St Mary’s Catholic Primary School
Pupil Premium
2011-2017
Analysis and Challenge
On the following pages are tables showing information for our Pupil
Premium survey. As a school, we have used these to inform
discussions between leadership, staff, parents and governors, and
help to shape future strategic planning for the use of the Pupil
Premium funding.
Financial Year
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
Amount of Pupil Premium Funding
9,968
13,342
21,168
11,880 + 300 Service Child
11,880 + 300 Service Child + 1,900 LAC
Financial Year
Percentage of FSM pupils
Number of FSM pupils eligible for the Pupil
Premium
2012-2013
24%
2013-2014
18%
2014-2015
15%
2015-2016
10.5%
2016-2017
8%
13@766=
9,968.
12@1,111 =
13,342.
11@1924 =
21,168
9@1320 =
11,880.
8@1485 =
11,880.
Number of looked after pupils eligible for the Pupil
Premium
0@623
0@900
0@1300
0@1764
1@1900 =
1900.
Number of service children eligible for the Pupil
Premium
0@250
0@300
0@350
1@300 = 300.
1@300 = 300.
Totals
9,968
13,342 21,168 12,180 14080
Where are the Gaps?
St. Mary’s Catholic Primary School, Henley-in-Arden
ATTAINMENT: JULY 2016
Below
55%
Expected
YEAR 6
Bel. 5%
Exceedin
g
No.
55% 64%
Expected
6%-10%
Exceedin
g
READING
65% 74%
Expected
11% 19%
Exceeding
WRITING
75% 84%
Expected
20% 29%
Exceeding
85% +
30% +
Expected
Exceeding
MATHS
GPS
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
10
4
6
2
80%
50%
100%
100%
40%
25%
50%
0%
80%
50%
100%
100%
30%
25%
33%
50%
80%
50%
100%
100%
20%
25%
17%
0%
80%
50%
100%
100%
20%
0%
17%
0%
2
1
50%
100%
0%
0%
50%
100%
0%
100%
0%
100%
0%
0%
0%
100%
0%
0%
YEAR 5
No.
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
11
5
6
3
91%
80%
100%
100%
27%
0%
50%
33%
91%
80%
100%
100%
27%
0%
50%
33%
91%
80%
100%
100%
18%
0%
33%
33%
2
1
100%
0%
0%
0%
100%
0%
0%
0%
100%
0%
0%
0%
55% 64%
Expected
6%-10%
65% 74%
Expected
11% 19%
Exceeding
75% 84%
Expected
20% 29%
Exceeding
Below
55%
Expected
YEAR 4
Bel. 5%
Exceedin
g
No.
READING
Exceedin
g
READING
WRITING
WRITING
MATHS
MATHS
Comments
Strong cohort,
particularly girls – boys
weak at greater depth.
Pupil Premium and SEN
groups strong. One EAL
child, (Arabic), whose
attendance is an issue but
improving.
85% +
30% +
Expected
Exceeding
Comments
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
11
6
5
0
0
1
YEAR 3
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
No.
12
5
7
3
100%
100%
100%
100%
50%
60%
43%
0%
100%
100%
100%
100%
33%
40%
29%
0%
100%
100%
100%
100%
33%
40%
29%
0%
N/A
N/A
N/A
N/A
N/A
N/A
100%
100%
100%
0%
100%
0%
55% 64%
Expected
6%-10%
65% 74%
Expected
11% 19%
Exceeding
75% 84%
Expected
20% 29%
Exceeding
Below
55%
Expected
YEAR 2
0
1
Bel. 5%
Exceedin
g
No.
100%
100%
100%
54%
50%
60%
100%
100%
100%
18%
0%
40%
100%
100%
100%
27%
33%
20%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
100%
0%
100%
0%
100%
0%
READING
Exceedin
g
READING
WRITING
WRITING
MATHS
Comments
MATHS
12
10
2
1
92%
90%
100%
100%
25%
20%
50%
0%
92%
90%
100%
100%
17%
20%
0%
0%
92%
90%
100%
100%
25%
30%
0%
0%
2
1
50%
0%
0%
0%
50%
0%
0%
0%
100%
100%
0%
0%
YEAR 1
No.
ALL
Boys
9
3
100%
100%
33%
67%
WRITING
100%
100%
33%
67%
MATHS
100%
100%
Outstanding cohort who
have performed well in Y1
Phonics and KS1
assessm’ts. Only possible
area apart from
sustaining outstanding, is
development of girls
greater depth in maths
85% +
30% +
Expected
Exceeding
Comments
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
READING
Very strong cohort, but
boys writing and working
at greater depth in maths
are our areas for
development. One EAL
(Polish) child who is
performing well in all
subjects. No PP or SEND
Very strong attainment
overall but cohort
outcomes influenced by
one child with EAL and
SEN. Girls performed very
well at expected, but only
a small % achieved great
depth
Comments
22%
67%
Very strong year group in
all areas, but with relative
Girls
