocation this academic year

£62,160

Recovery premium funding allocation this academic year

Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024.

£0

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

£62,160

At St Edward’s we have high ambitions and aspirations for all our pupils. We aim to support all children to achieve their best in Spirit, Mind and Body.

Our pupils in receipt of Pupil Premium Funding face a range of barriers to reaching their full potential. At St Edward’s we work hard to identify the specific barriers for each pupil to provide support to help overcome those barriers. Quality first teaching and a well-planned and delivered curriculum is fundamental to our approach, with a focus on areas in which disadvantaged pupils require the most support whilst, at the same time, benefitting the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that disadvantaged pupils’ attainment will be sustained and improved alongside progress for their non-disadvantaged peers.

Our approach will be based on a clear understanding of each child’s needs

alongside whole school improvement priorities including addressing gaps in

learning. We will:

• ensure disadvantaged pupils are challenged and supported in the work that they

are set, including those who also have SEND/Education and Health Care Plan

• 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 have high expectations of what they can

achieve.

• work with Infant and Secondary school partners to ensure continuity of support

and progress at the point of transition.

This will be achieved through:

●       high quality teaching that is responsive to the needs of disadvantaged children

●       · access to a broad and balanced curriculum that develops skills and builds knowledge incrementally through a carefully planned progression

●       strong emphasis on early reading and vocabulary development alongside a love of reading for pleasure

●       focus on building core Maths skills that pupils can use fluently in order to access a Mastery approach to Maths learning

●       robust use of evidence and assessment to ensure a prompt response to identified challenges and individual needs

●       implementing early and targeted intervention, support and challenge

●       provision for wider educational experiences that support children’s spiritual, moral, social and cultural development in school as well as access to extra- curricular provision including clubs, trips and book packs

●       working closely with families

●       liaising with external agencies to secure further support

Our ultimate aim is to improve all our children’s life chances with the knowledge that they can do all things through Christ who strengthens them and continue their journey as humans who are fully alive in the glory of God.

Challenge number

Detail of challenge

1

Some disadvantaged children do not achieve age related expectations in reading, writing and maths.

2

Parental engagement of disadvantaged children’s families with aspects such as homework, learning times tables and reading regularly.

3

Providing opportunities for children to develop wider personal skills and to acquire ‘cultural capital’ which adds benefit to all aspects of curriculum knowledge, progress and context.

4

Ongoing concerns relating to some children’s emotional health and wellbeing, including social skills with peers, separation anxiety from parents/caregivers and anxiety linked to school attendance.

Intended outcome

Success criteria

Improve progress and attainment in Reading, Writing and Maths to help ensure pupils make good gains from their starting points.

Improve progress and attainment in Reading and Maths to help ensure pupils make good gains from their starting points. A higher % of disadvantaged pupils will be working at or above ARE by July 2027 compared to their attainment in the previous academic year. All disadvantaged pupils, including those  with SEND, will make measurable and, at least, expected progress

Ensure high levels of attendance for all

disadvantaged pupils through

partnerships with parents. Support all

parents to develop children’s

independence and resilience including

homework skills in order to develop children’s core skills.

Attendance will be in line with school %

or higher. Bespoke support for parents

and families will have been put in place.

To ensure all children achieve their  potential, develop their cultural capital and overcome any external barriers to their learning.

Additional provision is implemented so that children eligible for PP fully access the broader curriculum entitlement and wider school experiences.

Increase opportunities for disadvantaged pupils to access wider curricular provision to help develop their wellbeing, confidence and social and emotional development.

GL PASS  will show impact on confidence, independence and attitudes to school and learning.

Activity

Evidence that supports this approach

Challenge number(s) addressed

High quality

teaching based on

research informed

strategies of assessment for learning, modelling, metacognition, adaptive teaching and scaffolding.

CPD to support these techniques

EEF Improving Mathematics in Key Stage 2 & 3 recommendations.

EEF Improving in Key Stage 2 recommendations

EEF report that diagnostic assessments provide opportunities to reflect on pupils’ thinking, strengths, and weaknesses. They can give useful insights into learning, adding to the richness of the information teachers hold about their pupils.

EEF School Planning Guide states that ‘Effective professional development is vital  to support, develop, and sustain high quality teaching.’

1, 3, 4

Maths manipulatives for the classroom

EEF Improving Mathematics in Key Stage 2 & 3 recommendations.EEF 5 a day SEND recommendations

1, 3, 4

Improve attainment and

progress in core subjects through improved online resources for interventions and homework.

- Accelerated Reader

- TT Rockstars

- Atom Prime

EEF identifies that homework, diagnostics and feedback are all low cost, high impact strategies. All children have access to Atom Prime and TTRockstars to help to ensure maths home learning is effective and targeted. Online support for GPS is also being trialled.

1, 2,

Focus on Reading for Pleasure through author visits, daily reading fo pleasure lessons, Literacy Tree curriculum

Previous use of these approaches has led to improved outcomes in Reading and Writing and positive feedback through pupil voice

1,3,4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Lexia, HfL Reading Fluency Intervention, Speech & Language Link, Maths interventions (White Rose Fluency Bee)

Previous use of these approaches has led to improved outcomes. This is a low cost for moderate to high impact approach, according to the EEF toolkit. Pro-vision of targeted interventions through online licences, staffing provision and use of mapping tools. EEF Teaching and Learning toolkit advocates the use of small group tuition.

1,2,3,4

Challenge Lessons

for Year 6 pupils

(Maths). likely to achieve Higher standard (in school)

Support Maths sessions for Year 5 pupils identified as not making expected progress and at risk of not making Expected standard in Year 6 (out of school).

