Detail

Data

School name

Cleeve Primary

Number of pupils in school

409

Proportion (%) of pupil premium eligible pupils

55%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021/2022

Date this statement was published

10^th September 2021

Date on which it will be reviewed

July 2022

Statement authorised by

Anna Bell

Pupil premium lead

Rebecca Whitton

Governor / Trustee lead

Michelle Kermeen

Detail

Amount

Pupil premium funding allocation this academic year

£ 301,280

Recovery premium funding allocation this academic year

£31,760

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£333,040

To ensure all disadvantaged pupils achieve a high level of success within and beyond the curriculum and to be well- equipped with the skills necessary to succeed beyond their primary school education through ensuring:

·         The vast majority of disadvantaged children achieve at national expectations or beyond by the end of key stage 2 in the core subjects.

·         Disadvantaged children access resources which will support them with their learning journey.

·         Bespoke intervention is delivered to disadvantaged children to support them with achieving their academic targets.

·         Disadvantaged children are provided with opportunities to succeed beyond the school day.

·         Emotional well-being of disadvantaged children is supported.

·         Attendance strategies are in place.

Challenge number

Detail of challenge

1

Low parental engagement

2

Identified Special Educational Needs

3

Speech, Language & Social communication difficulties

4

Social, emotional and mental health

5

Low attendance

Intended outcome

Success criteria

The vast majority of disadvantaged children achieve at national expectations or beyond by the end of key stage 2 in the core subjects.

Outcomes of end of year assessments will be in with or above national expectations.

KS2 SATs results will be in line with or above the national standard.

Collated data will show high levels of progress throughout the year.

Renaissance data will show clear progress.

Pupil progress meetings will be used to identify pupils not making expected progress.

Bespoke interventions will be delivered to disadvantaged children to support them with achieving their academic targets.

Disadvantaged pupils will meet their targets and make progress in line with their peers.

Observations of interventions being delivered will be successful.

Pupil progress meetings will involve discussions around the success of the interventions.

To provide disadvantaged pupils with opportunities to succeed beyond the school day and to provide experiences which will equip them for school life and beyond.

A range of clubs will be available throughout the year.

Take up for the clubs will be high.

Outcomes of pupil questionnaires relating to clubs and experiences will be positive.

Disadvantaged pupils will receive emotional well-being support to aide their learning journey.

Outcomes of pupil questionnaires relating to emotional well-being will be positive.

Lesson visits will show high levels of engagement and independence.

Record on interventions such as ELSA will show that the sessions have been successful.

Weekly safeguarding meetings will ensure that the emotional needs of PP pupils are catered for.

Activity

Evidence that supports this approach

Challenge number(s) addressed

To ensure all staff are experts in early reading:

*All staff to complete R,W, Inc training

*English leaders to access relevant training.

*All staff to access MAT early reading training

Further develop the relationship with the school library service to ensure maximum potential.

Purchase additional reading material to ensure every classroom has a range of texts.

‘Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils’ success. Through these, they develop communication skills for education and for working with others: in school, in training and at work. Pupils who find it difficult to learn to read are likely to struggle across the curriculum, since English is both a subject in its own right and the medium for teaching.’ Ofsted

Successful phonics teaching has been observed in KS1 and led to successful phonics outcomes (72%) Therefore, this expertise will continue throughout the school.

https://educationendowmentfoundation. org.uk/education-evidence/guidance-reports/literacy-ks-1

2,3

Activity

Evidence that supports this approach

Challenge number(s) addressed

To ensure all disadvantaged children who are in the bottom 20% access an intervention group.

To ensure all disadvantaged children access an intervention group to support with meeting their targets

According to EEF, ‘Research on TAs delivering targeted interventions in one-to-one or small group settings shows a consistent impact on attainment of approximately three to four additional months’ progress’

https://educationendowmentfoundation.org.uk/ courses/making-best-use-of-teaching-assistants-online-course/ structured -interventions/recommendations-5-and-6-unpacking-the-evidence

2,3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Ensure the well-being team support children’s mental health through:

-WRAP approach (training to be accessed by all staff)

-ELSA

Counselling

-relevant ‘in-house’ interventions.

2019/2020 data showed ‘The Safeguarding Officer’s active cases consists of 88% of children who receive pupil premium. Having full time safeguarding officers ensures effective safeguarding provision for all children.’

