Pupil Premium Information

Marlborough St Mary’s CE Primary School

Pupil Premium Strategy Statement 2020-2021

 

What is Pupil Premium Funding?

Pupil Premium funding is provided to schools and is additional to the main school funding.  The funding is allocated according to the number of pupils on-roll who are:

  • Currently Eligible for free school meals (FSM) other than the Universal Free School Meals for EYFS and KS1.
  • Have been eligible for free school meals (other than Universal FSM) within the past 6 years.
  • A child from a family where one or both of their parents is a serving member of the Armed Services.
  • A “looked after” pupil or previously “looked after” pupil (in care) for 6 months or more.

 

The amount of funding allocated to support these pupils varies between the categories, a pupil can qualify for funding in more than one category:

  • Pupils in receipt of Free School Meals now or within the last 6 years £1,345 per child
  • Pupils who are from Service Families £ 310  per child
  • ‘Looked after/Previously Looked after’ pupils (LAC/PLAC)             £2,345 per child

Summary Information – allocated funding for 2020-2021

The current funding cycle has allocated Pupil Premium funding for 91 pupils which is 23.3% of the number of pupils in school (September 2020).

As of 1st September 2020, the total number of pupils who are currently Service / Looked After / Previously Looked After/ Ever-6 or in receipt of FSM is 100, which is 25.6% of the number of pupils in school.

The funding runs from April 2020 to April 2021 and uses information submitted in the January 2020 census.

 

  Number of Pupils Funding
Current FSM + FSM Ever 6 75 £100,875
Service Pupils 12 £3,720
Looked After / Previously Looked After Pupils 5 £11,725
Total Pupil Premium Grant £116,320

 

Current Attainment – End of 2019-2020 Academic Year

Due to Covid-19, the government cancelled all statutory assessments for primary schools for this academic year with no statutory data collected.

The percentages below are for Key Stage Two only as end of Primary School standards were calculated for each pupil.

The teachers believe that these results represent the fairest outcomes for the cohort, based on the work each child produced in class during the entire year – including on their return to school in June.

 

Pupils Eligible for Pupil Premium – End of KS2 (13)

 (26% of cohort)

Pupils not eligible for Pupil Premium End of KS2 (38) Whole Cohort

(51 pupils, including CNRB)

Percentage of pupils achieving the expected standard or greater depth in reading, writing and maths (all three areas combined) 61.5%

 

(National Average 2018-2019 = 51%)

76.3% 70.6%

 

(National Average 2018-2019 = 65%)

Percentage of pupils achieving the expected standard or greater depth in reading 76.9% 86.8% 84.3%

 

(National Average 2018-2019 = 73%)

Percentage of pupils achieving the expected standard or greater depth in writing 69.2% 86.8% 82.4%

 

(National Average 2018-2019 = 78%)

Percentage of pupils achieving the expected standard or greater depth in maths 69.2% 81.6% 78.4%

 

(National Average 2018-2019 = 79%)

 

Identified barriers to educational achievement

Marlborough St Mary’s CE Primary School has identified the following as potential barriers to achievement experienced by some of the pupils currently in receipt of Pupil Premium Funding:

  • Access to language / understanding and application of phonics skills and reading skills.
  • Access to extra-curricular activities – educational experiences such as day trips, residential trips and music lessons.
  • Parental engagement with school – especially regarding attendance at My Child Parent Meetings; curriculum workshops; support to complete homework.
  • The number of pupils who are in receipt of Pupil Premium funding who are also on the SEND register for cognition and learning.
  • Pupils with specific social and emotional needs which affect their learning.
  • Irregular attendance.

Some of these barriers have been exacerbated for many pupils by the lockdown and school closures that took place from March 2020.

Desired Outcomes for 2020-2021

  • All Pupil Premium pupils to have made at least expected progress from their starting points in Reading, Writing and Maths during the academic year.
  • All Pupil Premium pupils to have had the opportunity to engage in extra-curricular activities – including after school clubs and residential trips (as appropriate for their age).
  • The percentage of pupil premium eligible pupils achieving the expected standard at the end of Y2 and Y6 to increase on the previous recorded year.
  • All Pupil Premium pupils have an attendance record of above 90% for the year.

