Pupil Premium
School Overview
| Detail | Data |
|---|---|
| School name | St Robert Southwell Catholic Primary School |
| Number of pupils in school | 420 |
| Proportion (%) of Pupil Premium eligible pupils | 9% |
| Academic year/years that our current Pupil Premium strategy plan covers (3 year plans are recommended) | 7 years |
| Date this statement was published | September 2025 |
| Date on which it will be reviewed | September 2026 |
| Statement authorised by | Honor Beck |
| Pupil Premium lead | Kara Joseph |
| Governor / Trustee lead | Michelle Rattigan |
Funding Overview
| Detail | Amount |
|---|---|
| Pupil Premium funding allocation this academic year | £43,935 |
| Recovery Premium funding allocation this academic year | £0 |
| Pupil Premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
| Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £43,935 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
The Pupil Premium Grant is used to provide additional educational support in order to improve the progress and to raise the standard of achievement for eligible pupils. High quality teaching and targeted support are at the heart of our approach to support disadvantaged pupils. The funding issued is used to narrow and close the gap between the achievement of these pupils and their peers. Where necessary, and where the power allows us to, the school will use additional funding to address any underlying inequalities between children eligible for Pupil Premium funding and others. This will vary, depending on the individual circumstances and needs of the child. We monitor the impact of our strategy by reviewing pupil outcomes at least termly.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
|---|---|
| 1 | Gaps in learning |
| 2 | Additional needs – multiple vulnerabilities including SEND, mental health and individual family circumstances |
| 3 | Social/emotional needs – increased anxiety |
| 4 | Parental engagement |
| 5 | Poor attendance |
Intended Outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
|---|---|
| Closing the gap in core subjects | Literacy & Maths booster groups in place. |
| Curriculum adapted to cover concepts that have been assessed as areas that need addressing. | |
| Children will be back on track and attainment will be at least in line with national averages at the end of each Key Stage. | |
| Increased reading comprehension attainment | Daily reading intervention |
| Increased library opening hours | |
| Children enjoy reading for pleasure | |
| Hold parent reading information sessions | |
| Children access Reading Eggs regularly | |
| Year 1 & 2 phonics attainment in line with national, or above | Phonics intervention groups in place and well attended |
| Children can quickly recall times tables and number facts | Maths meetings take place in each year group at least twice a week |
| Teachers monitor children’s use and progress on Time Tables Rockstars | |
| Children have social & emotional needs met. | Wizard theatre – drama therapy sessions take place |
| Financial support for trips, residential journeys, before/after school clubs and uniform. |
Activity in this academic year. This details how we intend to spend our Pupil Premium (and Recovery Premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £11,265
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Teacher intervention groups | EEF Rationale - ‘Great teaching is the most important lever schools have to improve outcomes for their pupils. Ensuring every teacher is supported and prepared for the new year is essential to achieving the best outcomes for pupils.’ | 1, 2 & 3 |
| EEF key findings ‘Access to high quality teaching is the most important lever schools have to improve outcomes for their pupils.’ | 1, 2 & 3 | |
| Staff subscription to National College webinars | EEF key findings ‘Professional development can be used to develop a metal model of metacognition and self-regulation, alongside an understanding of teaching metacognitive strategies.’ | 2, 3 & 4 |
| ‘Investing in professional development for teaching assistants to deliver structured interventions can be a cost-effective approach to improving learner outcomes due to the large difference in efficacy between different deployments of teaching assistants. | 2, 3 & 4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £9,700
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| In school intervention booster groups | EEF Rationale ‘There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’ | 1, 2 & 3 |
| EEF key findings ‘Before and after school programmes with a clear structure, a strong link to the curriculum, and well-qualified and well-trained staff are more clearly linked to academic benefits than other types of extended provision.’ | 1, 2 & 3 | |
| Year 2 phonics intervention | EEF Rationale ‘In order to support pupils who have fallen behind the furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary’. | 1, 2 & 3 |
| ‘Investing in professional development for teaching assistants to deliver structured interventions can be a cost-effective approach to improving learner outcomes due to the large difference in efficacy between different deployments of teaching assistants. | 1, 2 & 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £22,970
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Pastoral support/nurture groups | EEF key findings ‘Being able to effectively manage emotions will be beneficial to children and young people even if it does not translate to reading or maths scores…The evidence indicates that there is particular promise for approaches that focus on improving social interaction between pupils…’SEL interventions in education are shown to improve SEL skills and are therefore likely to support disadvantaged pupils to understand and engage in healthy relationships with peers and emotional self-regulation, both of which may subsequently increase academic attainment’ | 4 |
| Wrap around care & curriculum club subsidy | EEF key findings ‘Enrichment activities without a specific focus on learning can have an impact on attainment, but the effects tend to be lower and the impact of different interventions can vary a great deal. These interventions may, however, be beneficial for their own sake outside of any attainment impacts.’ | 4 & 5 |
| Drama therapy | EEF key findings ‘Arts participation approaches can have a positive impact on academic outcomes in other areas of the curriculum…Improved outcomes have been identified in English, mathematics and science. Benefits have been found in both primary and secondary. ‘ | 4 |
| Parental support | EEF key findings from ‘Working with parents to support children’s learning’- Offering more structured, evidence-based programmes can help to develop positive behaviour and consistency where needs are greater. Plan carefully for group-based parenting initiatives (such as regular workshops). A convenient time and location, face to-face recruitment, trusting relationships, and an informal, welcoming environment are the most important factors for parents to attend group sessions. | 4 |
 Total budgeted cost: £43,935
Part B: Review of outcomes in the previous academic year
Pupil Premium strategy outcomes
This details the impact that our Pupil Premium activity had on pupils in the 2024 to 2024 academic year.
EYFS
There were four pupils in receipt of the Pupil Premium Grant in Reception 2024-25. All three pupils achieved GLD-33%.
KS1
In July 2025 all Year 1 pupils completed a statutory phonics screening check
| Phonics-year 1-Summer (2 PP pupils) | Pupil Premium 2025 | School 2025 | National All (2025) |
|---|---|---|---|
| Achieved required standard in phonics | 0% (0) | 80% | 80% |
Year 2 pupils that did not meet the standard of the check in July 2022, completed another phonics check in July 2023.
| Phonics-year 2-Summer (3 PP pupils) | Pupil Premium 2025 | School 2025 | National All (2025) |
|---|---|---|---|
| Achieved required standard in phonics | 100% (3) | 90% | 91% |
End of KS1
| End of KS2 (12 PP pupils) pupils at the expected standard | Pupil Premium 2025 | School 2025 | National All (2025) |
|---|---|---|---|
| Reading | 75% (9) | 90% | 75% |
| Writing | 67% (8) | 85% | 72% |
| Maths | 58% (7) | 82% | 74% |
| RWM | 50% (6) | 77% | 62% |
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
| Programme | Provider |
|---|---|
| Reading Eggs | Reading Eggs |