Pupil premium strategy statement 2021/22
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.
Archive
For more information on pupil premium:
Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
| Detail | Data |
|---|---|
| School name | New York Primary School |
| Number of pupils in school | 355 309 (R – Y6) |
| Proportion (%) of pupil premium eligible pupils PP numbers in school are currently 125 post October 2021 = 40% | 97 pupils 31% at October 2021 Census |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021 - 2022 2022 - 2023 |
| Date this statement was published | 31.12.2021 |
| Date on which it will be reviewed | July 2022 |
| Statement authorised by | J M Shaw Headteacher |
| Pupil premium lead | R Blakey Assistant Headteacher |
| Governor / Trustee lead | Mrs Jo Lyons (Chair of governors) |
Funding overview
| Detail | Amount |
|---|---|
| Pupil premium funding allocation this academic year | £ 133,120 |
| Recovery premium funding allocation this academic year | £ 14,210 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
| Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £147,330 |
Part A: Pupil premium strategy plan: Statement of intent
New York Primary School vision for all pupils is to , ‘Come as you are and Leave at Your Best’.
Deprivation is never an excuse for low attainment and we will ensure that pupil premium strategy supports disadvantaged pupils and enables them to aspire and achieve - promoting social mobility. As research determines that disadvantaged pupils have been worst affected by the impact of the COVID pandemic, our pupil premium strategy is designed to diminish attainment difference between our disadvantaged pupils and their non-disadvantaged peers.
We appreciate that how we target our pupil premium spending can benefit all pupils and not solely those in receipt of pupil premium funding. All pupils groups must be educated with opportunities and experiences to facilitate achievement of full potential.
We do this by early identification and timely consistent implementation of the following key principles
- Quality First, adaptive teaching at the heart of this strategy to provide challenge and improve outcomes for our pupils.
- School led interventions and tuition which focus upon the identified gaps between disadvantaged pupils and their non-disadvantaged peers and gaps caused due to disrupted education during the COVID pandemic.
- Phonic knowledge and fluency using recognised scheme (RWInc) across EYFS, KS1 and where necessary lower KS2 including Fast Track Fresh Start for upper KS2.
- Basic Skills interventions to provide a solid foundation upon which to build and secure future learning in Maths and English.
- The teaching of reading including existing successful reading programmes (Reading Plus and Accelerated Reader) extended to lower KS2 and used as a complement to the teaching of reading and reading across the curriculum.
- Full time Learning Mentor to build positive and trusting relationships with families promoting a positive attitude towards school and the value of education
- Attendance monitoring and action to ensure that all pupils access school and are on time so that no learning is lost. (Learning Mentor)
- Provide funding to secure opportunities for disadvantaged pupils to access a wide variety of experiences across the curriculum including sport, the Arts, cultural visits and visitors.
- Funded Breakfast Clubs and After School Clubs to enable a positive start to the day and opportunity to undertake a variety of different experiences developing talent and interest.
- To ensure that we monitor the different categories of pupil premium pupils (SEND, EAL, SEMH) to make certain that all pupils progress.
