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
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Detail |
Data |
|
School name |
Cleeve Primary |
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Number of pupils in school |
409 |
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Proportion (%) of pupil premium eligible pupils |
55% |
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Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2021/2022 |
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Date this statement was published |
10th September 2021 |
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Date on which it will be reviewed |
July 2022 |
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Statement authorised by |
Anna Bell |
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Pupil premium lead |
Rebecca Whitton |
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Governor / Trustee lead |
Michelle Kermeen |
Funding overview
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Detail |
Amount |
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Pupil premium funding allocation this academic year |
£ 301,280 |
|
Recovery premium funding allocation this academic year |
£31,760 |
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Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£0 |
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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
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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 |
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1 |
Low parental engagement |
|
2 |
Identified Special Educational Needs |
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3 |
Speech, Language & Social communication difficulties |
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4 |
Social, emotional and mental health |
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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.
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Intended outcome |
Success criteria |
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The vast majority of disadvantaged children achieve at national expectations or beyond by the end of key stage 2 in the core subjects.
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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. |
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Bespoke interventions will be delivered to disadvantaged children to support them with achieving their academic targets.
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Disadvantaged pupils will meet their targets.
Observations of interventions being delivered will be successful. |
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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.
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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. |
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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.
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2,3 |
Targeted academic support
Budgeted cost: £35,000
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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’
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2,3 |
Wider strategies
Budgeted cost: £ 225,000
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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
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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
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4 |
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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.
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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 |
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Provide disadvantaged children with access to a free breakfast club.
Provide disadvantaged children with access to a free extra-curricular clubs.
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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.
SATS TA JULY 21 - %
2019 data
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