Pupil premium strategy statement 2020/21
What is Pupil Premium?
Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and to diminish the difference between disadvantaged and non disadvantaged pupils.
To qualify for Pupil Premium a pupil must be in receipt of Free School Meals, be a Looked After Child (LAC), or a Services Child.
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For more information on pupil premium:
Summary information – This information is based upon PP spend and attainment results for the previous academic year 19/20
| Academic Year | 2019-20 |
|---|---|
| Total number of pupils | 293 (Rec-Y6) |
| Total PP budget | 148400 |
| Number of pupils eligible for PP | 114 |
| Date of most recent PP Review | N/A |
| Date for next internal review of this strategy | November 1, 2020 |
Current attainment (as at end of Summer 2019)
| Pupils eligible for PP | (LA PP) | Pupils not eligible for PP (national average) | |
|---|---|---|---|
| % achieving age expected or above in Early Years | 70% | 55% | 74% |
| % achieving the expected standard in reading, writing & maths - KS1 | 81% | 56% | 69% |
| % making at least expected progress in reading – KS1 | 81% | 69% | 78% |
| % making at least expected progress in writing - KS1 | 81% | 61% | 73% |
| % making at least expected progress in maths – KS1 | 81% | 66% | 79% |
| % achieving the expected standard in reading, writing & maths – KS2 | 81% | 52% | 71% |
| % making at least expected progress in reading – KS2 | 85% | 62% | 78% |
| % making at least expected progress in writing – KS2 | 81% | 67% | 83% |
| % making at least expected progress in maths – KS2 | 81% | 69% | 83% |
Barriers to future attainment (for pupils eligible for PP for the academic year ahead 2020/2021)
In-school barriers (issues to be addressed in school)
COVID barriers although external barriers have a negative effect in school. Many COVID related issues are addressed by school staff. Learning and pupil ability to learn is negatively impacted upon due to COVID restrictions and lockdown.
| A. | Although we are starting to see some stronger language skills upon entry to Nursery from the pupils attending our 2 Year Offer, there remains a decline in extremely poor oral language skills when pupils first enter school. This has been adversely impacted upon due to COVID19 where many pupils did not attend school from March 2020 or any provision aimed at developing language or independence. |
| B. | Year on year, large number of pupils present with mental health issues and other vulnerabilities requiring additional SMEH support. This year is no exception with COVID19 adversely impacting upon the mental fragility of an increasing number of pupils and families. We are noticing an increase in the anxiety and mental health of parents many due to COVID and lockdown concerns this is impacting negatively upon pupils.Teachers report that pupil concentration is less strong so pedagogical strategies need to be reviewed and adapted ongoing. |
| C. | Social and emotional challenges impact on pupils readiness to learn in school. This remains an area of significant deprivation. Our pupils need support in resilience to be able to prioritise their learning above other worries and concerns including economic vulnerability. Promoting high aspirations with families and pupils to promote pupils aiming high and looking towards their future. COVID lockdown and ongoing restrictions, changes to restrictions has a detrimental effect on pupil learning and readiness to learn. |
External barriers
| D. | Attendance and punctuality are variable and require constant action from school. Many pupils have not accessed school since March 2020. The threat of continued virus and confusion over symptoms leaves many parents confused over when to withdraw a child. November announcement of National Lockdown will cause anxiety for parents despite clear guidelines for schools to remain open. |
| E. | Lack of exposure to ‘life experiences’ and limited opportunities. Lockdown and COVID related restrictions have reduced these opportunities even more including residential educational visits and limited visitors into school. |
| F. | Estate culture with anti-social behaviour and an increasing gang culture. This has heightened during COVID with many more older children not at school and families suffering trauma during COVID. Police and other resources directed to COVID tasks leaves estates like New York exposed. School continues to be a hub of support for many families but our own resources are currently limited. |
Desired outcomes (Desired outcomes and how they will be measured)
| Desired outcomes and how they will be measured | Success criteria | |
|---|---|---|
| A. | To maintain and increase % progress and attainment through a consistently implemented curriculum with well trained and knowledgeable staff and strong subject leadership. Quality First Teaching, bespoke to our pupils, within context to inspire, engage and progress. Following the 3 tier process where appropriate. Measured through school monitoring and measuring of progress and school, local and national data. Ensure that COVID restrictions and lockdown do not significantly impact (negatively) upon pupil learning and progress. School to be remote ready. | ● Staff are confident with the curriculum and the links across subjects, texts and context. ● Pupils enjoy learning in school and make good progress. ● Progress across phases 18/19 evidences that pupils maintain progress in line with or above national. ● Continued monitoring of pupil work, work scrutiny and internal assessment evidences that pupils make good progress across a range of subjects. |
