Appleton Thorn Primary School
Pupil Premium Report
Pupil Premium Spending 2020-21
SUMMARY INFORMATION | |||
Date of most recent pupil premium review: | December 2020 | Date of next pupil premium review: | December 2021 |
Total number of pupils: | 198 | Total pupil premium budget: | £29,137 |
Number of pupils eligible for pupil premium: | 19 | ||
Actions within the plan for 2020-21 also link to the school’s plan for the use of Catch up funding. | |||
Appleton Thorn Primary School
Pupil Premium Strategy 2020-21
BARRIERS TO FUTURE ATTAINMENT FOR ELIGIBLE PUPILS |
The barriers to learning within this small group of our school community are quite diverse; ranging from specific needs, mental health and wellbeing and difficulties with social interaction. Some of these barriers have become more evident through the impact of school closure and reduced contact with the school community during the Covid-19 pandemic. Pupils’ needs will continue to be addressed on an individual basis based on ongoing assessments, including the use of diagnostic tools and discussions with families. Trends will be analysed each academic year and catered for accordingly with the use of Pupil Premium funding whilst ensuring anonymity within this dataset. During the academic year 2020-21 there will be a greater focus on our remote learning offer and ensuring that children in receipt of Pupil Premium funding do not have further barriers to attainment in the event of a partial or full school closure. |
Planned expenditure for current academic year
ACADEMIC YEAR 2020-21 | |||||
Quality of teaching for all | |||||
Action | Intended outcome | What’s the evidence rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | When will you review this? |
Staff to be confident in delivering a broad, balanced curriculum both in the classroom and remotely. | Seamless transition from class based learning to remote learning when needed. | During the period of school closures (March-June 2020) engagement in home learning waned due to fatigue from both parents and pupils. Interaction between home and school was limited to phone calls, Class Dojo messages and work was set using the school learning platform. As a school, we recognised the need to provide a uniform approach across the year groups. This can be achieved through the use of Google Classroom. | Staff training in the use of Google Classroom/Bitmoji classroom linked within the school website. Regular evaluation of remote learning provision, including all stakeholders. Staff following the school’s remote learning offer based on scenarios that may present during the Covid-19 pandemic. Bitmoji classroom to be used as a launchpad for learning in the classroom to enable children and staff to grow in confidence. Purchase of additional add on software to allow easy editing of documents at home (Kami - PDF editor) | J Railton | Termly |
Remote teaching to take into account the needs of all specific groups to ensure that progress is maintained. | Evaluation of the usage of the learning platform during the school closure showed that activity waned during April/May and some children were not accessing their learning on a daily basis. This was particularly evident amongst the group of children in receipt of Pupil Premium. | Teaching staff to monitor use of Google classroom by all pupils and discuss any concerns with the families involved to remove barriers (lack of technology at home, help with using the platform, guidance on keeping children on task at home etc.) Headteacher/Assessment lead to highlight groups of children that are off track during Pupil Progress meetings with teachers. Intervention to be tailored to meet their needs and diminish the difference. | J Railton Z Jones | Termly | |
Targeted support | |||||
Action | Intended outcome | What’s the evidence and rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | When will you review this? |
Extra HLTA/Teacher allocation to support intervention groups in KS1 and KS2. | Groups identified quickly and targeted interventions planned. | Children have missed a lot of face to face teaching and intervention will need to be specific to need and delivered swiftly in order to have the biggest impact. | Monitoring of targeted intervention groups. Pupil Premium intervention groups created on ‘Insight’ to allow leaders and class teachers to track progress and evaluate impact. | J Railton | Half termly |
Other approaches | |||||
Action | Intended outcome | What’s the evidence and rationale for this choice? | How will you make sure it’s implemented well? | Staff lead | When will you review this? |
Pastoral support provided as necessary to improve attitudes to learning and raise self-esteem. Mindfulness sessions as required to support wellbeing. Support for parents given by L Tsang | Children are confident, resilient learners in school and at home. | Mindfulness sessions were delivered remotely to children who were anxious during the school closure and the success of this intervention means that it must continue. The caseload is also growing. | Audit CPOMS Measure impact of the sessions though parent/pupil voice. Impact on assessment results and attitude to learning. | J Railton L Tsang | Termly |
Review of expenditure from previous academic year
PREVIOUS ACADEMIC YEAR 2019-2020 | ||||
Total amount: £22,740 | ||||
Quality of teaching for all | ||||
