Pupil Premium

Pupil Premium Strategy

Intent

At Little Sutton Primary, we believe that only by having the highest expectations of all learners can the highest possible standards be achieved. Some pupils from disadvantaged backgrounds require additional support; therefore, we will use all the available resources to help them reach their full potential.

 

The Government allocates Pupil Premium funding to schools, for children who are entitled to free school meals (FSM). The purpose of the funding is to raise the attainment of FSM students and help to diminish the difference in attainment between FSM and non-free school meal students nationally. From September 2014, these pupils became known as disadvantaged pupils.

 

Pupils who have been eligible for free school meals at any point in the last 6 years qualify for Pupil Premium. From September 2016, these pupils are known as Disadvantaged – FSM6.

 

A premium has also been introduced for children whose parents are currently serving in the armed forces.

 

This report outlines the amount of funding available, along with the procedures for ensuring the funding is allocated correctly.

 

School Overview: Pupil Premium allocation

There are currently 24 (5.7%) students registered as having been entitled to FSM within the last 6 years. Our FSM children (18) make up 4% of the school population. The number of pupils and Pupil Premium grant received for the current and previous academic year are shown below:

 

Summary of the number of pupils and Pupil Premium grant (PPG) received

2020-2021

2019-2020

Total number of pupils on roll

421

422

Total number of pupils eligible for the Pupil Premium grant (%)

 

23 (5.5%)

27 (6.3%)

 

Amount of PPG received per pupil

£1, 345

£1,320

Total amount of PPG received

£30, 935*

£36, 620**

Total cost spent (including subsidised amount from the school budget)

£39, 829

*This is based on the rates per pupil for 2020 to 2021

**The allocation of the 2019 funding was based on the January 2019 census . It Includes 1 post LAC paid at the higher rate (£2,300)

 

 

 

 

Strategy aims in spending the Pupil Premium grant

2019-2020

The funding allocated for 2019-2020 was: £36, 620

The focus on expenditure for the Pupil Premium Grant (PPG) was related to each individual child’s performance and needs in order to diminish the difference. As with all schools since March 2020 the PPG took a much wider approach. Support was not simply directed to pupil’s academic intervention, it included a re-shift in the delivery of our teaching priorities, targeted support and wider provisions that supported pupils mental and social well-being. This was particulary so during our school’s partial closure where the focus on the educational provision was aimed at providing: care to our key worker and vulnerable children (14 Pupil Premium children were considered vulnerable and 18 out of 27 of our Pupil Premium children were FSM); teaching key year groups; and ensuring there was a balance of blended learning and support for all our pupils.

 

This section is split into three sub-sections: ‘Teaching priorities, ‘Targeted support’ and ‘Other approaches’. Each table highlights the intended outcome, estimated impact, final outcome, adaptations to COVID, and costings. As there is no data for 2019-2020, the overall impact statement reflects the effect on pupils’ progress the money has had, using where possible internal teacher assessment and the 2018-2019 Key Stage data.

 

Teaching priorities

 


Priority

Intended outcome

Estimated

impact

Final outcomes including adaptations to COVID

Cost (year)

Priority 1

Reception and Year 1 reading groups with 1 adult for each group for the year focusing on phonics and reading (1 additional adult).

To provide focused early intervention to accelerate progress in phonics and reading.

 

This focus continued until March 2020 when the school was partially closed, except to vulnerable children and those of key workers.

 

Most Reception and Year 1 pupils returned to school in June 2020. 2 out of 3 Pupil Premium pupils in Reception and Year 1 returned to school during this period. The other pupil returned to school at the end of June.

 

During this period, the school focused on ensuring that high quality phonics and reading sessions continued. The school restructured the reading groups by utilising available staff from other year groups to teach children in groups of 15. Returning pupils were taught by a teacher and teaching assistant. Within these bubbles reading groups were therefore able to safely continue. Although data is unavailable for this academic year, feedback from staff and parents indicated that the focus on children’s reading and phonics had significantly improved.

