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St Paul’s Primary School

St Paul’s Primary School. Pupil Equity Funding Session 2017/18 28 TH February 2018. St Paul’s Primary School Allocation £63,300. School Context. Set in Foxbar area of Paisley Increasing roll – consistently over last 3 years SIMD 1&2 – 68% of children, evenly spread across the school

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St Paul’s Primary School

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  1. St Paul’s Primary School Pupil Equity Funding Session 2017/18 28TH February 2018

  2. St Paul’s Primary SchoolAllocation £63,300

  3. School Context • Set in Foxbar area of Paisley • Increasing roll – consistently over last 3 years • SIMD 1&2 – 68% of children, evenly spread across the school • Variety of barriers to learning present • General pattern of attainment in P1/4/7 is that of improvement – although sporadic year on year • Changing staff

  4. Consultations Pupils / Parents Surveys Focus groups assemblies Staff

  5. Consulting with children, parents and staff

  6. Education Endowment Foundation

  7. Staffing • 1.0fte ASNA - appointed by HQ • 0.5fte Inclusion Support Ass - Self appointment (traumatic) • 0.5 Class Teacher (self appointed) • PEF Team mostly targeting identified children and families • Flexible Approach depending on needs of children and families and in response to measuring targets

  8. COMMISSIONING HOURS • 2 members of staff to lead cluster moderation development • 6 members of staff to work with identified children on numeracy work after school • 1 member of staff to deliver drama workshops after school to increase pupil confidence • Mixture of staff development and working with identified groups and families

  9. Staff CPD & Training • Presentation by Sir John Jones (cluster) • Growth Mindset Input from JP Fitzpatrick (cluster and partner school sessions) • Whole Staff training on development of writing (cluster) • Training 3 members of staff on Mindfulness approaches • Children in Scotland Training – Trauma Informed Approaches

  10. How will we measure? • Barnardos – Five to Thrive • Education Scotland Staff • Improvement Methodology

  11. Charter

  12. Driver Diagram

  13. Targeted Support – Baseline Assessment • Reading Single sounds • Reading Common words • Engagement during ERIC time • Text difficulty • Writing single sounds • Writing common words

  14. . Attendance affecting progress? Home visit.

  15. Why has it worked? • PEF Team sit out-with core staffing – SMT cover before PEF Team • Strong communication – regular meetings formal and informal • Dedicated staff team with differing knowledge, strengths and ideas • Wide baseline – varied approach to children / needs

  16. How has it evolved? • Regular coffee afternoons – build relationships with parents • Regular library trips – with children and parents • Partnership working with other agencies to support families – (Home-link, Families First, Social work) • Full team support drama club • Attending parents’ evenings to get to know parents • Organic – targets reviewed and set 6 weekly. Impact on next steps • Mindfulness / Calming lunch club

  17. What next? • HWB – continue on our journey to support vulnerable children who have experienced trauma (staff training) • Review who we target next session based on SNSA data & TPJ • More cluster training opportunities • Keep the same team – adapt the role of ISA (training) • More opportunities to work with families • More creativity / expressive art opportunities involving parents and community

  18. St Paul’s Primary School

  19. Thank You • Contact • louise.maher@renfrewshire.gov.uk • If you have suggestions of work you are doing that would assist in our next steps please get in touch.

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