Holly Meadows School Pupil Premium Strategy Statement
This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 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 |
Holly Meadows School |
|
Number of pupils in school |
137 |
|
Proportion (%) of pupil premium eligible pupils |
11% |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
3 years |
|
Date this statement was published |
15th September 2022 |
|
Date on which it will be reviewed |
July 2024 |
|
Statement authorised by |
Terry Kivlin |
|
Pupil premium lead |
Jennie Wildsmith-Garton |
|
Governor / Trustee lead |
Mike Douglass |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£34,855 |
|
Recovery premium funding allocation this academic year |
£2465 |
|
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 |
£37,320 |
Part A: Pupil premium strategy plan
Statement of intent
|
Holly Meadows School is a slightly smaller than average rural primary school with a lower than average number of pupils in receipt of free school meals. Our intent is to ensure that we assess accurately so that we secure appropriate provision in order to address the needs of socially disadvantaged children. All teaching staff are involved in this ongoing assessment process.
We recognise that not only those pupils in receipt of free school meals are socially disadvantaged and also take into account that not all children who receive free school meals are socially disadvantaged. The pupil premium grant can be allocated to any child or group of children that the school identifies as being socially disadvantaged. In order to prioritise our spending, we have adopted a tiered approach, as outlined by the EEF (education Endowment Fund). We recognise the importance of regularly reviewing the impact of our strategy and making adjustments where needs arise. https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium
|
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
Motivating all children to achieve well across the curriculum |
|
2 |
SEND |
|
3 |
Behavioural and emotional needs |
|
4 |
Poor oral language skills |
|
Attendance and lateness |
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 |
|
Disadvantaged pupils will acquire, retain and apply early phonics and reading skills along with their peers. |
· Children are actively engaged in phonics and reading lessons. · Positive steps of progress evident through phonics and reading assessments. |
|
Disadvantaged pupil will make at least expected progress and attainment in Reading, Writing and Maths in each year group. |
· Teachers use the diagnostic assessment tools to address ‘gaps’ with specific skills, knowledge and understanding. · Teaching assistants will enable children to become more resilient and independent learners · Children will actively participate in the assessment process and be able to talk about their learning. · Children will have an understanding of what they need to do in order to improve. |
|
Provision for disadvantaged pupils with SEND is monitored closely through the ‘plan, do review’ cycle, to ensure good progress. |
· Teachers are well supported by the Inclusion lead/ SENDCo and external agencies to effectively carry out the plan, do and review cycle. |
|
More pupils who are eligible for Pupil Premium will have improved behaviour, wellbeing and mental health. |
· Positive engagement in Thrive. · Reduction in incidents disruptive behaviour. · Emotional readiness and enthusiasm for learning. |
|
Children will have the fundamental foundations needed for good language and social and emotional development as well as later literacy and numeracy skills. |
· Children will be able to understand and follow instructions with increased independence. · Children will be able to express their needs and participate positively when learning through play. |
|
Pupils will have good level of attendance and punctuality. 96% plus |
· Children tell us that they enjoy coming to school. · Parents will report that their children enjoy coming to school. · Children will be motivated and ready to learn. · Positive responses to attendance Interventions.
|
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: £13,150
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
£2900.00 subscription plus £1500 CPD release time
Subscription to PIXL Primary to improve our ability to track the progress and attainment of pupil premium pupils, provide diagnostic assessment tools and specific strategies and resources to address their individual needs.
This package also provides high quality CPD and resources for teachers and leaders which will support our main aim of delivering quality first teaching.