Success criteria

  • All pupils eligible for Pupil Premium, who do not have an additional educational need, make good or outstanding progress in Reading, Writing and Maths during the academic year.
  • All pupils eligible for Pupil Premium, who also have an additional educational need, make good to outstanding progress towards their personalised targets.
  • Based on prior attainment/SEN need: at least 42% of Y2 pupils eligible for pupil premium and 75% of eligible Y6 pupils reach the expected standard at the end of Y2 and Y6 in reading.
  • Based on prior attainment/SEN need: at least 42% of Y2 pupils eligible for pupil premium and 64% of eligible Y6 pupils reach the expected standard at the end of Y2 and Y6 in all three areas combined.
  • All Pupil Premium pupils have an attendance record of above 95% for the year.
  • Extra-curricular activities registers show a representative proportion of Pupil Premium pupils. Pupil Premium tracking documents show that all pupils have had an opportunity to engage in extra-curricular activities.

Planned expenditure for the 2020-2021 academic year

The planned expenditure for the 2020-2021 academic year is taking a three key areas approach.

Research into strategies which are most effective in raising attainment, accelerating progress and closing the gap has been undertaken by the Education Endowment Foundation, National Foundation for Educational Research and other educationalists and evidence from their findings has been used to support our expenditure decisions for next year.

The National Foundation for Educational Research identifies seven key elements for success:

Key Area One – Quality First Teaching
Desired Outcomes Measurable Outcomes Actions Resourcing Monitoring Comments

(Mid-year and End of Year)

Impact

Significant

Moderate

Low Impact

All pupils have access to a high standard of quality first teaching every day

 

All pupil premium eligible pupils make at least good progress from their starting points in all areas of the curriculum

 

End of KS2 results show that PP eligible pupils have made good progress and attainment from their end of KS1 results (or equivalent if no KS1 result)

 

End of KS1 results show that PP eligible pupils have made good progress and attainment from their starting points

 

Progress from EYFS to the end of KS2 is good

 

Books show exemplary use of the school’s marking and feedback policy – clear examples of next step questioning and addressing of misconceptions

Provide CPD opportunities for all staff to include:

*internal CPD led by outstanding teachers within the school – including opportunities to observe / team teach with colleagues

*attendance at external courses led by County Advisors

*online training led by education professionals

*involvement in training through a Maths Hub Working Group

*purchase maths resources / scheme in response to the continued whole school development of Maths Mastery

*coaching trios within school

*mentoring for new staff

 

 

PDM time for CPD

 

Release time for internal coaching and mentoring

 

Cost of maths resources / scheme

 

Cost of courses and supply cover for external courses

 

 

 

 

Culture of high expectations is embedded across the school – including pupils having high expectations of themselves Pupils are fully and actively engaged in lessons both asking and answering questions – choosing appropriate levels of challenge

Time is used effectively – pupils have appropriate strategies for self-support and challenge

 

Pupils are clear about their own personal targets – strengths and areas for development – take some responsibility for their own learning

 

(Measured through pupil voice discussions; formal and informal observations; learning environment; learning attitudes)

Implement strategies introduced by the Achievement for All coach through regular training sessions throughout the year with foci to include:

*growth mind-set

*self-esteem

*resilience

*well-being

building on the work done in previous years.

 

Cost of Achievement for All Coach

 

PDM time for CPD

 

Release time for internal coaching and mentoring

 

Funding for resources to support strategies

 

Pupil premium eligible pupils make at least good progress in reading and reach the expected standard Pupil Premium eligible pupils in EYFS achieve a good level of development in reading

 

Pupil premium eligible pupils in Y1 reach the standard to pass the phonics screening check

 

Pupil premium eligible pupils in Y2 reach the expected standard in reading

 

Pupil premium eligible pupils in Y6 reach the expected standard in reading

 

Pupil reading records show books read for pleasure as well as reading scheme books

Read, Write Inc Phonics is used as the strategy for teaching reading

 

Regular training updates for all staff teaching Read, Write Inc groups or interventions

 

Whole class reading is used as the strategy for teaching reading following on from Read, Write inc

 

Library skills are taught explicitly

 

Teachers model reading for pleasure

Resourcing Read, Write Inc

 

Staff time for training

 

Resourcing the book spine

 

Resourcing the library

 

 

Key Area One – Costings
Desired Outcome Planned Spend Actual Spend Comments
All pupils have access to a high standard of quality first teaching every day

 

£3,771
Culture of high expectations is embedded across the school – including pupils having high expectations of themselves £2,562
Pupil premium eligible pupils make at least good progress in reading and reach the expected standard £1,000

 

Key Area Two – Targeted Support
Desired Outcomes Measurable Outcomes Actions Resourcing Monitoring Comments

(Mid-year and End of Year)

Impact

Significant

Moderate

Low Impact

All pupil premium eligible pupils receive directed, targeted interventions when necessary.

