Pupil Premium Funding

Metric

Data

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

Challenge number

Detail of challenge

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.

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 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

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

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

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

IDL

Little Wandle