St Mary's Catholic Primary School

St Mary’s Catholic Primary School Pupil Premium Strategy Statement

Academic Year: 2024–2026

Total Pupils: 91

% Eligible for PPG: 52%

Review Date: Termly

PPG Allocation: £136,000

Statement of Intent

Our mission, rooted in Gospel values, is to ensure that every disadvantaged child is given the opportunity to flourish academically, spiritually, and socially. Guided by the belief that each child is made in the image of God and deserves dignity and respect, we aim for outcomes above national averages in reading, writing, and maths, while nurturing their faith and well-being. We are committed to maintaining excellent attendance for all pupils, recognising that regular presence in school is essential for learning and community life. We will also ensure that every child benefits from enriching experiences such as school trips, which broaden horizons and deepen understanding of God’s world. Our approach prioritises the unique needs of neurodivergent pupils, strengthens support for families, and removes barriers to learning, so that every child can grow in knowledge, faith, and service.

Challenges

• Attainment gap in maths and English, especially reasoning and problem-solving (QLA shows weakest areas in multi-step reasoning questions, fractions and decimals).
• Neurodivergent pupils need differentiated teaching, sensory support, and assistive technology.
• Home learning conditions: limited access to quiet space and devices.
• Attendance risk: current attendance is good (>9%), but needs sustained focus.
• Limited cultural capital: financial barriers to trips and enrichment.

Intended Outcomes & KPIs

• Maths and English attainment exceeds national PPG average
• Neurodivergent pupils supported effectively: 100% have individual support plans; progress tracked termly.
• Attendance maintained above national average: disadvantaged pupils ≥95%.
• Access to enrichment: every disadvantaged pupil attends at least two trips per term and attends afterschool clubs

Activity for Current Year

Review of Last Year 2024-2025

Attendance

Disadvantaged pupils’ attendance was 2% higher than the national average, demonstrating the success of targeted strategies such as family engagement, attendance incentives, and early intervention. SEND pupils also achieved attendance significantly above national norms, reflecting the school’s commitment to inclusive practices and strong pastoral support. This improvement has contributed to better continuity in learning and stronger academic progress for these groups.

Enrichment and Clubs

Participation in enrichment activities increased substantially, with more children attending after-school clubs than in previous years. Every child accessed at least two school trips, ensuring equal opportunities for cultural and social experiences. These initiatives have broadened pupils’ horizons, enhanced social skills, and supported personal development, particularly for disadvantaged pupils who may otherwise have limited access to such experiences.

Prioritisation of PPG Pupils

A “first-served” approach ensured that PPG pupils were consistently prioritised in all aspects of school life, from access to interventions and resources to opportunities for leadership and feedback. This proactive strategy has strengthened engagement, boosted confidence, and ensured that disadvantaged pupils receive timely and effective support, leading to improved outcomes and a sense of belonging.

Family Support

Practical support for families, including provision of beds and mattresses, food vouchers, Christmas assistance, and free uniform, has removed significant barriers to learning. These measures have improved home conditions, reduced stress for families, and enabled pupils to attend school ready to learn. Feedback from parents highlights the positive impact on wellbeing and school engagement.

Academic Interventions

All pupils accessed targeted interventions such as Literacy Pathway and KOOLKIDZ, with measurable progress evident across these programmes. Outcomes were rigorously monitored, and every child demonstrated improvement in key areas. These interventions have accelerated learning, closed gaps, and supported pupils in achieving age-related expectations, particularly in literacy and numeracy.

Attainment

Overall attainment improved across core subjects, reflecting the impact of high-quality teaching and targeted support. While reasoning in mathematics and writing in English remain priority areas, progress in these domains is evident, and strategies are in place to further accelerate improvement. The upward trend in combined outcomes demonstrates the effectiveness of the school’s approach and commitment to continuous improvement.

Monitoring and Evaluation

Termly data reviews comparing attainment to national benchmarks. Weekly attendance monitoring. Pupil voice surveys and parental feedback. Adjust interventions based on progress data.

Summer 2024

 Summer 2025