Here is an overview of the offer: https://www.pixl.org.uk/_site/data/files/membership/599AA17C7AD4ACC024F26351D0B107F5.pdf
|
These links will direct you to the EEF findings about the impact of small focus group tuition and reading comprehension strategies, both of which are supported via subscription to PIXL Primary:
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies |
1 and 2 |
|
£1850 plus £1000 CPD and monitoring release time
Subscription to Little Wandle Letters and Sounds, including an extensive CPD package and resource base for staff, ensure high quality consistent teaching of phonics across the school. This figure includes the annual subscription of £750 (which is in addition to the original sign-up fee) plus £1000 of additional reading books to match the scheme. |
EEF research matches our own baseline assessment and tells us: ‘It is possible that some disadvantaged pupils may not develop phonological awareness at the same rate as other pupils, having been exposed to fewer words spoken and books read in the home. Targeted phonics interventions may therefore improve decoding skills more quickly for pupils who have experienced these barriers to learning.’ |
1 and 2 |
|
£3000 subscription plus £1000 CPD release time
Engagement in a whole school formative assessment project with VNET to: · Evaluate the effectiveness of the way in which the curriculum is designed. · Evaluate the effectiveness of the way in which the curriculum is taught. · Evaluate the pace of pupil progress, pupil outcomes, and provide readiness for the next stage in their education. |
The EEF research highlights the importance of developing high quality teaching, assessment and a curriculum. |
1, 2 and 3 |
|
£1,300 Subscription to LYFTA plus £600 CPD release time Lyfta is an award-winning global learning platform which invites students to explore the world through a growing series of immersive learning environments (storyworlds) where they encounter diverse real human stories from across the globe through stunning 360° environments, high quality films and digital content. |
The use of technology and resources that focus on supporting high quality teaching supports positive outcomes for children across the curriculum.
Lyfta story-worlds expose children to a rich vocabulary, broadens horizons and challenges ideas and stereotypes. |
1 and 4 |
Targeted academic support
Budgeted cost: £ 11,470.00
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
£11,470.00 TA and HLTA time to allow us to deliver small group focused teaching |
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition
|
1, 2 and 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 12,700
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
£10,000 Thrive: |
|
4 and 5 |
|
£1500 Forest School
|
Forest School helps participants to become, healthy, resilient, creative and independent learners and supports positive attendance and behaviour as well as pupil wellbeing. During Forest School sessions, pupils are encouraged to develop their collaborative skills. The EEF describe the positive impact of collaborative learning:
|
4 and 5 |
|
£200 Attendance awards (certificates and medals and class Dojo treats. |
We recognise the importance of celebrating success, positive behaviour and attendance through Class Dojo Awards and also Attendance certificates. |
1, 3 and 5 |
|
£1000 Financial support with school trips and clubs.
|
We also recognise that it is important to offer financial support for school trips and clubs so that all pupils are included and have the same opportunities.
|
1,3 and 5 |
Total budgeted cost: £ 30,895
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 2022 to 2023academic year.
|
In 2023, 13.3% of our Year 6 cohort were eligible for pupil premium, 50% also SEND. 100% of pupil premium children achieved the expected standard in all Reading, Writing and Maths.
13% of our Year 2 cohort were eligible for pupil premium, 100% of this group also identified as SEND. 33% of pupil premium pupils achieved the expected standard in Reading, Writing and Maths.
13% of our Year 1 cohort were eligible for pupil premium.67% passed the check at Year 1.
Access to regular Thrive for 80% of our pupil premium pupils has continued to build confidence, self-esteem and has increased their motivation and a readiness to learn. From observations of pupil behaviour and through discussions with parents, it is evident that access to Thrive also supports good attendance.
Access to the PIXL Primary has allowed for monitoring of progress and achievement and helped to identify specific areas for support and pre-teaching for pupils. It has also provided a valuable bank of resources and CPD for teachers. Carefully planned and resourced intervention and precision teaching for groups and individuals in phonics, reading, spelling and aspects of mathematics have all contributed to progress and achievement for pupil premium pupils.
All pupil were able to attend all educational visits during 2022-2023, including the residential visit for Year 5 and 6.
|
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
|
Programme |
Provider |
|
PIXL Primary |
The PiXL Club Ltd, Scott House, Suite 1, The Concourse, Waterloo Station, London, SE1 7LY |
Service pupil premium funding (optional)
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? |
Thrive intervention to provide emotional support for children managing the absence of their parent due to being posted abroad. |
|
What was the impact of that spending on service pupil premium eligible pupils? |
Positive attendance and improved behaviour and confidence for all service children. Pupils were emotionally ready to learn following these sessions. |
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils.
