Pupil Premium Strategy
and Impact Statement
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Summary information |
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Academic Year |
2020/2021 |
Total PP budget |
£11,370 |
Date of most recent PP
Review |
N/A |
|
Total
number of pupils |
152 (incl. EYFS) |
Number
of pupils eligible for PP |
11 |
Date
for next internal review of this strategy |
09/21 |
|
Current attainment - 2019
outcomes and progress data (2019 – most recent school data as a result of
Coronavirus Pandemic and period of School Closure) |
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Year 6 SATs |
Whole
school |
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Pupils eligible for PP (your school) -
2019 |
Pupils not eligible for PP |
Pupils eligible for PPG – CP6 |
All Pupils – CP6 (Y1 to Y6) |
|
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% achieving at age related expectation or above in reading, writing
& maths |
NA |
82 |
29 |
69 |
|
% making at least expected progress in reading (or equivalent) |
NA |
100 |
71 |
93 |
|
% making at least expected progress in writing (or equivalent) |
NA |
100 |
57 |
88 |
|
% making at least expected progress in maths (or equivalent) |
NA |
100 |
86 |
88 |
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Barriers to future
attainment (for pupils eligible for PP) |
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In-school barriers (issues
to be addressed in school, such as poor oral language skills) |
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A.
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Combination of barriers including additional SEN needs (2 pupils) |
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B.
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Emotional difficulties including poor self-esteem, lack of confidence
and resilience when learning |
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C. |
Limited self-help skills, reliance on adult support to maintain
engagement and purpose |
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D. |
Extended absence as a result of national school closure – lack of
routine and engagement with academic learning |
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External barriers (issues
which also require action outside school, such as low attendance rates) |
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D.
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Additional support from external support – family support, counselling |
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Desired outcomes (Desired
outcomes and how they will be measured) |
Success criteria |
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A. |
Disadvantaged children making similar progress to their peers
(nationally) from similar starting points. |
Learning outcomes in line with or better than national outcomes |
|
B. |
Improved social skills and interaction with peer group. |
Improvement to observed behaviours |
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C. |
Greater levels of independence when working in class. |
Improvement to observed behaviours |
|
D. |
Increased levels of participation in school events and activities
(attendance at events/trips/clubs). |
Increased participation |
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Planned
expenditure |
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·
Academic year 2020 - 2021 |
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The three headings below enable
schools to demonstrate how they are using the Pupil Premium to improve
classroom pedagogy, provide targeted support and support whole school
strategies. |
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i. Quality of
teaching for all |
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Desired outcome |
Chosen action / approach |
What is the evidence and rationale for this
choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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ü Disadvantaged children making similar progress to
their peers (nationally) from similar starting points. ü Greater levels of independence when working in
class. |
Implementation of additional class
based support on a scheduled basis. Regular review and evaluation based
on impact on ‘desired outcomes’ as identified above. |
Focused support and teaching for
specific pupils to improve ability to access whole group teaching in class
situations (focus, study skills, learning behaviours etc.) |
Observation and evaluation of
teaching. Improved pupil outcomes. |
LL |
Regular discussion and evaluation
in class teaching groups. Pupil progress meetings. Routine assessment check point
weeks to evaluate impact and modify provision. |
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Total budgeted cost = £5,300 |
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ii.
Targeted support |
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Desired outcome |
Chosen action / approach |
What is the evidence and rationale for this
choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
ü
Disadvantaged
children making similar progress to their peers (nationally) from similar
starting points |
Focused TA support for specific
children, including the development of learning behaviours. |
Focused support and teaching for
specific pupils to improve ability to access whole group teaching in class
situations (focus, study skills, learning behaviours etc.) |
Observation and evaluation of
teaching. Improved pupil outcomes. |
LL |
Termly pupil progress meetings and
at regular intervals based on informal staff dialogue, pupil developments and
presenting concerns. |
|
ü
Greater levels of
independence when working in class |
Purchase of pupil specific IT based
learning packages |
Increased engagement and
independent access to the curriculum |
Observation and evaluation of
teaching. Improved pupil outcomes. |
LL |
Termly |
|
ü Improved social skills and interaction with peer
group. ü Greater levels of independence when working in
class. |
Specific counselling and support
for vulnerable pupils. Participation in clubs and school
clubs to support social interaction. |
Improved self-esteem, attitude and
engagement. |
Observation and evaluation of
teaching. Improved pupil outcomes. Positive parental feedback. |
LL |
Termly |
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Total budgeted cost = £5,260 |
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iii. Other approaches |
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Desired outcome |
Chosen action / approach |
What is the evidence and rationale for this
choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
Increased levels of participation
in school events and activities (attendance at events/trips/clubs). Improved social skills and
interaction with peers. |
Funding of additional sports
provision, clubs and attendance on trips and visits. Funding to support participation in
music, dance and cultural activities and events. |
Increased participation ensures pupil
engagement and progress. Improved outlook and self-esteem. |
Regular review of outcomes for
children. Positive discussion and feedback
from parents about enhanced opportunities. |
LL |
Termly |
|
Total budgeted cost = £1,200 |
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