| B. | Continue to develop Teachers and TAs to deliver appropriate often bespoke, high impact interventions identified from teacher assessment and AfL. To focus upon reading including reading for pleasure. To ensure that all pupils have an appreciation of the importance of reading for their future. Provide access to SMEH interventions. Importance of COVID impact upon pupil and parent mental health. Measured though pupil progress and intervention records. Particularly relevant to ensure a mentally healthy school. | ● QFT with teachers accessing current pedagogical CPD. ● Successful reading attainment and developing love reading. ● A large range of texts for pupils to access ● A range of academic and wellbeing intervention in place with monitored and measured impact. ● Wellbeing incorporated into timetables for all year groups. Thrive,nurture, Relax Kids. |
| C. | To provide opportunities for pupils to experience wider life skills and events. To provide opportunities for pupils to see the purpose of learning and link learning to careers and the world of work. This will be within COVID restrictions in line with DfE guidelines. To develop and foster relationships with local organisations to support careers knowledge and development of opportunities to promote high aspirations for the future. Measured through organised events and the dialogue from pupils. Work scrutinies to reflect how experience has impact. Increased connections with other employers and organisations. | ● Learning within context to enable pupils to make learning links with life beyond school. ● Pupils experience real life events as COVID possible and use them to influence learning and develop aspirations for the future. ● Established working relationships with local businesses i.e. Greggs, Freudenberg, Amber Collective |
| D. | To continue to build positive relationships with families to support a consistent learning journey for our pupils. To involve parents in learning events and celebration of learning. Parents to become regular visitors in school to grow a culture of positivity towards learning and the school establishment. COVID restrictions limits this - school to develop ways of making engagement continue in a different form. To increase incentives to attend school and work with families to take responsibility for attendance and punctuality. Parental feedback sheets and parent voice. Attendance and punctuality figures. Pupil progress Parent and Pupil Surveys. Results from projects with third parties. | ● Increased parental engagement to increase pupil support at home and for home and school to work together for the benefit of pupils. ● Pupils have high aspirations which is supported by families. ● To be remote learning ready and include PP pupils as a focus for support during lockdown or isolation. ● Increased attendance and punctuality figures analysis. |
| E. | To promote a culture of aspiration where pupils are aware of what achievements can lead to and develop an ethos of aiming high. In line with embedded, ambitious curriculum within context, extend the experience offer. Careers focus within lessons to contextualise the learning. Measured by pupil dialogue, culture change evident in how pupils envisage their future and pupil voice. | ● Educational visits out and welcome visitors in to school for pupils to increase awareness of future aspirations. ● What pupils say their ambitions are...what they want to be |
Quality of teaching for all Total budgeted cost £78000
| Desired outcome for 2020/21 | Chosen action / approach | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? |
|---|---|---|---|---|---|
| Pupils make at least good progress in Reading and Writing and Maths. Follow Wave Tier 3 model. | Maintain reduced class sizes with pure year groups classes. To provide additional teaching assistant support for the delivery of Reading Intervention programmes. Additional teachers and TA Up to date CPD for teachers and TAs Resources purchased. Following EEF evidence based tiered approach COVID) PP lead % time out of class | School data 18/19 and internal assessment 19/20 identifies need to sustain improvement/progress in standards in RWM in KS1 and KS2 to remain in line or exceed national information. Accelerated Reader and Reading Plus in UKS2 extended to year 4. T4W is now firmly embedded in teaching and learning across school. Additional CPD for new staff and T4W networking for existing staff to maintain literacy standards. Additional CPD in other teaching of reading strategies including Reciprocal Reading and Power of Reading. Acquisition of books, to support curriculum design. Increase SMEH resources. Teacher. CPD to improve maths mastery. Several teachers PD leads for Maths Hub. Use of additional Teaching Assistants to release key staff to access relevant CPD to sustain and improve quality teaching and learning. | Monitored by Headteacher SLT, Assessment coordinator, subject leads and PP champion. PP Governor monitoring Ongoing professional dialogue with adjustments where identified DHT is assessment coordinator on a reduced timetable (0.6) to improve monitoring and scrutiny opportunities Monitoring and evaluation to ensure interventions have impact. Pupil Progress meetings to monitor and evaluate QFT. | JS/SM/RB SH/JP Subject leads PP governor | Monthly monitoring of intervention and half termly monitoring and scrutiny findings. Final Review - Summer 2021 with interim reviews of gap closing from COVID carried out half termly by assessment lead. |