Challenges This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
|---|---|
| 1 | SMEH New York Primary school is in an area of significant deprivation with more than half of our pupils living in the 20% most deprived families nationally. A significant number of pupils have complex and challenging home lives with the involvement of additional services to support family functioning. It is a priority that our pupils are ready to learn and that we work hard to support pupil mental health to ensure that it is not a barrier to pupil learning and development. School plays a very strong social care role and relationships between adults in school and pupils are pivotal to ensure pupils are happy, feel safe in school and can maintain school standards. |
| 2 | Attendance and punctuality Pupils need to be in school and on time to maximise access to learning. We have a number of persistent absence families all of whom have the support of additional services and are in receipt of Pupil premium. We work very closely with families to support school attendance and punctuality. We communicate with pupils and families to ensure that all are clear of the importance of attending school and being on time and that this is a life skill. UCL Institute of Education research evidences that one day of absence can result in a reduction in potential achievement of 0.4% and this is likely to be higher in a pupil in receipt of pupil premium. |
| 3 | Language and Phonics Communication is the foundation for pupil development and early language development provides the building blocks for reading, educational progress and life success. In areas of significant deprivation as many as 60% of pupils start school with language delay. This has been further impacted due to the COVID pandemic with Early Years pupils missing opportunities to communicate with peers and teachers. There is now further impact further up school as pupils in KS1 have language and communication gaps due to lost learning in EYFS. There are implications for phonics, the teaching of which needs to be extended across school and into KS2. This has implications for capacity of staffing. |
| 4 | Curriculum and Reading Despite the fact that throughout national lockdown, New York Primary School remained open, for key worker and vulnerable pupils, there is no doubt that the loss of in school teaching for pupils has had a detrimental impact upon the pace of progress. It is essential that assessment identifies the areas where pupils must make accelerated progress to maintain the pace of progress and levels of attainment that we celebrated prior to the pandemic. We must ensure that there is a programme of intervention that supports this. Many of our pupils already lacked wider experiences and opportunities that support learning and cultural capital. Lockdown has further restricted this by preventing schools from providing it. This impacts upon pupil development of vocabulary, particularly in EYFS where Speech and Language support has increased. This also presents challenge for learning across the curriculum as pupils understanding is not underpinned by enrichment opportunities and real life experiences and context. |
| 5 | Basic Skills It is essential that the basics across English and Maths are embedded into pupil long term memory. Lack of in school teaching, despite strong and supportive remote learning has resulted in a lack of secure knowledge in basic skills which are the foundations of underpinning future learning. Phonics, reading and vocabulary and times tables, number and place value must be securely embedded into long term memory using metacognitive teaching and intervention strategies. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
|---|---|
| To strengthen pupil SMEH to ensure that it is not a barrier to learning. Continue to work with families to promote the importance of education. | • Pupil voice (survey) results • Parent voice (survey) results • Enrichment experiences - visits, visitors and projects across all curriculum subjects with impact • Thrive continued implementation and impact • Increase Thrive trainers in school and monitor impact • Partner School for the Education Mental Health Team with monitored impact • Learning Mentor and DSL team continued work in supporting pupils and families. • IQM Flagship reaccreditation • Poverty Proofing report and actions implemented. • Increased attainment and progress • Increased attendance and improved punctuality for target pupils. |
| Improve Attendance and significantly reduce instances of lateness. | • Attendance in line with national average • Eliminate persistent absence • Routine letters for lost learning - monitor and meet parents to engage in school standards • Monitor and close the gap between pupil categories in both attendance and punctuality • Learning mentor to work with families and promote the life skill of attendance and punctuality. Weekly categorised attendance data • letters to parents re attendance • high profile in school assemblies • early identification - DSL team reporting |
| Language and Phonics - improve to ensure that pupils work at ARE and there is minimal gap between disadvantaged and non. | • RWInc scheme implemented across school • Baseline assessment to inform interventions and targeted QFT • Time to Talk EYFS • Fast Track Fresh Start for KS2 pupils. • Work scrutiny and pupil voice to triangulate evidence of attainment and progress. • Teaching of Maths Mastery consistently implemented and monitored across school. • Targeted interventions have impact upon pupil progress. • Timely SALT referrals • CPD for staff to ensure quality up to date teaching, learning and intervention. • Phonic data in line with national (Yr 1) |
