Detail

Data

School name

Scole CE VC Primary School

Number of pupils in school

75

Proportion (%) of pupil premium eligible pupils

20%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021-22

Date this statement was published

February 2022

Date on which it will be reviewed

December 2022

Statement authorised by

Headteacher

Pupil premium lead

Headteacher

Governor / Trustee lead

Stuart Graver

Detail

Amount

Pupil premium funding allocation this academic year

£17615

Recovery premium funding allocation this academic year

£2000

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£21524

Total Budget for this academic year

£41139

Children in receipt of Pupil Premium should have equal access to a broad and balanced curriculum, in line with all pupils. They should make similar progress to non-pupil premium children, from their starting points, and through targeted intervention, gaps will be closed.

Pupils will have good reading skills through quality first teaching, accessing high quality literature and rich vocabulary. High quality teacher and TA intervention programmes will target disadvantaged pupils to close gaps.

Challenge number

Detail of challenge

1

Reduce the attainment and progress gap in Reading

2

Reduce the attainment and progress gap in Writing

3

Reduce the attainment and progress gap in Maths

4

Difficulty accessing the broader curriculum when reading is a challenge

5

Loss of time in school/possible lack of engagement with remote education due to pandemic

6

Support children’s varying social, emotional and mental health barriers to learning, raising self-esteem and reduce anxieties, including those caused by the pandemic and its restrictions

Intended outcome

Success criteria

Gaps between Pupil Premium children and others with similar starting points, will have narrowed

·        Data from termly Teacher Assessment Successful

·        Statutory assessments at end of KS2

·        Successful completion of intervention programmes

Improve children’s social, emotional and mental health so that their confidence, self-esteem and resilience increases.

·        Children use time efficiently in lessons. They know and use self-help strategies to maintain focus and good learning behaviour. They show increased resilience.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Purchase of assessment materials to support termly teacher assessments

Standardised tests provide reliable information about the specific strengths and weaknesses of each pupil to ensure they receive the appropriate support through interventions and teacher instruction.

1 2 3 4 5

Purchase of a DfE validated Systematic Synthetic Phonics programme

Phonics has a positive impact on word reading, particularly for disadvantaged pupils.

1 4

Fund teacher release time to develop key areas of the curriculum and allow CPD

All curriculum areas require mapping. Teacher release will allow opportunities for subject leaders to investigate how gaps can be narrowed for PP children.

1 2 3 4 5

Senior leaders monitoring of pupil progress

Senior school leaders to monitor pupil progress and identify performance gaps and to put in place appropriate actions to address these through Pupil Progress meetings

1 2 3

Retention of  experienced, skilled teaching assistant

To retain staff while pupil numbers reduce.

1 2 3 4 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Intervention groups and support within class by teaching assistants

Targeted support for PP children

1 2 3 4 5

Additional teaching assistant hours to support disadvantaged pupils

Targeted support for PP children

1 2 3 4 5

Employment of teacher to support significant number of PP children within Upper KS2 class

Teacher employed to allow upper KS2  class to be split in to two smaller groups to help fill gaps following Covid in the lead up to KS2 assessments in 2022

1 2 3 4 5

Purchases of resources to support disadvantaged pupils

Additional resources purchased to support PP children across the curriculum.

1 2 3 4 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Employment of teaching assistant to run ‘Happy to be me’ programme

Improving resilience, self-esteem and self-confidence will have a positive impact on pupil performance.

6

External activities for PP children (eg swimming lessons)

To enhance performance in KS2 PE in ensuring children can swim 25m

6

Support for PP children attending Breakfast Club

To improve support for PP children and their families at beginning of day.

6

Support for PP children to attend residential visits

Improving resilience, self-esteem and self-confidence will have a positive impact on pupil performance.  This will enable PP children to take part in these more expensive (to parents) school activities.

6

Support for PP children from Parent Support Adviser

Improving resilience, self-esteem and self-confidence will have a positive impact on pupil performance.

Gaps in attendance once identified can be addressed while families are supported.

6

Monitoring of attendance by Senior Leaders including contact with parents

School Attendance is essential to narrow gaps in pupil performance. Gaps in attendance to be identified and addressed while families are supported.

5 6

Contingency for urgent issues

Based on our experiences and those of other schools, we have identified a need to set aside a small amount of funding aside

5 6

For the financial year 2021-22, there were 15 pupils eligible for Pupil Premium, this is 17.9% of pupils. The amount of Pupil Premium funding the school received was £17, 015 this figure includes LAC funding and funding for Services pupils. In this year the money was spent in a number of areas. These included:

·       A proportion of TA and Teacher time

·       Breakfast Club

·       School uniform

·       Swimming lessons

·       Training

·       Resources

·       Specialist equipment

·       Professional Services

·       Trips and Residentials

The Impact

Statutory assessment has been suspended since 2019 due to the COVID-19 pandemic

Internal data on pupil performance is influenced by many other factors relating to Covid restrictions such as absence and remote learning that it is difficult to measure impact in such a way.

Interventions by teaching assistants and teachers were targeted at those children whose performance was of concern although all Pupil Premium children received support in one way or another

Programme

Provider