Pupil
Premium
SEND
EAL
6
1
100%
100%
17%
0%
100%
100%
17%
0%
100%
100%
0%
0%
2
1
100%
100%
0%
100%
100%
100%
0%
100%
100%
100%
0%
0%
90% 95%
Expected
31% 39%
Exceeding
high % of vulnerable
children. Nevertheless
100% Expected in Rd.;
Wr.; and Ma.: but girls
weaker at greater depth.
PROGRESS: JULY 2016
Below
75%
Expected
YEAR 6
Bel. 15%
Exceedin
g
No.
75% 84%
Expected
16% 24%
Exceedin
g
READING
85% 89%
Expected
25% 30%
Exceeding
WRITING
MATHS
10
4
6
2
100%
100%
100%
100%
50%
50%
50%
100%
100%
100%
100%
100%
40%
50%
33%
100%
100%
100%
100%
100%
30%
50%
14%
100%
2
1
100%
100%
50%
0%
100%
100%
50%
0%
100%
100%
50%
0%
YEAR 5
No.
ALL
Boys
Girls
Pupil
Premium
11
5
6
3
100%
100%
100%
100%
36%
40%
33%
33%
WRITING
100%
100%
100%
100%
27%
20%
33%
33%
MATHS
100%
100%
100%
100%
40% +
Expected
Exceeding
Comments
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
READING
96% +
Overall progress very
strong especially in
Reading and Writing.
Greater than expected
progress for girls in
maths an area for
development.
Comments
45%
40%
50%
67%
Overall progress very
strong. Especially in
maths with a high
percentage making
exceeding progress.
Exceeding progress in
SEND
EAL
Below
75%
Expected
YEAR 4
2
1
Bel. 15%
Exceedin
g
No.
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
11
6
5
0
YEAR 3
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
No.
Below
75%
Expected
YEAR 2
ALL
Boys
Girls
0
1
100%
100%
50%
0%
100%
100%
50%
0%
100%
100%
50%
0%
75% 84%
Expected
16% 24%
Exceedin
g
85% 89%
Expected
25% 30%
Exceeding
90% 95%
Expected
31% 39%
Exceeding
READING
91%
100%
80%
36%
33%
80%
91%
100%
80%
36%
50%
60%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
100%
0%
100%
0%
100%
0%
READING
0
1
N/A
100%
75% 84%
Expected
16% 24%
Exceedin
g
Exceedin
g
No.
12
10
2
40%
60%
43%
0%
26%
40%
29%
0%
N/A
N/A
100%
100%
85% 89%
Expected
READING
100%
100%
100%
WRITING
100%
100%
100%
100%
50%
40%
0%
100%
100%
100%
MATHS
33%
40%
43%
0&
N/A
N/A
N/A
0%
100
0%
25% 30%
Exceeding
90% 95%
Expected
31% 39%
Exceeding
42%
50%
0%
Expected
Exceeding
MATHS
100%
100%
100%
Progress generally
strong overall,
particularly for greater
than expected
progress. Boys reading
& girls writing & maths
an area for focus.
Comments
92%
100%
85%
67%
WRITING
40% +
GPS
45%
33%
80%
92%
100%
85%
67%
96% +
MATHS
91%
83%
100%
12
5
7
3
Bel. 15%
WRITING
writing an area for
development.
Three Pupil Premium
girls has greatly
influenced progress for
this cohort. Need to
target this group even
more specifically next
year.
96% +
40% +
Expected
Exceeding
Comments
42%
60%
0%
Very strong progress
overall, particularly for
boys. Greater than
Pupil
Premium
SEND
EAL
1
100%
100%
100%
100%
100%
100%
2
1
100%
100%
50%
100%
100%
100%
50%
100%
100%
100%
50%
100%
YEAR 1
No.
ALL
Boys
Girls
Pupil
Premium
SEND
EAL
9
3
6
1
100%
100%
100%
100%
67%
67%
67%
100%
100%
100%
100%
100%
56%
67%
50%
100%
100%
100%
100%
100%
44%
67%
33%
100%
2
1
100%
100%
50%
100%
100%
100%
50%
100%
100%
100%
50%
100%
READING
WRITING
MATHS
expected progress for
the two girls not
achieved, with
additional support
planned for next year.
Comments
Compellingly strong
progress across all
groups.
Effective use of Pupil Premium funding has enabled all children to to reach age expected
.
Reflective questions – To what extent are the strengths and priorities suggested by the data clearly evident in the schools
self evaluation:
SCHOOL CONTEXT
This is a rapidly growing small primary school which has FS & three mixed-age classes. The majority of pupils White
British, with about a quarter coming from a variety of other backgrounds. Asian & Irish Traveller heritage form the
largest groups. Very low EAL; Pupil Premium is above average, SEND broadly average. The school has emerged
from a very low base to a flourishing community in 4 yrs.
P .I. Date December 2012 
2 Progress
PREVIOUS INSPECTION Key Issues

