Allocated Expenditure 2020-21
| Pupil Premium Allocation: 2020-21 | |
|---|---|
| Total number of pupils on roll | 425 |
| Number of pupils eligible for PPG | 204 |
| % of pupils eligible for PPG | 48% |
| Amount of PPG per pupil | £1,345 |
| Total amount of PPG received | £274,380 |
Pupil Premium Grant
Our Vision
The Pupil Premium Grant is government money designed to help disadvantaged children and young people do well at school. The funding is allocated to schools for children from Reception to Year 11 who have registered for free school meals in the last six years, are in care of the local authority (Looked After) or have parents in the Armed Forces. We aim to ensure we spend our additional Pupil Premium Grant on things that work and are effective in making a positive difference to our disadvantaged children, helping to combat their many barriers to learning and close any gaps in achievement so they do just as well as the other children.
Identifying and Addressing Barriers
We identify and address barriers to learning faced by individual pupils through:
- Admission meetings with members of the senior leadership team to identify needs and possible barriers;
- Everyday teaching practice, trawling records etc.
- Discussions with pupils;
- Parents and agencies involved;
- Rigorous regular tracking of pupil attainment and progress, especially in our dedicated, solution-focused “narrowing the gap” progress meetings in which all disadvantaged children (including higher ability PP children) are discussed in detail with senior leaders, including our Inclusion Manager, the effectiveness of strategies to overcome their barriers to learning evaluated and reviewed, and a new tailored programme put in place.
Impact Measures
The School will measure the impact of interventions by:
- Tracking the progress of students on a half termly basis;
- Measuring the success of students at the end of each key stage, particularly key stage 2, against national measures;
- Monitoring the support of students accessing additional need and pastoral support and reviewing provision half-termly;
- Feedback from the additional outside agencies we buy in such as our professional Educational Psychologist (counselling), and from staff about the positive difference these services are making;
- Directly comparing the quality of work and progress in their books to that of the other children in the class;
- Analysis of other relevant key indicators such as attendance, punctuality, behaviour;
- Discussions with pupils;
- Parents and agencies involved.
IT MUST BE NOTED THAT MEETING NEEDS OF THE MOST VULNERABLE ENABLES THE EDUCATION OF ALL PUPILS
Barriers to Success
The main barriers to educational achievement faced by eligible pupils at the school are:
- Pupil Premium pupils often have a very low starting point on entry to school;
- Low language levels – 60% of our pupils have language and communication delay or difficulties when they arrive in Reception. This requires intense speech and language therapy and often leads to issues with R/W;
- Safeguarding and welfare issues, sometimes with social services involvement;
- Socio-economic disadvantages e.g. poverty and deprivation;
- Trauma and other mental health issues in the family &/ or child including loss & bereavement of loved ones;
- Family issues such as domestic violence, single parenthood, worklessness etc.
- Housing issues – overcrowding, housing conditions etc.
- Poor health and diet e.g. high level of medical needs (dental, sight, poor health conditions etc.);
- Special educational needs and disabilities;
- Lack of life experience and lack of support/ ability to support at home. Many do not have positive role models and, as a result, aspirations are low.