 

(see links to Key Area One)

 

Entry and exit data for interventions show accelerated progress within the targeted objective(s)

 

Provision map shows that all Pupil Premium eligible pupils working at Greater Depth / Mastery – receive additional challenge

 

Teachers, teaching assistants work with the SENCOs, Intervention Lead and Assessment Lead to identify, implement and monitor targeted 1:1 or small group interventions.

 

Interventions may include:

*Reading

*Phonics

*Handwriting

*Arithmetic

*Reasoning

*Core strength

and will be implemented by either the teacher or teaching assistant

 

Track and monitor entry and exit data to ensure interventions are having the intended impact and are focusing on the correct barrier to learning

Time for staff to communicate, plan, implement and monitor impact

 

Cost of resources to support interventions

 

 

 

Pupil premium eligible pupils receive support in order for them to make at least good progress in reading and reach the expected standard

 

(see link to key area one)

Pupil Premium eligible pupils in EYFS achieve a good level of development in reading

 

Pupil premium eligible pupils in Y1 reach the standard to pass the phonics screening check

 

Pupil premium eligible pupils in Y2 reach the expected standard in reading

 

Pupil premium eligible pupils in Y6 reach the expected standard in reading

Early identification of pupils who would benefit from additional reading / phonics support through regular monitoring of skills and progress

 

Read, Write Inc embedded across EYFS/KS1

 

Regular training updates for all staff teaching Read, Write Inc groups or interventions

 

1:1 Phonics / Daily reading interventions implemented

Staff time for interventions / training

 

Resources to support phonics / reading interventions

 

 

Key Area Two – Costings
Desired Outcome Planned Spend Actual Spend Comments
All pupil premium eligible pupils receive directed, targeted interventions when necessary.

 

£20,841
Pupil premium eligible pupils receive support in order for them to make at least good progress in reading and reach the expected standard

 

£11,300

 

 

Key Area Three – Wider Strategies
Desired Outcomes Measurable Outcomes Actions Resourcing Monitoring Comments

(Mid-year and End of Year)

Impact

Significant

Moderate

Low Impact

All pupils have access to educational experiences to enhance their learning

 

100% of Pupil Premium eligible pupils participate in school trips and residential experiences

 

100% of pupil premium eligible pupils who are offered the chance to participate in an external course opportunity do participate (eg:  AGAT Enrichment courses at Braeside)

 

At least 70% (an increase on previous years) of pupil premium pupils participate in an extra-curricular club for which they are eligible (some clubs are age limited)

Subsidise school trips and residential experiences for pupil premium eligible pupils

 

Identify and subsidise appropriate external opportunities for pupils and liaise with parents to enable participation

 

Promote and monitor participation in extra-curricular clubs – including sport, music, art

 

Set up a single page profile for Pupil premium eligible pupils – to include interests / hobbies to help identify appropriate additional opportunities

 

Funding to cover the subsidies

 

Staffing

 

DHT time – single-page profiles – creation and completion

Pupil Premium eligible pupils’ attendance is improving individually and as a cohort Targeted pupils increase their attendance rates by at least 5%

 

Pupil premium eligible pupils, as a cohort, have an increased average attendance on previous year (average for 2019-2020 before lockdown was 93%)

School office and pastoral team monitor attendance closely

 

Early identification of pupils whose attendance is a barrier to their learning

 

Liaison between the pastoral team and parents to identify specific issues surrounding attendance and implement strategies to support improved attendance

 

Work with external agencies, where appropriate, to support attendance

 

Time for liaison between school office and pastoral team

 

Funding to support strategies where appropriate

All pupils’ emotional needs are supported Pupils in receipt of ELSA / Merlin / 1:1 direct Pastoral Support demonstrate more settled / confident behaviour within the school environment

 

Progress and attainment of all focus pupils shows at least good progress towards their individual targets

 

Timetabled ELSA sessions for focus pupils take place regularly

 

Pupils who would benefit from Merlin sessions are identified quickly and attend sessions regularly

 

1:1 ‘Meet and Greet’ established for focus pupils

 

 

Funding for ELSA supervision and training

 

Communication time for the Intervention Lead and ELSA / Merlin staff

 

