Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview Detail School name Number of pupils in school Proportion (%) of pupil premium eligible pupils Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) Date this statement was published Date on which it will be reviewed Statement authorised by Pupil premium lead Governor / Trustee lead
Data Sherborne Primary School 320 Pupils 30% 2021-22 2 years September 2021 July 2022 Ian Bartle (Headteacher) Phillip Sales (Deputy Head) Bethan West
Funding overview Detail
Amount
Pupil premium funding allocation this academic year
£108,437.92 (Estimated this includes Service and PP plus payments)
Recovery premium funding allocation this academic year
£ TBC from SAST
Pupil premium funding carried forward from previous years (enter £0 if not applicable)
£17,325.24
Total budget for this academic year
£125,763.16
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year
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Part A: Pupil premium strategy plan Statement of intent When making decisions about using Pupil Premium funding it is important to consider the context of the school and the subsequent challenges faced. This alongside research conducted by the EEF. Common barriers to learning for disadvantaged children can be: less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”. We will ensure that all teaching staff are involved in the analysis of data and identification of pupils, so that they are fully aware of strengths and weaknesses across the school. Principles • We ensure that teaching and learning opportunities meet the needs of all the pupils • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed • 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. • Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time. Demography and School Context Sherborne Primary School is a community school located in the North of Dorset. Our school sits on the 5th most deprived area in Dorset. We have 11 classes in school with 2 reception class and 3 classes in Years 1/2, 3 in Years 3/4 and 3 in Years 5/6.
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Our area of Sherborne northeast of the town is among the 30 percent most deprived neighbourhoods nationally. (This was also confirmed by our IDSR / Ofsted who stated that SPS is within the lowest 20% for deprivation) Ultimate Objectives • To narrow the attainment gap between disadvantaged and non-disadvantaged pupils nationally and also within internal school data. • For all disadvantaged pupils in school to exceed nationally expected progress rates in order to reach Age Related Expectation at the end of Year 6 and thus achieve GCSE’s in English and Maths. Achieving These Objectives The range of provision the Governors consider making for this group include and would not be limited to: • Reducing class sizes thus improving opportunities for effective teaching and accelerating progress • To allocate a ‘Catch Up’ Teacher to each Year Group - providing small group work with an experienced teacher/HLTA focussed on overcoming gaps in learning • 1-1 support including specific tutoring programmes
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• Additional teaching and learning opportunities provided through trained TAs or external agencies • All our work through the pupil premium will be aimed at accelerating progress, moving children to at least age-related expectations. • Pupil premium resources are to be used to target able children on Free School Meals to achieve Age Related Expectations- for example Forest School provision • Transition from primary to secondary and transition internally and into EYFS. • Additional learning support. • Financially subsidising all activities, educational visits and residentials. Ensuring children have first-hand experiences to use in their learning in the classroom. • Support the funding of specialist learning software- for example laptops • Behaviour and nurture support during lunchtimes by providing activities to engage and promote school values and thus enhance learning. This list is not exhaustive and will change according to the needs and support our socially disadvantaged pupils require.
Challenges This details the key challenges to achievement that we have identified among our disadvantaged pupils. Challenge number
Detail of challenge
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Continued lower attainment due to 2 covid lockdowns 50% of disadvantaged pupils below the expected standard in writing 38% of disadvantaged pupils below the expected standard in maths Chaotic family lives and social services involvement- Safeguarding Low attainment on entry to the Early Years Foundation Stage in all areas Weak Language and Communication skills meaning extra phonic and reading support is needed. Emotional needs of children- worry and anxiety and therefore being ready for school.
2 3 4 5
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Intended outcomes This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved. Intended outcome
Success criteria
1- Closing the attainment gap
Disadvantaged pupils attainment in all areas continues to improve in line with averages and the gap between these pupils and non PP continues to close
2- Safeguarding
For children with safeguarding involvement to have the same opportunities and outcomes as all other children in the school.
3- Children in EYFS
For children in EYFS to catch up from their low baseline on entry to reception
4- Language and Communication
For children across the school to develop better, language, reading and phonic skills and therefore have better attainment in phonics, reading and writing
5- Emotional Needs of children
For children’s emotional needs and poor home lives to not affect their learning and outcomes in school.
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Activity in this academic year This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention) Budgeted cost: £68,000 Activity
Catch Up Teaching To improve attainment in Maths and Writing across the school using catch up teaching KS1 Catch up teacher (£21,000) Year 3/4 Catch up teacher (£9000) Year 5/6 Catch up teacher (£16500) EYFS Provision Smaller classes in EYFS to support children in the first year of their school lives. Extra EYFS teacher £10,000 Phonics and Reading To continue to support the development of language, phonic and reading skills AR and MyOn £3,000
Evidence that supports this approach
Having used this approach last year to support children after two covid lock downs in the past two years, we have already seen the impact of this with the gap in attainment to previous years levels beginning to narrow.
Challenge number(s) addressed 1
Due to the success of this approach, we are keen to replicate this as a school this year, meaning each year team has 4 teachers per team. This therefore means that groups for English and Maths are a lot smaller and we are able to specifically target many of our disadvantaged children in smaller groups and with specific learning programmes. On entry, a high proportion of our reception children are working within the low 30/50 or 22/36 months in all areas of the curriculum.
