St Mary's Catholic Primary School

Evaluation of the impact of last year's PPG plan

Last year’s Pupil Premium strategy brought meaningful improvements in many areas of provision, particularly attendance, pastoral support and engagement with multi‑agency services. However, despite this positive progress, several of our academic targets, especially those relating to end of Key Stage 2 attainment in reading, writing and mathematics, were not fully met, and therefore remain a central priority for this year’s strategy.

Attendance: Clear, Sustained Improvement

A significant success of the previous year was the marked improvement in attendance among disadvantaged pupils. Through strengthened systems, Early Help pathways, increased EWS allocation, and our same‑day response model, Pupil Premium attendance rose substantially. Persistent absence decreased and more pupils accessed consistent teaching, which is critical for long‑term improvement. Families reported feeling more supported, more connected to the school community, and more confident in managing morning routines.

Pastoral Support and Family Engagement: Strong Progress

Our Catholic mission guided our work with families, and we saw increased engagement with Early Help, SENDIASS, BEEU, paediatric services and community support partners. Families were more willing to work collaboratively with school staff and to seek early intervention where needed. The provision of essential items such as bedding, uniform, clothing, and the reduction of financial barriers to enrichment further strengthened relationships and ensured children felt secure, included and ready to learn.

Emotional Regulation and Inclusion: Noticeable Gains

Training in neurodiversity, consistent HLTA deployment, and class stability contributed to improved emotional regulation for many neurodiverse Pupil Premium pupils. Behaviour logs show reductions in dysregulation incidents and increased access to learning. Staff demonstrated greater confidence in supporting children with additional needs.

Speech and Language Development: Positive Impact

ELSEC  intervention, TA delivery, and whole‑school vocabulary work led to progress in oral language for many disadvantaged pupils. Teachers reported improvements in vocabulary use, sentence structure, and confidence in speaking tasks, particularly across KS1.

Areas Where Targets Were Not Met and Require Continued Focus

Despite several strengths, some outcomes fell short of the targets set at the beginning of the year. These areas remain a central focus of this year’s strategy.

1. End of Year 6 English Writing Outcomes

While progress was made in writing stamina and confidence across the school, not enough Year 6 Pupil Premium pupils reached the expected standard by the end of the key stage.
Specific challenges included:

• Variable spelling accuracy
• Limited vocabulary for precise expression
• Inconsistent application of grammar skills in extended writing

These areas now underpin our writing curriculum, focused editing lessons, and targeted vocabulary instruction.

2. End of Year 6 Reading Outcomes

Although reading improved at earlier stages, progress was not strong enough for some disadvantaged pupils to meet end-of-Key-Stage 2 expectations.
Barriers included:

• Slow fluency development for a small number of pupils
• Gaps in inference and retrieval strategies
• Limited background knowledge impacting comprehension

This year’s plan includes increased fluency practice, guided reading for targeted pupils, and structured comprehension interventions.

3. End of Year 6 Mathematics Outcomes

Some Pupil Premium pupils did not meet the expected standard in mathematics last year.
Key gaps included:

• Insecure arithmetic fluency
• Weak rapid recall of multiplication facts
• Difficulty tackling multi-step reasoning questions

We have responded by strengthening our maths intervention model, increasing tutoring, and embedding daily retrieval practice.

Summary of Overall Position

Last year’s strategy made a strong difference to attendance, pastoral care, family stability, language development, emotional regulation, and readiness to learn. These gains form a crucial foundation for further progress.

However, the school acknowledges that raising academic standards in English, reading and mathematics by the end of Year 6 remains a significant and urgent priority. The new strategy has been designed to address this, with increased focus on:

• High-quality first teaching
• Precision support and intervention
• Enhanced classroom support (HLTA and TA deployment)
• Clear, measurable assessment points
• Frequent monitoring and adaptation

Our mission remains unchanged: to ensure every child, especially the most vulnerable, is supported to grow academically, socially, emotionally and spiritually. We remain committed to building on last year’s successes while addressing the gaps that continue to require focused action.

