The Impact of our Pupil Premium Provision
In 2021-22 we ended the year with 75 pupils who qualified for Pupil Premium funding. These children included those in receipt of free school meals; children classed as Ever 6; those with forces connections and children who had previously been looked after/special guardianship order.
This year our impact report takes account of Covid restrictions across the academic year and the partial closure in lockdown experienced in the Spring term.
In EYFS pupil premium children (17 children out of a cohort of 76) made positive progress with 53% (compared to 59 for all pupils) on track to achieve what would have been a good level of development (GLD).
Within EYFS we used our pupil premium funding to give an additional adult across our two Reception classes. This gives pupils more adult contact time to scaffold communication and learning during continuous provision activities and model the speaking and listening skills that they need to progress. For Covid catch up there has been a focus on the NELI program and group interventions to target component gaps that staff felt were holding children back from making progress.
As in the rest of the school, this last academic year saw our highest number of absences with Covid which did have a significant impact on learning progress, this was especially high across the second part of the Autumn term and across the whole Spring term.
Across the rest of the school attainment and progress for Children in receipt of Pupil Premium is roughly in line with that of non pupil premium children for Reading, slightly lower for Writing (an area many children have struggled with post lockdown and a focus for intervention) and outperforms non Pupil Premium children for Mathematics. By July 2022 of Year 2, KS1 the Pupil Premium group made 2.87 points progress in maths (all 3.04), 2.39 points in reading (all 2.86) and 2.38 points in writing (all 2.69).
In year 4 they made 3.49 (all 3.40) points progress in reading, 2.45 (all 2.97) points in writing and 2.80 (all 3.12) in mathematics. In reading the PP group made accelerated progress.
A major impact towards this has been careful tracking of these pupils and prioritising these children in our pupil progress meeting conversations. A range of approaches have then been planned, including in Covid catch up to support their academic needs including extra teaching assistant support in class, additional teacher time and a range of intervention programmes. Another major aspect has been the social and emotional development of these leaners through our learning mentors, Forest School and use of Early Help support including PFSA and Thrive. Giving children the opportunity to access all after school clubs and if required breakfast club, has maintained high attendance (PP attendance is 92%, non PP pupils is 94% by the end of the academic year, impacted predominantly by significantly higher Covid cases this last year) and confidence and although not fully measurable in data, our professional observation is that these extended opportunities have supported the learning development and potential of our Pupil Premium children.
We have noticed how many of these children have been able to either maintain or begin to regain their learning resilience post the Covid lockdowns. We have provided food vouchers in the holidays for all on free school meals and ensured we signposted further support available in the local area.
For 2022/23, we will soon be posting our Pupil Premium strategy for the academic year. Currently the Local Authority are calculating the amount of Pupil Premium funding the school will receive with the recent amalgamation to a primary school.