Pupil Premium
Pupil Premium at Coddington Primary School
Mrs Penn is the Pupil Premium champion who can offer more support if it is felt necessary by parents/carers and class teachers. (l.penn@coddington.notts.sch.uk)
What is Pupil Premium
What is Pupil Premium?
The Government has started a scheme named Pupil Premium. This Pupil Premium is allocated to local authorities and schools with pupils on roll in January 2012 that are known to have been eligible for free school meals at any time in the last six years, also children who have been Looked After for more than 6 months and those children who are from Service families. Since December 2013 this has now been extended to children who are post looked after children and are now adopted, part of a residential order or under special guardianship.
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
What is the intended impact?
Pupil’s progress is closely tracked and monitored to ensure that the next stages of learning are catered for. A suitable intervention, consolidation work or next steps to learning program is then put in place. Once the individual pupil has met the age related or above target they should be able to access their learning at a much better rate.
How is it used?
Schools have the freedom to spend the Premium, which is additional to the underlying schools budget, in a way they think will best support the raising of attainment for these pupils.
School overview
| Detail | Data |
|---|---|
|
School Name |
Coddington Primary School |
|
Number of pupils in school |
65 |
|
Proportion (%) of pupil premium eligible pupils |
16% |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
3 years 2021-2022 2022-2023 2023-2024 |
|
Date this statement was published |
December 2022 |
|
Date on which it will be reviewed |
December 2023 |
|
Statement authorised by |
Tim Head |
|
Pupil premium lead |
Lesley Penn |
|
Governor / Trustee lead |
PP Governor |
Funding Overview
| Detail | Amount |
|---|---|
|
Pupil premium funding allocation this academic year |
£52630 |
|
Recovery premium funding allocation this academic year |
£3481 |
|
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
none |
|
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 |
£56111 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
Our ultimate objectives are:
- All children to have access to high-quality teaching as this has been shown to have the greatest impact on closing the gap.
- All children, regardless of their background and challenges, make good progress and achieve in all areas.
- All pupils can read fluently and with good understanding to enable them to access the breadth of the curriculum.
- All pupils have confidence and self-esteem.
- All pupils to be given the skills to look after their social and emotional wellbeing and to develop resilience.
- All children to become self-motivated, enthusiastic, and creative learners keen to achieve their full potential.
- All pupils will learn independently and collaboratively.
- All children to be self-aware, sensitive, caring individuals with respect for others and the environment.
- All children should be able to form and express ideas and questions and communicate effectively.
- All pupils enjoy their learning, experience success and be proud of their achievements.
- All pupils have the personal and social skills to be able to play an active and constructive role in society.
- All disadvantage children, including the high attainers, have access to targeted interventions in maths and writing
- Our Pupil Premium strategy forms part of our plans for education recovery across the school
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
- Some children, including disadvantage pupils, did not pass the phonics screening in Y1 and Y2. This impacts on their progress in reading in Key Stage 2.
-
Reading comprehension 2020 outcomes for Year 6 in Reading were 88% at or above. 80% of FSM children were at or above. FSM6 86% were at or above.
2021 baseline assessments in Reading for Year 6 were 67% of PP were below. 69% of the year group are on track. A lack of engagement with home learning during Lockdown. PP assessments in Reading is below the National for 2021.
2021 – 2022
KS2 SATS EXP National 74%
KS2 SATS Coddington FSM6 – 88.9% were at expected standard or above.
KS1 SATS Coddington FSM6 70% on track or above
-
Maths
2020 outcomes for Y6 in Maths were 76% were at or above. FSM 40% were at or above. Only 57% of FSM6 were age related and above.
2021 to 2022 KS2 SATS
National 71% EXP 22% GD
FSM6 LA 54.7%
Our School KS2 75% EXP 33.9% GD
FSM6 44.4% EXP or above
2021 to 2022 KS1 SATS
National 68% EXP 15% GD
FSM6 National 52% LA 52.3%
Our School KS1 71% EXP 14% GD
FSM6 70% EXP or above
-
Writing
Writing has been identified as an issue within the school and forms a main part of this year’s SIP.
