2019/20 Estimated Current Allocation: £26,013 in Pupil Premium.
From 2019/20 we will be looking at a 3 year strategy to move away from “time-consuming” full annual reviews. Instead we will look at a “multi-year approach”, such as one review covering a three-year period, with “light touch” annual reviews. Thus following the DFE’s directive which would help schools take a longer view of the support the grant would provide and “align their plan with the wider school improvement strategy”.
Pupil Premium Plan 2019-2022 in response to reports from the Education Endowment Foundation and Sutton Trust, the following provision is planned.
Barriers to learning include language (EYFS literacy 62% 2019) and vocabulary (phonics below national in 2017, 2018), attention, self-esteem and rural isolation (majority of activities beyond school are in nearest town).
Pupil Premium Strategy Statement 2019-2022 (NYCC achievement unlocked conference)
School Overview
Metric |
Data |
| School name | Gargrave CE VC Primary School |
|
Pupils in school |
107 |
|
Proportion of disadvantaged pupils |
16% |
|
Pupil premium allocation this academic year |
£26, 013 |
|
Academic year or years covered by statement |
2019-2022 |
|
Publish date |
01 December 2019 |
|
Review date |
10th July 2020 |
|
Statement authorised by |
Jane Ellis |
|
Pupil premium lead |
Sarah Peel |
|
Governor lead |
Jane Ellis |
Disadvantaged pupil progress scores for last academic year
Measure |
Score |
| Reading | 4.32 |
| Writing | 3.82 |
| Maths | 1.88 |
Disadvantaged pupil performance overview for last three years 2017-2019
Measure |
Score |
|
Meeting expected standard at KS2 |
50% |
|
Achieving high standard at KS2 |
0% |
Strategy aims for disadvantaged pupils
Measure |
Activity |
|
Priority 1 |
Ensure all relevant staff (including new staff) have received paid-for training to deliver the phonics scheme effectively |
| Priority 2 | Work with the maths hub and embed Teaching for Mastery across all year groups |
| Barriers to learning these priorities address | Ensuring staff use evidence-based whole-class teaching interventions |
|
Project Spending |
£ |
Teaching priorities for current academic year
Aim |
Target |
Target date |
| Progress in Reading |
Achieve national average progress scores in KS2 Reading (0) |
Sept 21 |
|
Progress in Writing |
Achieve national average progress scores in KS2 Writing (0) |
Sept 21 |
|
Progress in Mathematics |
Achieve average KS2 Mathematics progress score Maths (0) |
Sept 21 |
| Phonics |
Achieve national average expected standard in PSC |
Sept 21 |
| Other | Improve attendance of disadvantaged pupils to school average (97.5%) | Sept 21 |
Priorities
Measure |
Activity |
| Priority 1 |
Ensure all relevant staff (including new staff) have received paid-for training to deliver the phonics scheme effectively |
| Priority 2 |
Work with the maths hub and Teaching for Mastery across all year groups |
| Barriers to learning these priorities address |
Ensuring staff use evidence-based whole-class teaching interventions |
| Projected spending | £15,000 |
Targeted academic support for current academic year
Measure |
Activity |
|
Priority 1 |
Implement raving Readers across all year groups to increase reading for pleasure |
|
Priority 2 |
Establish small group maths and phonics interventions for disadvantaged pupils falling behind age-related expectations |
|
Barriers to learning these priorities address |
Encouraging wider reading and providing catch-up in mathematics and reading. |
|
Projected spending |
£5,000 |
Wider strategies for current academic year
Measure |
Activity |
|
Priority 1 |
Signposting and promoting SELFA activities |
|
Priority 2 |
Promote after-school clubs and music tuition to widen experiences. |
|
Barriers to learning these priorities address |
Improving attendance and readiness to learn for the most disadvantaged pupils |
|
Projected spending |
£1000 |
Monitoring and Implementation
Area |
Challenge |
Mitigating Action |
| Reading |
Ensuring enough time is given over to allow for staff professional development |
Use of maths hub, Phonics hub (Burley Woodhead) to allow staff development. |
| Writing |
Ensuring enough time for school maths-lead and English lead to organise and facilitate catch-up. |
Subject leads have 1 hour per week. |
| Maths |
Engaging the families facing most challenges |
Direct work with families to improve attendance and engagement, |
Review: last year’s aims and outcomes
|
See last year’s plan and review |
|
This plan will be reviewed with chair of governors annually and a report to governors shared and web site up-dated. |
Reports