| Curriculum is underpinned by reading and all pupils can read and access age related appropriate texts. Improve attainment and progress. | • QFT of reading to close gaps and facilitate accelerated progress. • Evidence of the power of reading in ensuring progress across other curriculum areas. • Termly assessment and monitoring and scrutiny to establish strategies have impact. • Additional reading programmes extended to lower year groups. (AR and Reading Plus) • Targeted interventions impact upon pupil progress and development • Inclusion team involvement in identifying pupils for additional support and monitoring progress. • Acquisition of new and appropriate texts • Parental engagement opportunities to promote supporting reading in children. |
| To close the ARE gap in basic skills across English and Maths and ensure securely embedded into long term memory. | • Baseline assessments to establish gaps • Interventions designed for specific groups of pupils to close gaps and strengthen knowledge • Ongoing CPD for staff in metacognition and self regulation to ensure recall to support future learning. • Continued monitoring of groups of pupils to measure the disadvantaged gap and close it. • Opportunities for enrichment to allow pupils the apply their learning within context. Maths Meetings • Grammar Meetings |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 73,372
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Employment of 2 additional teachers in to support pupil learning to make accelerated progress to close lost learning gaps and ultimately close the disadvantage gap. Retention of additional TAs across school to support accelerated progress | Pupils moving into Year 1 need additional support to meet year 1 expectations due to lost learning in EYFS. Evidence confirms that quality teaching is the best tool to improve pupil attainment. KS1 have an additional resource to support accelerated progress. Year 2 pupils moving into Year 3 also need additional teaching support and a teacher has been appointed to deliver targeted teaching and learning to identified groups of pupils. We are also using additional staff to keep class sizes in Year 3 reduced despite evidence suggesting this has limited (3 months) impact. https://researchschool.org.uk/durrington/news/putting-teaching-interventions-in-place-here-is-what-the-research-evidence-suggests-works-best | 1,2,3,4,5 |
| National College and National online Safety Membership Thrive membership and CPD | With less availability of face to face CPD and ongoing uncertainty in this area we have joined the National College online CPD and signpost staff to webinars, online sessions and videos. Specific staff cascade their online CPD for school staff. | 1,2,3,4,5 |
| Specific CPD - RWInc Whole school | Face to Face CPD including a leadership day to strengthen the teaching of phonics and accelerate attainment and progress and underpin the development of reading. Additional new resources purchased in addition to extend the reading books matched to phonic ability for pupils. https://www.ruthmiskin.com/en/programmes/phonics/ | 3,4,5 |
| Assistant Headteacher and PP lead across school - release time Phonics team - release time for leads | To oversee the application of interventions by additional staff. Monitoring and evaluating progress and attainment and making adjustments as necessary. Striving to close the gap between disadvantaged and non disadvantaged peers. | 1,2,3,4,5 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 39,350
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Additional interventions | Strong evidence base for phonics (RWINc) Targeted interventions delivered regularly suggests more effective. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics Teaching phonics has a strong impact upon younger pupils as they start to read but must be supported by a rich literacy environment within a strong school reading strategy. • Hooks into books • Power of reading…to enhance the literacy environment and expose pupils (and teachers) to quality texts. EYFS pupils from very low start points need regular small group interventions to accelerate progress. Interventions and staff release time to deliver. NELI, BLAST https://evidenceforlearning.org.au/the-toolkits/the-teaching-and-learning-toolkit/all-approaches/early-years-interventions/ | 1,2,3,4,5 |
| 1:1 and small group interventions with targeted support | A programme of small group and 1:1 interventions where evidence suggests smaller is better as it allows better quality feedback to pupils and improved sustained engagement from pupils within the group with 4-5 months additional progress over a year. Regular monitoring and evaluation facilitates the opportunity to amend and redirect the interventions for maximum progress. https://researchschool.org.uk/durrington/news/putting-teaching-interventions-in-place-here-is-what-the-research-evidence-suggests-works-best | 1,2,3,4,5 |
| QFT of Reading and Reciprocal reading. Small group in class and intervention application. | Effective reading and reading comprehension are high impact for relatively low cost. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies | 1,2,3,4,5 |
