2020/2021 Estimated Current Allocation: £24,865 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 | 103 |
| Proportion of disadvantaged pupils | 23% |
| Pupil premium allocation this academic year | £24,865 |
| Academic year or years covered by statement | 2019-2022 |
| Publish date | 01 December 2019 |
| Review date | 25th March 2021 & 10th July 2021 |
| Statement authorised by | Jane Ellis |
| Pupil premium lead | Sarah Peel |
| Governor lead | Jane Ellis |
Disadvantaged pupil progress scores for last academic year (2019)
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 |
| Meet phonics standard | Ensure all relevant staff (including new staff) have received paid-for training to deliver the phonics scheme effectively |
| Meet expected standard in maths, EYFS, KS1 & KS2 | Work with the maths hub and embed Teaching for Mastery across all year groups |
| Meet national standard | Ensuring gaps in learning (COVID 19) are addressed |
|
Projected Spending |
£24,865 |
Teaching priorities for current academic year
Aim |
Target |
Target date |
| Positive Progress in Reading | Achieve national average progress scores in KS2 Reading (0) | Sept 21 |
| Positive Progress in Writing | Achieve national average progress scores in KS2 Writing (0) | Sept 21 |
| Positive Progress in Mathematics | Achieve average KS2 Mathematics progress score Maths (0) | Sept 21 |
| Phonics – national standard | Achieve national average expected standard in PSC | Sept 21 |
| Attendance | Improve attendance of disadvantaged pupils to school average (97.5%) | Sept 21 |
Measure |
Activity |
| Meet phonics standard | Ensure all relevant staff (including new staff) have received paid-for training to deliver the phonics scheme effectively, regular review of teaching |
| Meet expected standard in maths, EYFS, KS1 and KS2 | Work with the maths hub and Teaching for Mastery across all year groups: pictorial representations in lessons. Maths is taught in single year classes. |
| Meet national standard | Ensuring staff use evidence-based whole-class teaching interventions. Review core reading books and purchase as necessary for every year group. |
| Projected spending | £17,000 |
Targeted academic support for current academic year
Measure |
Activity |
| Meet phonics standard | Implement raving Readers across all year groups to increase reading for pleasure. Targeted one to one phonics support. Implement Spelling Shed, Ed Shed and Spag.com across KS1 & KS2. |
| Meet expected standard in maths, EYFS, KS1 and KS2 | Establish small group and 1:1 for maths disadvantaged pupils falling behind age-related expectations. Promote TTRS after school club for year 3 and Year 4. |
| Meet national stadard | Encouraging wider reading and providing catch-up in mathematics and reading. Writing focus groups for year 4. Bottom 20% readers to receive targeted support. |
| Projected spending | £6,000 |
Wider strategies for current academic year
| Measure | Activity |
| Meet national standard | Signposting and promoting SELFA activities |
| Meet national standard | Promote after-school and holiday clubs, daily milk scheme and music tuition. |
| Meet national standard | Track attendance and support on an individual basis. |
| Projected spending | £2,000 |
Monitoring and Implementation
Area |
Challenge |
Mitigating Action |
| Teaching | Ensuring enough time is given over to allow for staff professional development | Use of maths hub, Phonics hub (Burley Woodhead) to allow staff development |
| Targeted Support | Ensuring enough time for school maths-lead and English lead to organise and facilitate catch-up. |
Subject leads/SENCO have allocated time per week.
|
| Wider Strategies | Engaging the families facing most challenges | Direct work with families to improve attendance and engagement |
Review: last year’s aims and outcomes
|
2019-2020
|
|
| Aim | Outcome |
| Ensure all relevant staff (including new staff) have received paid-for training to deliver the phonics scheme effectively |
All staff delivering phonics in KS1 and KS2 received training in school. Phonics was delivered effectively (see Burley Woodhead notes)
|
| Work with the maths hub and embed Teaching for Mastery across all year groups |
All teachers had received training, including the use of representations in lessons, the use of question stems
|
| Ensuring staff use evidence-based whole-class teaching interventions |
SENCO has monitored and ensured interventions are measured at the start and end of intervention
|
Reports