Total number of pupils eligible for pupil premium funding

Number of eligible boys

Number of eligible girls

Number of pupils eligible for free school meals in the last six years
(ever 6 FSM)

Number of children looked after (CLA)

Number of service children

Nursery:  2

Reception:  8

Y1: 4

Y2: 7

2

5

2

4

0

3

2

3

2

8

4

7

0

2

3

1

0

0

0

0

STRATEGY STATEMENT

Pupil Premium and recovery provision are a school priority following concerns in progress and wellbeing due to COVID.

1. Improved academic outcomes -  pupils making expected or accelerated progress
2. Improved wellbeing - pupils’ emotional needs are met
3. To provide enrichment and engagement opportunities
4. Improved levels of attendance

End of EYFS

Two of these children are in receipt of FFI for SEMH needs and are CLA or post CLA.

EYFS Data Summary

• The majority of Pupil Premium pupils did not achieve a GLD. A quarter of these children are CLA or post CLA and have funding for SEMH needs.
• Four of the children have attendance/punctuality issues that are now clearly a concern (previously less obvious due to COVID)
• Pupil Premium pupils attained higher in number than reading or writing
• The gap between pupil premium and not pupil premium for speaking, understanding and listening is not as wide.

*Full details of all 17 areas on PDF

EYFS PP Provision

Impact

Evaluation

Due to COVID we have little evidence to measure the quality of teaching in EYFS.

A greater percentage of PP pupils are attaining below in reading, writing and maths compared to non PP. SLT to  continue to monitor standards of teaching and learning in EYFS.

2. In EYFS, provide 1:1 targeted support for individuals based on individual targets. (TP Role)

Very detailed records kept to show targets and support for PP children.

This individualized way of identifying gaps and targets is well recorded and progress is evident for individual pupils.

ExAat records show progress using start/end points.

3. Intervention- Talk Boost (Nursery)

See table to show attainment in Understanding, Speaking and Listening and Attention.

This is more in line with non PP.

Excellent progress data for Talk Boost reported from TP.

Individual records on CPOMs for Nursery pupils show that most children have reached age related following this intervention.

(Not recorded on Insight)

4. Intervention- Neli

This was planned but due to COVID/Staffing, this did not take place.

Action:  Consider running Neli intervention for target pupils in Year 1

5. Learning Mentor Support

BM based in EYFS.

6. Attendance Support

4 pupils continue to have attendance support through concerns around punctuality and attendance.

7. Behaviour Support

PJR- 1:1 Funded support

ZZ- 1:1 Funded Support

End of KS1 (Y2)

Phonics:

LF- Did not pass in June but significant progress made

ES- Absent in December- Passed in June (score not reported)

HZ- Passed in June (score not reported)

Progress from EYFS to End of KS1

Year 2 Data Summary

• Pupil premium children appear to under perform in tests. Scaled scores are lower than teacher assessment.
• Attainment in writing is lower than reading or maths.
• Progress data shows that reading progress is better than in other subjects. Progress for non PP pupils is similar for all subjects.

Year 1 Attainment

Year 1 Data Summary

• This is a smaller Pupil Premium cohort so data is more difficult to analyse. No major findings.
• Three quarters of this group are CLA, former CLA or have had recent CSWS involvement.

KS1 PP Provision

Impact

Evaluation

We have little evidence in the way of Lesson Observations due to COVID. However, teaching in KS1 appears to be consistently good with experienced class teachers. One year 1 class with NQT was particularly challenging in terms of low prior attainment and SEND/SEMH needs. NQT teaching was consistently good despite these challenges.

QFT continues to have a positive impact on outcomes for children with PP.

Provide additional sessions for pupils in year 1 and Y2 to support reading, including phonics, writing and maths. Delivered by JS in Y1 (2 mornings per week), AK in Year 2 plus class TAs.

Class teachers to identify gaps and plan effective interventions for support staff to deliver. NL/HK/AG also working with small groups of PP pupils 1 x per week for 30 minutes to pre-teach and deliver effective interventions.

Y1- In reality, this did not happen consistently due to staff absence and school closures. AG/RF in phonics intervention groups. Good progress in scores from February to June.