| Licenses | Various licences to support pupil progress in basic skills across reading and maths, • Accelerated Reader (accuracy and comprehension) An early EEF-funded efficacy trial of AR found pupils who received the programme made 3 months of additional progress in reading comprehension. • Reading Plus (speed and fluency) Working together the above support the holistic progress of reading across KS2. This year we have extended Reading Plus to Year 3 pupils. We have CPD for teaching staff to analyse and interpret progress in these products. This is in addition to the Hooks into Books and Power of Reading subscriptions which benefit whole school and promote a love of books and reading for pleasure. • Sir Linkalot - whole staff CPD and application for improving spelling across school. Maths interventions are supported with Doodle Maths and Mathletics. | 3,4,5 |
| Primary Science Quality Mark: The ongoing high quality teaching of science within school. | Science lead ensures that staff receive up to date CPD to enable consistent high quality teaching of science across school. Various projects are undertaken to enable pupils to become immersed in science and develop realistic aspirations and interests in careers in science. https://www.stem.org.uk/triplescience/intervention | 1,2,3,4,5 |
| Effective deployment of Teaching Assistants | Although research suggests that TA deployment has a limited impact upon pupil attainment for relatively high costs, at New York we believe that the contribution of our Teaching Assistants is high impact not only because of their skill in delivering intervention and providing in class and small group support but also due to the relationship building they do. This results in pupils feeling more confident and positive about coming to school and has an impact upon attendance and punctuality. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812507/Deployment_of_teaching_assistants_report.pdf | 1,2,3,4,5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 37928
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Thrive interventions across school with trained staff delivering to individuals and small groups. | Pupils identified with SMEH challenges know who to talk to and have the opportunity for specialist support in school. This has a positive impact upon attendance and their readiness for learning. Additional staff are receiving training this year to extend the provision of support. Pupils are monitored to establish the impact of the programme. Behaviour across school is good with pupils clear about school vision and school standards. https://www.thriveapproach.com/about-thrive/impact-of-thrive/ | 1, 2, 3 |
| Inclusion - educational visits, visitors and project involvement. | The inclusion manager is seconded 1 day per week to the Local Authority School Improvement Team for Behaviour. Our pupils receive appropriate equitable support and opportunity by providing clear and current CPD for staff. Pupil premium funding is used to provide and subsidise opportunities for pupils including residential places for various outward bound events, theatre visits, music events and visitors into school. We also fund various projects linked to the curriculum and our local heritage, which all pupils can access and become involved in. Evidence suggests that the greater the experiences, the greater the extension of vocabulary. https://educationendowmentfoundation.org.uk/guidance-for-teachers/life-skills-enrichment | 1,2,3,4,5 |
| OPAL - Outdoor Play and learning | Ongoing high standards for pupils to partake in various exciting and interesting outdoor activities requiring imagination, teamwork, collaboration etc. Pupils create and construct, design and discuss. Friendships are strengthened as pupils cooperate and try new things. Mental Health and Wellbeing is impacted upon positively. https://educationendowmentfoundation.org.uk/guidance-for-teachers/life-skills-enrichment | 1,2,3,4 |
| Learning Mentor and pastoral roles. | Learning mentor in school is funded through PP. There is significant support for families and pupils with strong relationships having a positive impact upon pupil perception of school and staff. Relationships strengthen and difficult messages are delivered. Learning Mentor works closely with the Leadership team and delivers CPD to staff. The excellent behaviour in school is in part due to the consistency of positive management across school and the access that pupils in need have to the Learning Mentor in whom they trust. This role is not invaluable only for vulnerable pupils but for all pupils. | 1,2,4 |
| Attendance and punctuality monitoring and action to improve | There are a number of robust protocols for monitoring and improving attendance and punctuality. The Learning Mentor is responsible for administering these on a daily basis with timely follow up including visiting families at home or making those alarm calls. Pupils need to be in school to access learning and beyond the reactive approach there is an important proactive approach by building positive and trusting relationships with families and working with them and other agencies where applicable to get pupils in to school. There is direct correlation in school data between those children under attaining and missing school due to attendance and/or punctuality. Whilst the protocols in place have impact there is still much to do in the wake of the pandemic. https://schoolleaders.thekeysupport.com/pupils-and-parents/absence-and-attendance/strategies-for-managing-attendance/research-into-how-attendance-can-impact-attainment/ | 1,2,3,4,5 |
| Safeguarding, CPOMS and working with other agencies. | Use of CPOMS product to collate and analyse patterns within categories. This is a whole school approach providing a consistent recording of concerns/issues. All staff receive CPD. Management of safeguarding is improved whilst minimising workload for teachers. Links to third party agencies can be clearly identified with a strong chronology of historic information. | 1,2 |