2021 to 2022 KS1 SATS
National 58% EXP or above LA 59% EXP or above LA 7.2%GD
FSM6 LA 50.4% EXP or above
Our School KS1 67.9% EXP or above 12.5% GD
FSM6 60% EXP or above
2021 to 2022 KS2 Teacher Assessment
National 69% EXP or above LA 70.7% EXP or above LA 13.1% GD
FSM6 LA 55.7%
Our School KS2 71.4%EXP 0 GD
FSM6 44.4% EXP or above
-
Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantage pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantage pupils than their peers.
-
During our INSET day, teachers completed a barrier to learning audit, they also completed observations, and had discussions with parents where they have identified some children with an emotional and social need.
-
Teachers have noted that some PP children have had issues with accessing technology to complete homework tasks. During lockdown PP were the least likely to particate in Zoom / online learning. Lockdown brought up issues around the lack of technology in the home. Children didn’t have the devices to complete their homework tasks. Our times tables and spelling homework is online through TTRockstars and Spelling Shed.
-
Attendance through analysing the data and conversations with staff lateness was highlighted as a concern for several of our disadvantage pupils. Some of our new PP (refugee) children also have an issue to attendance.
Intended Outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended Outcome | Success Criteria |
|---|---|
|
Improved phonic knowledge in KS2. |
Observation of Fresh Start lessons across KS2 and records kept show that these lessons take place regularly. Assessment shows an improvement in phonic levels and reading and writing shows improvement in phonic skills being used. Phonic levels are regularly assessed to check progress. |
|
Improve writing attainment for disadvantage pupils. |
There is evidence of interventions taking place and these lead to an improvement in writing levels for disadvantage pupils, so they are closer to school expectations. This year a TA has been employed to deliver extra writing interventions. Progress is monitored every half term, through keeping assessments, moderating children’s writing and through progress in NO More Marking. |
|
Improved maths attainment for disadvantage pupils. |
Regular interventions are taking place across school and termly assessments are being used to monitor and evaluate progress. By 2023-2024 KS1 and KS2 maths levels for disadvantage pupils are now closer to National expectations. |
|
To achieve and sustain improved wellbeing for our disadvantage children. |
Pupil questionnaires and parent consultations show wellbeing has improved. Evidence shows that enrichment activities have taken place. |
|
Children to have access to technology so that they can complete their homework. |
Children are accessing the homework clubs and have completed their tasks (Times Tables Rockstars and Spelling Shed). Laptops are available for some children to use at home and school, and these are being used to complete set tasks. Maths’s homework club takes place and PP children are attending and growing in confidence. |
|
Ensure quality first teaching in writing and maths. |
Staff have had training on writing and maths. Microsoft Word – Teachers Impact report final.docx (suttontrust.com) |
|
Improve Teaching Assistants knowledge and delivery of interventions. |
Fresh start training refreshed.
Training has been through the school’s RWI lead and observations of other members of staff. Resources are purchased where needed to support the learning. Fresh Start | EEF (educationendowmentfoundation.org.uk)
Teaching Assistants are also supported to deliver writing and maths interventions. |
Activity In This Academic Year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £22, 500
| Activity | Evidence That Supports this Approach | Challenge Number(s) Addressed |
|---|---|---|
|
Ensure quality first teaching in writing, maths and reading. |
The English and maths leads have introduced new schemes. Some staff meetings and INSET days will be used to support staff to fully embed these schemes across the school.