School overview
|
Detail |
Data |
|
School name |
Holly Meadows School |
|
Number of pupils in school |
135 |
|
Proportion (%) of pupil premium eligible pupils |
15 |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
3 years |
|
Date this statement was published |
22nd November 2021 |
|
Date on which it will be reviewed |
July 2022 |
|
Statement authorised by |
Terry Kivlin |
|
Pupil premium lead |
Jennie Wildsmith-Garton |
|
Governor / Trustee lead |
Emma Whitmore |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£27,830 |
|
Recovery premium funding allocation this academic year |
£2,175 |
|
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 |
£30,005 |
Part A: Pupil premium strategy plan
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
Motivating all children to achieve well across the curriculum |
|
2 |
SEND |
|
3 |
Behavioural and emotional needs |
|
4 |
Poor oral language skills |
|
5 |
Attendance and lateness |
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 |
|
Disadvantaged pupils will acquire, retain and apply early phonics and reading skills along with their peers. |
· Children are actively engaged in phonics and reading lessons. · Positive steps of progress evident through phonics and reading assessments. |
|
Disadvantaged pupil will make at least expected progress and attainment in Reading, Writing and Maths in each year group. |
· Teachers use the diagnostic assessment tools to address ‘gaps’ with specific skills, knowledge and understanding. · Teaching assistants will enable children to become more resilient and independent learners · Children will actively participate in the assessment process and be able to talk about their learning. · Children will have an understanding of what they need to do in order to improve. |
|
Provision for disadvantaged pupils with SEND is monitored closely through the ‘plan, do review’ cycle, to ensure good progress. |
· Teachers are well supported by the Inclusion lead/ SENDCo and external agencies to effectively carry out the plan, do and review cycle. |
|
More pupils who are eligible for Pupil Premium will have improved behaviour, wellbeing and mental health. |
· Positive engagement in Thrive. · Reduction in incidents disruptive behaviour. · Emotional readiness and enthusiasm for learning. |
|
Children will have the fundamental foundations needed for good language and social and emotional development as well as later literacy and numeracy skills. |
· Children will be able to understand and follow instructions with increased independence. · Children will be able to express their needs and participate positively when learning through play. |
|
Pupils will have good level of attendance and punctuality. 96% plus |
· Children tell us that they enjoy coming to school. · Parents will report that their children enjoy coming to school. · Children will be motivated and ready to learn. · Positive responses to attendance Interventions.
|
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: £ 10,000.05
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
£2700.00
Subscription to PIXL Primary to improve our ability to track the progress and attainment of pupil premium pupils, provide diagnostic assessment tools and specific strategies and resources to address their individual needs.
This package also provides high quality CPD and resources for teachers and leaders which will support our main aim of delivering quality first teaching.
Here is an overview of the offer: https://www.pixl.org.uk/_site/data/files/membership/599AA17C7AD4ACC024F26351D0B107F5.pdf
|
These links will direct you to the EEF findings about the impact of small focus group tuition and reading comprehension strategies, both of which are supported via subscription to PIXL Primary:
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies |
1 and 2 |
|
£3635.05
Subscription to Little Wandle Letters and Sounds, including an extensive CPD package and resource base for staff, ensure high quality consistent teaching of phonics across the school. This figure includes the resources we have purchased to be able to deliver the package. |
EEF research matches our own baseline assessment and tells us: ‘It is possible that some disadvantaged pupils may not develop phonological awareness at the same rate as other pupils, having been exposed to fewer words spoken and books read in the home. Targeted phonics interventions may therefore improve decoding skills more quickly for pupils who have experienced these barriers to learning.’ |
1 and 2 |
|
£3665.00 Engagement in a whole school formative assessment project with VNET to: · Evaluate and refine our assessment policy · Gain an overview of formative assessment including the wider educational research perspective · Explore what formative assessment can offer our learners · Trial and evaluate innovative formative assessment strategies that can be used in any classroom. This figure includes appointing a member of staff to lead on this specific project with designated release time. |
Research indicates the following conclusions: · Formative assessment produces greater increases in student achievement and also that catch-up work in schools will be best directed by effective formative assessment.
