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Pupil Premium Funding

Appleton Wiske Community Primary School

Pupil Premium Funding 2021-22

 

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gap between them and their peers. Schools attract £2300 per ‘looked-after child’ (CLA) and £1320 per ‘free school meals’ child (FSM) within the last 6 years. Pupils from service families also attract Pupil Premium funding at the level of £300 per child; this money is used to support pupils’ pastoral needs. At Appleton Wiske Community Primary School, we ensure that teaching and learning opportunities meet the needs of all our children and that appropriate provision is made for children who belong to vulnerable groups. We recognise that not all children who receive the Pupil Premium funding will be socially disadvantaged and that some children who are socially disadvantaged do not qualify for free school meals. Our aim is to allocate the Pupil Premium funding to support any child who has been identified as being socially disadvantaged or who belongs to a vulnerable group. The Pupil Premium funding is carefully targeted at disadvantaged children in order for them to make accelerated progress and achieve age related expectations. The range of provision we typically make for this group of children includes:

  • Additional teaching assistant time for targeted interventions and classroom support
  • Specific and personalised resources
  • Guidance and support from external agencies when appropriate
  • Booster classes for Year 6 children
  • Staff training (CPD) which impacts on the progress of disadvantaged pupils
  • Subsidising extra-curricular activities in order for all pupils to have equal opportunities

Progress of pupils is carefully monitored by all staff, the Head Teacher and Governors and analysis of data is rigorous.

In preparing this strategy, we have taken into consideration the Education Endowment Foundation’s ‘Teaching and Learning Toolkit’. Strategies referenced in the EEF toolkit are highlighted in green text. https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit

Pupil Premium Strategy Statement 2021 – 2024

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. In preparing this strategy, we have taken into consideration the Education Endowment Foundation’s ‘Teaching and Learning Toolkit’.

https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit

School overview

Detail Data
School name Appleton Wiske CP
Number of pupils in school 70
Proportion (%) of pupil premium eligible pupils 14.3% (10/70)
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 2021-24
Date this statement was published December 2021
Date on which it will be reviewed November 2022
Statement authorised by Neil Clark
Pupil premium lead Neil Clark
Governor lead Scott Wilson

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £12,415 (9 x FSM, 1 x Services)
Recovery premium funding allocation this academic year £2,000 (minimum for small school)
School led tutoring funding £1,012.50 (60% of PP x 202.50)
Pupil premium funding carried forward from previous years (enter £0 if not applicable) £0
Total budget for this academic year £15,427.50

Part A: Pupil premium strategy plan

Statement of intent

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. All members of staff and governors are committed to meeting pupils’ pastoral, social and academic needs within the school environment. It is recognised that not all pupils who receive free school meals will be socially disadvantaged, and not all pupils who are socially disadvantaged are registered or qualify for free school meals. We therefore reserve the right to allocate the pupil premium funding to support any pupils who the school identifies as socially disadvantaged. This funding helps remove barriers to learning so that all our pupils can access the whole curriculum, reach their full potential and engage in school life.

We intend to:

  • Narrow the attainment gap between disadvantaged and non-disadvantaged pupils
  • Ensure that disadvantaged pupils make expected or accelerated progress
  • Support pupils’ health and wellbeing so that they can access their learning at an appropriate level
  • Support disadvantaged pupils’ engagement in extra-curricular activities
  • Improve identified pupils’ rates of attendance

We will achieve this by:

  • Ensuring that teaching and learning opportunities meet the needs of all pupils
  • Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, including socially disadvantaged pupils
  • Providing individual and small group support focusing on gaps in learning
  • Providing specific and personalised resources which support pupils’ learning
  • Subsidising activities and educational visits so that pupils have first-hand experiences to enhance their learning

Providing staff with effective CPD which impacts on the progress of disadvantaged pupils

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number Detail of challenge
1 Narrowing the attainment gap – assessments indicate that reading, writing and mathematics attainment for some disadvantaged pupils is below non-disadvantaged pupils.
2 Special Educational Needs and Disabilities – disadvantaged SEND pupils and low prior attainers are one of the most vulnerable groups. 70% of our disadvantaged pupils are SEND or low prior attainers.
3 Health and wellbeing – assessments and observations indicate that the wellbeing of some of our disadvantaged pupils has been impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies. Therefore, some pupils in receipt of the Pupil Premium require personal, social and emotional support.
4 Financial constraints – socially disadvantaged pupils are less likely to engage in extra-curricular activities and educational visits which limits their opportunities and participation in extension work.
5 Attendance and punctuality issues – some disadvantaged pupils have low rates of attendance compared with non-disadvantaged pupils.

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
Higher rates of attainment and progress in RWM for disadvantaged pupils. By 2023-24, identified pupils will meet age related expectations in RWM. 100% of disadvantaged pupils will make at least expected or accelerated progress (measured by steps progress on Target Tracker).
Disadvantaged SEND pupils and low prior attainers make accelerated progress. Disadvantaged SEND pupils and low prior attainers will be targeted through specific interventions and their progress monitored rigorously. By 2023-24, the difference in outcomes between these pupils and other pupils will be diminished.
To achieve and sustain improved wellbeing for all pupils in school, including our disadvantaged pupils. Identified pupils will receive specific PSE support and develop their personal, social and emotional skills which will have a positive impact on their progress – measured through pupil voice, pupil surveys and observations.
Socially disadvantaged pupils engage in extra-curricular activities and educational visits, enhancing their opportunities and participation in extension work. Extra-curricular activities and educational visits will be subsidised so that all disadvantaged pupils access the same opportunities as non-disadvantaged pupils.
To achieve and sustain improved rates of attendance for identified pupils. Sustained high attendance from 2023-24. Head Teacher to monitor attendance of pupils and follow up quickly on absences. Close collaboration between staff and parents to ensure attendance improves.