1.     Introduction

At St Mary’s Catholic Primary School, educating disadvantaged pupils is an act of Gospel witness and a living expression of our commitment to the dignity of every child. We recognise each pupil as created in the image and likeness of God, called to grow in wisdom, compassion, and hope. In partnership with families, parish, and community, we commit to removing barriers that limit learning so that every child can flourish academically, socially, emotionally, and spiritually.

Our Pupil Premium strategy is mission driven and evidence informed. Rooted in Catholic social teaching, including human dignity, the common good, the preferential option for the poor and solidarity, it focuses our resources where they can have the greatest impact. We commit to excellent teaching for all, precise and personalised support for pupils who require it most, and compassionate and practical help for families so that every child experiences belonging, stability, and high expectations. This includes a sustained drive on oral language and communication, early reading and writing, mathematics fluency and reasoning, improved attendance so that pupils are in school for at least ninety five percent of the time, and responsive provision for neurodiverse learners. Across all areas, we aim to form pupils who are capable, confident, resilient and ready to serve others.

We are determined to steward the Pupil Premium with integrity and purpose. Staff receive training and coaching so that teaching is consistently strong. Targeted interventions are delivered with fidelity and reviewed regularly. Our same day response for families reduces anxiety and keeps children accessing learning. Multi agency work, including Early Help, attendance services, SEND professionals and health partners, ensures that barriers beyond the classroom are addressed in a timely and coordinated way. Through the integration of Catholic mission and robust educational practice, we aim for every disadvantaged pupil to achieve well, feel known and loved, and move on from St Mary’s ready for the next stage of their journey with confidence and hope.

2. School Overview

School overview

3. Funding Overview

Funding overview

4. Statement of Intent (Catholic, Evidence‑Led)

Our mission-driven and evidence-informed strategy aligns with DFE guidance and the EEF tiered model, prioritising oral language, reading, maths, neurodiversity, attendance, and family support.

5. Challenges

Activity in this academic year

• High‑Quality Teaching: whole‑staff CPD (including TAs), first‑served in‑class prioritisation, 3 HLTAs for consistent in‑house cover, and an additional TA + HLTA in Year 5 address Challenges 2–6, 9–10.

BUDGETED COST: £66,000 approximately

• Targeted Academic Support: SALT, LSAT, Ed Psych, phonics/reading comprehension groups, maths fluency & reasoning support, writing interventions, and personalised plans address Challenges 1–3, 5–6, 9, 11.

BUDGETED COST: £32,000 approximately

• Wider Strategies: double EWS, Early Help, parental mental‑health/anxiety support, same‑day response, home essentials, free uniform, 60% trip subsidy, and free clubs/parties address Challenges 4, 7–8, 12.

BUDGETED COST: £36,000 approximately

6. Intended Outcomes

1. Improved oracy and communication (accelerated SALT progress)

Disadvantaged pupils will develop stronger expressive and receptive language skills, supported through commissioned SALT programmes, targeted vocabulary instruction. Pupils will demonstrate improved confidence when speaking in class, increased vocabulary acquisition, clearer spoken expression, and improved comprehension of oral instructions. SALT targets will show accelerated progress, and pupils will be able to articulate ideas, feelings and learning more effectively across the curriculum.

2. Reading attainment rises to at or above national expectations; gaps narrow steadily

Pupil Premium pupils will meet or exceed national benchmarks in phonics, fluency, and comprehension by the end of each key stage. They will read with increasing accuracy, speed and prosody. Gaps between disadvantaged and non‑disadvantaged readers will narrow termly, and pupils will show strong comprehension through inference, vocabulary understanding, and retrieval. Reading behaviours such as home reading engagement, book choice confidence and reading stamina will noticeably strengthen.

3. Writing outcomes improve significantly: Greater stamina, vocabulary, and accuracy

Pupils will produce longer, more coherent pieces of writing with increased stamina and independence. Their spelling, grammar, and punctuation accuracy will improve due to high‑quality teaching and structured interventions. Vocabulary choices will become more ambitious and precise, and pupils will demonstrate improved drafting, editing, and revising skills. By the end of the year, a higher proportion of disadvantaged pupils will meet age‑related expectations in writing.

