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Pupil Premium Funding

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