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Pupil premium strategy statement (primary)

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

Dec 16

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



an average 'scaled score' in reading and maths


103 (all pupils)

a high level of attainment in reading, writing and maths



12% (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 KS1/2


·          disadvantaged children progress at the same rates as non-disadvantaged

For disadvantaged children to progress at similar/higher levels to non-disadvantaged pupils. (KS1 to KS2 2016-2017 target of 1.5+ Value Added)



·         To ensure disadvantaged children have the same opportunities to be involved in extracurricular activities

100% uptake of disadvantaged in extracurricular activities if so desired (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

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)

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

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

Half termly tracking of data.

Monthly meetings with Associate Headteacher 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- GA

December 2016

For “disadvantaged” children to meet national standard of “above expected” attainment


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

*Class teacher focus * Use of class TAs for support


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.

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


December 2016

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 (Associate Head/Assistant Head/Eng/maths leaders)

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

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


December 2016

Total budgeted cost

£40,000 lead teacher and leadership time/booster support – 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

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”.



learing opportunities inn school

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


December 2016

Disadvantaged to participate in all areas of school life


To improve levels of attendance with the disadvantaged pupils (3% lower than school mean 2016)

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


December 2016

Total budgeted cost

£33,000 (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

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 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.



November 2016

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

S.C met- Data headlines:

·         EYFS-60% GLD (disadvantaged- 5 children)

·         Phonics- 100% meeting standard

·         KS1- 57% in R/w meeting standard- 100% in maths (7 disadvantaged)

·         KS2- 85% of disadvantaged children meeting expected standard in R/W and M compared to nationally, 53% of all children to meet this expectation




·         More targeted support for 2016-2017 from skilled TAs (HLTA) and PP teacher on disadvantaged ch in Y1/2 and in the current Y3 class.

·         Interventions carefully targeted  in the current Y3 cohort- weekly writing/reading for enjoyment sessions to “close the gap” with “non-disadvantaged”

·         Continue booster and class support in KS 2 and particularly Y6t o continue to ensure high standards of all learners

·         Tailor support of disadvantaged children to meet the needs of higher attainers- ensure that this group reach similar levels to the class’ “greater depth2 group







(4/5 of PP teacher’s salary)_

   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 2- 1.1+ (compared to the national mean of 0)

·         Scaled scores: 105.4 in R and M- compared to national mean scaled score of 103 (for all pupils)

·         Continue with subject leader support and Associate/Assistant head booster intervention

·         Team teaching approach to continue in Y2/Y6

·         Close look at half termly data this academic year to focus on children (disadvantaged), progressing less rapidly. These to be a focus on planning for teachers for them to catch up with their peers.

·         TAs to work closely with Year 3 (in light of 2015-2016 Y2 outcomes for disadvantaged children) - maths mastery approach and reading for enjoyment session to take place weekly for these pupils.


(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

·         All disadvantaged children attended  the 2016 school journey-( 6 children were supported with fees)

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

·         Funding for music places for extra tuition (4)

·         5 Nursery places were partially or fully funded for disadvantaged




·         Continue this approach to funding disadvantaged children

·         To review financial situation of certain families more frequently ( especially for school journey), ensuring sensitive support is offered at the appropriate time


(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.

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

·         Housing and relocation

·         Family therapy and support

·         Sleep concerns

·         Separation and conflict

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

·         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

·         Still work to be done with improving attendance figure with the disadvantaged pupils- last year, attendance figures were 3% lower than the school mean 



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