4. Mathematics attainment improves: PPG pupils meet ARE in arithmetic, fluency and reasoning

Pupil Premium pupils will demonstrate secure number sense and improved fluency in core operations (addition, subtraction, multiplication, and division). They will rapidly recall key number facts and apply these confidently to solve problems. Reasoning skills will strengthen through increased use of mathematical language, justification, and explanation. More PP pupils will reach age‑related expectations in mathematics, and progress in arithmetic and reasoning will outpace baseline predictions.

5. Pupil Premium attendance improves to 95% or above (except where medically exempt)

Disadvantaged pupils will attend school regularly and punctually, supported through Early Help, enhanced Educational Welfare Service input, family meetings, same‑day responses, and pastoral care. Families will understand the impact of absence on learning. Persistent absence for PPG  pupils will reduce significantly, and pupils will benefit from sustained access to high-quality teaching, consistent routines, interventions and enrichment opportunities.

6. Neurodiverse pupils experience greater stability, emotional security and improved regulation

Through consistent staffing (including 3 HLTAs for internal cover), the PINS national programme, specialist training, and tailored routines, neurodiverse pupils will show improved emotional regulation, fewer dysregulation incidents, and stronger engagement in learning. Pupils will feel safe, known and understood, enabling them to sustain attention, participate confidently and make strong academic progress. Staff will implement consistent responses rooted in understanding of neurodiversity.

7. Parents increase their capacity to manage anxiety and support school routines effectively

Through workshops, pastoral meetings, Early Help, signposting to mental health services and same‑day communication, parents will feel more confident and empowered. They will demonstrate improved ability to manage morning routines, homework structures, boundaries, and emotional support at home. Reduced parental anxiety will result in improved attendance, smoother transitions into school, and stronger family‑school relationships.

8. Engagement with Early Help and specialist support services improves

Families requiring additional support will work more closely with Early Help, BEEU, SENDIASS, paediatrics, LSAT, and other agencies. Engagement will become more consistent and proactive. Families will report feeling listened to, supported and guided. Intervention plans will be implemented more swiftly, recommendations will be followed through, and children’s needs will be met with greater precision. As a result, barriers linked to welfare, health and home circumstances will reduce.

9. Accelerated academic progress for pupils in receipt of HLTA support, and targeted interventions

Pupils receiving phonics catch‑up, reading comprehension groups, writing intervention, SALT sessions, or in‑class HLTA support (particularly in Year 5) will make more than expected progress from their starting points. Frequent reviews, entry/exit data and teacher assessments will show clear gains in fluency, accuracy, stamina and problem‑solving. The attainment gap between disadvantaged and non‑disadvantaged pupils will close more rapidly, and pupils will grow in confidence as learners

7. Activity: School Offer/Teaching

1. Whole‑staff CPD in reading, vocabulary, neurodiversity and Catholic mission

High‑quality teaching is the most powerful lever for improving outcomes for disadvantaged pupils. To ensure every adult is equipped to meet the complex needs of Pupil Premium pupils, St Mary’s invests in sustained whole‑staff professional development.

This includes:

• Reading and phonics training, ensuring teachers and TAs can deliver systematic synthetic phonics with fidelity, teach comprehension strategies explicitly, and use assessment effectively to close gaps.
• Vocabulary instruction training, enabling staff to teach tiered vocabulary, build background knowledge, model rich language structures, and embed oracy routines across the curriculum.
• Neurodiversity training, as part of the national PINS programme, ensuring staff understand ADHD, ASD, sensory processing needs, executive function barriers, and evidence-based regulation strategies.
• Catholic mission and formation sessions that connect teaching practice to the Gospel call to serve the vulnerable, uphold dignity, nurture the whole child, and provide an education rooted in love, compassion, and justice.
• Coaching for TAs, developing confidence in scaffolding learning, precision instruction, independent task support, and intervention delivery.

Through consistent CPD, all staff, including new staff, share a common language, consistent expectations, and a deep commitment to the flourishing of every child.

2. Three HLTAs providing all internal cover to ensure familiarity and consistency

To minimise disruption and support vulnerable pupils, particularly those experiencing instability beyond the school gate, St Mary’s employs three Higher Level Teaching Assistants to cover lessons internally.