The Behaviour Officer worked with 96 cases requiring emotional Wellbeing (1 to 1) work – 83% were PP

4

Prioritise increasing attendance percentages to be in line with the national by:

Employing an attendance officer to work with families who are low attenders.

Creating a school attendance bus to collect families who are low attenders.

Using a range of attendance initiatives such as awards, raffles etc to encourage attendance.

Attendance at the end of 2020/21 academic year was 93% Therefore attendance is a whole school priority and forms part of the School development plan.

Before the March 2020 lockdown, the attendance bus was trialled and had a positive impact on attendance.

https://www.gov.uk/government/publications/ school-attendance/ framework-for-securing-full-attendance-actions-for-schools-and-local-authorities

https://educationendowmentfoundation.org.uk/

education-evidence/teaching-learning-toolkit/

social-and-emotional-learning?utm_source=/education-evidence/teaching-learning-toolkit/social-and-emotionallearning&utm_medium=search&utm_

campaign=site_search&search_term=so

1, 5

Provide disadvantaged children with access to a free breakfast club.

Provide disadvantaged children with access to a free extra-curricular clubs.

According to Children’s Health, ‘Studies have shown that children who eat breakfast have higher test scores, retain information better and tend to have more focus than those who do not.’

The most recent analysis (completed February 2020) shows that up to 140 pupils attended breakfast club – 72% (101 pupils) of those pupils were pupil premium.

-98% (118/120) of children agreed they enjoyed attending breakfast club.

-98% (118/120) of children agreed that eating breakfast helped them to concentrate during the day.

February 2020:

The extracurricular clubs have successfully widened the children’s opportunities and simultaneously added to their enjoyment of school life. The clubs also provide a safe and friendly environment where the children’s social and emotional needs can successfully be met.

February 2020 data shows 158 children attended 12 clubs on offer. 33 children attending a club were from key stage 1 and 126 children were from key stage 2.  55% (16 children) of KS1 pupils were pupil premium. 54% (74 children) of KS2 pupils were pupil premium.

Up until lockdown 6421 sessions of breakfast reading club were accessed, 2734 were sessions accessed by pupil premium children (43%).

5

Data impact

SATS PP data (2021) for unclassified TA at end of Key Stage 2 showed higher attainment in Reading for both secure+ and greater depth (secure+   PP 88% NPP  84%    greater depth PP 25%  NPP 24%). PP data for unclassified TA at end of Key Stage 2 showed higher attainment in Writing at secure+ (PP 75% NPP 73%)  but at greater depth there was a significant gap (PP 0%  NPP 22%). PP data for unclassified TA at end of Key Stage 2 showed higher attainment in Maths for both secure+ and greater depth (secure+ PP 88%  NPP 81%   greater depth PP 25%  NPP 19%). There were a total of 24 PP pupils and 37 NPP pupils.

SATS TA JULY 21   - %

Internal data from summer term 2021 for the whole school is based on the Renaissance assessment programme outcomes.  Data showed that by the end of key stage 2, outcomes for PP and NPP are in-line.

-In Year 5 – The outcomes were very much in line for PP pupils and NPP pupils

Maths – PP 91 NPP 91                               Reading PP 91 NPP 92

-In Year 6 – There were small gaps between PP and NPP but all scores were very close to National.  Maths – PP 98 NPP 101                    Reading – PP 97 NPP 99

However TA data above shows much more favourable data for PP pupils v NPP pupils

Attendance initiatives impact

The implementation of a range of attendance initiatives, including introducing an attendance school bus, improved attendance in the short time the initiatives were in place. Persistent attendance decreased by 1% in 3 weeks. However, due to Covid restrictions, the bus could not continue for significant amount of time which resulted in high persistent absence rates.

Throughout the pandemic, emotional well-being has been at the heart of everything the school has done. The Safeguarding/Emotional support team completed weekly visits to all vulnerable PP pupils. In addition to visits in person, the team contacted families via email and telephone to ensure they were well-supported. Upon the return to school, support was in place for pupil premium pupils who struggled with the return to school.

Interventions impact

To support with lost learning, a number of small group interventions were in place. The sessions were delivered by school staff as well as external providers. After school interventions delivered by the class teacher supported with the delivery of key basic skills. On average, 70% of the pupils who accessed the after school interventions were PP.

Programme

Provider

Read, Write, Inc

Oxford University Press

SALT

New Options