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Horizon Academy Trust is an exempt charity regulated by the Secretary of State for Education.

company number 08411590

registered office is C/O Biggin Hill Primary School, Biggin Avenue, Bransholme, Hull, United Kingdom HU7 4RL.

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Cleeve Primary School

2021-2022 Financial Allocation

Our pupil premium allocation for 2021 – 2022:  £301,280

How we identify and address barriers to learning faced by individual pupils:

Barriers to learning are identified through everyday teaching practice and discussed in detail for each Pupil Premium child during regular ‘Pupil Progress meetings’ following assessments in Reading, Writing and Mathematics.  These checks are led by senior leaders, which include the Head of school, deputy head and phase leader. Our SENCo and deputy SENCo also work closely with the teachers to ensure that potential barriers are identified.

  • Pupil Progress meetings ensure that:
    • Progress and attainment of each pupil is discussed;
    • Barriers to learning are identified and recorded;
    • Impact of current interventions is evaluated and strategies/provision re-considered and altered as required;
    • Appropriate targeted interventions and support are instigated

Summary of the main barriers to educational achievement faced by eligible pupils at the school:

  • Identified Special Educational Needs
  • Speech and Language & social communication difficulties
  • Social, emotional and mental health
  • Low parental engagement
  • Low attendance

 

Pupil premium strategy statement – Cleeve Primary

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview

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

10th 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

Funding overview

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

Part A: Pupil premium strategy plan

Statement of intent

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.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

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 outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

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.

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

 

Disadvantaged pupils will meet their targets.

 

Observations of interventions being delivered will be successful.

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.

 Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching 

Budgeted cost: £45,000

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.

 

 

2,3

 

Targeted academic support 

Budgeted cost: £35,000

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’

 

2,3

 

Wider strategies 

Budgeted cost: £ 225,000

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

 

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.

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

 

Total budgeted cost: £305,000

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Mathematics NRSS Data Y1

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

87 

94 

84

96

PPremium

74 

 91

81

91

SEND

    83

 93 *

72

87

 

Reading NRSS Data Y2

 

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

    87

 89

83

84

PPremium

    89

86 

83

81

SEND

    86

 87

83

81

Mathematics NRSS Data Y2

 

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

 84

 89

89

95

PPremium

 82

  87 

88

94

SEND

81 

 88

86

91

 

Reading NRSS Data Y3

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

87 

 89

82

90

PPremium

   82

85 

79

86

SEND

   77

 78

73

75

Mathematics NRSS Data Y3

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

 86

88 

89

98

PPremium

 83

 85

88

94

SEND

 76

 75

78

81

 

Reading NRSS Data Y4

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

 88

88 

87

89

PPremium

 89

87 

87

89

SEND

 75

 76

76

84

Mathematics NRSS Data Y4

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

 83

 89

90

102

PPremium

 84

 90

90

102

SEND

 74

  77 

74

85

 

Reading NRSS Data Y5

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

 92

 93

91

98

PPremium

 91

91 

91

96

SEND

 79

 81

78

82

 

Mathematics NRSS Data Y5

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

 88

 92

90

101

PPremium

 87

 90

87

97

SEND

 78

 82

81

90

 

Reading NRSS Data Y6

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

 93

 95

93

99

PPremium

 90

 93

91

97

SEND

 86

 86

84

89

Mathematics NRSS Data Y6

 

Aut 20 BL

Aut 20

Spr 21

Sum 21

All Pupils

 93

95 

100

109

PPremium

 87 

95 

97

105

SEND

 84

90 

92

102

 

SATS TA JULY 21   - %

 

PP (24)

NPP (37)

Reading Secure+

88

84

Reading GD

25

24

 

Writing Secure+

75

73

Writing GD

0

22

 

Maths S+

88

81

Maths GD

25

19

 

2019 data

 

Attainment and progress 2019

Grey=above the national pp group

Pupils eligible for PP (your school)

National PP results

Pupils not eligible for PP (your school)

National non PP results

Overall National

EYFS

% achieving GLD

57%

 

87%

 

72%

Y1 Phonics

% meeting expected standard

63%

84%

73%

84%

82%

KS1

% achieving ARE in reading

66%

78%

89%

78%

75%

% achieving GD in reading

28%

28%

30%

28%

25%

% achieving ARE in writing

59%

73%

85%

73%

69%

% achieving GD in writing

9%

17%

7%

17%

15%

% achieving ARE in maths

69%

79%

85%

79%

76%

% achieving GD in maths

22%

24%

30%

24%

22%

KS2

% achieving ARE in RWM

80%

71% (like for like 52%)

88%

71%

65%

% achieving GD in RWM

11%

13% (like for like 5%)

29%

13%

11%

% achieving ARE in reading

82%

78% (like for like 62%)

88%

78%

73%

% achieving GD in reading

29%

31% (like for like 17%)

41%

31%

27%

Progress in reading

0.75

0.31 (like for like -0.61)

0.97

0.32

0.03

% achieving ARE in writing

82%

83% (like for like 68%)

88%

83%

78%

% achieving GD in writing

22%

24% (like for like 11%)

35%

24%

20%

Progress in writing

1.18

0.25 (like for like -0.47)

1.20

0.27

0.03

% achieving ARE in mathematics

80%

83% (like for like 68%)

94%

84%

79%

% achieving GD in mathematics

27%

31% (like for like 16%)

41%

32%

27%

Progress in mathematics

1.06

0.34 (like for like -0.67)

0.78

0.37

0.03