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Pupil Premium Report 2019-20

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Pupil Premium

Spend 2019/20 – Planned Spend 2020/21

Pupil Premium Funding

The pupil premium is additional funding given to schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. It is thought to be the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and those who are not eligible, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The allocation of Pupil Premium is based on the number of pupils who have been registered for free school meals at any point in the last six years.

Schools also receive pupil premium funding for children of service personnel or those who fall into one of the following categories:

∙ The pupil has been looked after for 1 day or more

∙ The pupil has been adopted from care

∙ The pupil has left care under:

We are committed to ensuring that Pupil Premium funding is used to:

∙ Raise attainment and promote social skills

∙ Narrow or close the gap between the achievement of the identified pupils and their peers

∙ Raise pupil attainment through the provision and implementation of a variety of educational support programmes

∙ Focus on and address the underlying inequalities between the identified pupils and their peers with regard to pupil well-being and academic development.


  1. Summary information

School

The Bewbush Academy School

Academic Year

Sept 2020

Total PP budget

£243445

Date of most recent PP Review

July 2020

Total number of pupils

572

Number of pupils eligible for PP

181

Date for next internal review of this strategy

March 2021

  1. Current attainment

Due to the COVID-19 Pandemic these are the outcomes for July 2019.

Pupils eligible for PP (your school)

 All Pupils national average

% achieving expected standard or above in reading, writing & maths

35%

65%

% making expected progress in reading (as measured in the school)

65%

% making expected progress in writing (as measured in the school)

80%

% making expected progress in mathematics (as measured in the school)

85%

Barriers to education for our Pupil Premium children

181 out of 572 children are on our Pupil Premium register. This equates to 31.7% of our intake and is a reduction from 34.6% in the previous year.  Many more of our families are working in low skill/low paid employment.

We have children in the following categories:

  • Have at some point in their education been, or are now, in single parent families
  • Have experienced Domestic Violence
  • Are known, or have been known, to Social Services
  • Have parents, or someone in the house, with physical or mental health difficulties, or severe injury/illness
  • Have 3 or more children in their family
  • Have been, or are, in the care system - fostered, adopted, Special Guardianship Order, cared for by another member of the family other than their parents
  • Have English as a second language
  • Are on the SEND register

Barriers for our Pupil Premium children are wide ranging. A high proportion of our children are either in single parent families or larger families (3 or more children).In these families there is less adult time to share around, or more children to share it between even where parents are committed to providing support. Energy and patience levels when you are “doing it all” can flag as you have no one to share it with, and some parents in this category find behaviour difficult at home, needing support from school or outside agencies. It can be difficult to spend quality time with each child, providing them with the reading and homework support they need to make good progress, or listening to worries or challenges within their day. This impacts on academic progress and wellbeing. Many children develop anger towards their primary carer as they are the ones they spend most time with. Following family disruption (e.g. parent separation/ problems with siblings) children can feel unsafe, confused, hurt, abandoned and like they are to blame which further impacts on behaviour and academic progress. The emotional upheaval for the adult also impacts on their ability to cope with some day to day elements, further impacting on the child.

Domestic violence has a major impact where often it is the victim who retains care of the children but is blamed for the perpetrator leaving. Additionally it is sometimes the case that victims cannot recognise or accept the damage children have suffered. Children are likely to have witnessed violent language and physical aggression which can manifest in acting out these behaviours with peers and adults within school; heightened levels of anxiety, distractible behaviours, hyper-vigilance, and complete withdrawal, or attention seeking and “victim” behaviours. It is sometimes the case that victims move from one abusive relationship to another and this can significantly impact on the wellbeing of their children.

A number of our children have attachment difficulties (diagnosed and undiagnosed). These difficulties arise for various reasons and significantly impact on a child’s cognitive and emotional development and wellbeing. This often means that social relationships are damaged due to aggression, or being unable to interact appropriately, acting “needy” or controlling. The stress chemicals, inability to feel safe and concentrate, and strong emotions that accompany interrupted emotional and cognitive development prevent a child from accessing the curriculum and making good progress to the best of their ability.