· The DfE have set out that curriculum planning should be informed by an assessment of pupils’ starting points and addressing gaps in their knowledge and skills, in particular making effective use of formative assessment.
|
1, 2 and 3 |
Targeted academic support
Budgeted cost: £ 10,000.00
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
£8500 TA and HLTA time to allow us to deliver small group focused teaching |
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition
|
1, 2 and 3 |
|
£1500.00 : Nuffield Early Language Intervention and 1:1 Speech and Language assessments |
https://www.teachneli.org/what-is-neli/evidence-and-programme-development/ In recent research carried out, children receiving the NELI programme made the equivalent of 3 months additional progress in oral language skills compared to those who did not. |
1, 2 and 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 10,000.00
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
£8000 Thrive: |
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/social-and-emotional-learning |
4 and 5 |
|
£1500 Forest School
|
Forest School helps participants to become, healthy, resilient, creative and independent learners and supports positive attendance and behaviour as well as pupil wellbeing. During Forest School sessions, pupils are encouraged to develop their collaborative skills. The EEF describe the positive impact of collaborative learning:
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches
|
4 and 5 |
|
£500.00 Attendance awards (certificates and medals and class Dojo treats. Financial support with school trips and clubs.
|
We recognise the importance of celebrating success, positive behaviour and attendance through Class Dojo Awards and also Attendance certificates.
We also recognise that it is important to offer financial support for school trips and clubs so that all pupils are included and have the same opportunities.
|
1, 3 and 5 |
Total budgeted cost: £ 30,005
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.
|
We used the PIXL diagnostic tests and 2019 assessment materials to establish progress and attainment at the end of Year 6. 67% of our Pupil Premium strong progress from their start points in Reading, Writing and Maths. 100% of Pupil Premium pupils passed the recent Phonics check (November 2020)
All of our non-SEND Pupil Premium pupils passed a Summer Phonics check 2021.
Thrive practitioners kept in touch with their pupils throughout lock-down and were able to offer support and guidance to families. Children are happy to come to school and attendance for the large majority of PP pupils is good.
Access to regular Thrive for 75% of our pupil premium pupils has continued to build confidence, self-esteem and has increased their motivation and a readiness to learn. From observations of pupil behaviour and through discussions with parents, it is evident that access to Thrive also supports good attendance.
Specialist Drama teaching has increased motivation and enjoyment, whilst supporting the essential ‘talking’ stage of the development of skills for writing across the curriculum at Key Stage 2.
Access to the Pupil Asset tracking system has allowed for monitoring of progress and achievement and helped to identify intervention needs. Carefully planned and resourced intervention and precision teaching for groups and individuals in phonics, reading, spelling and aspects of mathematics have all contributed to progress and achievement for pupil premium pupils.
Our Maths and Early Years leaders have been able to carry out lesson monitoring and have supported colleagues with increased skill, knowledge and confidence.
|
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
|
Programme |
Provider |
|
PIXL Primary |
The PiXL Club Ltd, Scott House, Suite 1, The Concourse, Waterloo Station, London, SE1 7LY |
Service pupil premium funding (optional)
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? |
Thrive intervention to provide emotional support for children managing the absence of their parent due to being posted abroad. |
|
What was the impact of that spending on service pupil premium eligible pupils? |
Positive attendance and improved behaviour and confidence for all service children. Pupils were emotionally ready to learn following these sessions. |
Pupil Premium Strategy 2020-2021
The government allocates an additional amount of money to schools according to specific deprivation criteria:
- Children who are eligible for free school meals (FSM)
- Looked after children (LAC)
- Service children (where parents are in the armed forces).
