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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

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

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).

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