|
1-5 |
|
Improve Teaching Assistants knowledge and delivery of interventions. |
Fresh start training refreshed. Training has been through the school’s RWI lead and observations of other members of staff. Resources are purchased where needed to support the learning. |
1 |
|
SALT A part time teacher SALT teacher has been employed to work with those children who teachers feel need extra support with their speech. |
Oral language interventions | EEF (educationendowmentfoundation.org.uk) SALT teacher leads some interventions. She also completes assessments and passes on reports to the class teacher. These reports contain suggestions for activities that the class TA or parent may carry out to support the child’s speech. |
5 |
|
PP lead has time to carry out their role of coordinating and monitoring PP across the school. |
Time for Pupil Premium lead to plan, monitor and evaluate the strategy. |
1-8 |
|
ELSA training |
Emotion Coaching training course |
6 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 19,500
| Activity | Evidence That Supports This Approach | Challenge Number(s) Addressed |
|---|---|---|
|
Additional writing interventions groups for all PP children. |
A TA has been employed part time to deliver writing interventions for PP children. Writing groups with a TA or in a small tutoring group can add an extra 4 months. |
4 |
|
Fresh Start intervention groups in KS2. This will provide phonic sessions for those children who need extra support in this area. |
1 |
|
|
Children are identified who do not have access to technology at home. A homework group will be established to allow them to complete their homework in school. |
Evidence for homework clubs: The definition also includes activities such as ‘homework clubs’ where pupils have the opportunity to complete homework in school but outside normal school hours. Digital technology has an impact of up to 6 months. |
7 |
|
Maths’s intervention groups will take place regularly for all children who are seen to be requiring extra support. PP children will receive extra maths support |
Pre and post teaching Groups no more than 6 or 7 3 times a week. Teaching Assistants, when trained, have shown to make progress with intervention groups Improving our maths teaching and the curriculum planning in line with the DFE |
3 |
|
Additional reading intervention groups will take place for those children who are seen to be significantly behind their peers. Comprehension |
Add up to 6 months extra progress EEF KS2 Purchase a programme to support the teaching of reading. |
2 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 14,111
| Activity | Evidence That Supports This Approach | Challenge Number(s) Addressed |
|---|---|---|
|
Ensure staff are trained and available to support children with emotional and wellbeing issues. |
SQ and NH will work with children who are experiencing emotional needs. NH will do a morning check in with some of our children who need extra support. |
6 |
|
Ensure enrichment activities are provided to develop children’s self-esteem and confidence. |
Weekly enrichment group is provided for several our disadvantage pupils. A forest school experience is also provided for the children. |
6 |
|
Provide a Breakfast club to improve punctuality. Work with parents to improve attendance. |
8 |
Total budgeted cost: £56,111– Based on the figures above.
Part B: Review of Outcomes in the Previous Academic Year
Pupil Premium Strategy Outcomes
This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
Improved phonic knowledge in KS2
2 teaching assistants had some in school training on Fresh Start.
Fresh Start
Data from Autumn 2 to Summer 2
12 children have accessed Fresh Start (50% PP)
2 groups have had daily sessions.
75% (9) of the children have accelerated progress in reading.
42% (5) of the children have made more than double the expected amount of progress.
17% (2) of the children have made 4 years progress in one year.
Improved reading attainment for disadvantaged pupils
New reading scheme/reading approach introduced this year by our English Lead.
Reading staff meetings
NFER results – progress monitored in termly pupil progress meeting. There is a PP section to pupil progress forms. The children’s reading levels were monitored termly using Scholar Pack. When on the Spring data children were shown to have not made the required progress those children were targeted in the summer term. At the end of the year there was 5 PP children across the school did not make expected progress in reading. 4 of these children have SEND.
| FSM6 |
Our School |
Notts FSM6 |
National FSM6 |
|---|---|---|---|
|
EYS (ELG) |
100% |
49.7% |
65.2% |
|
KS1 |
70% |
50.4% |
51.4% |
|
KS2 Combined |
33.3% |
41.9% |
|
|
KS2 Reading |
88.9% |
|
|
In KS 2 the combined was pulled down by the writing. The writing forms part of this year’s SIP and is a focus of the PP strategy.
Improved maths attainment for disadvantaged pupils
New scheme introduced across the school.
Staff meetings on maths
| FSM6 |
Our school |
Notts |
National |
|---|---|---|---|
|
EYS |
100% |
49.7% |
65.2% |
|
KS1 |
70% |
52.3% |
52% |
|
KS2 combined |
33.3% |
41.9% |
|
|
KS2 maths |
44.4% |
|
|
Improve writing attainment for disadvantaged pupils
| FSM6 |
Our school |
Notts |
National |
|---|---|---|---|
|
EYS |
100% |
49.7% |
65.2% |
|
KS1 |
60% |
40.9% |
41,1% |
|
KS2 writing |
44.4% |
|
|
Writing forms part of these year’s SIP. It is also the focus of the PP strategy. A part time PP teaching assistant has been appointed this year to work with PP children across the school. She will be completely focused on improving writing.
