Pupil Premium

Pupil Premium Strategy 2019/20- 2022/23   Peafield Lane Academy   

Review- 2020/21

 Pupil Premium Leader – Andrew Dallison

Pupil Premium Governor – Colin Sawyers 

 

Summary information

Total number of pupils

267

Number of pupils eligible for PP (£1320 per pupil)

 

 

Number of pupil eligible for PP+

(£2300 per pupil)

 

Total PP Budget for 2020/ 21

£74,894.00

Number of EY pupils eligible for PP

(?? per pupil- LA specific)

 

Total EY PP Budget

 

 

Cohort Information 2020/ 21

Characteristic

Number of pupils  - (54)

Percentage of cohort – (15.74%)

Boys

27

50%

Girls

27

50%

SEN

14

25.9%

EHC

0

0

CLA

0

0

EAL

0

0

  

Performance Indicators 2019/20

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving EYFS- Good level of development

57.1%

 

Not provided for 2019/20

% achieving year 1 phonics screening check

50%

92.5%

Not provided for 2019/20

% achieving expected standard in reading- KS1

75%

75.7%

Not provided for 2019/20

% achieving expected standard in writing- KS1

62.5%

72.9%

Not provided for 2019/20

% achieving expected standard in maths- KS1

62.5%

78.3%

Not provided for 2019/20

% achieving expected standard in reading- KS2

85.7% (1 child missed)

94.4%

Not provided for 2019/20

% achieving expected standard in writing- KS2

71.4% (2 Children missed)

94.4%

Not provided for 2019/20

% achieving expected standard in maths- KS2

85.7% (1 child missed)

91.7%

Not provided for 2019/20

Reading progress score

-1.6

 

Not provided for 2019/20

Writing progress score

-2

 

Not provided for 2019/20

Maths progress score

0.6

 

Not provided for 2019/20

Attendance

 

 

96%

 

Whole school internal Barriers to learning

* Language Acquisition – Levels of oracy remain below ARE in entry to EY. Therefore, Speech and Language remains a key area for development in both EYFS alongside vocabulary development throughout all phases.

* There continues to be a number of pupils presenting with emotional needs impacting on their readiness to learn across all phase groups.

* Lockdown has impacted on the readiness to learn for all pupils, including those eligible for Pupil Premium.   

Whole school external barriers to learning

Although improving, attendance of the PP children (94.14%) is still below school target and that of non-PP children (96.04%).

* There continues to be a lower level of engagement, levels of education, skills and training amongst adults involved with our PP premium children which means that they do not possess the self-confidence to support their children’s learning outside of school. This was intensified during the lockdown period between March-July.     

 

 

 

Priorities  (teaching and learning, targeted academic support and wider strategies

Success criteria

1

To continue close the attainment gap, including those with SEN, for PP and non-PP pupils in all core subjects by ensuring pupils’ readiness to learn.

 

 

 

 

 

-           FFT data used to identify children to uplift during PPA and pupil progress meetings.

-           Internal data used to track children’s achievements and gaps discussed during PPA and progress meetings.

-           Personalised learning model to be implemented and monitored by lead practitioners in order to narrow the gaps in core subjects.

-           ELSA interventions provided for those identified as needing extra emotional and/or social support to provide and improved readiness to learn.  

-           Speech and language interventions provided for those children who are identified as needing extra support in language development.

-           Classrooms to be vocabulary rich environments, with relevant vocabulary displays, built over time using words from lessons. 

-           The Strategies to help Pupil Premium children’s engagement and achievement in lessons is reviewed and staff reminded of them regularly in order to maintain the focus of narrowing the gap.

-           Catch-up program is implemented alongside normal learning for all pupils and used to narrow the gap in core subjects.

-           Accelerated learning intervention focus groups for higher attaining children to ensure they are receiving appropriate intervention that accelerates learning in reading, writing and maths.

 

2

To support the development of teaching and learning throughout the school and provide support to all practitioners when implementing quality first teaching. 

-           Quality first team teaching meets the needs of all children, challenging higher attainers and encouraging independent thinking and learning skills to ensure that the number of GD pupils increases and closes the gap with national averages of GD pupil premium children. 

-           Teaching will incorporate mastery techniques 

-           Lessons will involve modelling and teaching of metacognitive and self-regulative strategies to allow pupils to discover the learning strategies that help them the most – evidence will be seen in books throughout the school.   

-           Children who require extra support will be identified for 1:1 intervention and/or Pre teach post teach sessions.

-           Monitoring of teaching through observations, learning walks and PPA sessions will show an increase in the percentage of good teaching.

-           Internal data used to track children’s achievements will be discussed during PPA and pupil progress meetings. This will be used to identify those children who are making accelerated progress; closing the attainment gap.

-           Interventions identified for children in priority areas such as reading to ensure they are receiving appropriate intervention to both narrow the gaps and accelerate learning.