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: £5500

Activity Evidence that supports this approach Challenge number(s) addressed
Purchase standardised assessments in reading, GPS and mathematics. Provide time for staff to administer, mark and analyse assessments. Standardised tests will provide reliable analysis of gaps in learning in order to identify pupils for additional support through quality first teaching and interventions.

1

2

Quality first teaching and effective feedback from teachers with clear next steps and targets. Providing feedback is well-evidenced and has a high impact on learning outcomes. Effective feedback tends to focus on the task, subject and self-regulation strategies: it provides specific information on how to improve.

1

2

Purchase additional teaching resources to improve fluency, mastery and problem solving, i.e. daily maths booklets, Mathletics, Readiwriter, Reading Eggs, IDL. Gaps in learning have been identified which will be addressed during whole class daily discrete sessions using high quality learning resources.

1

2

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £7000

Activity Evidence that supports this approach Challenge number(s) addressed
Combination of one to one, small group and classroom support. Monitor progress closely against the expected standards. Some disadvantaged pupils are performing below ‘other’ children in English and mathematics and require accelerated progress in order to ‘diminish the difference’ and reach ARE.

1

2

Identify all pupils requiring interventions (individualised learning) due to lower attainment in English and mathematics. Monitor the quality and impact of interventions. Disadvantaged SEND pupils and low prior attainers are one of the most vulnerable groups. Evidence indicates that swift identification and effective intervention can lead to increased attainment. Specific gaps in learning and targeted interventions are required to accelerate rates of progress.

1

2

Rigorous tracking of progress. Close collaboration with parents to set aspirational targets and ensure home school engagement is positive. Gaps in learning are identified through effective assessment in order to provide pupils with additional support. Parental engagement has a positive impact on pupil progress.

1

2

Provide small group and individual early language teaching sessions to around 3-6 pupils for 20-weeks. The Nuffield Early Language Intervention (NELI) is a programme for children in Reception (4-5 years) which has been found to improve children’s language and early literacy skills. Robust evaluations found NELI children made on average 3 months of additional progress in language.

1

2

Provide school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged. Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind.

1

2

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £3000

Activity Evidence that supports this approach Challenge number(s) addressed
Provide pastoral support to identified pupils. Staff implement mental health training through ‘Compass Phoenix’. Provide external support to identified pupils through ‘Compass Phoenix’. There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life, i.e. better health and wellbeing, improved academic performance, a ‘can do’ attitude and positive relationships with peers. 3
Subsidise extra-curricular activities, educational visits, breakfast club and after school club for disadvantaged pupils. Providing financial support to parents/carers helps to reduce stress and enables pupils to access a deep and rich curriculum. 4
Embed principles of good practice set out in the DfE’s Improving School Attendance advice.

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence.

 

https://www.gov.uk/government/publications/school-attendance/framework-for-securing-full-attendance-actions-for-schools-and-local-authorities

 

5

Total budgeted cost: £15500

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.

Pupil premium funding for 2020-21 was used in the following ways:

  • Additional GTA hours to support vulnerable pupils
  • Delivering interventions to identified pupils
  • Pastoral support for vulnerable pupils
  • Purchase of SEND materials and resources
  • Subsidising extra-curricular activities including educational visits
  • Staff CPD

Impact:

  • Our internal assessments indicate that 70% of disadvantaged pupils made expected progress or better in reading, writing and mathematics. As evidenced in schools across the country, school closures were most detrimental to disadvantaged pupils. 30% of our disadvantaged pupils did not engage fully with our remote learning provision which was judged to be ‘sustained’ by the local authority. Regular wellbeing checks for disadvantaged pupils took place and additional support was offered. Based on these factors, disadvantaged pupils are judged to have made good progress.
  • High quality pastoral support for identified pupils
  • Effective mental health support for identified pupils
  • Good quality assessment of need leading to focussed and relevant interventions
  • Enrichment opportunities for all pupils

•           Good whole school attendance and good rates of attendance for targeted disadvantaged pupils

Externally provided programmes

Programme Provider
IDL IDLS Group
Mathletics 3P Learning
Purple Mash 2Simple
Readiwriter 3P Learning
Reading Eggs/Reading Eggspress 3P Learning

Service pupil premium funding

Measure Details
How did you spend your service pupil premium allocation last academic year?

£310 x 1 pupil

Time allocated for pastoral support and additional academic support – provided by support staff and teacher

What was the impact of that spending on service pupil premium eligible pupils? Service pupil supported pastorally and academically. Parent feedback has been positive.

Further Information

  • High quality wraparound care available for all pupils
  • A range of after school clubs available for all pupils – disadvantaged pupils are encouraged to participate
  • High quality sports provision (School Games Gold Award) – all pupils are selected to represent the school in at least one sporting event
  • Musical opportunities (member of Music Mark) – in Key Stage 2, every pupil learns a musical instrument
  • Forest School for all Reception and Year 1 pupils

A calendar of enrichment opportunities for all pupils, i.e. educational visits and visitors, school performances etc.