All schools must publish information about how the Pupil Premium Grant (PPG) is used.
We currently have 146 pupils on roll at Holly Meadows School, with 19 eligible for this grant (13%)
Our Pupil Premium Grant (PPG) allocation for 2020/2021 is: £27,520
|
Breakdown of PPG Spending |
Allocated funds |
|
Additional Staff to deliver Drama, debating, Thrive, Family Support (FSP) and 1:1 support for SEMH (social, emotional, mental health needs) as well as Maths and English intervention/ therapies. |
Total: £24,113 |
|
CPD for Maths and EYFS leaders (Subject leader Maths consortium and Early Years Professional Consortium) |
£840 |
|
Boxall Profile annual Subscription |
£150 |
|
Thrive resource and training subscription |
£467 |
|
Additional resources to enhance the Early Years outdoor provision. |
£400 |
|
50% of our PIXL Primary Subscription- which allows access to the package of resources, tracking and CPD for staff. |
£1550 |
Summary of PPG Spending 2020/2021
The aims of our PPG spending:
We have chosen to spend the pupil premium grant in the following ways in order to meet the range of needs within this cohort of pupils:
- Subscription to PIXL Primary. This will improve our ability to track the progress and attainment of pupil premium pupils, provide diagnostic assessment tools and specific strategies and resources to address their individual needs. This package also provides high quality CPD for teachers and leaders which will support our main aim of delivering quality first teaching.
- Providing high quality CPD for our EYFS and Key Stage 1 Maths leader. The EYFS Mathematics Consortium will empower them to: develop the leadership and management of mathematics in EYFS; keep updated on local and national priorities (including the revised ELGs, baseline and new curriculum materials); explore mathematical and pedagogical subject knowledge pertinent to mathematics in EYFS; participate in the pattern project as part of this consortium.
- The subject leader Mathematics Consortium enables those who attend to: develop the leadership and management of primary mathematics; learn about and reflect on local, national and international updates, including DfE, STA, Ofsted, Mathematics Associations, Maths Hubs, NCETM and publishers; explore mathematical and pedagogical subject knowledge through the lens of current research.
- To support targeted intervention (Thrive) for individuals and small groups to ensure they are emotionally ready to learn. 75% of our pupil premium pupils currently receive Thrive.
- Specific SEMH support: Boxall Profile subscription. This allows early identification assessment, supporting staff to develop their observational skills and their understanding of children and young people's difficulties. It provides us with: target setting and intervention - setting individualised, achievable targets that reinforce target behaviour and skills. Helps track progress - helping staff review children and young people's target behaviour. Assists with whole-class dynamic - understanding trends in behaviour can support staff to create bespoke learning plans to support whole class learning. At least 25% of PP pupils will benefit from this package.
- To continue to develop speaking and performance skills in order to improve achievement in English and the wider curriculum at Key Stage 2.
- To provide additional support and intervention in specific areas of English and Maths, including daily group based approaches (including PiXL therapies). This applies to all pupil premium pupils, including those who receive therapies to secure expected or greater depth standard in English and Maths.
- To provide additional resources to enhance the Early Years/Year 1 environment to support the development of specific goals best achieved through out-door experiences.
This part of the document was reviewed and updated in November 2021. The next review will take place in February 2022
Pupil Premium Strategy 2019/20
The government allocates an additional amount of money to schools according to specific deprivation criteria:
- Children who are eligible for free school meals (FSM)
- Looked after children (LAC)
- Service children (where parents are in the armed forces).
All schools must publish information about how the Pupil Premium Grant (PPG) is used.