Y2- All had phonics intervention and made good progress from starting points.

NL- pre-teaching on Friday afternoon supported children to be able to engage and gave them confidence for the following week.

This has had some good impact when children are part of a specific intervention that has been consistent and progress measured.

It is a regrettable that FFT has had to stop in Year 1 due to the changes in JS role. (There are still 2 x mornings for Y1 literacy PP work.)

Records/ notes on CPOMs show good progress for individuals.

Insight records show which interventions have taken place for individuals.

• Intervention

1st class @ number Y2

Reading Booster Y2

Phonics Y1

AK worked with 5/6 pupils to support reading either with individual reading or reading booster.  2/6 pupils accessed 1st class@ Number.

Records/ notes on CPOMs show good progress for individuals.

Insight records show which interventions have taken place for individuals.

• Learning Mentor Support

LF Learning Mentor time. SS worked with LF weekly and supported with social stories, emotions work, strategies for managing ‘big’ feelings. All of this meant that LF could engage with learning and make progress.

TH- weekly learning mentor time as required.

RF/AS- weekly Learning Mentor Time

Use of the school dog has also been beneficial.

• Attendance Support

Y1: During Lockdown Jan/Feb- 4/4 children in school.

Y2: During Lockdown Jan/Feb- 5/7 children in school. Extra support and 1:1 Google Meets offered and taken up by 1 other child not in school. 6/7 pupils fully engaged during lockdown.

1 child missed most of the Autumn term due to being in Pakistan and subsequent delays.

1 child/family continues to have attendance support due to concerns around punctuality/ attendance in general.

• Behaviour Support

LF- play therapy group and Learning mentor time.

RF- lunchtime supervision rota to support, encourage and model appropriate behavior

AS- behaviour support from Learning Mentor/SENDCo/SLT.

Use of the school dog has also been beneficial.

Summary/Actions Arising:

• Interventions in Reception need to take place and records kept to monitor progress. Nuffield Early Language Intervention assessments to be completed in the Autumn term so that the intervention can take place from Spring. NELI to take place in Year 1 for target PP pupils.
• Further support and monitoring of Quality First Teaching in Reception
• Record keeping for interventions needs to be more rigorous
• Reading and writing to be prioritised for target pupils in Reception
• Introduce writing intervention for KS1
• Explore alternatives arrangements for some Year 2 PP pupils for taking SATs tests. E.g. small group away from whole class and use of readers/adults to scribe if needed.
• Wider range of maths interventions in Y2 so that AK sessions are appropriate for a wider range of PP children.

Year group

Total number of pupils eligible for pupil premium funding

Number of pupils eligible for free school meals in the last six years
(ever 6 FSM)

Number of Children Looked After (CLA) or post looked after

Number of service children

Year 3

 9

9

1

0

Year 4

7

6

1

0

Year 5

11

11

1

0

Year 6

7

6

3

0

Summary/Actions Arising:

• Attainment of our children in KS2 with PP appears low, but progress is more positive given their attainment in Y2. There are a disproportionate number of children in the PP group with SEND, EHCPs, FFI funding and looked after status. 40% are on the SEND register compared to less than 15% of the school overall.
• Despite high numbers of children with PP accessing school during lockdowns, the attainment gap hasn’t narrowed.
• Attainment in reading is a particular concern. In most cases, however, low standards of reading are already evident in the infants and that is probably where further intervention is best placed.
• There is some evidence of PP children showing GDS standards in KS1, dropping off to EXS in KS2. We must ensure high aspiration and expectations for these children.
• White Rose Maths tutoring has been introduced for 2021-22, with disproportionate targeting to PP
• More maths booster groups have been able to take place in 2021-22 than the previous year.
• Changes to the teaching of reading in KS2 - from guided group to whole class - are being embedded and should have impact on progress and attainment. This change should support less able readers by exposing them to more challenging texts and higher standards of reading from peers.
• Training and provision around dyslexia is having a positive impact with some children in this cohort with significant reading difficulties. This is unlikely to be strongly reflected in SATs.