 

3

Engagement: to improve parental engagement, attendance, curriculum engagement and academic achievement for PP families.

-           Attendance for PP children to be in line with non-PP children and for the school attendance to remain in line with National average. 

-           Attendance of PP children to be monitored by attendance officer and support to be put in place for PP families where needed. 

-           Attendance tracked and monitored by the attendance officer and data analysed each week to quickly identify those at risk of poor attendance.

-           PP lead and attendance officer to work together to ensure that parents understand the impact of absence. 

-           High expectations communicated and explained during parents’ evenings.

-           Homework clubs run for children (when Covid-19 safe to do so).

-           Families are kept up to date via Class Dojo contacted to help improve positive relationships.

-           Pupil Premium families are specifically invited to workshops and meetings to help them develop skills which will help support blended learning (when Covid-19 safe to do so). 

-           ELSA support provided to help outside issues that may be hindering attendance 

-           Children with attendance 90-95% targeted through rewards (pupil voice assemblies - when Covid-19 safe to do so). An increase in attendance should therefore lead to increased academic achievements

-           Safe & well checks carried out where needed by senior members of staff.

-           Blended learning to be provided on e-Schools to ensure children can continue academic learning beyond the classroom.  

-           A list of children who don’t have access to electronic devices and/or Wi-Fi is kept so provision can be made in exceptional circumstances such as local lockdowns or self-isolations.

-           Educational visits are subsidised for those PP premium families who require it. This will ensure that ALL pupils have access to aspirational and different learning opportunities.

 

 

 

Priority 1

To continue close the attainment gap, including those with SEN, for PP and non-PP pupils in all core subjects by ensuring pupils’ readiness to learn.

Overall Success Criteria

-          The attainment gap will close.

-          Children will have an improved readiness to learn.

Evaluating method for measuring progress against success criteria

FFT data will show a narrowing of the attainment gap.

Internal tracking will allow identification of those children who have narrowed the gap significantly.

Resource implication for priority 1

SLT, Teachers and Teaching assistants 

CPD

Key Actions/ Approach

What is the evidence and rationale for this choice? (including EEF)

Timeline

Staff Lead

Resource Implication

 

Progress

(Red, amber, green)

Speech & Language Interventions

Levels of oracy remain below ARE in entry to EY. Therefore, Speech and Language remains a key area for development in both EYFS alongside vocabulary development throughout all phases

Ongoing

 

TA Support will be provided to pupils requiring additional 1:1 and small group support allowing children to work on SALT targets.

£8,000

 

Personalised Learning Model

 

This will allow for catch-up to take place alongside ensuring pupils can access a personalised approach to their specific way of learning.

Ongoing

SLT

It is proposed that the continuation of this model will enable pupil progress and attainment to be maintained, plus allowing room for catch-up for those pupils where the gap widened during lockdown.

£12,000

 

Vocabulary Rich Environments

 

Working walls and vocabulary rich environments have a positive impact on academic development.

Ongoing

DH

Learning environments will continue to be language rich to ensure pupils have access to and are encouraged to use Tier 2 and Tier 3 vocabulary.

 

ELSA

Improved social and emotional stability allows for improved readiness to learn.

Ongoing

RW and VL

ELSA will enable pupils with emotional difficulties to become more aware of their own emotions and receive support in talking about their emotions, particularly those who found lockdown a challenge.

£1,500

 

Specifically designed ‘catch-up’ program.  

Catch-up program has been outlined by the government as a way to narrow the post Covid-19 gaps.

Ongoing

SLT

This will be designed to make greater use of the expanded school day and use of TA support before and occasionally after school where appropriate.

£10,000

 

Accelerated Learning intervention focus groups for HA pupils in reading, writing and maths.

Smaller personalised learning groups allow higher attainers to develop their critical thinking and deeper understanding.

Ongoing

Phase Leaders

The percentage of PP pupils working at greater depth in core subjects will increase.

£5,000

 

 

 

 

Priority 2

To support the development of teaching and learning throughout the school and provide support to all practitioners when implementing quality first teaching. 

Overall Success Criteria

-          Quality first teaching will be evident throughout school.

-          Children’s books will be of a high standard across the whole school, with consistency within each phase group.

 

Evaluating method for measuring progress against success criteria

Pupil progress meetings and PPA will show children’s books to have a consistency across phase groups.

Observations, learning walks and PPA will identify quality first teaching and development areas across the school.

Resource implication for priority 2

SLT, Teachers and Teaching assistants 

CPD

Key Actions/ Approach

What is the evidence and rationale for this choice? (including EEF)

Timeline

Staff Lead

Resource Implication

 

Progress

(Red, amber, green)

Team teaching/modelling

Evidence suggests teachers can learn off each other to promote good teaching practice.

