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Pupil Premium 10:10 Programme


The KCSP Pupil Premium 10:10 Programme

St John: Chapter 10, Verse 10:
 ‘I have come that they may have life,
and have it to the full.’


The KCSP Pupil Premium Strategy recognises that pupils in receipt of the pupil premium funding do not always have access to the wider cultural and spiritual opportunities that more advantaged pupils do.


The 10:10 programme has been implemented in all KCSP academies to address this and to ensure that all pupils, including the most vulnerable and disadvantaged, “may have life, and have it to the full.”


At St Teresa's Catholic Primary School, our provision for this programme is that, during their 7 years as a pupil of St Teresa's, every child will:

  • Enjoy outings across a wide range of environments.
  • Learn to swim 25 metres and to ride a bike safely on the road.
  • Represent the school in an event.
  • Prepare and share a meal.
  • Take part in a production every year.
  • Know how to stay safe both in the real world and online.
  • Explore the school grounds to learn about God and nature.
  • Become money wise.
  • Be inspired by opportunities to explore their musical talents.
  • Meet someone who inspires them through their life experiences.



The staff of St Teresa's, across the course of this year, alongside our wider school community, will look at our whole school plan in order to effectively provide these excellent and inspirational opportunities for all of our children.

St Teresa's Catholic School Pupil Premium Strategy

Pupil Premium funding is a government initiative designed to target resources to those pupils deemed to be from a disadvantaged background. Specifically, the disadvantaged Pupil Premium money is provided to schools for pupils who were eligible for Free School Meals (FSM) at any point over the past 6 years, those children who have been looked after continuously for at least 6 months (CLA) or adopted from care.


For the year 20202021 the Ever 6 FSM Pupil Premium has a value of £1345 per eligible pupil in primary education. 


Schools receive £2,345 for those children who have been looked after continuously for at least 6 months (CLA) or adopted from care. The CLA premium is managed by the designated virtual school head (VSH) in the LA that looks after the child and should be used to deliver to the looked-after child’s educational needs as described in their personal education plan. Schools receive a single higher payment when a pupil is both CLA or adopted from care and Ever 6 FSM.


School level numbers and percentages shown in this review are those relating pupils eligible for the Ever 6 FSM element of the deprivation Pupil Premium Grant.


Neither the government or any government agency has dictated how Ever 6 Pupil Premium monies should be spent but it is clear the money should be used to promote strategies which narrow the attainment gap between the highest and lowest achieving pupils, and which enable eligible pupils to thrive, particularly if they demonstrate high ability.

Pupil Premium Strategy Statement

School overview




School name

St Teresa’s Catholic Primary School

Number of pupils in school


Proportion (%) of disadvantaged pupils


Pupil premium allocation this academic year 2020/2021


Academic year/years covered by strategy statement

2020 - 2023

Publish date

Oct 20th 2020

Review date

Oct 20th 2021

Statement authorised by

Bernadette Brown

Pupil premium lead

Bernadette Brown

Governor lead

Mark Walsh


Disadvantaged pupil progress and combined attainment scores for last academic year 2019/2020


Percentage of Pupil Premium Pupils


Number of Pupil Premium Pupils (if fewer than 6 enter SUPP)





Progress in Reading

No results published in 2020

Progress in Writing

No results published in 2020

Progress in Maths

No results published in 2020



Reading, Writing, Maths combined: meeting expected standard

No results published in 2020

Reading, Writing, Maths combined: achieving higher standard

No results published in 2020


At St Teresa’s Catholic Primary School across The Kent Catholic Schools’ Partnership (KCSP) and across schools nationally, the period from mid-March 2020 until the end of the academic year has been dominated by the outbreak of COVID-19. 


The much reduced opening of all schools in March, followed by the period of widening opening of schools from 1st June has had a profound impact on the ability to implement the actions and strategies outlined in their current pupil premium strategy and/or planned expenditure.  Consequently, it has not been possible to implement and evaluate all planned strategies, with plans being amended and provision adapted to support our most disadvantaged pupils and families.