3 and 4
Due to and poor socio-economic and disadvantaged upbringing, children are unlikely to have the breadth of vocabulary, knowledge and skills required that ‘typical’ Reception children have. In KS1 and KS2, children are unlikely to use talk to connect ideas and explain what is happening coherently. As a school continue to implement and review RWI phonics scheme across the school, with a particular phonics on EYFS children. We are also continuing to work with South West English Hub to continually review and support provision for PP children As a school we have continued to raise attainment with our accelerated reader scheme to continue its huge success across the school with a focus on supporting PP children at home
3 and 5
This year, we are training 5 staff to start using the Trauma informed schools. The aim is to be able to support our most needy children in the school with relevant strategies that will help them achieve more emotionally and academically.
1,2, and 5
RWI £1000 Trauma Informed Schools To create a whole school approach including training of staff to support children with emotional needs.
As the EEF states that supporting social and emotional learning can add gains of +4 months over the course of a year.
TIS Training £7500
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Targeted academic support (for example, tutoring, one-to-one support structured interventions) Budgeted cost: £18,600 Activity
Speech and Language Intervention To screen all children on entry and bespoke programmes are put in place. S&L Teacher £11,000
Doodle Maths After carefully analysing our maths curriculum last year, we have realised that many of our children and in particular disadvantaged children struggle to retain basic maths concepts Doodle Maths £3,000
Third Space Learning Maths Tuition 15 disadvantaged pupils who are below ARE now have access to 1:1 tuition once a week via third space learning. £ 2,400
Computing programmes to support reading and spelling Clicker £900
Evidence that supports this approach
Challenge number(s) addresse d
Weak Language and Communication skills. Most children are working in the 22-36 month age band and are unlikely to have the breadth of vocabulary that reflects their experiences on entry to Reception. In KS1 and KS2, children are unlikely to use talk to connect ideas and explain what is happening coherently Higher than average numbers of children access SALT in Reception and will either require small group support or 1:1 support from the school speech and language therapist Doodle maths is powered by Proxima creates every child a personalised work programme tailored to their strengths and weaknesses. It revises the areas they’re finding challenging and consolidates what they already know, helping to top-up and maintain their learning. At the same time, it makes sure that every child is working in their zone of proximal development (the area between what they can and can’t do without help). By setting work at just the right level of challenge, Proxima enables all children to work independently and experience success, helping to boost their confidence. Boosting pupils’ verbal fluency, reasoning and problem solving skills through one to one conversation. With Third Space Learning, pupils are encouraged to explain their thinking and justify their answers, helping to boost key skills. Pupil’s aren’t just focused on finding the right answer; they’re working with their tutors to explore the maths behind each question, choose the appropriate strategy and verbalise the steps they’re taking to answer it. This has a significant impact on pupils’ verbal fluency, reasoning and problem solving skills.
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Small targeted interventions for reading and spelling using Reading Eggs, Reading Eggspress and Nessy
1 and 4
We have used these programmes in previous years to support our disadvantaged children and they have proved very successful due to their nature.
Nessy £700 Reading Eggs £500 Mathletics £100
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1
1
Wider strategies (for example, related to attendance, behaviour, wellbeing) Budgeted cost: £38,400 Activity
Emotional Coaching Using Motional tool And ELSA trained staff linked to TIS provision ELSA £14,500 Motional £1,000 Parent Support Advisor In School full time parent support advisor
Evidence that supports this approach
Challenge number(s) addressed
An easy-to-use online tool for identifying, assessing, and improving the emotional health and wellbeing of children and young people. It is based on Professor Jaak Panksepp’s research on emotional systems in the brain and extensive research, studies and expertise in executive functional skills. It can record ACE and Protective Factor scores where required and gives staff a whole-brain picture of students' mental health and wellbeing.
2 and 5
We know parents play a crucial role in supporting their children’s learning and levels of parental engagement are consistently associated with better academic outcomes. The EEF states that good parental engagement can make learning gains of +3months over the course of a year.
2, 3 and 5
PSA £17500 As it can be a challenge to involve parent’s in children’s learning our PSA makes sure that excellent relationships are formed with some of our most hard to reach families.
Forest School All PP children to access to forest school sessions over the year with our trained leader Forest School Teacher £3,000
Access to computers at home Providing chrome books and laptops for children to access all aspects of home learning.
Confidence: children had the freedom, time and space to learn and demonstrate independence Social skills: children gained increased awareness of the consequences of their actions on peers through team activities such as sharing tools and participating in play Communication: language development was prompted by the children’s sensory experiences Motivation: the woodland tended to fascinate the children and they developed a keenness to participate and the ability to concentrate over longer periods of time Physical skills: these improvements were characterised by the development of physical stamina and gross and fine motor skills Knowledge and understanding: the children developed an interest in the natural surroundings and respect for the environment
1,4 and 5
EEF research demonstrates that technology can be successfully used to: ● improve the quality of explanations and modelling. ● improve the impact of pupil practice. ● play a role in improving assessment and feedback.
1
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Financial support for clubs, trips and uniform
Based on Maslow’s hierarchy of need these aspects of school life are essential in supporting a child to succeed.
2 and 5
Further support for all disadvantaged families to ensure children have access to everything they need. Trips £1,000 Uniform £200 SCAPA £1200
Total budgeted cost: £125,000 [insert sum of 3 amounts stated above]
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Part B: Review of outcomes in the previous academic year Pupil premium strategy outcomes This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year. Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales. If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?
Externally provided programmes Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England Programme Motional Doodle Maths
Provider Steps along the way limited Doodle Learning
Service pupil premium funding (optional) For schools that receive this funding, you may wish to provide the following information: Measure
Details
How did you spend your service pupil premium allocation last academic year? What was the impact of that spending on service pupil premium eligible pupils?
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Further information (optional) Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.
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