Pupil Premium

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 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.

Examples of good practice

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.

Reading

Encouraging reading for pleasure through developing ‘Quiet Areas’ of comfort at both sites. Developing the libraries at both sites, further training in the Little Wandle Phonics Programme.

Writing

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

Mathematics

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.

Whole School Impact

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.

Pupil Premium Policy Herne View Church of England Primary July 2024.pdf

Pupil_premium_statement Herne View Church of England Primary School December 2023.pdf