Across KCSP we have continued to address the challenges faced by pupils who experience social disadvantage.  St Teresa’s has put in place the following measures to support all families, including those eligible for the pupil premium grant:


  • Involvement with The Parent Engagement Network programme
  • Employment of a Speech Therapist one day a week to support children in KS1 and EYFS in particular
  • Employment of a teaching assistant to deliver the Language Link programme across the school


The evidence-informed approach we adopt across KCSP is rooted in tackling educational disadvantage in the classroom. This is a long-term approach; it may well be necessary and desirable for leaders to continue 2019-20 planned actions into the 2020-21 academic year and beyond. This is in line with EEF guidance on 'Putting Evidence to Work - A School's Guide to Implementation'. Planned activities and strategies need to be implemented effectively, over time. They need to be evaluated robustly and embedded to create sustainably positive outcomes for disadvantaged learners.


Review: last year’s aims and outcomes




Breakfast club for a family

Children’s punctuality and attendance improved, leading to a better morning start in class for the children involved

RSC Shakespeare for All project

Children took part in in-school drama sessions and worked with an outside facilitator for 2 workshops.  Due to Covid the final performance had to be cancelled.

Parental Engagement Network programme (KCSP instructed cost)

Staff attended CPD and implemented strategies in school

PP children to represent the school at an event

All PP school leavers offered the opportunity to represent the school.

Priority places offered to PP children to go to O2 Young Voices concert.

Targeted speech and language therapist for 8 pupils

Improvement in speech articulation and acquisition of new words. Progression in all aspects of English noted in attainment.


Strategy aims for disadvantaged pupils for the three years of this strategy

Staff at all levels have a clear understanding of the PP strategies both in our school and the Trust and are clear about their responsibility for bringing about the success of both. This is a vital foundation for ensuring that the KPIs are met at the end of the Trust’s three-year PP strategy, 2020-2023.  This school is expected to achieve the outcomes below, as a minimum, to play its part in contributing to the Trust’s overall progress and attainment goals.  These are not limiting targets.  They are minimum expectations and we will publish our performance against these.  We have a shared accountability for the achievement of all pupils in our schools, whichever academy they attend.

KS2 Measure


Target Date

Progress in Reading

To continue to make progress in line with the national average for all pupils.

Sept 2023

Progress in Writing

To continue to make progress in line with the national average for all pupils.

Sept 2023

Progress in Maths

To continue to make progress in line with the national average for all pupils.


Sept 2023




Reading, Writing, Maths Combined: Meeting expected standard at KS2

100% of pupil premium pupils at national expectation at the end of KS1 to make at least the national expectation at the end of Key Stage 2. 

Sept 2023

Teaching priorities for the current academic year 2020/2021



Progress in Reading

Introduction of Accelerated Reader across the school.

Progress in Writing

Moderation and sharing of good practice across the school to induct new staff on requirements for Talk for Writing.

Progress in Maths

Additional release time for maths leader to ensure tighter guidance on schemes of work and progression of skills


Ensure reading books match the stage of phonics being taught


Use PP funding for purchasing materials new topics

Barriers to learning these priorities address

Due to COVID many children have not been to school since March. The priority to is baseline children, identify gaps in learning and teach in a targeted way with clear progression in order to close those gaps

Projected spending*


Targeted academic support for current academic year 2020/2021



Priority 1   Reading

  • Purchase of books to fill gaps in reading provision as identified when existing books are labelled for AR.
  • Release of one TA and English lead for one week each to lead successful implementation and roll out of scheme.
  • In KS2 Tracking reading of PP children using analyses from Accelerated Reader.  Regular discussions with those not reading regularly to support them with book choices and reading time.  Regular contact with parents of those not reading regularly to encourage further engagement with their child’s reading.Click or tap here to enter text.

Speech and Language

  • Existing TA to be trained to deliver SpeechLink assessments and programmes. 
  • Children identified for Speech therapy in the Speechlink assessment to work through programme of study one day a week, with class TA supporting programme daily in class.

Barriers to learning these priorities address

We have a high percentage of EAL children ( 27%) who regressed in their English during the lockdown.  Any further disruption to their learning should Covid continue to be a problem will impact negatively on the school’s ability to improve both speech and reading.

Projected spending*




Wider strategies for current academic year 2020/2021




Pupil Wellbeing

Pastoral support manager to dedicate additional time and resources to wellbeing of pupils through increased focus on staff training, meetings with external agencies, liaison with families and ensuring school provides a suitable range of resources to meet the increased needs of families.

Barriers to learning these priorities address

The wellbeing of individual pupils and in particular their parents deteriorated greatly during the March 2020 lockdown, necessitating increased support from the school both via referrals and via school interventions.

Any further disruption to school life should Covid continue to be a problem will impact negatively on the continued wellbeing and mental health of parents and children.

Projected spending*