Action | Intended outcome | Impact | Lessons learned | Cost |
Lessons planned to engage all, including making cross-curricular links and tailoring the curriculum to meet the needs and interests of children in receipt of Pupil Premium. | Pupil engagement and input into curriculum design and implementation. | Impact on data will be assessed following autumn term summative assessments (December 2020) | The remote learning and adaptations made during school closures were made swiftly in reaction to the dynamic nature of the situation for all stakeholders. Whilst learning continued for many of the pupils, engagement from some Pupil Premium children was low due to the lack of contact with the school environment. The use of Google Classroom will enable all staff to assign work with the correct level of challenge, teach remotely if needed, assess work completed and provide feedback. | Staff training (Chris Quigley twilight) attended by all staff (£50 per person) |
Explore learning styles and adapt activities, including home-learning opportunities to excite and engage. | Pupil engagement with learning at school and home. Home learning tailored to meet the needs of all based on ongoing assessments. | Engagement with home learning during the school closures was good throughout the school but data shows that Pupil Premium children accessed learning from home less often than their peers. | The lessons learned during the Covid-19 school closure, including input from parents and pupils, has enabled us to reflect and refine our remote learning offer, including providing technology when needed. Explore reasons for low engagement of Pupil Premium children. Teachers to liaise with parents and explore/remove barriers to remote learning. Lessons learned from this will feed into the plan for 2020-21, the SDP and Catch up funding plan. | |
Targeted Support | ||||
Action | Intended outcome | Impact | Lessons learned | Cost |
Extra Teaching Assistant allocation to be used to support daily subject interventions in KS1 and KS2. Daily reading support (KS2), Daily phonics support intervention (KS1), Daily maths support (KS2) | To raise the level of attainment in reading, writing and maths. Disadvantaged pupils maintain at least the standard of attainment they achieved at the end of the previous year and previous key stage; those who have ‘fallen behind’ make accelerated progress and ‘catch-up’ or exceed prior attainment standard. | There is no end of year data available for 2019-20 due to the disruption of school closures. Data will be analysed from December 2020 assessments. | Moving forwards with remote learning opportunities (if needed) TA’s could be utilised to lead small group sessions for targeted support through the Google classroom. | |
Purchase of software to support learning in reading and maths and identify gaps in learning. Software/subscriptions purchased:
| Software used as a diagnostic tool to identify gaps in learning and guide teaching in class and at home. | Data will be analysed from December 2020 assessments. | Look into ways for teachers and TA’s to support children using these tools remotely in order for progress to continue. Teachers can lead learning with individuals and small groups remotely using Google classroom and advise parents on steps needed to secure targets set. | |
Other Approaches | ||||
Action | Intended outcome | Impact | Lessons learned | Cost |
Enhanced transition arrangements in place to ensure that children feel secure with the process – EYFS-KS1, KS1-KS2 and KS2-KS3 – Time assigned to liaise. | Effective transition to the next stage of learning based around effective communication and assessment of individual needs. | Parent to teacher transition forms were completed using Google Forms before school reopened in September 2020. Concerns raised were addressed by individual teachers and monitored. Celebrations were also acknowledged and transition was successful due to ongoing, effective communication from all staff in school. | Transition did not happen in the usual way due to the Covid-19 impact on schools. We have learned that open and honest dialogue with all stakeholders is important and our decision to focus on pastoral needs and reconnecting pupils to the school family in September 2020 was essential. | |
Pastoral support provided as necessary to improve attitudes to learning and raise self-esteem. Mindfulness sessions as required to support wellbeing. | Children are confident, resilient learners in school and at home. | Mindfulness sessions were delivered remotely to children who were anxious during the school closure. Parents were also appreciative of weekly contact with class teachers via telephone call or Google Meet. The children came back to school well and were keen to meet their peers and learn. A small number presented with anxiety and were quickly highlighted for extra support in dealing with their emotions within the context of the Covid-19 pandemic. | Focus on rebuilding relationships and self esteem after school closure based around the 5 levers within the Recovery Curriculum. Pastoral support has become a bigger focus for all teachers, reaching out to all children and their families and flagging up any concerns to SLT. Paper based recording systems have been replaced with CPOMS, ensuring that all are aware of pupils/families needing support. | |