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Pupil premium strategy statement 



1.   Summary information



Academic Year



Total PP budget


Date of most recent PP Review


Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

March 2018


2.   Current attainment


Pupils eligible for PP at Servite

(school data)

Pupils not eligible for PP  (national average)

expected standard or above in reading, writing and maths



average progress in reading, writing and maths

0  (in line with national average for non-disadvantaged pupils)


an average 'scaled score' in reading and maths


104.1 (all pupils)

a high level of attainment in reading, writing and maths



9% (LA)

3.   Barriers to future attainment (for pupils eligible for PP)


•          Access to extracurricular activities (musical tuition, sporting opportunities, after school clubs, school journey)


•          Access to resources that would supplement learning at home (books, internet, engaging educational visits…)


·         Opportunities to develop their spoken language and talk confidently and eloquently about their own learning experiences


·         Lower levels of attendance and punctuality

4.     Desired outcomes (Desired outcomes and how they will be measured)

Success criteria


·         disadvantaged  children attain the same/higher as non-disadvantaged in (R/W/M)

85% + of disadvantaged to meet or exceed required standards at GLD/Phonics KS1/2


·         For disadvantaged children (strong focus higher attaining) progress at the same rates as non-disadvantaged (KS1-KS2 data comparison).

For HA disadvantaged children to progress at similar/higher levels to non-disadvantaged pupils. (KS1 to KS2 2017-2018 target of 1+ Value Added)



·         To ensure disadvantaged children have no financial barrier in preventing their involvement in the EYFS, wrap around care and their participation in extracurricular activities 

100% uptake of disadvantaged in school Nursery, wrap around care extra-curricular activities (finance not to be a factor for disengagement-).


5.   Planned expenditure

·         Academic year


The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies

    i.   Quality of teaching for all learners and for disadvantaged and non-disadvantaged pupils to progress and attain equally

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

disadvantaged  children attain same/higher as non-disadvantaged (R/W/M)-


For HA “disadvantaged” to progress at similar levels to “non- disadvantaged” nationally – in all classes


Designated disadvantaged lead teacher employed to work with disadvantaged pupils throughout the school on Maths and English key skills.

One day a week bespoke intervention for children, irrespective of their ability.

Support/intervention in previous years having impact on progress/attainment on these targeted pupils

Half termly tracking of data.

Monthly meetings with Head of school and “Disadvantaged” lead- tracking effectiveness of support.


Lesson observations and book scrutiny- checking outcomes of support in line with individual pupil targets











C.G & lead Disadvantaged teacher- SJ (Deputy Head)

March 2018 (Spring term data)


Then July 2018





For disadvantaged children to progress at/above national levels (for all pupils)

*Class teacher focus * Use of class TAs for support- TAs to have a half termly focus group of disadvantaged children in their class-


Half termly meeting with designated lead teacher (SJ) and class teachers to discuss “disadvantaged” progress


Clear differentiation to be explicit in planning and book looks to ensure “disadvantaged”  children make the desired levels of progress and are in line with national levels for “above” expected 




Class action plans in the past have led to ensuring “disadvantaged” children are carefully tracked and monitored. In addition, these pupils have work planned for their individual needs. A tight focus around targets and target monitoring has led to class teachers enabling these pupils to progress at a rapid rate.


Data analysis of previous years’ results has indicated that some disadvantaged have not progressed (especially HA) at the same rate at their school peers.



(class Action Plans-CAPS and data analysis)/lesson observations-


Weekly planning and half termly planning to be checked by curriculum lead- has there been sufficient provision made for all learners?


Teaching over time document to be used as a tool to identify gaps in learning.


March 2018


Then July 2018

For “disadvantaged”  pupils to reach their potential and continue to attain/progress at the same/above rate as non-disadvantaged pupils at the end of KS2 at the school

Cover for weekly booster sessions (Deputy Head/Head of School   Head/Assistant Head/Eng/maths leaders)


HA intervention teacher recruited

Support effective in previous years. Four years of data supports the interventions and booster sessions effectiveness.

Termly tracking of effectiveness- data, CAPS, teaching over time outcomes and book looks.


March 2018


Then July 2018

Total budgeted cost

£30,000 lead teacher and leadership time/booster support/Increased Ta support /Ha intervention  teacher– Per annum


    ii.   Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

For “disadvantaged”  children to make rapid progress to “diminish the difference” with non-disadvantaged

TA intervention groups- weekly



Weekly sessions with “intervention” teachers in Maths/English

Effective support from TAs has been strength at the school. Findings from the recent RE Ofsted have indicated that when done well, it can have a very positive impact on the children’s progress and attainment 


Withdrawal for key skills/reading for enjoyment can add to the children’s learning opportunities at school- Interventions to take place during the school day at times of “minimal impact”.




(Disadvantaged teacher)- to carefully timetable and train TAs in their support of specifically targeted groups


Half termly meetings with TAs to discuss interventions


Weekly planning meetings between teachers and TAs in order to discuss interventions and carefully plan for the week ahead


Intervention teachers to work in KS1/2- focusing on HA in maths/writing/reading who are disadvantaged




March 2018

To maximise inclusion of “disadvantaged” children at school


Disadvantaged to participate in all areas of school life and for attendance levels to be the same or better than “non-disadvantaged”


 For attendance figures of “disadvantaged” children to be on par with the national figures for all children.