The mental or physical health of a parent or another person living with the child creates significant barriers, even if it only occurs in the short term. Within our vulnerable groups we have children living with those with depression or illnesses which affect energy. This causes them to come into school late or to be absent meaning a lack of routine and missing out on elements of learning. Social factors arise due to not being able to play with their friends before school, friends making new relationships due to their best friend being absent so often, and sadness in a child whose parent isn’t able to interact with them consistently due to their illness. In some families, mental health issues cause significant difficulties with emotional extremes and children have witnessed aggressive outbursts, self-harming or damage to property. This causes considerable stress and has led to some of our children becoming emotionally dis-regulated, being unable to keep themselves safe, or escaping into a fantasy world where they are unable to face reality when their sense of self is fragile or in times of stress.

Some children have stepped into the caring role at home giving them responsibility before they are equipped for it and no one to support them when they are experiencing challenge. This young carer role revolves around siblings for some of our children but for other children it is about unwell, or dying, parents.  Social factors are impacted due to the need to be at home and know that their parent is ok, rather than at clubs or out with friends. This can cause isolation as they are not involved in shared experiences with their peers.

Looked After Children are vulnerable to all of the above factors and also often suffer from having been separated from their parents completely, being moved around regularly and therefore unable to build relationships, and from traumas from a range of experiences.

Some of our Pupil Premium children have a special educational need or disability, which factor adds further barriers to achievement and progress for these children.

The school serves a multi-ethnic/ multi-lingual population, therefore meaning a proportion of our children have English as an Additional Language (EAL). Some of the EAL children are also on our Pupil Premium register. These children are often a mixture of those who are relatively new in to the country and those who are learning the English language. Overcoming such language barriers takes a significant length of time and during this time it is often the case that attainment and progress for these children is below that of a child without such barriers.

It is because of these factors that we place high emphasis on supporting these vulnerable members of our school community, working to ensure that they develop life chances equal to those children who do not suffer such barriers. We do this in a number of ways at The Bewbush Academy, such as:

Two members of school staff have qualified as Thrive practitioners. From September 2017 one of these was employed as a Pastoral Leader (and Thrive practitioner) to work with our most vulnerable pupils across the school. Our Thrive practitioners focus on our most vulnerable children who are in need of 1:1 daily support to help them build relationships and to develop their cognitive and emotional development.  However, some children benefit from the support in small groups and our PSHE curriculum is based on the key concepts of Thrive, in order that we support and educate all children about their wellbeing and mental health.  We also support our PSHE curriculum with a programme called MAPPs (Metacognition and Psychology Programme), which again, supports children in looking at their emotions.

Impact of the use of funding is measured in a variety of ways. Changes in behaviour may be monitored through logged incidents of children being kept in, Thrive assessment results, or questionnaires at the beginning and end of support being provided. The counsellor also uses a measure of emotional and social development to see progress and areas of challenge that still need support. Data for academic progress and attainment (class based and targeted intervention) is also analysed throughout the year by the senior leadership team (including the SENCO), in Pupil Performance meetings and through teacher assessments. This enables us to see where gaps remain or develop and further support needs to be targeted.

2019/20

2020/21

Number of children entitled to FSM (Ever6)

198

181

Number of service children

Number of children in all other categories

2

Total Pupil Premium income

£262,860

£243445

Pupil Premium Evaluation 2019/20

Pupil Premium Funding Received 2019 - 2020 £262,860

Total number of FT pupils on role

577

Pupil Premium used for:

Objective

Cost

Impact

Pupil Counselling to help individual children

Counselling to break down social and emotional barriers to learning

£1,400

9 children have been successfully supported through the year (2 pp)

Thrive Practitioner Training

Two teachers released to attend Thrive conference/receive Training

£300

Thrive Practitioners

Class teacher supporting pupils with challenging behaviour SEMH difficulties, well-being groups.

44% of Deputy Headteacher’s  time to provide Thrive support, intervention, supervision and behaviour support.

£26,158

£37,347

Total

£63,505

62 children successfully supported through the year, (36 PP)

Leadership support for staff dealing with challenging behaviour/ at risk of exclusion

Ass. Heads to be available to support behaviour during release times.

