Number of pupils in school
Proportion (%) of pupil premium eligible pupils
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)
Date this statement was published
Date on which it will be reviewed
Statement authorised by
Mrs M J Burns
Pupil premium lead
Mrs M J Burns
Governor / Trustee lead
Mr Craig Pym
Pupil premium funding allocation this academic year
Recovery premium funding allocation this academic year
Pupil premium funding carried forward from previous years (enter £0 if not applicable)
Total budget for this academic year
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Detail of challenge
A percentage of children lack tools to support their own learning and therefore over-rely on adults’ help
Some children struggle with their behaviour and emotions which hinders learning
In a few cases lack of support from home
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Improvement in 2021/22 phonics screening results
Year 1 phonics screening in line with the national average
Ensure that high quality interventions are implemented
These are effectively monitored for impact and outcomes measured
Nurture groups to address in-class issues and promote positive learning culture.
Improved well-being of pupils
Put a robust strategy in place to target persistent late and absent children, working with families and external agencies where appropriate
Attendance percentage raised
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Budgeted cost: £6,400
Challenge number(s) addressed
Training for TAs to further their skills to support pupils in the classroom
Effective deployment of support staff
TAs will be conversant with the latest strategy and thinking to fully support pupils
CPD/peer support meetings for staff focussed on teaching and learning
To achieve Quality First teaching in all class bases
Provide TA training in delivering Phonics interventions
English Lead to work closely with teachers to support them in planning and preparing their phonics intervention so that it is specifically tailored to the pupils’ needs
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £27,000
Challenge number addressed
Intervention groups for targeted pupils in small groups
To exceed Government floor targets and narrow the attainment gap compared to national figures
Hold regular timetabled pupil progress meetings
1.1 for target pupils in year 2, 3 and 5 delivered by experienced practitioner
To support and build self esteem and confidence in pupils.
To implement interventions that target children’s vocabulary, expressive and receptive language to increase oracy and reading skills.
Strengthen the reading culture within school. Children moving from KS1 to KS2 with higher capabilities for comprehension
Children motivated to read at home and at school
Library resources used creatively to support reading
More children working at greater depth for reading
1 and 3
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £9,450
Challenge number(s) addressed
Nurture groups for targeted children
To encourage a more positive attitude to learning behaviour
Purchase of resources to support wellbeing
Mindfulness sessions for class groups
To encourage a positive mindset towards learning and reduce anxiety levels
Support for families to fund/subsidise extra-curricular activities, eg school trips, residential visits
To ensure PP pupils have the same opportunities as non-PP pupils
TA to monitor and support PP attendance
Improving attendance for disadvantaged pupils (and others) so that achievement is at or better than national.
96% or above attendance
Persistent absence below national average
Total budgeted cost: £15,450
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
Due to COVID-19, performance measures have not been published 2020 to 2021, and 2020 to 2021 results will not have been used to hold schools to account. Despite this, we have been monitoring the progress of PP children through analysis of interventions, book scrutiny and teacher assessment records.
PP children were given access to a range of interventions, both academic and social/emotional. Staff running these interventions reported progress with the children involved seen through greater confidence, ability to verbalise their feelings and improvements in recall of key facts and procedures during phonics and maths interventions.
Pupil voice is also considered with children asked after every session whether they feel the session has helped them and what further support they would like.
Book scrutiny and lesson observations show that PP children are generally engaged in work, have good resilience and positive attitudes. This shows in the quality of work they produce. When children have difficulties with these areas, TAs are used to provide further support within class. PP children receive funding to attend school trips but only a handful of these happened between 2020-2021. There was a whole school trip to Colchester Zoo which was funded for PP children.
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
The core approach of our Pupil Premium strategy is to deliver quality first teaching in the classroom. Coupled with a curriculum designed around the needs of our pupils. We want all children to feel happy and safe and share a love of learning.
The overall aim of our Pupil Premium strategy is to:
· Ensure full access to the curriculum for all our children, effectively identifying and meeting their individual needs
· Continue to prioritise our supportive ethos which promotes inclusion
· Build leaders at all levels who positively impact on education, health and social outcomes