 

In need to the COVID pandemic the English Hub also worked with the DfE to ensure reading and phonics was a national priority. The school produced online Letters and Sounds phonic lessons for Reception, Year 1 and Year 2 pupils.

 

Reading groups in school and Letters and Sounds videos will continue next year.

£8,074

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Please see accounts for English Hub videos

 

 

 

 

Priority 2

Maths groups and focused intervention

To provide focused support for maths groups in lower and upper Key Stage 2 for 5 mornings a week – to embed maths mastery and accelerate pupil progress (1 adult).

 

This includes additional intervention for focus pupils for 2-3 mornings/afternoons to accelerate pupil progress in Years 5 and 6.

 

Focused Maths groups and intervention continued until March 2020. Teacher assessments across KS2 indicated that the focus on maths groups and maths mastery intervention had a positive impact on pupil progress with all Pupil Premium children in Year 6 (8) predicted to achieve the expected standard and 2 (out of 8) to achieve the greater depth standard.

 

After March 2020, the school continued to ensure maths support was provided to all pupils through its home blended learning approaches. All pupils in KS2 received regular communication including access to online maths planning, resources and zoom lessons.

 

In June 2020 43 of our Year 6 pupils returned to school, allowing three bubbles to be created with a teacher and teaching assistant.The smaller bubbles provided an opportunity to focus on maths mastery teaching and intervention to help accelerate gaps and pupil progress. Initally, 4 (out of 8) Year 6 Pupil Premium children returned to school. 2 (out of 8) Year 6 Pupil Premium children returned at the end of June, due to shielding.

 

The school was also able to facilitate the return of its Year 5 pupils for 2 days a week at the start of July. With a priority on the teaching of the core subjects. The two bubbles were led by a Year 6 teacher and the Maths Lead. 2 out of the 4 Year 5 Pupil Premium children, attended these days. The other 2 pupils that continued to shield had access to home learning packs, an Ipad, online maths resources and regular communication from staff.

For all Years 3 and 4 pupils including the Pupil Premium children (7), staff monitored maths learning through safeguarding calls and work completed online.

 

At the end of the academic year all pupils in Years 1 to Year 5 also received a summer home learning pack, which contained a CGP maths study book and question book to support with catch up of learning missed during the summer period. The intention was also to use the maths books to support support catch up and gaps by the new class teacher.

£15, 000

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

+ £1, 240 for CGP maths books

Priority 3

 

Senior Teaching Assistant managing and implementing the intervention programmes

Senior Teaching Assistant to train staff in the delivery of strategies including the Lexia programme for children who are assessed as below national expectation in reading for 3 days a week

 

To also support staff in the delivery of interventions in reading across EYFS and KS1. To analyse the impact of intervention and report outcomes to Standards and Achievement working group (1 day a week).

 

The training for Lexia and reading interventions was delivered by the Senior Teaching Assistant at the beginning of the year to KS1 and Year 3 and 4 teaching assistants. This training enabled staff to support in the delivery of high quality reading sessions in Reception and Year 1 as well as monitor the impact of Lexia.

 

13 Pupil Premium out of 60 children from across the school, had access to Lexia upon the partial closure of school in March with 3 children having access to Ipads. 5 out of the 13 Pupil Premium children were provided with Ipads to enable them to access Lexia at home. Whilst the Lexia programme was aimed at Pupil Premium children it was also focused on the lowest 20% of pupils across the school.

 

Data from the programme indicates that all pupils on the programme last year made at least good progress in their reading ages.

 

The Lexia programme and reading intervention support will continue next year.

£6,478.30

 

 

 

 

 

Targeted academic priorities


Priority

Intended outcome

Estimated

impact

Final outcomes including adaptations to COVID

Cost

Priority 1

Reading Lexia

Reading programme delivered to accelerate reading progress (3 adults). Including training. Children were also provided with intervention packs for the Summer period to ensure progress with reading was made. Lexia is also available for use at home. The impact of Lexia is monitored by class teachers and supporting adults.