TAS (“Team Around the School” and school based social worker)

Previous year’s support from TAS and “school based social worker” (SBSW) have ensured disadvantaged children are supported to participate fully in school life

Access and Inclusion manager to liaise with TAS and SBSW to target and support where appropriate. Monthly meetings to review impact


·         Preventative programme in place to ensure disadvantaged attendance rates/figure  improve

·         Bespoke, focused intervention to work with families of disadvantaged  children (EWO and Access and Inclusion officer) to encourage children to attend school on time

·         Access and Inclusion officer to do weekly attendance and punctuality check of disadvantaged children. Letters, texts and e mails used as a form of regular of contact to targeted families


March 2018

Total budgeted cost

£30,000 (school based social worker, leadership time to meet outside agencies, TA time for bespoke/tailored interventions)

Resources for intervention

Resources/rewards form improving attendance figures of disadvantaged children

   iii.   Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Disadvantaged children involvement in extra curricula activities, nursery education and participate in school trips/wraparound care

to be given financial support for involvement in wrap around care, school trips, school journey, after school clubs and nursery education

Inclusive nature of the school promotes all pupils’ involvement in school life irrespective of their financial context.

Children (families) with certain financial barriers have all successfully, in the past, participated in extracurricular activities of their choice.

Half termly review of clubs, breakfast club and extended schools’ enrolment.


Funding for nursery parents to continue for disadvantaged families- All to have full time full funded places for 2017-2018

(Senior admin officer to ensure this has been actioned)



March 2018

Total budgeted cost



6.   Review of expenditure

Previous Academic Year


     i.   Quality of teaching for all

Desired outcome

Chosen action / approach


Lessons learned



To “diminish the difference” in attainment between non and disadvantaged pupils.














Dedicated PP teacher to support all learners within this category through the school day


Teachers to prioritise the provision in their class for “disadvantaged” deploying TAS and support effectively






 support effectively



S.C met- Data headlines:

·         EYFS-83% (non 83%) GLD (disadvantaged- 6 children)

·         Phonics- 80% (93% non) meeting standard

·         KS1- 75% (non- 75%) in R/W/M                         (8 disadvantaged)

·         KS2- 90% of disadvantaged children meeting expected standard in R/W and M compared to nationally, 61% of all children to meet this expectation






·         More targeted support for HA in KS1/2

·         Interventions carefully targeted  in the current Y1/2 and 4/5/ 6 cohorts where HA are focused on

·         Continue booster and class support in KS 2 and particularly Y6 to continue to ensure high standards of all learners

·         Added focus on the current Y4/5 classes to diminish the difference and avoid any “catch up” in year 6

·         Greater depth learning to be looked at for teacher’s performance management







(PP teacher, cover costs, boosters and interventions form senior leaders )

    ii.   Targeted support

Desired outcome

Chosen action / approach

Estimated impact:

Lessons learned



For disadvantaged  children to progress rapidly in R/W and M at the end of KS2



·         Maximise engagement in after school booster sessions.

·         Targeted support by school  leaders during Maths/

English sessions

·         Value added measures in KS 1-2 “0” (compared to the national mean of 0)

·         Scaled scores: 106 in R and M- compared to national mean scaled score of 104.1 (for all pupils)

·         Continue with subject leader support and Head/Assistant boostering an in class support throughout the year

·         Team teaching approach to continue in Y2/Y6

·         Close look at half termly data this academic year to focus on children (HA disadvantaged), progressing less rapidly

·         To look into employing intervention teachers to look at HA children, including disadvantaged HA children in each cohort

·         CAPS and data meetings need to drill down the progress measures of all “disadvantaged” leaners in order to continue to diminish the gaps.


(cover costs of school leaders)

   iii.   Other approaches

Desired outcome

Chosen action / approach

Estimated impact:

Lessons learned

(and whether you will continue with this approach)


Disadvantaged to participate in all areas of school life

Financial support where applicable to maximise opportunities for these children


Nursery support

·         All disadvantaged children attended  the 2017 school journey-( all 11 children were supported with fees)

·         Targeted funded places (5 children) in extended schools and breakfast club

·         Funding for music places for extra tuition (2)

·         1 Nursery place was partially funded 2 fully funded for disadvantaged children




·         To target “vulnerable” “disadvantaged” families early in regards to their nursery fees and any costs for extracurricular activities

·         Continue this approach to funding disadvantaged children in terms of extra-curricular involvement

·         All disadvantaged children in Year 6 to receive support in payment for 2018 school journey- this would ensure their participation 



(same as above)+

For social and emotional support to be offered and available to vulnerable, disadvantaged  children


TATS and School based social worker available to support targeted individuals.


Access and Inclusion manager to monitor and assess the support given to these families.

·         Families were supported throughout the year (disadvantaged)- following issues addressed/supported:

·          Housing and relocation

·         Family therapy and support

·         Sleep concerns

·         Separation and conflict

·         Again, as a result of support, there were no fixed term exclusions

·         Attendance of “disadvantaged” for 2016-2017- 95.61%, this is lower than the school figure (96.5%)

·         Continue to offer this holistic additional support for children and their families

·         Work closely with the school based social worker to identify families that are disadvantaged who might be experiencing periods of vulnerability, whether it is financially or emotionally related

·         To use the Access and Inclusion officer and the Educational Welfare officer to closely track (monthly)- the levels of punctuality and attendance of disadvantaged children. Intervention and support to be identified accordingly

·         Attendance needs to continue to be a focus this academic year. “Disadvantaged” figures will need to match that of national figures for non “disadvantaged”  



(school based social worker time & Assistant Headteacher cover time to support “Team Around the School”)