Raise standards and achievement through making
more teaching outstanding and eliminating lessons
that require improvement by : challenge for moreable pupils, marking and independent working.



100% good/better teaching & significant proportion outstanding (May 2015)
High levels of challenge for more able as reflected in achievement & progress
Marking interactive>supports independence
OVERALL EFFECTIVENESS: In making this judgement, the school should take account of the four key
judgements
Specific focus on >The quality of
teaching, learning and
assessment; personal
development behaviour and
welfare; pupil outcomes; SMSC
CATHOLIC LIFE
This is currently an outstanding school with the capacity to improve even further. Senior leaders & governors
have an unrelenting commitment to continue to raise the bar even higher. This mission is shared by other
leaders, staff & pupils, who display exceptional pride in their achievement, work and school. Parents
overwhelmingly support this view. The Head of School is currently on maternity leave and the Acting Head of
School, has a clear picture of what needs to be achieved during her absence. All adults and children model the
Gospel values. Children are extremely happy thoughtful and considerate, and resolve any minor conflicts
effectively. Safeguarding system are highly effective in keeping children safe
Strengths



EFFECTIVENESS OF
LEADERSHIP AND
MANAGEMENT
The leaders’ & governors’
vision & ambition for the
school, high expectations,
rigour of SSE, curriculum,
pupil progress & pupil
outcomes, Parental
relationships, Safeguarding
TEACHING,
Areas for Development
The Catholic ethos is alive in the formal
teaching, assemblies, wider opportunities
and the day to day routines and clearly
influences the actions of all members of the
school community.
The enthusiasm and dedication of the staff,
catechists, governors and parents is given
rise to an enriched life of worship for the
pupils in the parish and, as a result, links
between the school and the local Catholic
church community are strong.
The pupils are confident and secure. They
recognise the inclusive community in which
they learn and acknowledge the impact of
the Catholic faith on their lives.

Utilise the MAC to strengthen catholic links
between other schools.

Provide a greater range of prayer
experiences.

Further develop staff training using themes
provided through the diocese.
Strengths
Areas for Development

Executive Head & Gov’s along with the Head,
provide exceptionally strong & inspired leadership
& are highly supportive of the strong Acting Head.
Drive & ambition for further improvement in
teaching/learning> outstanding standards

Ensuring that all staff are skilled, effective
‘leaders’ within our small school context.

The school provides a rich exciting holistic indoor
and outdoor curriculum

Further develop the roles of English & maths
leads and their accountability, with a specific
focus on Maths.
Fully utilise the opportunities provided by the
formation of the new Catholic MAC to
strengthen & enhance capacity at St. Mary’s.


Strengths
Areas for Development
LEARNING AND
ASSESSMENT
Quality of teaching & its
impact on learning,
Pupil expectations,
Match / quality of work,
Effectiveness of assessment &
feedback’
Teaching of key English &
Maths skills
PERSONAL
DEVELOPMENT,
BEHAVIOUR
WELFARE
Includes separate
judgements for behaviour &
PDW,
Attendance/ punctuality
Pupil attitudes to learning,
leadership and
empowerment
OUTCOMES
Current standards & progress
in English & mathematics
Pupil achievement &
progress
Progress of disadvantaged,
SEND and more able pupils,
Standards across the
curriculum

Teaching is outstanding over time & never less
than consistently good -


High expectations, challenge & greater
independence allows pupils to take ownership of
their learning,
Marking and assessment are a particular strength
& clearly inform pupils next steps


Strengths
Areas for Development

Behaviour is exemplary, relationships at all levels
excellent. Children love coming to school &
thoroughly enjoy lessons.
Pupils have outstandingly positive learning
attitudes & display great pride in their work.