Planning time for the Merlin lead

 

Funding for Merlin activities

 

 

All parents have regular contact with their child’s teacher / other relevant staff Attendance at My Child meetings it 100%

 

Email / telephone communication records between school and home

Teachers use a range of measures to communicate with parents regularly including: informal / formal meetings; class emails or phone calls

 

Teacher time / release cover

 

Admin time

 

Key Area Three – Costings
Desired Outcome Planned Spend Actual Spend Comments
All pupils have access to educational experiences to enhance their learning £6,800
Pupil Premium eligible pupils’ attendance is improving individually and as a cohort £20,934
All pupils’ emotional needs are supported

 

£47,887
All parents have regular contact with their child’s teacher / other relevant staff £1,225

 

 

Total Spending
Target Area Planned Spend Actual Spend Comments
1.       Quality First Teaching £7,333
2.      Targeted Support £32,141
3.      Wider Strategies £76,846
Total Spend £116,320

 

Monitoring and Evaluation

All actions and outcomes are monitored, evaluated and reviewed by the Head Teacher and Deputy Head Teacher in conjunction with members of the Senior Leadership Team and other staff members as appropriate.

 

 

Review

This strategy is reviewed annually at the beginning of each academic year and updated as appropriate throughout each year.

 

 

 

Abbreviations which may be used in this document

 

HT Head Teacher
DHT Deputy Head Teacher
SENCO Special Educational Needs Co-ordinator
AfA Achievement for All
ELSA Emotional Literacy Support Assistant
PDM Professional Development Meeting
CPD Continued Professional Development
AGAT Able, Gifted and Talented

 

Marlborough St Mary’s CE Primary School – Pupil Premium Strategy Statement 2019-2020

What is Pupil Premium Funding?

Pupil Premium funding is provided to schools and is additional to the main school funding.  The funding is allocated according to the number of pupils on-roll who are:

  • Currently Eligible for free school meals (FSM) other than the Universal Free School Meals for EYFS and KS1.
  • Have been eligible for free school meals (other than Universal FSM) within the past 6 years.
  • A child from a family where one or both of their parents is a serving member of the Armed Services.
  • A “looked after” pupil or previously “looked after” pupil (in care) for 6 months or more.

 

In addition – the amount of funding allocated to support these pupils varies between the categories:

  • Pupils in receipt of Free School Meals now or within the last 6 years £1,320 per child
  • Pupils who are from Service Families             £ 300 per child
  • ‘Looked after’ pupils (LAC) / special guardianship £1,900 per child

 

Summary Information – allocated funding for 2019-2020

 

The current funding cycle has allocated Pupil Premium funding for 96 pupils which is 25.6% of the school roll.

The funding runs from April 2019 to April 2020 and uses information submitted in the January 2019 census.

 

  Number of Pupils Funding
Current FSM + FSM Ever 6 79 104,280
Service Pupils 13 3,900
Looked After / Previously Looked After Pupils 4 9,200
Total Pupil Premium Grant 96 pupils £117,380

 

Current Attainment – End of 2018-2019 Academic Year

 

Pupils Eligible for Pupil Premium – End of KS1 (10) Pupils not eligible for Pupil Premium End of KS1 (45) Pupils Eligible for Pupil Premium – End of KS2 (21)

(including a significant number of SEND pupils)

Pupils not eligible for Pupil Premium End of KS2 (33)
Percentage of pupils achieving the expected standard or greater depth in reading, writing and maths (all three areas combined) 50% 60%

 

 

29% 64%
Percentage of pupils achieving the expected standard or greater depth in reading 60%

 

 

71%

 

 

38% 85%
Percentage of pupils achieving the expected standard or greater depth in writing 50% 60% 62% 85%
Percentage of pupils achieving the expected standard or greater depth in maths 60% 64% 43% 70%

 

Identified barriers to educational achievement

Marlborough St Mary’s CE Primary School has identified the following as potential barriers to achievement experienced by some of the pupils currently in receipt of Pupil Premium Funding:

  • Access to language / understanding and application of phonics skills and reading skills.
  • Access to extra-curricular activities – educational experiences such as day trips, residential trips and music lessons.
  • Parental engagement with school – especially regarding attendance at My Child Parent Meetings; curriculum workshops; support to complete homework.
  • The number of pupils who are in receipt of Pupil Premium funding who are also on the SEND register for cognition and learning.
  • Pupils with specific social and emotional needs which affect their learning.
  • Irregular attendance.