Pupil Premium Grant Allocation and Strategies 2020-21
| Strategy | Estimated Annual 20-21 Expenditure | Predicted Impact |
|---|---|---|
| Every Child a Reader/Writer - Specialist UPS teacher (0.6) Y2/Y1 Intensive 'catch up' individual reading programme with parental involvement and regular reviews with class teacher Inclusion AHT time to oversee this (3 days per term) | 24,019 1,800 | 12 children to complete the programme. All to make faster progress than the national average for the duration of the programme. 8 children to make 8 steps progress in reading. 4 children to make 6 steps. At least 8 to maintain rate of progress after the programme is completed. Strategies cascaded to teaching staff - consistency in approaches |
| Impact - | ||
| Wave 3 Specialist Teaching Assistant Support Inclusion AHT time to oversee the programme (3 days per term) | 16,300 1,800 | 25 children to be supported individually (minimum 2 sessions / wk) 10 children with Range 3+ to make 5 points progress in R and W 15 children (including children with EHCPs) with Range 3+ to make 4 points progress in R and W |
| Impact - | ||
| SEMH support for disaffected pupils 1:1 Support, agency support, Early Help/CP and EHCP processes X4 FT Teaching Assistants 1:1 (LN, SP, AA, KC) Plus 1 X PT TA (DW) .25 CLM (CP/ Early Help Processes) .25 SENDCo Support | 50,000 9,601 12,000 | All KS2 (and identified KS1) pupils motivated and accessing full curriculum 5 chn with SEND make 6 points progress in R,W,M |
| Impact - | ||
| Y6 1:1/Group lessons Y6 HLTA full time (including before and after school) 8 x Saturday booster classes | 22,898 1,000 | 20 Children to be allocated time-100% of targeted children to make the equivalent of 2 levels of progress from KS1 to KS2 85% of targeted children make over 2 levels of progress KS1 to KS2 (equivalent) |
| Impact - | ||
| Additional Teacher Y6/ 5 Group Lessons (0.5) – Daily lessons | 15,000 | 85% of targeted Pupil Premium children make over 12 points progress KS1 to KS2 (equivalent) and reach ‘exceeding’ in core subject areas Pupil Premium children make at least good progress, which can be seen in their learning behaviours and class books. |
| Impact - | ||
| Minibuses Lease of 2 x Minibuses to transport children to Swimming and extra curricular activities | 15,960 | Providing access for pupils to their community and learning provisions further afield. Enabling enrichment through access to curriculum activities offsite including day visits, sporting events and residential trips. |
| Impact - | ||
| Experienced New to English Support Assistant (Part Time) for children with limited fluency in English NTE teacher to work closely alongside staff to ensure continuity of provision in class between and rapid progress in R/W Interpreters for NTE Children Inclusion AHT to oversee this (3 days per term) | 6,500 6,000 1,800 | 5 children to continue in 2019/2020 7 children to progress 6 points or more in Reading. 6 children to progress 5 points or more in Writing. 16 children to progress 4 points or more in Reading 16 children to progress 4 points or more in Writing Dedicated time every day to work with our New to English children, the majority of whom are disadvantaged |
| Impact - | ||
| Nurture Provision 2 x Learning Mentors: 1 x 100% time Outdoor Education inc mentoring 1 x 100% time Mentoring | 39,000 | Emotional needs and pastoral support for pupils; enabling pupils the basic skills and resources to access learning and make rapid progress 5 children to progress 4 points in R,W and M All - PSE and S&L skills to improve by 4 point scores 14 children to progress 4+ points in R,W and M 1 child (Range 3+) to progress 2+ points in R,W,M All - PSE and S&L skills to improve by 4 point scores 6 children make accelerated progress - + 2 points on prediction |
| Impact - | ||
| Speech, Communication and Language Therapist employed for fortnightly sessions. Action plan to maximise impact. SALT to & class staff ensure continuity of provision between sessions Speech, Communication and Language Therapist full time. To work under direction of SCLN Therapist and SENDCo to ensure strategies deployed and cascaded with class staff to ensure maximum progress made. | 7,000 13,250 | Approx 25 pupils throughout the year (13 chn at any one time) R children to assess, CPD to be provided to staff For all children involved - S&L assessments to improve by 1 level in 2 terms |
| Impact - | ||
| Educational Psychologist - Assessments and support in adapting personalised provision for those with most needs | 2.420 | 3 sessions (9hrs) 2-3 children have comprehensive assessment, leading to high quality personalised provision - progress 4 points more than previous year |
| Impact - | ||
| Shakespeare in schools (Y5) - Experience and Enrichment Shakespeare in Schools - BD5 Literacy Festival, Actor in residence (Y5 and whole school) | 6,000 | Shakespeare in School – Yr 5 pupils experience Shakespeare plays that exists to instil curiosity and empathy, aspiration and self esteem, literacy and teamwork. Also develops performance skills Pupils across school experience a range of creative media to enhance the literacy curriculum. |
| Impact - | ||
| Educational Visit Contribution School to subsidise or pay for cost of educational visits integrated into the curriculum | 15,000 | All Pupil Premium children broaden their horizons and extend vocabulary and experience including residentials from Y3 to Y6 |
| Impact - | ||
| Chess in Schools Improve children's educational outcomes and foster their social development by introducing them to the game of chess | 2000 500 (to overnight stay) | A carefully selected group of children, many of whom are pupil premium benefit from: - Promotion of key intellectual skills such as problem solving, logical thinking, pattern recognition and concentration - Understanding how to lose and how to win gracefully; to think ahead and foresee the consequences of their actions Participation in annual Chess in Schools conference in London, competing with chess masters nationally (overnight stay) |
| Impact - | ||
| Gross Motor Skills (in collaboration with Born in Bradford) improves physical literacy (hand eye coordination) including physical health | 4332 (1 day per week) | A carefully selected group of children, many of whom are pupil premium, benefit from: - improved health - improved attendance - raising achievement - teacher CPD |
| Impact - | ||
| Breakfast Club (Food sponsored by Greggs) Manager time Mentor time TA time Kitchen assistant | 6,353 1,714 1,387 890 | 40 children have improved health and well-being - impacting on results + 1 point on predictions |
| Impact - | ||
| TOTAL | £284,524** | **£10,144 additional spending to allocation |
Additional projects funded by the school – Recorders, Music club, HLTAs catch up boosters, PIW, Fuel for Schools, Specsavers and Bikeability.