This means:

• Pupils are always taught by familiar adults who know their needs, signals, routines, and learning plans.
• Staff absence does not lead to unfamiliar supply teachers entering the class, reducing anxiety and dysregulation (especially in neurodiverse pupils).
• High-quality teaching is maintained, as HLTAs are trained to follow planning, deliver structured lessons, and uphold the school’s Catholic ethos of care and consistency.
• Intervention timetables remain protected because HLTAs are deployed intelligently across the school day.

This investment is costly but delivers exceptionally high value, ensuring continuity of provision, emotional stability for pupils, and greater teacher confidence that learning will not be compromised.

3. HLTA + TA deployed in Year 5 (17 PPG pupils) for intensive support

Year 5 has been identified as the most complex and high‑need cohort, with 17 Pupil Premium pupils and a significant proportion of neurodiverse learners. To ensure this cohort is well supported:

• A dedicated HLTA provides daily, in‑class precision teaching, pre‑teaching, regulation support, and cognitive scaffolding.
• An additional teaching assistant ensures targeted interventions (reading, vocabulary, writing stamina, maths fluency) can run with fidelity.
• Adults manage transitions, reduce distractions, maintain routines, and support executive‑function needs.
• Pupils receive real‑time feedback, immediate clarification, and guided practice to keep them secure and progressing.

This approach ensures this uniquely complex cohort does not fall behind as expectations increase in UKS2 and prepares pupils for the demands of Year 6.

4. ‘First‑served’ model: Pupil Premium pupils checked first and misconceptions addressed first

To ensure disadvantaged pupils receive timely, precise support, teachers follow a first‑served model in every lesson:

• PP pupils are checked on first during independent tasks.
• Their misconceptions are corrected first, preventing small errors from becoming entrenched.
• They receive feedback first, ensuring actionable next steps before the end of the lesson.
• They are questioned first during whole-class teaching, supporting participation and oracy.
• Their work is marked first, giving teachers clearer insight into gaps before planning the next lesson.

This simple but powerful strategy ensures PP pupils do not wait in an ‘instructional queue’ and instead receive front‑loaded support that accelerates progress and fosters confidence.

5. Instructional coaching and monitoring

To ensure all strategies are implemented consistently and meaningfully:

• Teachers and teaching assistants receive instructional coaching, focusing on modelling, scaffolding, questioning, feedback, and precision teaching.
• Coaching cycles include live coaching, lesson drop‑ins, co‑planning sessions and micro‑practice.
• The SLT and subject leads conduct monitoring, ensuring that interventions (phonics, tutoring, SALT programmes, maths fluency sessions) are delivered correctly and with the intended impact.
• Coaching is rooted in Catholic values of humility, stewardship, service and continual growth.

8. Activity: Targeted Academic Support

Commissioned SALT with targeted language groups.

LSAT involvement for SEND assessment and staff guidance.

Educational Psychologist time purchased for complex PP cases.

Phonics catch‑up groups (RWI), KS2 comprehension.

Maths support: arithmetic, fluency and reasoning.

Personalised learning plans (Provision  Maps) with high‑frequency parent communication.

9. Activity: Wider Strategies (Care for the Whole Family)

1. Early Help referrals, Family meetings and sustained multi‑agency work

At St Mary’s, we recognise that many disadvantaged families face complex, interwoven barriers. Rooted in our Catholic duty to accompany and uplift the vulnerable, we work proactively with families to identify needs early and mobilise meaningful support.

Our approach includes:

• Timely Early Help referrals to address emotional, behavioural, financial, housing or health‑related barriers before they escalate.
• Active participation in Family meetings, ensuring robust multi‑agency communication.
• Joint planning with Early Help workers, social care, attendance teams, family support workers, and health professionals.
• Ensuring the child’s voice and the family’s perspective remain central.
• Clear follow‑through after every meeting, with staff attending appointments, updating actions, and ensuring recommendations are implemented effectively.

This consistent, relational approach builds trust, reduces crisis escalation, and strengthens the safeguarding and pastoral framework around disadvantaged families.