This continued for 60 children throughout the period and was monitored, see above for impact.

£1,309

Priority 2

Reading Gladiators

 

Reading programme delivered for 14 weeks to provide a challenging reading experience that helped motivated children to read for pleasure in Years 2, 4 and 6. 1 hour a week with 3 adults.

 

This continued untill March 2020. Feeback from class teachers indicated that children enjoyed the texts and were reading more widely with books purchased.

 

During the school’s partial closure these children including 2 pupil premium children were still sharing their experiences of more challenging books they were reading on Purple Mash with their class teachers too.

£1,150

Priority 3

Maths Whizz

 

1 to 1 maths tuition programme delivered to accelerate maths progress across Years 5 and 6.  Maths Whizz was also provided to Year 4 pupils during the Summer period to support transition. The impact of this is analysed by the class teachers and the class lead (1 adult).

This was successfully implemented and available for all Year 5 and 6 children. In June the programme was then available to Year 4 pupils.

 

Data from Maths Whizz indicated that children were making progress from their given targets.

£1,800

 

Priority 4

Maths Rock Stars

 

A specific programme to help with learning times tables across the school and allowing children to develop the self-confidence, recognition and motivation to improve their fact fluency skills.

 

This has been successful in bringing confidence to pupils with their times tables skills. During May – June children also took part in the LTE TTRS competiton with other schools. This boosted morale and provided a further impetus to learn times table facts in a fun way.

£90

Priority 5

Home learning packs

 

 

Home learning packs were provided to all children to ensure they had access to educational provision.

Initally, the home learning packs included personalised letters to pupil outlining the weekly expectations for core subjects, a topic book to complete work in. Prior to the end of the academic year all children from Years 1 to 6 also received a new learning pack which included a CGP maths study book and question book.

See above for CGP maths book costs

 

Wider strategies

For all pupils entitled to Pupil Premium funding there was also a:

  • continued choice of either a subsidised peripatetic music lessons or subsidised extra-curricular activity
  • up to 4 subsidised school trips
  • subsidised residential for pupils in Year 6

 

Whilst these were available in the Autumn and Spring terms, unfortunately after March 2020 trips were unable to continue including the Year 6 residential. However, music lessons continued via online teams/Zoom meetings with the peripatetic teachers where possible.  

Cost: £4, 687.00

 

Additional wider strategies that were also effective

Within school:

  • Daily rapid intervention picking up on misconceptions in maths from the lesson in the morning and practise of number bonds and times tables
  • Talk for Writing to support engagement and progress of boys
  • Part time Teaching Assistant in Reception for early intervention
  • Specific teaching of reading comprehension strategies include A.P.E (Answer, Prove and Explain) and reciprocal reading to develop inference skills
  • Daily rapid intervention picking up on a lack of understanding, misconceptions, identified from reading including phonics and reversal of letters
  • Regular evaluations and modifications to interventions used if impact not evident after 4 weeks – Phase Leaders
  • Reading Gladiators – introduced to support reading for pleasure and more able pupils in Year 2 and 6

 

During the school’s partial closure the following strategies helped to mantain effective educational and social provision:

  • Regular weekly communication with parents and with DSLs
  • Home learning support – provding access to packs, catch up packs and Ipads access for pupils
  • Food Vouchers – 18 out of 27 of our Pupil Premium children also received FSM weekly vouchers from March 31st. The DfE provided a national free school meals voucher scheme, worth £15 per week at supermarkets. Parents received the voucher through the school email on a weekly basis and during the holidays
  • Letters and Sounds – English Hub videos for Reception, Year 1 and Year 2 pupils
  • Mastery learning support with the NCETM and White Rose Hub materials additional website links were purachsed to support with home learning – including for Reception pupils
  • Maths Whizz intervention as introduced to pupils in Year 4 in the Summer term and during school closure
  • Year 5 phased return (2/4 pupils returned to school for 7 additional catch up sessions – 2 other pupils were shielding, but attended Zoom meetings with class teachers to check progress)