We currently have 139 pupils on roll at Holly Meadows School, with 15 eligible for this grant (11%)
Our Pupil Premium Grant (PPG) allocation for 2019/20 is: £27,640
|
Breakdown of PPG Spending |
Allocated funds |
|
Additional Staff to deliver Drama, debating, Thrive and 1:1 support for SEMH (social, emotional, mental health needs) as well as Maths and English intervention/ therapies. |
Total: £23,273 |
|
Boxall Profile annual Subscription |
£150 |
|
Thrive resource and training subscription |
£467 |
|
Additional resources to enhance Early Years provision. |
£200 |
|
PIXL Primary Subscription- which allows access to the package of resources, tracking and CPD for staff. |
£3100 |
|
Contribution to trips and clubs |
£450 |
Summary of PPG Spending 2019/2020
The aims of our PPG spending:
We have chosen to spend the pupil premium grant in the following ways in order to meet the range of needs within this cohort of pupils:
- Subscription to PIXL Primary. This will improve our ability to track the progress and attainment of pupil premium pupils, provide diagnostic assessment tools and specific strategies and resources to address their individual needs. This package also provides high quality CPD for teachers and leaders which will support our main aim of delivering quality first teaching.
- To provide opportunities for individuals to participate in after school clubs, enriching their experience at school.
- To provide financial support for residential and educational visits when needed so that all are included.
- To support targeted intervention (Thrive) for individuals and small groups to ensure they are emotionally ready to learn. 75% of our pupil premium pupils currently receive Thrive.
- Specific SEMH support- New for 2019: Boxall Profile subscription. This allows early identification assessment, supporting staff to develop their observational skills and their understanding of children and young people's difficulties. It provides us with: target setting and intervention - setting individualised, achievable targets that reinforce target behaviour and skills. Helps track progress - helping staff review children and young people's target behaviour. Assists with whole-class dynamic - understanding trends in behaviour can support staff to create bespoke learning plans to support whole class learning. At least 20% of PP pupils will benefit from this package.
- To continue to develop speaking and performance skills in order to improve achievement in English and the wider curriculum at Key Stage 2.
- To provide additional support and intervention in specific areas of English and Maths, including daily group based approaches (including PiXL therapies). This applies to all pupil premium pupils, including those who receive therapies to secure expected or greater depth standard in English and Maths.
- To provide additional resources for specific Maths and English interventions, including some 1:1 materials such as Power of 1, Power of 2 ,Toe by Toe and Nessy. 33% of our pupil premium children receive additional 1:1 intervention.
- To provide additional resources to enhance the Early Years/Year 1 environment to support the development of specific goals.
Impact of Pupil Premium Grant 2018-2019
100% of pupils in EYFS have made strong progress and achieved a good level of development.
The impact of spending during 2018-19 can be seen in a number of ways. Here are some examples:
Children are happy to come to school and their attendance is good.
Access to Thrive for 25% of our pupil premium pupils has continued to build confidence, self-esteem and has increased their motivation and a readiness to learn. From observations of pupil behaviour and through discussions with parents, it is evident that access to Thrive also supports good attendance.
100% of Pupil Premium pupils in Year 1 pupils passed the Phonics screen.
100% of Non-SEN Pupil premium pupils achieved the expected standard in Reading, writing and mathematics at Key Stage 2. 67% of all Year 6 Pupil Premium pupils achieved the expected standard across all three subjects. This in comparison to national ‘all’ at 65%.
100% of Non-SEN Pupil Premium pupils achieved the expected standard in Reading, Writing and Maths in Key Stage 1.
All pupils have had full access to clubs and trips throughout the year, creating opportunities to try new experiences, acquire new skills and broaden interests. No child is denied an educational opportunity on the grounds of inability to contribute financially.
Specialist Drama teaching has increased motivation and enjoyment, whilst supporting the essential ‘talking’ stage of the development of skills for writing across the curriculum at Key Stage 2. 100% of (non-Sen) pupils in Year 3, 4 and 5 and 6 made strong progress in writing this year.
Access to the Pupil Asset tracking system has allowed for monitoring of progress and achievement and helped to identify intervention needs. Carefully planned and resourced intervention and precision teaching for groups and individuals in phonics, reading, spelling and aspects of mathematics have all contributed to progress and achievement for pupil premium pupils.