Pupil Premium
Summary Statement
At St Bernard’s, we use our Pupil Premium and SEND funding strategically to remove barriers, raise aspirations, and enable every child to thrive. Through high-quality teaching, targeted support and compassionate care, we live out our mission to serve each child with love, equity and excellence. Our approach is rooted in Gospel values and evidence — ensuring that every child can achieve their God-given potential.
1. Intent – What We Aim to Achieve
Focus Area | Our Intent | Evidence Base / Research Link |
Equity and Belonging | All pupils feel known, valued, and included in every aspect of school life. Disadvantage and SEND never limit ambition or access. | Caritas in Action; EEF “A School’s Guide to Implementation” |
Academic Excellence for All | We strive for strong progress and achievement at or beyond expectation, regardless of background or need. | EEF Teaching & Learning Toolkit; SEND Code of Practice |
Early Intervention | Needs are identified and supported swiftly through assessment, teacher dialogue and family partnership. | EEF “Special Educational Needs in Mainstream Schools” |
Language and Literacy | High-quality oracy and vocabulary teaching are prioritised to strengthen communication, reasoning and confidence. | EEF “Improving Literacy in KS1/KS2” |
Wellbeing and Character | Pupils develop resilience, confidence, empathy and self-belief. Mental health support is proactive and compassionate. | DfE Mental Health in Schools; Caritas in Action |
Faith in Action | Inclusion and social justice reflect Gospel values of dignity, compassion and hope. Pupils are empowered to serve and advocate for others. | Catholic Social Teaching |
2. Implementation – How We Achieve It
a. High-Quality Teaching for All
- Adaptive teaching is the first wave of support.
- Teachers use clear modelling, scaffolding, and retrieval practice to build secure understanding.
- Disadvantaged and SEND pupils are always considered first in planning and questioning.
- Staff receive regular CPD on inclusive pedagogy and EEF evidence.
b. Targeted Academic Support
- Additional teaching and tutoring (including small-group support) focus on gaps identified through ongoing assessment.
- Teaching assistants provide precision interventions
- Provision maps track impact for all groups, reviewed termly by SENDCo, Assistant SENDCo and DH.
c. Wider Strategies
- Emotional literacy, self-regulation and wellbeing are developed through Zones of Regulation, mentoring, and Catholic Life programmes.
- Enrichment experiences and visits broaden horizons and cultural capital.
- Family partnerships strengthen attendance, routines, and learning engagement.
d. Leadership and Accountability
- The Headteacher / SENDCo lead the integrated Inclusion and Pupil Premium Strategy.
- Supported by the Assistant SENDCo, she monitors the progress of disadvantaged and SEND pupils within their subjects.
- Governors receive termly progress reports and visit outcomes.
- Funding decisions are reviewed annually for impact and value for money.
3. Impact – How We Measure Success
Evaluation Area | Indicators of Impact | Monitoring and Evidence |
Academic Progress | We are determined to narrow attainment gaps year-on-year so that pupils meet or exceed ambitious targets. | Internal data, statutory assessments |
Curriculum Access | Full participation in all subjects and enrichment opportunities. | Lesson visits, pupil voice, work scrutiny |
Oracy and Literacy Development | Pupils articulate learning confidently and use tiered vocabulary accurately. | Observations, oracy assessments |
Wellbeing and Engagement | Improved attendance, reduced exclusions, positive attitudes to learning. | Attendance logs, wellbeing surveys |
Parental Involvement | Increased participation in reviews and workshops; positive feedback. | Parent surveys, SEND reviews |
Staff Confidence | Staff apply adaptive teaching and inclusive practices consistently. | CPD logs, performance reviews |
Ethos and Values | Pupils demonstrate compassion, service and justice in school life. | Caritas projects, pupil leadership evidence |
4. Funding Overview
Funding Stream | 2025–26 Allocation | Main Uses | Linked Outcomes |
Pupil Premium Grant (PPG) | £142,350 | Targeted support, intervention, enrichment, attendance | Narrowing attainment gaps, improved engagement |
SEND Notional Funding | £156,915 | Specialist provision, CPD, and inclusion resources | Improved access and outcomes for SEND pupils |
Other (e.g., EHCP, catch-up) | £66,000 | Specific interventions and therapies | Sustained progress and wellbeing |
5. Leadership and Review
Role | Responsibilities | Review Frequency |
Headteacher | Strategic oversight and evaluation of funding and outcomes | Termly |
SENDCo / Assistant SENDCo | Coordination of provision, assessment and review | Termly |
Deputy Head | Monitors targeted support and impact | Termly |
Governors | Review strategy, monitor outcomes, challenge leaders | Termly |
School Business Manager | Ensures funding is allocated and reported correctly | Annual |