Both provided by I Get Maths

Previous use of this approach has led to positive feedback through pupil and parent voice.  EEF Teaching and Learning toolkit advocates the use of small group tuition.

1,2,3,4

Access to books and other equipment to support pre-learning

Opportunities to familiarise with up-coming topics through books will give the children confidence and interest to access the learning more confidently .

1,2,3,4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Improve mental and emotional health for vulnerable learners. Fund Learning Mentor (CH), and Forest School provision for all. Nurture, Drawing & Talking & ELSA provisions for identified pupils

627 transfer for Year 6 pupils

The PHE/DfE guidance, Promoting children and young people’s mental health and wellbeing, cites the cognitive benefits of good mental health. This is delivered through provision of comprehensive pastoral support through specially trained staff and online record-keeping system.

1,2,3,4

Support parents with costs associated with school life.

Chromebooks for each PP child that needs them

The EEF toolkit states that arts education has moderate impact for very low cost. Inclusion and engagement are also vital to children’s wellbeing. Promote inclusion and wider experiences through subsidised funding for: - Uniform, trips and visitors - Peripatetic music tuition

1,2,3,4

Enrichment packs for each PP child at the end of each term, music lessons

The EEF toolkit states that arts education has moderate impact for very low cost.

1,2, 3, 4

Free School Meals

Research shows that better food in schools is improving what children eat during thee school day, and there is evidence of a clear link between what children eat at lunchtime in school, where they eat it and how they focus with their teachers in the afternoon.

Outcome 1 Equal access to enrichment opportunities

Success Criteria Pupils experience extracurricular activities and cultural enrichment. All pupils are supported to access extra-curriculur activities and places are reserved for clubs to ensure PP children have access. Places on trips including the residential are financially supported to ensure that all pupils can take part. Pupil voice shows that children have access to clubs and are able to join in. Outcomes met

Outcome 2 Disadvantaged pupils maintain similar rates of attainment and progress to non- disadvantaged pupils.

Success Criteria End of year assessment data will show that 90 – 100% of disadvantaged pupils will make progress in line with peers. PP children achieving highest levels have increased. In 2024, FSM group is one of the 3 highest achieving groups overall, in Reading and in Writing. In Reading, PP children achieving expected and highest levels is 88% compared to non FSM (91%).  PP achieved accelerated progress in reading and writing end of Key Stage results 2024, when compared with LA and National non-disadvantaged progress measures. Progress for Reading at the Expected Standard for FSM^ group was 24% compared to 8% for non-FSM6. For those achieving the Higher standard of Reading this was 63% FSM6 compared to 50% not FSM6.

In Writing, while attainment of FSM6 group was 11% below non-FSM6 children, progress was in fact 9% above (FSM6 13% non-FSM6 4%).

Pupil voice on Lexia shows that pupils who take part feels it helps them in Reading and Writing ‘It helps me with my punctuation in sentences’ ‘It helps me read more.’ ‘It helps my reading and spelling.’ ‘I can spell more words.’ ‘I know some things before my class because I read about them in Lexia.’ Pupils also report that termly book packs and author visits have encouraged them in Reading and Writing ‘I can share facts I learnt about Egypt in class from the book I was given’. ‘Listening to the authors talk about how they get their ideas makes me realise I could be an author one day’ ‘The books signed by the author makes me feel special and want to read them more’.

Maths results for Expected levels show lower levels of achievement than in Reading and Writing and this will be an area of focus moving forward, however the progress gap between has been significantly reduced between 2023 to 2024 to 5%. The gap is widest in the lower attainers group. Outcome mostly met but will continue into next cycle.

Outcome 3 Disadvantaged pupils who have fallen behind access quality catch up boosters from teachers in school

Success Criteria Analysis of booster interventions will show positive impact and accelerated progress Booster group for Year 6 (2 classes split into 3 smaller groups for English and Maths lessons every morning in Year 6 has run for 3 years. Attainment and progress in Reading and Writing for disadvantaged pupils has increased yearly across 2022, 2023 and 2024. In Maths, there was a dip in attainment for PP children in 2023 and although it has improved in 2024, is not yet at the level of attainment for 2022. Progress scores  also dipped in 2023, however these have recovered and are now higher than 2022.

Higher attainers booster Maths group: The progress gap for FSM6 is lower than the Not FSM6 group for Higher Attainers in Maths, showing the impact of the weekly specialist Maths teacher-led booster group.

Outcome 4 Parent awareness of barriers to learning, especially EAL parents

Success Criteria Parents who identify barriers to learning are supported to implement solutions Learning mentor is available daily on the gate and is able to signpost parents to resources and identify channels for support. Pupil voice shows that having Learning mentor support has a positive impact on their wellbeing ‘ When we have problems, she has more time to help us solve them’. ‘She helps me feel calmer when I’m worried’

Parent session on Supporting your child with reading was not well attended however author visits have been popular and many parents buy books for their children. All PP children are bought a book using PP funding which is signed by the author in person to the child. Attendance for past year for PP children at 95.7% as of July 2024 compare to All Pupils of 94.8%. St Edward’s attendance for PP children is above national average for PP children and above average for the St Thomas Catholic Academy Trust.  Outcome partially met Focus to continue on parental engagement in children’s learning.

Programme

Provider

Lexia Core 5

Lexia UK

I Get Maths

I Get Maths

Music lesson

Peripatetic teachers

Junior Language Link

Speech & Language Link

STAR Maths

Renaissance

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

0.00

The impact of that spending on service pupil premium eligible pupils