Desired Outcomes

  • Higher rates of progress across all phases for all Pupil Premium pupils.
  • Higher rates of progress and greater attainment across all phases for all Pupil Premium pupils.
  • Higher rates of engagement with extra-curricular activities – including residential trips.

Success criteria

  • Pupils eligible for Pupil Premium, who do not have an additional educational need, make good to outstanding progress in all curriculum areas. This will be measured both through the end of Key Stage assessments and the school tracking system and monitored through pupil progress meetings.
  • Progress and attainment increase so that they become in line with non-pupil premium pupils across all year groups.
  • Extra-curricular activities registers show a representative proportion of Pupil Premium pupils.

See below for a Review of the Academic Year 2019-20

Review of Actions from the Previous Academic Year: 2019-2020

Due to national school closures from March 2020 many of the impact measures cannot be quantified through assessment data this year.

Where possible, the impact has been quantified with comments outlining those actions that have taken place.

Area 1:  Quality Teaching
Area of expenditure Intended Impact Actions Impact and Comments
Additional support for focussed small group interventions

(teacher and teaching assistant led groups)

 

Ø Improved learning outcomes in reading, writing, and maths – at least 80% of PP non-SEN pupils meeting the end of year age-related objectives / making accelerated progress and closing the gap with their peers with a minimum of 50% of PP pupils with SEN making at least good progress

Ø Pupils keep up with their peers rather than have to catch up – evidenced through the attainment and progress

Ø Improved self-confidence / self-esteem for the pupils – evidenced through pupil voice

Ø Regular communication between staff leading the intervention group and class teachers – individual pupils’ needs, teaching materials, learning to consolidate, sharing of resources, discussion of progress and attainment

Ø Review of programmes / resources used to ensure maximum impact

Ø Close monitoring of tracking documents – interventions closely linked to need

Ø Assessments of additional support taking place during the year have shown positive impact for all pupils

Ø Interventions have been adapted to ensure pupils were supported to overcome specific objectives which were barriers to their progress

Ø Resources have been purchased to support pupils

 

 

Costs:

Staff £17,076

Resources  £300

Lead:

DHT / SENCO

TA support for 1:1 / 1:2 focussed daily interventions

 

 

Ø At least 80% of targeted pupils make accelerated progress on the objectives covered by their daily interventions and make at least good progress over the year

Ø Pupils keep up with their peers rather than have to catch up – evidenced through the attainment and progress

Ø Improved self-confidence / self-esteem for the pupils – evidenced through pupil voice

Ø 1:1 / 1:2 interventions planned to cater for individual needs (eg: spelling, handwriting, reading, number work etc…)

Ø Intervention learning tasks tailored to meet the individual needs of pupils – overcoming a barrier to their understanding and progress – linked closely to evidence from the tracker (entry and exit data)

Ø Regular analysis and pupil progress meetings held for class teachers, assessment lead and SENCO to identify target pupils and their key barriers to learning

Ø Regular communication between TA and teachers to discuss progress

Ø Termly reviews of objectives covered

Ø Acquisition of appropriate targeted intervention resources to support in the delivery of these sessions.

Ø 1:1 interventions have taken place in all year groups with the focus tailored to the needs of the pupils

Ø Monitoring of 1:1 bespoke maths interventions identified that pupils were making between 4 and 12 months progress in a 6 week period with some pupils making more than 12 months progress

Ø Regular analysis of data and books as well as pupil progress meetings; SENCO surgeries and year group meetings has resulted in accurate identification of key barriers to learning allowing precise targeting of interventions to take place

 

 

Costs:

Staff £13,672

Resources – £500

 

 

Lead:

DHT / SENCO

 

TA support for 1:1 Reading / Small group phonics

 

Ø 1:1 reading sessions to take place daily for target pupils with at least 80% making good or accelerated progress over the year

Ø Improved rate of progress for target pupils – with at least 80% of PP non-SEN pupils closing the gap with their peers / meeting the end of year age-related objectives

Ø Increased number of pupils pass the phonics screening check – percentage to be in line with national averages.