Targeted support Total budgeted cost £63,500
| Desired outcome | Chosen action / approach | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? |
|---|---|---|---|---|---|
| Vulnerable pupils are fully supported both academically, socially and emotionally. This has significant relevance in COVID times | Continue to fund and develop the Nurture provision, making use of a part-time TA and Learning Mentor Breakfast Club staffing and resources. New IPADs Additional play resources for breakfast club and Nook, (lego, playdough, large connect etc) | Pupils enter our school with a range of social and emotional needs which often impede learning. Our Nurture provision (including Breakfast Club with 80+ pupils per day) ensures that vulnerable pupils can access learning and make good progress. This provision aims to improve attendance and punctuality and the general readiness to learn of our pupils. We have also engaged with the Attendance and Placement team to further support attendance. Refurbished and redesigned and resourced ‘Nook’ for pupils who need time out, nurture sessions or a safe room to retreat to. | Daily monitoring by Learning Mentor of punctuality and attendance. Senior Leadership monitoring and evaluating pupil progress and amend intervention as required. Staff presence on yard to promote punctuality and build relationships with parents. Ongoing communication and CPD with staff - Additional TA employed for supporting vulnerable children | JW, JP SLT, JH | Ongoing monitoring and evaluation throughout the year with actions to impact if identified. Final evaluation of this spend in Summer 2021 |
| To provide further support for PP pupils working in EYFS Key Stage 1 and Key stage 2 | Key members of staff released to work predominantly with those pupils not making enough progress in Reading, Writing and Maths One to One and small groups tuition to booster support | Intensive focused work with those pupils who are struggling to diminish the difference in both Key Stage 1 and Key Stage 2. Greater need mid COVID. EYFS additional TA employed to work with vulnerable pupils. | Senior Leaders regularly monitor and track progress of pupils to ensure short term interventions have rapid and sustained impact. EYFS and 2YO monitoring progress from entry | JS, SLT Phase leaders | Ongoing monitoring and evaluation of interventions and action. Adjustments to practice as required. Final review - Summer 2021 |
Other approaches Total budgeted cost £3700
| Desired outcome | Chosen action / approach | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? |
|---|---|---|---|---|---|
| To ensure pupils experience their learning within a real life context including outdoor. To engage parents in pupil learning and celebration of pupil success. Plan to access remotely to maximise opportunity for pupils (COVID) | Fund educational events for pupils to experience beyond the classroom. Involve parents in pupils experiences and successes. Music tuition and performances. Arts and Craft community events to encourage parents into school. Extra curricular activities. | To encourage parents to support pupil learning in order to increase the rate of progress. Additional support around remote learning To widen pupil horizons or real life with residential visits, local areas visits and experiences (running tuck shop, business enterprise projects and depositing money in the bank). An additional stimulus for pupil writing and creativity. Including reading and writing related after school clubs. | Regular monitoring of pupil welfare by Learning mentor and SLT and teaching staff. | JS, SLT | Ongoing monitoring and making necessary changes to provision in this area with final review - Summer 2021 |
Review of expenditure Previous Academic Year 2019-20
Quality of teaching for all
| Desired outcome | Chosen action / approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. | Lessons learned (and whether you will continue with this approach) | Cost |
|---|---|---|---|---|
| Pupils make at least good progress in Reading and Writing and Maths | Maintain reduced class sizes To provide additional teaching assistant support for the delivery of Reading Intervention programmes. Additional teachers and TA Resources purchased to support standards | No published 19/20 data due to COVID. 18/19 data Attainment in Reading KS1 disadvantaged exceeded national (none), LA and similar schools. (81%v78%v69%) There is no gap. Attainment in Writing KS1 disadvantaged exceeded national (none), LA and similar schools. (81%v73%v61%) There is no gap. Attainment in Maths KS1 disadvantaged exceeded national (none), LA and similar schools.