Our Christian values permeate all aspects of our
school ethos & mission statement



The rigour and effectiveness
of systems to drive

Preparing children for living in modern
Britain, one society – with understanding of
equality, radicalisation, British values.
Ensuring that all safeguarding procedures are
rigorously checked, including e safety.
Develop the pupil Leadership Framework and
achieve the Prospects Pupil Leadership
Award.
Strengths
Areas for Development




EARLY YEARS
PROVISION

Ensuring that there are strong, robust
systems to support in year assessment and
pupil progress, using formative/summative
evidence
Topic based-learning – delivered through
imaginative, inspirational, creative lessons
with quality extended x-curricular writing.
Develop aspects of deeper learning in all
areas of the curriculum, but specifically
maths.
Standards are exceptionally high across the
curriculum, exemplified in attainment, progress &
outstanding quality pupils’ work
Progress for all year groups is exceptionally strong,
with the overwhelming majority of pupils in all
years making at least expected progress & a
significant %, greater progress.
94% of the pupils in the school achieved the
Expected standards for their age in Reading,
Writing & Maths


Attaining higher levels of greater depth in
maths through using and applying tasks
across the curriculum.
Raising Boys achievement in Year 6 (201617) to ensure that they fully met the Expected
and Deeper Learning standards for both
attainment and progress.
Ensuring continuing accuracy of our data
through PPM’s & rigorous moderation.
Strengths
Areas for Development


Children enter FS inline. (68% at DB 30-50
months) & make rapid progress towards their
ELG’s. 88% GLD in 2016
Ensuring that through individual learning
programmes matched to children’s needs that
all children make good/better progress
improvement,
Leadership & management,
Effectiveness of provision
and funding, breadth of
curriculum, safeguarding.


The development of the learning environment has
been great and we look for this to continue next
year.
The relationship between the parents and the
members of staff has been key to the success of
EY’s.

Ensure the evidence of children’s work is a
show case of what they achieve. .

Continuing mentoring, support & CPD for our
developing FS leader.
Where are the Gaps Other eligible groups ?
Outcomes in 2016.
Groups
Attainment, progress, attendance and exclusions.
Looked After Children x1
Service Children x1
100% achieved
100% achieved
Planning and Evaluation outline 2016-17:
Pupil premium used for:
Amount allocated to
intervention/action (£)
New or
continued
activity:
Brief summary of the intervention
or actions:
Specific intended
outcomes:
Governor Monitoring:
Staff training and
development to enable
staff to focus on
effective teaching and
learning
£4000
Continued
To provide opportunities for staff
(teachers & support staff) to
develop further skills that will
enable pupils to make the most
possible progress e.g. APP,
effective feedback, AFL; closing
the gap and providing effective
interventions where necessary.
Staff confident to deliver
a 1st class curriculum,
steeped in Teaching and
Learning; increased
percentage of teachers
judged
good/outstanding over
time
Governors monitor CPD
budget monthly. They
were pleased with the
impact of staff training in
Phonics and effective
feedback.
Training cost for TAs in
Phonics.
£1000
New
Compulsory training for Teaching
Assistant and to purchase the
appropriate resources to enable
delivery of phonics teaching.
Identify gaps, provide
additional support
through tailored
programme of study.
Develop greater selfconfidence.
Governors monitor the
teaching of phonics and
intervention groups.
Training cost for TAs
and teachers on
numicon.
£1000
New
Compulsory training for Teacher
and Teaching Assistant and to
purchase the appropriate
resources to enable delivery
intervention groups for phonics.
Children are supported;
guided work/support in
classrooms improved
and consistent; targeted
interventions
demonstrate rapid
progress of children.
Governors monitor the
teaching of numicon and
intervention groups.
Subsidised residential
trips – The old Vicarage
/ school uniform and
before and after school
care.
£400
Continued
Social interaction with
others. Develop greater
independence and life
skills
Pupil interviews were
carried out by
Governors.
Teaching Assistants
£7000
New
Subsidise educational and/or
residential visits for pupils in
receipt of the premium who may
not be able to attend due to
financial constraints, therefore
missing out on valuable
experiences.
Appointing 1 additional Teaching
Assistants to support learning in
classes and through targeted
interventions. Increase all TA
hours to full time.
Children are supported;
guided work/support in
classrooms improved
and consistent; targeted
interventions
demonstrate rapid
progress of children
Governors monitored
the work of the TAs.
Afterschool Educational
clubs
£5000
New
Pupil premium children will be
offered wrap around care
including breakfast club and
homework club at no charge to
the parents.
Children will get a
healthy breakfast,
support with homework
and heard read every
day away from the
classroom.
Governors to monitor
uptake and impact of
those children.
Written by T Roberts July 2016.