£13,900

£17,546

Total

£31,446

Exclusions reduced, pupils with challenging behaviour have spent more time in class and behaviour is managed safely.

Pupil Premium used for:

Objective

Cost

Impact

Speech and Language therapy

Expressive and receptive language skills are developed allowing increased access to the curriculum, resulting in progress in English and maths

Break down barriers to communication

Improvement in pupil’s self esteem

Follow-up work in school by TA

£2,806

£4,848

Total

£7,654

5 children made good progress in their expressive and receptive language development (2 pp)

15 children made progress with their communication skills (4 pp)

Literacy support assistants

TA 1:1 sessions for targeted KS1 pupils to develop reading and writing skills ELS programme

Wave 3 reading and writing group

£28,305

Accelerated progress for pupils to achieve age related expectations in reading – see impact table

36 children received 1:1 targeted support (22 pp)

34 children received small group support for writing skills (34 pp)

Additional teaching assistants – focus emotional and social development

Improvement of self esteem

Development of personal skills and improved learning behaviours

£16,389

62 pupils benefitted from small group work through the Thrive programme,36 are on the pupil premium register, (58%)

Teaching assistants to support and run literacy and numeracy interventions

Targeted support to address gaps in skills or knowledge in literacy or numeracy, including pre-teaching vocabulary. Small group or 1:1 sessions, block of 6 weeks working on specific skill or knowledge gaps

£41,984

Some of the pupils on the pupil premium register, were targeted for additional support through literacy & numeracy intervention.

SENCo & Teaching assistants to support vulnerable pupils

Targeted support to enable pupils to develop good learning behaviours to access the curriculum (40% of SENCo time)

Develop play skills for positive playtimes – TA to lead on playground

£16,000

£20,061

Total

£36,061

Provision supported friendship development and confidence in a bigger setting, this led positive learning and personal behaviours in the classroom

EAL support staff

Targeted support for low achieving EAL/PP pupils to improve learning behaviours and language acquisition

£7,400

Pupils arriving through school year with no English supported to learn basic English and to settle into school life. (50% of costs taken from PP)

Family Link worker to support parenting and low attendance

Engaging parents in their children’s education, supporting learning readiness and behaviours. Running 1st language courses, basic skills courses and parenting courses.

SLA to provide EWO to improve attendance

£25,313

£3,103

100 parents attended courses

Attendance in  14 families improved to 90% or above

66 Pupil Premium families had meetings with the FLW.

Persistent absence improved from 14% in the Autumn Term to 8% overall for the year.

Total pupil premium expenditure 2019-2020 = £262,860

Gap Analysis / Impact Table - from 2019 outcomes due to lack of 2020 data because of the pandemic.

Key Stage Two

(67% PP)

Attainment

Progress

mm

All Pupils

Disadvantaged

Non-Disadvantaged

Gap

All Pupils

Disadvantaged

Non-Disadvantaged

Gap

Reading

74%

68%

73%

-5%

-0.1

-0.5

+0.2

-0.7

Writing

82%

76%

81%

-5%

+0.2

+0.6

-0.1

+0.7

Mathematics

73%

68%

71%

-3%

-0.1

-0.4

+0.2

-0.6

RWM Combined

65%

59%

63%

-4%

-0.1

-0.5

+0.2

-0.7

SPG

85%

74%

88%

-14%

Key Stage One

(38%)

Reading

70%

Writing

59%

Mathematics

70%

Year One – Phonics

(27%)

81%

80%

81%

-1%

EYFS – GLD

(36%)

72%

68%

73%

-5%


PUPIL PREMIUM PLAN 2020 - 2021

Pupil Premium Funding 2020-2021: £243445

Total number of FT pupils on role 545

Pupil Premium used for:

When:

Summary of intervention/action

Aim:

How will the intervention improve achievement for pupils eligible for PP?

What will it achieve if it is successful?

How will the activity be monitored, when and by whom?

How will success be evidenced?

