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Pupil Premium

The Government introduced the Pupil Premium Grant (PPG) in 2011. The PPG is given in addition to schools’ main funding and is allocated to children from low-income families.

In 2021-22, schools received funding for the following groups of pupils:

  • Pupils who have been recorded as being eligible for free school meals at any point in the last six years.
  • Pupils who are in the care of, or are provided accommodation by, a Local Authority.
  • Pupils who are no longer looked after by a Local Authority because of adoption, a special guardianship order, a child arrangements order, or a residence order.
  • If you think your child/children may be eligible for the PPG, you should use the link below to check – you will need your full name, date of birth and National Insurance Number (or National Asylum Seeker Service Number).

At the Convent of Jesus and Mary Catholic Infant School & Nursery we believe that every child should be supported to achieve their full potential regardless of their background. The effective use of the Pupil Premium Grant (PPG) will support us in achieving this.

 

CHALLENGES:

Challenge Number

Detail of Challenge

1

  • Assessments, observations, and discussions with pupils indicate under-developed oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS1 and in general, are more prevalent among our disadvantaged pupils than their peers. Improved oral language skills and vocabulary among disadvantaged pupils.

2

  • Our assessments (including wellbeing survey), observations and discussions with pupils and families have identified social and emotional issues for many pupils, notably due to a lack of social opportunities during school closure. These challenges affect their self-confidence, resilience, their ability to make friends, and try hard with their schoolwork.
  • We currently require additional support with social and emotional needs, with 8 (26%) pupils receiving small nurture group interventions – The Apprentice Gardeners, with 2 (6%) of those pupils receiving support from the Brent Centre for Young People.

3

  • Assessment, and monitoring indicates that disadvantage pupils are not making the expected progress in writing (AREs) in-line with their peers.

4

  • Gaps in knowledge and understanding due to school closures in the previous academic year (COVID-19).
  • We have prioritised quality first teaching to ensure we diminish the differences between disadvantaged pupils and their peers.

5

  • Attendance data over the Autumn term 2021 indicates that attendance among disadvantage pupils has been lower than for non-disadvantaged pupils, particularly for those under five.
  • 0.40% (1 pupil) of disadvantaged pupils has been ‘persistently absent’ compared to 7% (17 pupils) of their peers during that period. Our monitoring indicates that absenteeism is negatively impacting disadvantaged pupils’ progress.

 

INTENDED OUTCOMES:

Intended Outcome

Success Criteria

Improved oral language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate that in some cases oral language among disadvantaged pupils needs to improve. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.

On average, oral language approaches have a high impact on pupil outcomes of 6 months’ additional progress.

It is important that spoken language activities are matched to learners’ current stage of development, so that it extends their learning and connects with the curriculum.

There is evidence to suggest that pupils from lower socioeconomic backgrounds are more likely to be behind their more advantaged counterparts in developing early language and speech skills, which may affect their school experience and learning later in their school lives.

Maintain and improve outcomes for disadvantaged pupils across the curriculum by ensuring all disadvantaged pupils have access to high quality first teaching and a creative and engaging curriculum

  • Outcomes for PP pupils is in line with Non-PP pupils.
  • Robust monitoring cycle
  • Pupils enjoy and achieve because the curriculum is fun, creative and engaging
  • Disadvantaged pupils are motivated to learn

Rational for implemented strategies:

Meta-Cognition +8 months; Feedback +8 months; Teaching of Phonics +4 months; Oral Language Development +5 months; One to One Tuition +5 months; Small Group Tuition +4

Continue to support pupils’ wellbeing by providing high quality nurture group support – learning in the outdoors provided by our staff, as well as therapeutic service.

 

  • Continue to offer an environment where pupils feel welcome, safe and know who they can talk to.
  • Continue to use the support of the Brent Service for Young People in order to ensure we support those pupils with most needs.
  • Continue to use nurture groups to ensure pupils have opportunities to explore wellbeing provision in small groups.

Rational for implemented strategies:

Supporting social emotional needs of pupils to ensure that they are ready to learn and achieve.

Brent Service for Young People (+4 months)

Maintain high levels of attendance and punctuality of

Disadvantaged pupils

  • Ensure attendance of disadvantaged pupils is in line with non-Disadvantaged

 

  • Minimise persistent absenteeism and lateness

Rational for implemented strategies

Target attendance and punctuality to ensure pupils are in school enjoying and learning.

Promote and develop positive attitude and engaging routines to ensure pupils want to be in school

To ensure any ‘gaps’ in pupils’ knowledge and skills are addressed to enable them full access to the curriculum.

  • Well designed, sequential progressions of learning, with knowledge and skills integrated across the curriculum linking prior learning to new learning.
  • On-ongoing AfL  
  • Well sequenced lessons enable pupils to embed and further develop knowledge and understanding  
  • Commitment to providing small group intervention, prioritising disadvantaged pupils in order to maximise their access to the curriculum. This includes small groups, one to
  • one support and effective feedback (verbal as well as comments in books).

 

REPORTING:

We will report to the Curriculum and Catholicity Committee, the Resources and Finance Committee, and the Full Governing Board on:

  • The progress made towards diminishing the differences.
  • An outline of the targeted provision in place and the impact it has had on pupils’ outcomes.
  • The impact of the targeted provision and its cost effectiveness.

The Governing Board will ensure that there is an annual statement to parents on how the Pupil Premium Grant has been used and ensure the school has effectively ‘diminished the differences’ between disadvantaged pupils and their peers.

The Link Governor for Pupil Premium is Mr Hanlon.


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