The Impact of our Pupil Premium Provision
Within EYFS we used our pupil premium funding to keep three reception classes so keeping class numbers low. 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.
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.
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
Within EYFS we used our pupil premium funding to keep three reception classes so keeping class numbers low. 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.
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.
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 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 second lockdown. We have provided food boxes and then the Government Edenred Food Vouchers for all on free school meals and ensured we signposted further support available in the local area. Where applicable, we have welcomed children in school as vulnerable children beyond the initial definition of in receipt of an EHCP or supported by a social worker, ensuring they have continuity and support throughout.
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 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 second lockdown. We have provided food boxes and then the Government Winter Food Scheme Vouchers for all on free school meals and ensured we signposted further support available in the local area. Where applicable, we have welcomed children in school as vulnerable children beyond the initial definition of in receipt of an EHCP or supported by a social worker, ensuring they have continuity and support throughout amalgamation to a primary school.
