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Pupil Premium

Pupil Premium web statement September 2020

How much money did we receive 2019 - 2020?

We received receive a total of £18460 PP funding

How did we spend it and why?

We have used it to employ staff and provide training to those staff in order to deliver the approaches listed below. We actively follow and act upon research from EEF which focuses on the effective support for children including those with SEN or who are more able.

  • Training for all staff. TAs and teachers receive the same training in approaches e.g. Talk4Reading, Mastery in maths which enables all staff to use the same methods and strategies. This provides clarity and consistency for children of all abilities and in particular more able.
  • Feedback for children. Feedback which is supportive and enables children to develop independent learning skills. By focusing not only on the ‘what’ but the ‘how’ children develop effective learning habits.
  • Additional support 1-1 or in small groups (out of class) which works alongside class teaching. Structured time is planned outside of lessons for children to review and prepare for learning. By doing this children’s confidence improves and they are able to tune into learning more effectively.
  • Peer support through feedback, learning in pairs, collaborative project work including digital work adds to improves children’s understanding of how they learn.
  • A child centred approach to the curriculum. Our whole approach is about children deepening their understanding. We have re-written our curriculum and are embedding this approach so that we can ensure that their understanding is sequenced, secure and has meaningful endpoints.
  • Specific strategies to develop oral language and reading comprehension are tailored to children where needed. Specific scheme resources e.g. Reading Eggs, Rapid Read, Sumdog, Toe by Toe
  • Assessments for several children from learning support specialist and our Educational Psychologist
  • Breakfast club provision for children with poor attendance and/or punctuality
  • Support from Education Attendance officer for children with poor attendance

We use our funding to ensure that these high quality, impactful approaches are used in every lesson and for every child. We also support PP children with trips and visits, music lessons and priority access to all clubs.

In summary we concentrate on making a difference to all individuals and tailor our approaches to each child, monitoring our approaches, working flexibly to ensure that each child reaches their full potential.

What impact did it have?

10 children were entitled to PP funding. The profile of the group is mixed but will not be broken down here due to small numbers.

PP children made at least expected progress in all areas during the first half of the year. We will be allocating our budget to ensure these PP children get the support they need when lockdown is lifted.

How much PP funding will we have in 2020-21 and how will we spend it?

We will have 14 PP children on roll at the start of 2020-21. We will receive £14725

What is our PP strategy?

Our strategy is clear- for every child to ‘be the best they can be’ and for us to ensure that happens. We have read and discussed 2019 guidance from EEF and will be implementing its approach, as it fits with ours.

What are the barriers for educational achievement faced by PP pupils?

Barriers vary according to individual circumstances, hence our personalised approach. Barriers include, emotional needs, attendance concerns, some low levels of basic skill attainment.

Lockdown has made our job more difficult but we are speaking to children regularly and bringing them into school if the need arises. When school reopens we will continue to provide a personalised approach to these children with a huge focus on mental and physical health.

How will PP allocation be spent to overcome those barriers?

We will spend it as this year in order to provide challenge and support for every child. We will be extending our provision by:

  • Providing staff with time for peer coaching – in particular focusing on our most able PP children
  • Further developing emotion coaching training for all staff and inset training on emotional well being and mental health
  • Prioritising ELSA support for individuals
  • Continuing to purchase private counselling sessions for children with specific needs
  • Experienced SENCO from Whitchurch to lead and work with SEN/PP children. Liaising with EHCP/Early help support and meeting parents as a key part of her role to ensure a whole child approach
  • An enhanced timetable for pre and over teaching for PP children

How will we measure the impact of our approach?

Impact will be measured on a daily basis by teaching staff. It will be measured half termly by the HT in progress meetings. It will be measured termly by the PP coordinator in a report to the GB where it will also be discussed at standards meetings. The named Governor will evaluate this approach

When we review our strategy?

Termly