Pupil Premium Allocation 2020-21
| Total number of pupils | Number and % of PP pupils | Number and % of Non-PP pupils | |
|---|---|---|---|
| Whole School | 429 | 2018 48% | 221 52% |
| Reception | 64 | 26 41% | 38 59% |
| RA | 32 | 12 38% | 20 62% |
| RB | 32 | 14 44% | 18 56% |
| Year 1 | 58 | 24 41% | 34 59% |
| 1A | 28 | 11 39% | 17 61% |
| 1B | 30 | 13 43% | 17 67% |
| SL-RP (DSP) | 6 | 4 67% | 2 33% |
| Year 2 | 57 | 23 40% | 34 60% |
| 2A | 28 | 13 46% | 15 64% |
| 2B | 29 | 10 36% | 19 66% |
| Year 3 | 60 | 26 43% | 34 57% |
| 3A | 28 | 10 36% | 18 64% |
| 3B | 32 | 16 50% | 16 50% |
| Year 4 | 63 | 32 51% | 31 49% |
| 4A | 32 | 18 56% | 14 44% |
| 4B | 31 | 14 45% | 17 55% |
| Year 5 | 62 | 25 56% | 27 44% |
| 5A | 31 | 20 65% | 11 35% |
| 5B | 31 | 15 48% | 16 52% |
| Year 6 | 62 | 37 60% | 25 40% |
| 6A | 31 | 16 52% | 15 38% |
| 6B | 31 | 21 68% | 10 32% |
Assessment Information 2018-2019 (validated)
| End of Early Years: % GLD | |
|---|---|
| National | 71 (2016 - 2017) |
| All | 64 |
| Pupil Premium | 77 |
| Year One Phonics | |
|---|---|
| National | 82 |
| All | 80 |
| Pupil Premium | 78 |
| Year Two Phonics | |
|---|---|
| National | 92 |
| All | 92 |
| Pupil Premium | 90 |
| End of Key Stage One: Reading | |
|---|---|
| National | 75 |
| All | 74 |
| Pupil Premium | 67 |
| End of Key Stage One: Writing | |
|---|---|
| National | 69 |
| All | 73 |
| Pupil Premium | 67 |
| End of Key Stage One: R/W/M Combined | |
|---|---|
| National | 65 |
| All | 73 |
| Pupil Premium | 67 |
| End of Key Stage Two: Reading | |
|---|---|
| National | 73 |
| All | 88 |
| Pupil Premium | 86 |
| End of Key Stage Two: Writing | |
|---|---|
| National | 78 |
| All | 90 |
| Pupil Premium | 86 |
| End of Key Stage Two: Maths | |
|---|---|
| National | 79 |
| All | 88 |
| Pupil Premium | 86 |
| End of Key Stage Two: R/W/M Combined | |
|---|---|
| National | 65 |
| All | 88 |
| Pupil Premium | 86 |
| End of Key Stage Two: GPS | |
|---|---|
| National | 78 |
| All | 87 |
| Pupil Premium | 84 |