(81%v79%v66%) There is no gap. The combined data (RWM) significantly exceeds LA and National (None) (81%v56%v69%) Attainment in Reading KS2 increased on last year and exceeded national none PP by 7% and LA by 23%. (85% v 78% v 62%) In writing KS2 PP pupils attain broadly in line with non PP national (81% v 83%) a gap of -2%. In maths KS2 PP pupils attain in line with non PP national (81% v 83%) a gap of -2% A gap emerged in GPaS between National none and school KS2 PP of -10 which will be a focus for the coming academic - COVID impact on this too. Biggest area of diminishing the difference is in the KS2 PP combined RWM with 81% PP pupils attaining expected levels in all 3 areas compared with 71% national none. Continuing to monitor internal data to confirm the above measures. | Grouping and re-grouping across KS1 for daily RWInc has continued to have impact in improving basic skills for reading and writing and will continue next year. Additional TA for next year enables one additional group (reducing RWInc intervention sizes) T4W to continue to be embedded across school and across the curriculum to maintain impact. CPD for new staff to maintain and sustain quality of QFT. Splitting a large Year 6 class continues into next academic year using DHT to take a third group in morning lessons. This will remain a key focus for 2019/2020 as results are evidence Increased focus during half terms upon the progress of KS1 PP pupils in line with Non PP peers resulted in clearer direction for staff and therefore more targeted and flexible interventions supported by both teachers and TAs. Staffing ratios to continue as this year there is no PP gap across KS1. All classes to embed Reciprocal reading and all teachers have received Peer CPD. New staff CPD 2019/20 Additional purchase of class texts and reading books to promote reading. Redesign of curriculum necessitates additional class texts in 2019/20. A number of these texts were sent home during lockdown and we need to purchase replacement resources. | £45000 |
Targeted support
| Desired outcome | Chosen action / approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. | Lessons learned (and whether you will continue with this approach) | Cost |
|---|---|---|---|---|
| Vulnerable pupils are fully supported both academically, socially and emotionally | Continue to fund and develop the Nurture provision, making use of a part-time TA and Learning Mentor Breakfast Club staffing and resources. New IPADs Additional play resources for breakfast club and Nook, (lego, playdough, large connect etc) | Pupils enter our school with a range of social and emotional needs which often impede learning. Despite this they develop into confident pupils who attain in line with national. Our Nurture provision (including Breakfast Club with 80+ pupils per day) continues to ensure that vulnerable pupils can access learning and make good progress by being ready to learn in a morning. Our attendance data (4.8% absence) dipped on last year (3.8%) largely due to the Norovirus which hit school in January and affected over 100 pupils and many staff. The disadvantaged category is the second highest category behind SEN at 5.6%. We continue to fund rewards for attendance and the Learning Mentor works with families where attendance is an issue. Accelerated Reader and Reading Plus embedded across Upper KS2. KS2 Reading progress for 2019 is 4.43 which is significantly above national and LA. | Evidence that with quality monitoring we can identify and take action in what works and what doesn’t. The importance here of bespoke learning and intervention to best meet the needs of our pupils. Dedicated CPD to equip staff in best use of new programmes of support. Debating fining for term time holidays but evidence suggests that is has little impact. (gathered from schools who have implemented fines) – Review in 2019/20 | £25,000 £8,500 |
| To provide further support for PP in EYFS, KS1, KS2. | Key members of staff released to work predominantly with those pupils not making enough progress in RWM. Boosters | See above outcomes for reading and Headline Data | Continued funding of additional TA Embark upon T4W project Elklan Training for TA to impact upon reading Ongoing CPD in reading including RWInc NELI EYFS | 18000 £6000 £4000 £2850 |
Other approaches
| Desired outcome | Chosen action / approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. | Lessons learned (and whether you will continue with this approach) | Cost |
|---|---|---|---|---|
| To ensure that pupils experience their learning within real life context including outdoor. To engage parents in pupil learning and celebration of pupil success. | Fund educational events for pupils to experience beyond the classroom. Involve parents in pupils experiences and successes. Music tuition and performances. Arts and Craft community events to encourage parents in to school. Extra curricular activities. | To encourage parents to support pupil learning in order to increase the rate of progress. To widen pupil horizons or real life with residential visits, local areas visits and experiences (running tuck shop, business enterprise projects and depositing money in the bank). An additional stimulus for pupil writing and creativity. Including new Story-time club | Continue with Breakfast Club and Learning Mentor funding. Subsidised educational visits including local visit costs and residential visit costs and a trip toTheatre Royal in Newcastle city centre. Continued and extended work with parental engagement and educating parents to encourage support with attendance. High attenders rewarded with incentives such as Land Train journey, hot chocolate and pizza/film evenings in previous years. Developing working relationships with local businesses. | £51,000 |