Pupil Premium

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.

Pupil Premium provision seeks to support all children holistically giving the right social, emotional or educational support at the right time.

Uniform is still provided for those pp children who need it so that they can feel similar to their friends.

We have continued our focus on reading and carrying out reading and phonics based interventions which led to 85% of pupil premium children (89% all) achieving the Governments expected phonics level by the end of Year 2.

To try and re-establish writing resilience we have looked at initial skills with support in EYFS with dough disco and through the school with learn to move sessions and associated individual handwriting programs. English units have been re-written with high quality texts that have encouraged the children to engage in writing e.g. How to Train your Dragon, Traction Man etc

To support multiplication we have encouraged pupils from Y2 to engage with TT Rockstars and to challenge themselves to move up in levels. Staff have received training in multiplication and Maths development during Covid to strengthen quality first teaching in class.

Some of our provision has had a whole school focus this year. We are aware that for a proportion of our pupil premium children they do not get the opportunities through lack of transport etc to move away from the local area to experience wider learning opportunities. To develop this we offer a range of experiences to all pupils so that not only our pupil premium children but all the children in the school can access a breadth of opportunities and a more holistic development. Not all of these activities cost money, some are free or may be match funded from other funding schemes e.g. Sports Premium. Activities include:

  • Performing in a ‘proper’ theatre for the Year 4 play
  • personal, social and health education development
  • Opportunities to learn outside with Forest School and explore the local area
  • Careers education visitors to foster aspiration
  • A local art exhibition to allow children to experience having their art work appreciated and on display for the public to see.

In addition to the above we complete case studies for every Pupil Premium child in our school which focus on their own specific needs and preferences for learning. In this way we ensure continuity for the children as they move through the school both in expectations of academic attainment and in their emotional wellbeing. This year we have developed these so that profiles indicate termly a pupil’s strengths, barriers to learning/impact of interventions and potential next steps.

Pupil Premium Documents