Pupil Premium 2020 - 21
School overview
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School name |
Broad Town CE Primary School |
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Pupils in school |
71 |
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Proportion of disadvantaged pupils |
10 children |
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Pupil premium allocation this academic year |
£11,345 |
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Academic year or years covered by statement |
2020 - 21 |
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Publish date |
July 2020 |
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Review date |
July 2021 |
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Pupil premium lead |
Bridget Long |
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Governor lead |
Lorraine Billis |
Strategy aims for disadvantaged pupils
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Measure |
Activity |
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Priority 1 |
To improve the provision, attainment and progress in maths for pupil premium children |
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Priority 2 |
To identify and address gaps in learning |
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Barriers to learning these priorities address |
The barriers to learning are different for different pupil premium children. Some are listed below: Gaps in learning Poor attendance Limited support from home for some children Low self-esteem and lack of confidence in their learning ability Poor social, emotional and physical skills
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Projected spending |
£11,345 |
Targeted academic support for current academic year
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Measure |
Activity |
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Priority 1 |
Staff training Back on Track, Maths Prioritised Curriculum Back on Track maths intervention Pre-teaching of maths sessions 1:1 or small group Reinforcement teaching 1:1 or small group ’99 club’ 1:1 or small group session In class support for maths |
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Priority 2 |
Staff training - English Prioritised Curriculum and English, Reconnection to recovery ad Resilience, supporting the recovery-planning for disadvantaged learners and mental wellbeing training Switch onto Reading and Writing Intervention Emotional/social support – 1:1 or small group sessions 1:1 TA and teacher zoom sessions during lockdown 1:1 emotional support for children and parents during lockdown and the return to school Wiltshire Talks training and implementation |
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Barriers to learning these priorities address |
Improving attendance Improving confidence and self-belief Reducing gaps in learning More positive attitude towards school for parents and children Improved knowledge of number and multiplication facts Increased mathematical knowledge and skills. Improved attainment and progress in maths and English. More socially integrated and positive relationships with staff and pupils |
Monitoring and Implementation
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Area |
Challenge |
Mitigating action |
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Teaching |
Ensuring children catch up and build on previous learning, which can be challenging when attendance is erratic.
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In class support timetabled to help children who have missed previous learning.
Involvement of Traveller Support |
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Targeted support |
Children missing timetabled targeted teaching because of poor attendance |
Areas of focus identified and interventions put in place to support progress. |
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Wider strategies |
Engaging parents |
Positive and continual communication to engage parents. Parent workshops and meetings Access to Wiltshire Family Learning
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Other |
Improve attendance of disadvantaged pupils to LA average (98.5%). |
Information about the importance of good attendance in newsletters. Close monitoring of attendance and follow up action where required e.g. discussions with parents, letters to parents and meetings with parents. |
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Review: last year’s aims and outcomes
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Aim |
Outcome |
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Improvement in phonics to support reading, writing and spelling |
The majority of pupil premium children identified to receive this support made expected or above progress with their phonics, spelling and reading. |
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Improvement in concentration, attention and managing behaviour and emotions |
Children more settled and ready to learn with improved behaviour. |
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To improve social skills of identified children |
Targeted children have been provided with strategies to support them with their interactions with others. . |
Disadvantaged pupil progress scores for last academic year
This year there were no national progress scores because of Covid-19 lockdown
Pupil Premium 2019 - 2020
This academic year we received £9,500 Pupil Premium
| Objectives | Amount |