2. Double the Educational Welfare Service allocation

Recognising that attendance is a foundational gateway to learning, St Mary’s invests in double the usual level of Educational Welfare Service (EWS). This ensures:

• Weekly attendance monitoring and case‑level analysis.
• Rapid follow‑up for absences (same‑day contact, home visits if required).
• Close liaison with parents to explore practical and emotional barriers that may limit attendance.
• Attendance improvement plans co‑designed with families, informed by compassion, dignity, and shared responsibility.
• Consistent accountability and supportive challenge to ensure children attend school at least 95% of the time.

This enhanced EWS capacity is a deliberate and strategic use of Pupil Premium funding that yields high impact for the most vulnerable children.

3. Home essentials purchased: bedding, clothing, sleep resources

Many disadvantaged pupils experience disrupted sleep, overcrowded bedrooms, or lack essential items that enable comfort and rest. To uphold the dignity of every child, the school purchases:

• Beds, mattresses, duvets, pillows, and bedding
• Seasonally appropriate clothing and coats

Providing these essentials ensures:

• Pupils come to school rested, regulated, and ready to learn.
• Families experience reduced stress and improve routines.
• Children maintain dignity and do not feel different from their peers.
• Sleep-related dysregulation and behavioural incidents decrease.

This is a compassionate, high‑impact intervention that directly supports emotional readiness for learning.

4. Free uniform to promote dignity and belonging

St Mary’s provides fully free uniform to some Pupil Premium pupils, including shoes, coats and PE kits, ensuring:

• Every child feels a sense of belonging to the school community.
• No child feels singled out due to poverty or material disadvantage.
• Parents experience reduced financial strain, particularly in periods of cost‑of‑living pressure.
• Children present themselves confidently and uphold expectations with pride.

This reflects the Catholic belief in the inherent dignity of every human person.

5. 60% subsidy for all trips; free clubs and free social events

To ensure full access to enrichment, St Mary’s provides:

• 60% subsidy for all educational visits.
• Fully free after-school clubs for PPG pupils.
• Free social events, including parties, celebrations, and community gatherings.

This ensures:

• Every child can participate in experiences that develop cultural capital, confidence and aspiration.
• No child is excluded due to cost.
• Families feel valued and included in the life of the school.
• Pupils access opportunities beyond their locality, broadening horizons and vocabulary.

These experiences enrich both academic learning and personal formation.

6. Same-day response system to reduce parental anxiety

To prevent mission‑critical issues from escalating, the school operates a same‑day response system for PPG parents:

• Any concern raised by a parent is addressed that same day.
• Leaders follow through until resolution, providing reassurance and clarity.
• This includes updates by phone, meetings, gathering information, contacting agencies, or reviewing plans.

This reduces anxiety, builds trust, and prevents missed learning caused by avoidable stress or uncertainty at home.

7. Support for parental mental health and signposting to BEEU/SENDIASS/PODS

Recognising the profound impact parental wellbeing has on children, the school provides:

• Regular check‑ins and supportive conversations with families.
• Clear signposting to BEEU, SENDIASS, paediatrics, counselling, Early Help, and other services.
• Guidance on managing anxiety, self-care, sleep routines, and morning organisation.
• Workshops and informal sessions to build confidence and reduce isolation.

This ensures parents feel held, supported, and equipped, strengthening home routines and children’s readiness for learning.

8. Leaders attend medical/SEND appointments; risk assessments updated regularly

To ensure a coordinated, professional and compassionate approach:

• Leaders attend or receive training from  paediatric, BEEU, LSAT, EP, SALT, and multi-agency medical appointments that are necessary to support children.
• This ensures accurate understanding of needs, removes communication barriers, and strengthens partnership working.
• Leaders produce and update detailed risk assessments for medical, SEND, behavioural, or safeguarding needs.
• These are shared with staff and revisited frequently to maintain safe and consistent provision.

This hands‑on leadership ensures disadvantaged pupils receive the highest standard of care, with no delay in implementing professional recommendations.

10. Monitoring & Review

Termly evaluation using assessment data, attendance analysis, pastoral logs, parental voice, and fidelity checks. Annual update published per DFE guidance.