Ø 1:1 Reading daily for focus pupils

Ø Regular communication between TA and teachers / DH regarding progress / understanding and key areas for development

Ø Monitoring of progress for targeted pupils – analysis of specific individual barriers to learning

Ø Regular phonics and 1:1 reading interventions took place and pupils involved made good to outstanding progress

Ø No end of year data available due to Covid-19.  Phonics will be assessed, in accordance with government requirements, in the second part of the Autumn Term 2020

 

Costs:

Staff – £13,672

Resources – £500

 

Lead:

DHT / SENCO

Achievement for All Training / CPD Opportunities to support Quality First Teaching including additional training opportunities

 

 

Ø Quality First Teaching is supported for all pupils with new initiatives being introduced by staff and cascaded throughout the school resulting in an increase in all year groups of the numbers of pupils who achieve the age related expectations by the end of the year / experience accelerated progress

Ø Differentiation strategies matched to pupils’ learning styles in all lessons

Ø Support strategies matched to pupils’ specific requirements in all lessons

Ø Pupils demonstrate a growth mindset and increased resilience

Ø Parental engagement increased through the use of structured conversations – 100% attendance at parent meetings

Ø AfA coach to conduct whole school training activities for teachers on agreed target areas building on work from previous academic years – specific focus on further developing self-esteem, growth mindset and resilience

Ø CPD / Courses for Mastery / Outstanding Teachers – staff identified and complete the courses

Ø Further training to be provided to increase confidence in supporting phonics interventions

Ø Training for new staff for RWI

 

Ø Whole school training was conducted by the AfA coach – further training has been moved on to the next academic year.

Ø 102 external courses /network meetings have been attended by staff with a further 55 courses undertaken by staff online during the school closure period

Ø New staff have attended RWI training and the Phonics leader has led regular in-house training for teachers and teaching assistants involved in working with phonics groups / leading phonics interventions

Ø Attendance at parent meetings increased on previous years, however, the final round of My Child Meetings did not take place due to school closures

Costs:

Staff – £1750

AfA Training   – £2500

Resources – £500

Lead:

HT / DHT / SENCO / AfA Coach

Total budgeted cost: £50,470

43% of the total budget

Area 2 – Curriculum Access
Area of expenditure Intended Impact Actions Impact and Comments
Educational experiences including support for access to extra-curricular activities

 

Ø Improved engagement with learning through inclusion in key activities – 100% pupil premium pupils participate in school trips and residential experiences

Ø Increased number of pupil premium pupils participating in clubs – at least 60% of pupil premium pupils participate in clubs for which they are eligible (some clubs are age limited)

Ø All pupil premium pupils offered an external course opportunity participate

Ø Residential and day trips subsidised for those pupils in need of support to enable access

Ø Extra-curricular activities subsidised for those pupil in need of support to enable access

Ø Record kept of participation in extra-curricular activities – all clubs

Ø  Where residential and day trips took place they were subsidised for those pupils who needed support to enable access

Ø  Participation registers were kept for all clubs –this year 60% of pupil premium participated in a club for which they were eligible

Ø  This strategy will continue next year

Costs:

Subsidies for residentials – £1000

Subsidies for day trips – £650

Subsidies for clubs – £250

Subsidies for other activities – £550

Lead: HT / DHT
TA support for identified pupils

 

Ø All targeted pupils are able to access the curriculum with support

Ø At least 80% of targeted pupils make accelerated progress in all curriculum areas

Ø Timetable adaptations for specific pupils

Ø Monitor progress, attainment and achievement

Ø Specific resources purchased to where appropriate to enable pupils to fully participate

Ø  TA support was provided for all pupils who were in need of support

Ø  Additional resources were purchased to support children and enable them to fully participate

Ø  This strategy will continue next year

Costs:

Staff   £23,338

Resources £300

Lead:  DHT / SENCO
Encouraging engagement through Forest Schools / Sport / Creative and Expressive Arts Ø Target pupils increasingly more engaged with school and learning opportunities

Ø Pupils show, where relevant, greater levels of attendance and/or improved behaviour

Ø Pupils show greater rates of progress and higher levels of achievement and attainment making at least expected progress for the year

Ø Resources purchased and areas further developed allowing a wide range of Forest Schools style activities to take place

Ø Physical interventions embedded and extended; linked to the Sport Premium and 30/30 initiative

Ø Participation tracked

Ø Monitor progress, attainment and achievement of target pupils

Ø  10% of the Young Voices choir were pupils eligible for Pupil Premium funding

Ø  Physical interventions were increased in capacity to enable a greater number of pupils to benefit; additional resources were purchased in order to meet specific need

 

Costs:

Staff  £6,912

Resources  £1,500

Lead:

DHT / PE Lead / SENCO / Forest Schools lead

Total budgeted cost: £34,500

29.4% of the total budget

 

Area 3 – Health and Wellbeing
Area of expenditure Intended Impact Actions Impact and Comments
Provision of a Breakfast Merlin Club

 

Ø Attendance improvements for target pupils

Ø Pupils start school calmly

Ø Pupils access a range of supported activities

Ø Engagement in learning greater – resulting in an acceleration of their progress

Ø Target pupils to be invited to the small Breakfast Merlin club daily (approx 10 pupils)

Ø Staff to provide appropriate healthy breakfast

Ø Staff to provide appropriate activities to support the pupils in having a calm start to the day

Ø Attendance to be monitored to identify impact

Ø Attainment and progress to monitored to identify impact on learning

Ø  Merlin Breakfast Club was not required this year – funding was redirected to other areas

 

 

Costs:

Staff   £2,640

Resources   £350

 

Lead:   DHT / SENCO
Provision of a Merlin Club

 

 

 

Ø Pupils access a range of supported activities they may otherwise not experience

Ø Pupils attending Merlin demonstrate more settled / confident behaviour within the school environment

Ø Pupils attending Merlin demonstrate more social skills and deal with other pupils more appropriately

Ø Attendance improvements for target pupils

Ø Progress and attainment rates increase for target pupils with at least 80% of the pupils making good progress

Ø Targeted pupils to be invited to attend two afternoon sessions of Merlin each week

Ø Staff to provide appropriate activities to enable them to develop self-confidence; social skills; life skills

Ø Attendance to be monitored to identify impact

Ø Attainment and progress to be monitored to identify impact

Ø  Merlin was expanded to allow a greater number of pupils to benefit – all pupils attending Merlin sessions demonstrated increased confidence – 50% of those with an opportunity to attend Merlin were eligible for pupil premium funding

Ø  For those pupil premium eligible pupils attending Merlin – attendance improved for 50% of them by an average of 3.51%

 

Costs:

Staff   £11,038

Resources   £1,750

 

Lead:   DHT / SENCO / Nurture Lead

 

ELSA provision for focus pupils Ø Improved progress, attainment and achievement for participating pupils

Ø Pupils in receipt of ELSA support demonstrate more settled / confident behaviour within the school environment

Ø Funding for supervision support for the additional trained adults leading ELSA support within school

Ø Timetable ELSA sessions for focus pupils / meetings for key staff with parents of focus pupils involved in ELSA

Ø Monitor progress, attainment and achievement of participating pupils

Ø  Funding for ELSA training and supervision support was provided – update training was undertaken by ELSA staff when training was made available

Ø  ELSA sessions were undertaken for focus pupils when needed

Ø  ELSA provision was slightly reduced this year due to unforeseeable circumstances

 

Costs:

Staff   £3,112

Training   £1,000

Resources    £350

Lead:

DHT / SENCO

Pastoral support

 

Ø Pupils in receipt of direct, focused 1:1 pastoral support settle more quickly into class in the mornings and have fewer incidents at break times / lunch times

Ø Parents are more engaged with school – working in partnership

Ø 1:1 “Meet and Greet” established for focus pupils

Ø Break and lunch time strategies / timetables introduced and staffed

Ø Small supported play groups established in order to aid development of social skills

Ø Pastoral team to offer support to parents in accessing financial support; welfare advice etc… including liaison with the church for the provision of help in the home / food packages

Ø Where 1:1 “Meet and Greet” was appropriate it was implemented

Ø Small supported play groups were developed and pupils involved made calm, positive starts to the next session back in the classroom

Ø The Pastoral Team offered significant support to all parents – including during the school closure time

 

Costs:

Staff   £11,920

Resources  £250

Lead: DHT / SENCO / Pastoral Officer / Family Liaison Officer
Total budgeted cost:  £32,410

27.6% of the total budget

Total budgeted expenditure:  £117,380

 

Monitoring and Evaluation

All actions and outcomes are monitored, evaluated and reviewed by the Head Teacher and Deputy Head Teacher in conjunction with members of the Senior Leadership Team and other staff members as appropriate.

 

Review

This strategy is reviewed annually at the beginning of each academic year and updated as appropriate throughout each year.

 

Abbreviations used in this document

 

HT Head Teacher
DHT Deputy Head Teacher
SENCO Special Educational Needs Co-ordinator
AfA Achievement for All
ELSA Emotional Literacy Support Assistant