| Specialist provisions. | Lack of opportunity to experience enrichment is a barrier to pupil learning and a barrier to extending vocabulary. Strong participation in ‘other’ curriculum subjects impacts positively upon the core subjects. We employ specialist Music Teachers across school including EYFS to promote sound, rhyme, composition and performance. Pupils enjoy and develop well within these subjects which have well planned curricular links to other topics. https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/first-thing-music Sports coaches (Sport Premium) attend school and are paid for from the Sport Premium grant. These include rugby, football, skipping, tennis and cricket coaching. We work closely with NUSTEM who provide pupil and parent sessions after school to develop knowledge and skill in Science. | 1,2,3,4 |
| Breakfast Club Provision | We encourage pupils to attend breakfast club at 8.00. We employ sports coaches to attend Breakfast club as an incentive for pupils to come along. There is a suggested moderate weekly payment for those families who can pay (£3.00 per week per family) but we do not chase this fee. We subsidise the running of the club with some support from Greggs Foundation. This ensures that pupils are in school on time, well fed and are likely to have had some morning exercise. EEF evidence suggests that attending Breakfast Club can improve attainment by and additional 2 months. We offer breakfast and snacks throughout the day to all our pupils. https://educationendowmentfoundation.org.uk/news/breakfast-clubs-found-to-boost-primary-pupils-reading-writing-and-maths-res#:~:text=Breakfast%20clubs%20that%20of | 1,2,3,4,5 |
| Extra curricular after school provision. | School offers additional after school clubs which have some link to the curriculum. These are available to all pupils who can choose from 2-3 clubs per week free of charge. These are run by teachers, Teaching Assistants and external paid coaches. Pupils grow in confidence and enjoy their chosen activity. Relationships are built and extended as we endeavour to mix teaching staff across phases so that pupils get to know different teachers in school. | 1,2,3,4 |
Total budgeted cost: £ 150,650
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
- One to one and small group tuition Increased time spent reading
- Additional remote support for those not in school (disadvantaged) to prevent lost learning
- Recruitment of teachers in both KS1 and KS2 within the National Tutoring Programme, gaps are closing in reading progress and many children in KS2 are reading at ARE.
- For those identified as not yet at ARE, the gap is reduced and where is has not there is a referral to SEND with additional intervention to support
- 86% of Y2 children pass the PSC in Autumn term 2021.
- Current Year 6 are on track to progress well reading, writing and maths towards ARE.
- Year 5 pupils supported with additional intervention. Interventions were interrupted due to staff absences due to COVID positive cases.
- Changes to timetables reducing some lessons to 45 minutes to promote sustained learning as teachers identified that many pupils' concentration was a challenge.
- Extension to Reading Plus for Year 3
- Working with Families By ensuring that all children are able to access a wide range of phonetically matched reading books at both home and school simultaneously, and by providing parents with the resources to continue to practise phonic awareness at home, impact is developing in evidence of children’s reading and phonics ability. In providing ongoing access to appropriate reading books and programmes, children have developed their reading skills, fluency and enjoyment of reading.
- Attendance data is in line with national
- School extended investment in Thrive and staff were trained in Mental Health and Mental Health First Aid, implementing intervention programmes and whole school approaches so that children were happy, safe and well supported in school. This was reflected in the Poverty Proofing Survey.
- Safeguarding was consistent, robust and effective with CPOMS used effectively to analyse safeguarding related incidents and identify patterns.We continued to work within the Operation Encompass programme.
- Inclusion Quality Mark - Flagship renewal
- Primary Science Quality Mark Outreach renewal.
Externally provided programmes Renewed licenses for the external programmes below
| Programme | Provider |
|---|---|
| Read Write Inc | Ruth Miskin Training |
| Accelerated Reader | Renaissance |
| Reading Plus | Reading Solutions |
| Sir Linkalot | Sir Linkalot |
| Spelling Shed | EdShed |
| DoodleMaths | Doodle Learning |
| DoodleTables | Doodle Learning |
| DoodleSpell | Doodle Learning |
| Mathletics | 3P Learning Limited |
| Purple Mash | 2Simple |
| Oddizzi | Oddizzi |
| Historical Association | Historical Association |
| Widgit | Widgit Online |
Service pupil premium funding For schools that receive this funding, you may wish to provide the following information:
| Measure | Details |
|---|---|
| How did you spend your service pupil premium allocation last academic year? | Extra Curricular Clubs and Breakfast Club. Subsiding of Outwards Bound residential. |
| What was the impact of that spending on service pupil premium eligible pupils? | These eligible pupils make good progress and are working at ARE. |
Further information
This strategy will be reviewed. It is not yet a 3 year strategy as we show prudence and wait to see the implications for schools in the light of new variant rises of Omicron in early 2022. When school leaders feel we can confidently look further ahead we will reflect a longer period for this PP strategy.
