Menu
Home Page

Ofsted and Performance Data

SATS 2017 -Y6  Data    

English Reading: 97 % expected or exceeding             

Spelling, punctuation and grammar (SPAG) test; 100% expected or exceeding

Maths: 100% expected or exceeding

For Pupil Premium please scroll to bottom of this page.
2017 Results for KS1 , KS2, Phonic screening and EYFS

 Key Stage 1 Working at or above expected standard % Working at greater depth %    Key Stage 2 Working at or above expected standard % Working at greater depth or high standard %

Average

Scaled

Score

All 77%   45% Reading All 97 % 68% 109
             
  ....          
All 54% 32% Writing All ....100% 29%  
             
             
All 77%  51% Maths All .... 100% 58% 112
             
             
All     EGPS All .... 100(72) 39% 110
             
             
All     Re,Wr,Ma All  97% 19.4%  
             
             
 

 

 Phonic Screening - Y1  -  86% achieved the expected standard in 2017 compared to 77% nationally.

 

EYFS 70% of children attained a good level of development. In PSE 90% were expected or better. In Physical development 85% were expected or better. In literacy 70% were expected or better. In maths, 73% were expected or better.

 

 

 

 

 

 

 

 

 

Pupil premium strategy statement: St Elizabeth's Catholic Primary 2016/2017

1.   Summary information
School St Elizabeth's Catholic Primary
Academic Year 2016/17 Total PP budget £16,655 Date of most recent PP Review Nov 16
Total number of pupils 220 Number of pupils eligible for PP 15 Date for next internal review of this strategy APRIL 2017

 

2.   Current attainment
Key Stage 2 Results July 2016 Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving national standard or above in reading, writing and maths 100% 100%
% achieving national standard or above in reading. 100% 100%
% achieving national standard or above in  writing 100% 100%
% achieving national standard or above in maths 100% 100%

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)
 In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.     Written language skills in Reception are lower for pupils eligible for PP than for other pupils. This slows progress in subsequent years.
B.     High ability pupils who are eligible for PP are making less progress than other high ability pupils across Key Stage 1. This prevents sustained high achievement in Key Stage 2.
C. PP children have less access to music and sports provision, trips, enriched curriculum, IT and Kidzone club. PP resources will address this by funding this provision for PP children.
External barriers (issues which also require action outside school, such as low attendance rates)
D. Attendance rates for pupils eligible for PP are 92% (below the target for all children of 96%). This reduces their school hours and causes them to fall behind on average.
4.   Desired outcomes
  Desired outcomes and how they will be measured Success criteria
A.      Improve written language skills for pupils eligible for PP in Reception class. Pupils eligible for PP in Reception class make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations.
B.     Higher rates of progress across KS2 for high attaining pupils eligible for PP. Measure by achieving in depth targets. Pupils eligible for PP identified as high ability make as much progress as 'other' pupils identified as high ability, across Key Stage 2 in maths, reading and writing. Measured in Y4, 5 and 6 by teacher assessments and successful moderation practices.
     
C.     Increased attendance rates for pupils eligible for PP. Reduce the number of persistent absentees among pupils eligible for PP to 5% or below.  Overall PP attendance improves from 92% to 96% in line with 'other' pupils.


 

 

5.  

 

 

Planned expenditure

Academic year 2016/17
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?

A. Improved  written language skills in Reception

 

B. Improved progress for high attaining pupils

 

Staff training on high quality feedback.

 

Staff training on developing writing  for the high attaining pupils in EYFS and reception Y1 from EYFS/Reception SLE.

We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources, e.g. EEF Toolkit suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school.

Course selected using evidence of effectiveness.

Use INSET days to deliver training. 

Peer observation of attendees' classes after the course, to embed learning (no assessment).  

Lessons from training embedded in school feedback policy.

EYFS leader/Head March  2017

B. Improved progress for  high attaining pupils

 

CPD on providing stretch for high attaining pupils. High ability pupils eligible for PP are making less progress than other higher attaining pupils across Key Stage 2 in writing. We want to ensure that PP pupils can achieve high attainment as well as simply 'meeting expected standards'. We want to train a small number of relevant teachers in practices to provide stretch and encouragement for these pupils.  

Course selected using evidence of effectiveness.

Use INSET days to deliver training. 

Peer observation of attendees' classes after the course, to embed learning (no assessment).  

