This statement details our school’s use of pupil premium 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
Metric |
Data |
| School name | Gargrave CE VC Primary School |
| Pupils in school | 89 |
| Proportion of disadvantaged pupils | 20% |
| Academic year or years covered by statement | 2022-2025 |
| Publish date | September 2023 |
| Review date | July 2025 |
| Statement authorised by | Governing Body |
| Pupil premium lead | Sarah Peel |
| Governor lead | Claire Davey |
Funding Overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £24,735 |
| Recovery premium funding allocation this academic year | £0 |
| 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 |
£24,735 |
Statement of Intent
Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.
We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers.
High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through targeted support for pupils whose education has been worst affected, including non-disadvantaged pupils.
Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
- ensure disadvantaged pupils are challenged in the work that they’re set
- act early to intervene at the point need is identified
- adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
| 1 | Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers. |
| 2 |
Our assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in writing. |
| 3 | Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers. |
| 4 |
Our attendance data over the last 3 years indicates that attendance among disadvantaged pupils has been between 2-4 % lower than for non-disadvantaged pupils. 10-17% of disadvantaged pupils have been ‘persistently absent’ compared to 5-11% of their peers during that period. Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress. |
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 |
| Improved reading attainment among disadvantaged pupils. | KS2 reading outcomes in 2024/25 show that more than 80% of disadvantaged pupils met the expected standard. |
| Improved writing attainment for disadvantaged pupils at the end of KS2. | KS2 writing outcomes in 2024/25 show that |
| Improved phonics knowledge at the end of year 1 and Year 2 (retake) | 95% of all pupils pass the phonics screening 2024/2025 and greater than 90% of disadvantaged pupils meet the threshold. |
| To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils. |
Sustained high attendance from 2024/25 demonstrated by: · the overall absence rate for all pupils being no more than 96%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 3%. · the percentage of all pupils who are persistently absent being below 10% and the figure among disadvantaged pupils being no more than 5% lower than their peers. |
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 (for example, CPD, recruitment and retention)
Budgeted cost: £6,500
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|
Purchase of standardised diagnostic assessments. Training for staff to ensure assessments are interpreted and administered correctly. |
Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction: Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF |
1, 2, 3, 4 |
| Purchase of reading rocks across the school | High quality texts and daily reading proven to have the greatest impact across the curriculum (RfP project) | 1 |
| Purchase of a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils. |
Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils: Phonics | Toolkit Strand | Education Endowment Foundation | EEF |
3 |
| Staff training on writing and high quality writing across the curriculum | Staff training and quality first teaching with raised expectations is the greatest factor on attainment. | 2 |
Targeted academic support (for example, tutoring, one to one support structured interventions)
Budgeted Cost: £9,500
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Additional phonics sessions targeted at disadvantaged pupils who require further phonics support. This will be delivered in collaboration with our local English hub. |
Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks: Phonics | Toolkit Strand | Education Endowment Foundation | EEF |
3 |
|
Structured interventions planned with pre and post assessments and time limited – IDL – TTRS club |
Use EEF and internal data to review impact of all interventions. Share intentions with families. | all |
| Engaging with 1:1 support to provide a blend of tuition, mentoring and school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers. |
Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) And in small groups: Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF |
all |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £10,000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
1: 1 or group support for well-being. |
Our pupils need to feel safe and supported. Some pupils need additional time to build confidence and resilience. |
all |
|
Triangle Club, milk scheme |
Some of our pupils arrive hungry and they need to have their basic needs met |
all |
|
Whole staff training on behaviour management and anti-bullying approaches with the aim of developing our school ethos and improving behaviour across school. |
Both targeted interventions and universal approaches can have positive overall effects: Behaviour interventions | EEF (educationendowmentfoundation.org.uk) |
4 |
|
Embedding principles of good practice set out in the DfE’s Improving School Attendance advice. This will involve training and release time for staff to develop and implement new procedures and appointing attendance/support officers to improve attendance. |
The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence. |
4 |
|
Contingency fund for acute issues.
|
Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified. |
All |
Parts 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 2021 to 2022 academic year.
Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.
2021-2022 Intended Outcomes were
Improved knowledge in core subjects.: Achieved in reading and maths
Achieve national average progress scores in KS2 Reading (0): Achieved
Achieve average KS2 Mathematics progress score Maths (0): Achieved
Pupils read for Pleasure: Achieved
Greater percentage achieve each of the Raving Reader targets: Achieved 37% achieved 250 reads including 27% pupil premium pupils
Know phonics sounds: although below national % there are no pupil premium pupils. Intensive catch-up has supported and progress and needs to continue.
Sustain improved attendance
Improve attendance of disadvantaged pupils to school average (97.5%) Not achieved. Now 91.9% there are 5 out of 18 pupils below 90% and there are several just above 90%.
Externally Provided Programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England.
| Programme | Provider |
|
IDL Little Wandle |
|
Reports