Y3 PP writing
GD 12.5%
EXP and above 37.5%
Although the PP children in Y3 made progress with their writing only 38% made expected progress. 2 of the children have complex SEND needs and had some 1:1 support.
Improved oral language across Foundation Stage and children are identified and the programme is assessed and monitored.
NELI
50 children in Foundation Stage 2 took part in the NELI programme.
The summer report from the NELI programme showed only 5 children had language issues in the whole cohort. 3 children (who were also SEND) had clear concerns and 2 had slight concerns with their language.
For 5 children there were no concerns regarding their language. The rest of the cohort were above average and 22 were much above average in their language skills.
SALT
13 Pupil Premium children were seen by our Speech and Language support. Some went for assessments whilst others had regular sessions.
To achieve and sustain improved wellbeing for our disadvantage children.
ELSA
This academic year there have been 6 PP children that have accessed ELSA. They have had a weekly intervention either on a 1:1 basis or in a small group. The ELSA teacher has worked in conjunction with class teachers to identify the focus area for support and these have ranged from building relationships, developing emotional resilience and building self-esteem. The length of interventions has depended on each child’s need. Feedback from sessions has been overwhelmingly positive.
We are currently looking to expand ELSA provision from September 2022 and a teaching assistant is being trained in the Autumn term to deliver ELSA sessions every afternoon.
ENRICHMENT
8 children attended weekly enrichment sessions.
Comments from the children during our Pupil Voice report.
‘It helps me when I get stressed.’
‘Come out of class, have a breather, relax, do fun things, and go back to class. Helps me feel calm.’
‘I like it because we do fun stuff, nice to have a quiet space.’
One child had a very negative response to my Pupil Voice in the Autumn term, but in the summer term it was a lot more positive, and she liked school a lot more (although she still disliked maths).
Magic Maths
Years 3 to Year 5 (20 children) Pupil Premium children attended 6 Magic Maths sessions on a Friday afternoon. These were paid for out of the PP budget.
During my Pupil Voice meeting the children all said they really enjoyed the Magic Maths Sessions.
Children to have access to technology so that they can complete their homework.
The laptops arrived in school however it took a long time to have them set up.
Attendance for disadvantage pupils has improved. Children also arrive on time to their lessons.
Autumn and Spring terms FSM6 absence of 5.3% FSM6 persistent absence 13.2% No severe absence
Breakfast Club- breakfast club was offered to several families.
PP Tutoring programme established across school to look at individual needs.
17 children completed all the tutoring sessions
Review of School Led Tutoring for 2 terms
100% of the children made at least expected progress.
53% made more than expected progress (at least 6 points).
12% made more than double the expected progress in at least one of the areas (RWM).
6% made double the expected progress in all 3 areas (RWM).
Homework
A homework club was set up at lunchtimes. Attendance varied but was not widely used.
Laptops took too long to arrive and when they did it took ages for them to be set up.
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information:
| Measure | Details |
|---|---|
|
How did you spend your service pupil premium allocation last academic year? |
Training for ELSA and Therapeutic conversations to support children in times of uncertainty and transition. Classroom support for pupils |
|
What was the impact of that spending on service pupil premium eligible pupils? |
|
Our ultimate objectives are:
- All children to have access to high-quality teaching as this has been shown to have the greatest impact on closing the gap.
- All children, regardless of their background and challenges, make good progress and achieve in all areas.
- All pupils can read fluently and with good understanding to enable them to access the breadth of the curriculum.
- All pupils have confidence and self-esteem.
- All pupils to be given the skills to look after their social and emotional wellbeing and to develop resilience.
- All children to become self-motivated, enthusiastic, and creative learners keen to achieve their full potential.
- All pupils will learn independently and collaboratively.
- All children to be self-aware, sensitive, caring individuals with respect for others and the environment.
- All children should be able to form and express ideas and questions and communicate effectively.
- All pupils enjoy their learning, experience success and be proud of their achievements.
- All pupils have the personal and social skills to be able to play an active and constructive role in society.
- All disadvantage children, including the high attainers, have access to targeted interventions in maths and reading.
Our Pupil Premium strategy forms part of our plans for education recovery across the school.