| Small group daily phonics sessions to improve spelling and reading | £1000 |
| Additional Reading time for identified PP children to develop decoding and reading comprehension skills | £500 |
| 1:1 time to work on IEP targets | £800 |
| In class literacy and numeracy support to enable children to access the curriculum or to receive support or extension | £1000 |
| Pre-teaching and reinforcement teaching with TA | £1000 |
| To provide opportunities to learn social skills, communication skills, increase confidence, self esteem and improve behaviour e.g. circle of friends, gardening, lego social skills groups | £600 |
| Additional handwriting sessions to improve letter formation, joins and to increase speed | £500 |
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RELAX Kids Programme Brain/Body/Mind and Relax activities Helps increase concentration, focus and attention Helps children identify and manage emotions Builds strategies to manage stress and anxiety Equips children with behaviour management strategies Improves listening, social and communication skills Improves positive thinking, confidence and self-esteem |
£600 |
| Emotional and social additional support for PP children | £1000 |
| ‘Switch onto reading and Writing’ programme. 1:1, three times a week for 12 weeks plus assessment time at the beginning and end for selected PP children throughout the year | £1000 |
| To raise mathematical attainment for the pupil premium pupils through Back on Track maths sessions | £1000 |
| To provide physical development support programmes for identified children | £500 |
| Total | £9,500 |
Main Barriers to Learning for Pupil Premium Children
The barriers to learning are different for the different pupil premium children. Some are listed below:
Attendance
Limited support from home
Low self esteem and lack of confidence in their learning ability
Readiness to learn and learning behaviours
Financial barriers to access a range of additional educational experiences to broaden their horizons
Poor social, emotional and physical skills
Some of our Pupil Premium children are achieving well academically and benefit from extension.
Pupil Premium Funding 2018 - 2019
Pupil Premium Review Schedule
The impact of pupil premium is regularly reviewed in the following ways:
· At progress meetings through assessment and tracking results (November, March and June)
· Through intervention impact reviews (November, March and June) and sometimes termly depending on the intervention
· Lesson observations carried out by the Headteacher, subject leaders and the SENCO
· Book Sampling – at staff meetings, on TT days and carried out by the Headteacher and subject leaders
· Pupil Voice through discussions with pupils and Y6 teacher mentoring scheme.
· At Full Body Governor meetings (December, February and June)
Impact of Pupil Premium 2018 - 2019
As a result of daily small group phonics / spelling sessions, Targeted SPAG sessions and individualised Y6 homework:
- 100% of children achieved the expected standard in the Year 1 Statutory phonics screening with all children achieved 36 or above out 40.
- 82% (9 out 11) achieved the expected standard in the Y6 Spelling, Punctuation and Grammar SAT. 73% (8/11) children achieved a standardised score of 110 or above.
- More inclusion during playtimes and PE sessions of children with SEN.
- Opportunities to develop confidence and self esteem.
- Additional support with handwriting has enabled children to present their work neatly and legibly. This is evident in book sampling and through the number of children achieving their pen license
- Draw and Talk therapy and counselling has provided opportunities for children to talk and understand their feelings linked to family situations and changes in their lives.
- Switch on to Reading and Writing intervention programmes supported borderline children in achieving the expected standard in their Y6 SATs and children in making progress in other year groups.
- Physical and speech programmes have resulted in some children making good progress and no longer requiring these interventions.
- Additional support during assessments gave children more confidence and self-belief to try and achieve their best.
- Additional support for reading and writing skills in small groups enabled the children to have pre-teaching and reinforcement sessions. This resulted in the chidlren making more progres and improved confidence and self esteem..
- Social skills groups enabled staff to model behaviours and support children with dealing with diferent situations. They also give children an opportunity to discuss any worries or concerns and positive strategies to help them overcome challenges. .
Reviewing the Impact of Pupil Premium
The impact of pupil premium is regularly reviewed in the following ways:
· At progress meetings through assessment and tracking results (November, March and June)
· Through intervention impact reviews (November, March and June) and sometimes termly depending on the intervention
· Lesson observations carried out by the Headteacher, subject leaders and the SENCO
· Book Sampling – at staff meetings, on TT days and carried out by the Headteacher and subject leaders
· Pupil Voice through discussions with pupils and Y6 teacher mentoring scheme.
· At Full Body Governor meetings (December, February and June)
The yearly review of the impact of the Pupil Premium happens in the autumn term. It is also formally reviewed during the year in progress meetings with the headteacher (3 times a year).