Pupil Premium Strategy 2021 - 2022
Pupil Premium 2020 - 21
School overview
|
|
|
|
School name |
Broad Town CE Primary School |
|
Pupils in school |
71 |
|
Proportion of disadvantaged pupils |
10 children |
|
Pupil premium allocation this academic year |
£11,345 |
|
Academic year or years covered by statement |
2020 - 21 |
|
Publish date |
July 2020 |
|
Review date |
July 2021 |
|
Pupil premium lead |
Bridget Long |
|
Governor lead |
Lorraine Billis |
Strategy aims for disadvantaged pupils
|
Measure |
Activity |
|
Priority 1 |
To improve the provision, attainment and progress in maths for pupil premium children |
|
Priority 2 |
To identify and address gaps in learning |
|
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
|
|
Projected spending |
£11,345 |
Targeted academic support for current academic year
|
Measure |
Activity |
|
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 |
|
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 |
|
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
|
Area |
Challenge |
Mitigating action |
|
|
Teaching |
Ensuring children catch up and build on previous learning, which can be challenging when attendance is erratic.
|
In class support timetabled to help children who have missed previous learning.
Involvement of Traveller Support |
|
|
Targeted support |
Children missing timetabled targeted teaching because of poor attendance |
Areas of focus identified and interventions put in place to support progress. |
|
|
Wider strategies |
Engaging parents |
Positive and continual communication to engage parents. Parent workshops and meetings Access to Wiltshire Family Learning
|
|
|
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. |
|
Review: last year’s aims and outcomes
|
Aim |
Outcome |
|
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. |
|
Improvement in concentration, attention and managing behaviour and emotions |
Children more settled and ready to learn with improved behaviour. |
|
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