St John Fisher: Our Vision

At St John Fisher, we strive to create a school community where children and adults achieve their full potential and SHINE! We will achieve this through engagement, high expectations and by treating all with respect and dignity.

  • We strive to raise standards of achievement and accelerate pupil progress through quality first teaching, high quality marking and the effective use of academic targets and success criteria to offer pupils clear guidance on how to improve.

Pupil Premium Information and Statement

What is Pupil Premium?

Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at pupils from disadvantaged backgrounds to ensure they benefit from the same opportunities as students from less deprived families. From September 2014, the premium has been allocated to pupils who:

  •  have been in receipt of Free School Meals (FSM),  or
  • have been continuously looked after for the past six months, or
  • have been adopted from care under the Adoption and Children Act 2002, or
  • have left care under a Special Guardianship or Residence Order, or
  • have parent/parents who are currently serving in the armed forces or are in receipt of a pension from the MoD

How the Pupil Premium is spent is monitored closely with all schools accountable for the impact of the money spent. At St John Fisher, we pride ourselves on utilising the Pupil Premium to support our pupils to ensure we maximise the opportunities for all pupils to succeed.

To view details of the funding St John Fisher has received, please click on the attached documents.

PP Review Strategy 16-17

Case Studies

Below are some case studies which have been completed in order to demonstrate the progress made by Pupil Premium pupils.

2015

Child A

Child A has been a pupil in the school since reception class.  Child A has faced many barriers to learning, including poor attendance and persistent lateness.   At the end of KS1, Child A achieved the following levels:  Reading =1b   Writing =1b   Maths =2c.   As well as having access to daily interventions with the Pupil Premium TA, Child A also received in class support twice a week during the morning sessions.  Upon leaving the school in 2015, Child A achieved the following levels:  Reading = 4b   Writing = 4b   Maths = 4c.  Child A made more than expected progress in reading and writing and expected progress in maths.

Child B

Child B is a more able pupil.  Following support from the Pupil Premium TA, focused teaching from the class TA and targeted work from the class teacher, the following levels were achieved at the end of KS1:  Reading = 3c  Writing = 3  Maths = 2A.  Compared to levels at the start of the year – progress was as follows:  Reading = 1 whole level (from 2c), Writing = 1 whole level and 1 sub-level (from 1a), Maths = 2 sub-levels (from 1c).  This demonstrates that Child B made more than expected progress in reading and writing, and expected progress in maths.

2016/2017

Child C

Child C is a pupil who is currently working at age related expectation (ARE) in reading, writing and maths.  This child achieved level 2b in all areas at the end of KS1.  Since December 2016 – child C has received weekly 1 to 1 sessions with a pupil premium TA in both maths and English.  From September 2016, child C has also been part of a ‘pre-teach’ intervention group, weekly 1 to 1 sessions and additional after school booster groups.  December 2016 data indicates that child C with achieve ARE at the end of the year in reading, writing and maths.  Early indications also show that child C will make good progress in all areas.

Child D

Child D is a pupil who has worked predominantly below ARE throughout KS2 but does not have any specific area of need (SEND).  Child D achieved level 1b in both reading and writing at KS1 and 2c in maths.  The following has been put in place to support child D – weekly 1 to 1 sessions for both maths and English, additional TA support in class for maths and English, booster sessions after school.  December 2016 assessments showed that child D had made more than good progress in reading and maths, and god progress in writing.  Child D is expected to achieve ARE in maths and reading at the end of KS2.