Detail

Data

Number of pupils in school

420 + 60 Nursery

Proportion (%) of pupil premium eligible pupils

15.4%

Academic year/years that our current pupil premium strategy plan covers

2023-24

Date this statement was published

13/09/2023

Date on which it will be reviewed

13/09/2024

Statement authorised by

Chris Evans (Headteacher)

Pupil premium lead

Susanna Odysseas (DHT)

Governor / Trustee lead

To be appointed at next GB meeting on Oct 11th 23

as previous governor responsible for pupil premium has 

ended his term.

Detail

Amount

Pupil premium funding allocation this academic year

£109125

Recovery premium funding allocation this academic year

£5000

Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

£114125

• Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support all disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.
• We will consider the challenges faced by our more vulnerable pupils. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they generate pupil premium funding.
• High-quality, differentiated teaching is at the heart of our approach, with each child supported in taking their next step when they are ready to do so. Those pupils who require more support to succeed in this will receive it, irrespective of background or social disadvantage. The intended outcomes detailed below, set out to ensure that all pupils’ achievements will be sustained and improved irrespective of social background.
• Our approach will be responsive to common challenges and individual needs. To make it effective we will:
• ensure all pupils are appropriately challenged in the work that they’re set
• act early to intervene at the point need is identified
• adopt a whole school approach in which all staff take responsibility for all pupils’ outcomes – regardless of background or social disadvantage and raise expectations of what they can achieve
• All children regardless of their needs have access to outstanding quality teaching and learning tailored to their needs.
• Pupil Premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. The grant is aimed at accelerating progress by moving children to at least age related expectations.
• In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
• We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.  We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
• Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.
• We identify that not all disadvantaged pupils are lower ability and more able disadvantaged children are eligible for support should their progress drop below expected.

Challenge number

Detail of challenge

1

Low income families means less support and fewer opportunities for learning outside school. Less access to devices to support homework and other learning. Less support with reading at home and reduced access to reading materials.

2

Whilst KS2 Assessment data for 22-23 showed all disadvantaged pupils reach at least expected standard in maths, reading, GPS and writing, not as many reached greater depth level. The biggest gap was in writing where on 15% achieved the higher level compared to 39% of overall cohort

3

Complex family needs which have a negative effect on the emotional needs and well-being of the pupils. Disadvantaged pupils are more likely to require access to pastoral support or other outside agencies.

4

Low income for some families means reduced opportunities for additional activities outside of school such as holidays and trips.

5

Attendance for disadvantaged pupils approximately 2% worse than non-dis-advantaged pupils. Absence has a negative impact on pupil’s progress

Intended outcome

Success criteria

For all pupils to leave at end of key stage 2 having achieved at least expected progress.

All pupils make expected progress based on the schools own internal assessments from year 2 (no national assessment data available).

To maintain current high levels of pupil attainment for all pupils.

Pupils attainment at all key stages above national average and in line or better than previous years’ results.

For more pupils, including disadvantaged, to reach greater depth level in writing at end of key stage 2. 100% of disadvantaged pupils reached expected standar in all subjects at end of KS2. 46% of disadvantaged pupils reached greater depth level in GPS, reading and maths but on 15% achieved greater depth in writing.

Higher percentage of KS2 pupils achieving greater depth level in writing.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Provision of ).4 FTE staff member to focus on KS1 phonics

Dedicated staff member working one to one with pupils to ensure secure phonic knowledge. Targeted regular practice proven to be most effective.

1, 2, 5

Provision of 1 FTE teacher (50% of their time used to interventions and small group work) plus 25% of AHT’s time to provide interventions and small group work

Additional staff provide support for targeted pupils with booster and intervention groups across KS1 and KS2.

Pupil outcomes about national average at both KS1 and KS2 with 100% of disadvantaged pupils achieved expected level in all subjects at end of KS2 2022-23

1

Activity

Evidence that supports this approach

Challenge number(s) addressed

Small group tutoring

School has been able to provide small groups tutoring across several year groups to narrow the gap between pupils falling behind and their peers.

100% of disadvantaged pupils achieved expected level in all subjects at end of KS2 2022-23

1

Activity

Evidence that supports this approach

Challenge number(s) addressed

Continued deployment of school pastoral support lead

Pastoral lead has worked closely with pupils to provide emotional support and strategies for several pupils to manage school day better.

She has worked with families to help improve pupil attendance

1, 3, 5

School to continue to fund all after school clubs so that they are free for all pupils.

No stigma from pupils or parents who may not be able to afford after school clubs if there was a charge.

High take up of extra curricular clubs allowing extra opportunities for all pupils regardless of background.

1, 3, 4, 5

National assessments in 2023 (and also in 2022 previously) show that our disadvantaged and non-disadvantaged pupils achieve highly.

Disadvantage pupils made up 21% of our 2022-23 Year cohort and 100% of these pupils achieved at least expected status in reading, maths and writing combined.

This compares to a national average of 59% for all pupils. The national average includes non-disadvantaged and disadvantaged pupils together.

Our strategies for inclusion and academic achievement are working.

Our pupils’ achievements come in the context of a school that delivers a broad and balanced curriculum and takes the welfare, happiness and success of its pupils most seriously. While our Year 6 pupils get very excited about learning together and doing their best in their SATs, they are not overfed a restricted diet of just reading, writing and maths.

Like all schools, the majority of our expenditure, including Pupil Premium funding, is on staff salaries. Significant strategic changes in expenditure happen over a period of time as a settled, confident staff is essential to our school’s success. Year on year our pupil premium expenditure is fairly consistent – the key themes are focussed intervention groups, specialist support, subsidised enrichment activities and high levels of pastoral care for the most vulnerable. Consistency is a key contributor to our success.

As well as additional teachers, the employment of a school pastoral lead has improved school attendance for those pupils, whether from disadvantaged backgrounds or not, suffering from anxiety or from other issues that may have prevented them from attending school and this has a positive effect on pupil outcomes.