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St Paul’s Primary School

This report outlines how St. Paul's Primary School utilized £63,300 in Pupil Equity Funding in the 2017/18 session. The school, located in the Foxbar area of Paisley, highlights increasing rolls and challenges in learning barriers. Staffing, training, and targeted support initiatives are detailed, with an emphasis on parental involvement and holistic approaches. The report also discusses evolving strategies and areas for future development, focusing on supporting vulnerable children, enhancing family engagement, and fostering creativity.

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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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