Expected Impact

Cost

Pupil Counselling to help individual children

One day a week

1:1 counselling sessions

Break down social and emotional barriers

Weekly overview from counsellor

SENCo monitors and reviews progress- academic and personal/social

Improved self-esteem and behaviour for learning

£7,000

Thrive Practitioners

0.8fte

+

25% of deputy role

1:1 intervention &

Small group planned intervention and 1:1 on demand support

Pupils will receive support to develop skills to regulate own behaviour and emotions.

Pupils to develop understanding of own behaviours.

Monitored through regular (half-termly) meetings.

Pupils with challenging behaviour will learn to regulate their own emotions.

£45,974

£22,591

Total

£68,565

Leadership support for staff dealing with challenging behaviour/ at risk of exclusion

All year round

Ass. Heads to be available to support behaviour during release times.

Ensure learning is not disrupted in classes, pupils with challenging behaviour are managed safely and access learning. Exclusions are reduced

Exclusion records

Star analysis books

Behaviour records

Children with significant behaviour/emotional needs made progress from their starting points.

£7,242

£7,242

Total

£14,484

Pupil Premium used for:

When:

Summary of intervention/action

Aim:

How will the intervention improve achievement for pupils eligible for PP?

What will it achieve if it is successful?

How will the activity be monitored, when and by whom?

How will success be evidenced?

Expected Impact

Cost

Speech and Language therapy

Every Tuesday or Friday

Specific, targeted SALT to address individual needs

Follow-up work in school by TA

Expressive and receptive language skills are developed allowing increased access to the curriculum, resulting in progress in English and maths

Break down barriers to communication

Improvement in pupil’s self esteem

SALT targets – review and assessment show progress

SALT reports

SENCO monitors attainment and progress

Accelerated progress and  higher attainment

£7,000

£9,468

Total

£16,468

Literacy support assistants

All year round

TA 1:1 sessions for targeted KS1 pupils

Develop reading and writing skills ELS programme.  Wave 3 reading and writing group.

SENCO to monitor progress through pupil progress meetings and behaviour reports.

Accelerated progress for pupils to achieve age related expectations.

£26,958

Additional teaching assistants – focus emotional and social development

All year round as needed

Small group in Thrive Room, afternoon group sessions

1:1 sessions including anger management, play therapy, social skills

Improvement of self esteem

Development of personal skills and improved learning behaviours

Thrive Practitioner to monitor progress through pupil progress meetings and behaviour reports.

Improved self-esteem and behaviour for learning

£17,174

Pupil Premium used for:

When:

Summary of intervention/action

Aim:

How will the intervention improve achievement for pupils eligible for PP?

What will it achieve if it is successful?

How will the activity be monitored, when and by whom?

How will success be evidenced?

Expected Impact

Cost

Teaching assistants to support and run literacy and numeracy interventions

All year round

Small group or 1:1 sessions, block of 6 weeks working on specific skill or knowledge gaps

Targeted support to address gaps in skills or knowledge in literacy or numeracy

Six weekly pupil progress meetings by leadership team

Accelerated progress for pupils to achieve age related expectations.

£29,012

SENCo & Teaching assistants supporting learning in classes

All year round

In class support for groups/individuals needing additional support

Targeted support to enable pupils to develop good learning behaviours to access the curriculum and make good progress from their starting points

Six weekly pupil progress meetings by leadership team

Good progress from their starting points to achieve age related expectations

£36,492

EAL support staff

All year round

In class support across all year groups and small group session in the afternoons.

Targeted support for  low achieving EAL/PP pupils to improve learning behaviours and language acquisition

SENCO and EAL TAs to monitor progress through data collections and pupil progress meetings

The gap in attainment for EAL/PP pupils reduces so that they achieve in line with Age Related Expectations (ARE)

£7,952

Family Link worker to support parenting and low attendance

All year round

Meeting parents 1:1

Running 1st language courses

Running basic skills courses

Running parenting course

Engaging parents in their children’s’ education, supporting learning readiness and behaviours

Attendance figures

Course uptake numbers

Pupils have improved attendance

Parents support learning at home.

£26,333

Total budgeted expenditure 2020/21 = £243,445