English lead Feb 2017
Total budgeted cost £6,500
   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?

A. Improved written language skills in reception

 

B. Improved progress for high attaining pupils

 

small group provision  for children in Reception.   Some of the students need targeted support to catch up.

Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time.

 

Reception class teachers Jan 2017 

B. Improved progress for high attaining pupils

 

Weekly small group sessions in maths for high-attaining pupils with experienced teacher, in addition to standard lessons.   We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff have been shown to be effective.

Extra teaching time and preparation time paid for out of PP budget, not sought on a voluntary basis.

 

Impact overseen by maths co-ordinator.

Teaching assistant (TA) CPD for TAs supporting the sessions.

 

Engage with parents and pupils before intervention begins to address any concerns or questions about the additional sessions.

 

Pupil Premium Coordinator Mar 2017
C  Continue Therapeutic stories programme Sessions when appropriate especially for children in Y3 . To provide nurture to PP children for them to better understand a range of feelings and make sense of them. Trained staff in delivering the programme  + further invest in resources. TAs SEN coordinator/Head/Y3 teachers. Feb 17 review.
Total budgeted cost £4,655
 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?
D. Increased attendance rates  

. First day response provision.   DH + EH

 

We can't improve attainment for children if they aren't actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

 

 

PP coordinator, support worker, head etc. will collaborate to ensure new provision and standard school processes work smoothly together.

 

Pupil Premium Coordinator Jan 2017
Support PP children through a range of extra activities Support school trips, music provision , Kidzone ( as necessary) Sports provision and clubs. Technology allocation PP children often disadvantaged  by not attending sports clubs, music provision, trips etc. We do not allow this to happen and provide a budget to access all the activities. Consult with PE coordinator / teachers /Kidzone to ensure all PP children have access. Head/ Kidzon Feb 17
Total budgeted cost £16,655


 

 

6.   Review of expenditure
Previous Academic Year 2015/16 £15,00
    i.   Quality of teaching for all
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

 

Cost
Improve attainment

Increase TA support

 

Increased Ta support for all PP children boosted their attainment levels. All children at KS2 achieved the national standard.  Continue to provide this support throughout the school. £5400
   ii.   Targeted support
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned Cost
Develop the use of therapeutic stories Workshops to deliver Therapeutic stories. Yes 3 children benefitted from this programme. Continue to use and expand next year especially in Y3 £3,400
 iii.   Other approaches
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost
Support PP children through a range of extra activities including IT access. Support school trips, music provision , Kidzone ( as necessary) Sports provision and clubs. Technology allocation PP children often disadvantaged  by not attending sports clubs, music provision, trips etc. We do not allow this to happen and provide a budget to access all the activities. Consult with PE coordinator / teachers /Kidzone to ensure all PP children have access. Head/ Kidzon Feb 17
Kidzone Sports and music accessible Support school trips, music provision , Kidzone ( as necessary) Sports provision and clubs. Technology allocation PP children often disadvantaged  by not attending sports clubs, music provision, trips etc. We do not allow this to happen and provide a budget to access all the activities. Consult with PE coordinator / teachers /Kidzone to ensure all PP children have access. Head/ Kidzon Feb 17
  Support school trips, music provision , Kidzone ( as necessary) Sports provision and clubs. Technology allocation PP children often disadvantaged  by not attending sports clubs, music provision, trips etc. We do not allow this to happen and provide a budget to access all the activities. Consult with PE coordinator / teachers /Kidzone to ensure all PP children have access. Head/ Kidzon Feb 17
  PP children accessed all school trips, developed their music  and accessed, Kidzone ( as necessary) I pads supported use of IT at home.   Feb 17
£6,200 Support school trips, music provision , Kidzone ( as necessary) Sports provision and clubs. Technology allocation PP children often disadvantaged  by not attending sports clubs, music provision, trips etc. We do not allow this to happen and provide a budget to access all the activities. Consult with PE coordinator / teachers /Kidzone to ensure all PP children have access. Head/ Kidzon Feb 17

 

7.    Additional detail
In addition to using our PP allowance, St Elizabeth's also supports children who are in need for other reasons than they are PP children for example through parents splitting up, losing jobs, family bereavements etc. Extra funding is made available so that no child suffers.

 

To provide a high quality Christian education for all children enabling them to achieve their full potential in a safe and caring environment.
Top