Ongoing

SLT and/or Phase Leaders

The personalised learning model will be delivered effectively in all classes leading to accelerated progress, improved outcomes wen implementing the ‘catch-up’ program for all pupils.

£10,000

 

Learning Interventions

Interventions are highlighted as a way of increasing academic development at a faster rate.

Ongoing

SLT and/or Phase Leaders

Small group pre and post teach sessions alongside interventions that focus on identified gaps in learning will close the attainment gap. These will be implemented at various times throughout the day for part of the ‘catch-up’ for all program.

£15,000

 

Reading Support

Reading is a priority subject and children will benefit from increased reading support.

Ongoing

DH and Phase Leads

Develop reading in a small group or 1:1 environment including decoding and comprehension skills. This will be supported with our new reading scheme of decodable books.

£2,000

 

 

 

Priority 3

Engagement: to improve parental engagement, attendance, curriculum engagement and academic achievement for PP families.

 

 

Overall Success Criteria

-          Whole school attendance will continue to be above 96%

-          The attendance gap between PP children and non-PP children will close.

-          PP parents will engage more with blended learning to increase academic achievement.

Evaluating method for measuring progress against success criteria

Attendance figures will be monitored to ensure.

Attendance plans will be put in place and monitored where necessary

Resource implication for priority 3

SLT, Teachers and Teaching assistants 

Attendance Officer

CPD

Key Actions/ Approach

What is the evidence and rationale for this choice? (including EEF)

Timeline

Staff Lead

Resource Implication

 

Progress

(Red, amber, green)

Attendance Officer (including additional support for education off site)

A designated member of staff ensures attendance can be monitored stringently.

Ongoing

KR

High attendance rate will be maintained.

£10,000

 

Blended Learning

Children have the ability to continue learning beyond the classroom.

Ongoing

SLT / Phase Leads

Access to a range of blended learning materials provided on Wonde/E-Schools. This will aim to increase engagement, confidence and resilience amongst all pupils and parents.

 

Parental Engagement Sessions (Workshops)

Parental engagement will result improved academic performance.

Ongoing

PP Lead

Half-Termly parental engagement sessions to share time, work and skills with parents to be delivered online. 

 

Subsidised Trips 

Children will be able to participate in all learning experiences alongside their peers.

Ongoing

Office Manager

The subsidising of trips and visits will continue to support and develop pupils’ confidence and independence.

£1,394

 

 

Evaluation of 2019/20

 

Summary information

Total number of pupils (not including EY)

266

Total number of pupils eligible for PP

49

Total PP Budget for 2020/ 21

£74,195.00

 

Whole school internal Barriers to learning

* Language Acquisition – Levels of oracy continued to be below ARE in entry to EY. Therefore, Speech and Language remained a key area for development in EYFS alongside vocabulary development throughout all phases.

* There continued to be a number of pupils presenting with emotional needs impacting on their readiness to learn.

* 33% of those PP in key cohorts (Year 2 and Year 6) also had SEN – this impacted the gap between PP compared non-PP.

Whole school external barriers to learning

* Although improving, attendance of the PP children was still below the school target and that of non-PP children.

* In some instances, the engagement, levels of education, skills and training amongst adults involved with our PP premium children meant that they did not possess the self-confidence to support their children’s learning outside of school. This was particularly relevant during the March – July lockdown period.

 

 

 

Priority

Outcome

 

1. To continue close the attainment gap, including those with SEN, for PP and non-PP pupils in all core subjects by ensuring pupils’ readiness to learn.

- TA Support was given to pupils requiring additional 1:1 and small group support allowing children to work on SALT targets.

- Personalised learning through scaffolding within the lesson structure helped to accelerate learning and maintained high outcomes in data across all year groups.

- Learning environments were made language rich and ensured pupils had access to and frequently used Tier 2 and Tier 3 vocabulary.

- ELSA enabled pupils with emotional difficulties to become more aware of their own emotions and they received support in talking about their emotions.

- This enabled pupils experiencing emotional needs to have more immediate access to required support, ensuring that their main focus could be upon their learning.

- The percentage of PP pupils working at greater depth in core subjects increased.

2. To continue to develop teaching and learning across the school by maintaining the current teaching profile and supporting lead practitioners in ensuring Early identification and intervention.

- The personalised learning model through scaffolding within the lesson structure was delivered effectively in all classes leading to accelerated progress and improved outcomes.

- Small group pre and post teach sessions alongside interventions that focus on identified gaps in learning were able to close the attainment gap.

- Developed reading in a small group or 1:1 environment including decoding and comprehension skills.

3. Engagement: to improve parental engagement, attendance, curriculum engagement and academic achievement for PP.

- High attendance rate was maintained.

- Access was made to a range of After School provision, including external providers, increasing engagement, confidence and resilience.

 - Half-Termly parental engagement sessions were implemented to share time, work and skills with parents.

- The subsidising of trips and visits continued to support and develop pupils’ confidence and independence.