 

There has also been:

  • Close monitoring of pupils progress by class teacher and Phase Leader. Reviewed by, Assistant Heads, Deputy Head teacher/DSLs and Head teacher
  • Identified person responsible for children entitled to Pupil Premium funding who reports to Governors Standards and Achievement group on the impact of the interventions
  • Regular review of impact of intervention by Leadership Team and half termly report at Governing Body, including the Standards and Working Achievement group. Meetings continued even during school closure.

 

 

Total Pupil Premium 2019-20 spent: £39, 829

 

 

Barriers to Learning that our Pupil Premium pupils faced:

 

In 2019/2020

  • Some of our pupils demonstrated low self-esteem and limited aspirations resulting in a lack of knowledge of opportunities available later in life.
  • Most of pupils were unable to access clubs which enable them to pursue interests
  • 14 out of 27 Pupil Premium children were classed as vulnerable and part of a separated family or have experiences a family breakdown. As such, during the school’s partial closure they required weeky communication to ensure their well-being and educational needs were met. They were also provided access to Ipads, learning packs and the purchase of additional CGP books
  • 18 out of 27 of our Pupil Premium children received the national Free School Meals (FSM) weekly vouchers
  • 11% of our Pupil Premium children (4 out of 27 pupils) were on our special educational needs register with 1 pupil with an EHCP. Their needs were well catered for and impact of support was closely monitored by the SEND team and Standards and Achievement Group
  • Although not on the SEND register, some of our Pupil Premium children (7 out of 27) entered Reception below average in reading, writing and maths (19%)
  • Some of our Pupil Premium children also have medical needs. Prior to March 2020 13% (3 pupils out of 27) eligible for Pupil Premium had particular medical needs which also resulted in reduced attendance.
  • For a minority of children (6 out of  27), attendance has been a barrier, however careful monitoring of this and support from an Educational Welfare Office (EWO) addressed any concerns. This continues to be carefully monitored.

 

Staff then used Pupil Premium profiles to note strategies that would help these pupils achieve their targets on action plans.

 

Impact of strategies on the performance of Pupil Premium Pupils

2019-2020

Please note: Assessments – national assessments for Reception, Year 1, Year 5 and Year 6 were cancelled for the 2019-2020 academic year. However, as many of our teaching and academic strategies remain ongoing and effective, it is useful to see the impact of these from the 2018-2019 data.

The impact of:

Year 1

100% (5 pupils) achieved the Phonics screening check compared to 98.3% of all pupils in the school and 74% of all pupils in Birmingham – national to be confirmed.

Key Stage 1

In 2019 80% of our FSM6 (4 of 5 pupils) achieved the expected standard in reading, writing and maths, compared to 81.7% of other pupils in our school and 64.9% of pupils nationally.

  • Reading – 100% of pupils (5 of 5) achieved the expected standard (compared to 90% of all pupils in the school and 74.9% of all pupils nationally). One pupil (20%) achieved the greater depth standard (compared to 31.7% of all pupils in the school and 25% of all pupils nationally).
  • Writing – 100% of pupils (5 of 5) achieved the expected standard (compared to 85% of all pupils in the school and 69.2% of all pupils nationally). One pupil (20%) achieved the greater depth standard (compared to 23.3% of all pupils in the school and 14.8% of all pupils nationally)
  • Maths – 80% of pupils (4 of 5) achieved the expected standard (compared to 90% of all pupils in the school and 75.6% of all pupils nationally). Two pupils (40%) achieved the greater depth standard (compared to 33% of all pupils in the school and 21.7% of all pupils nationally).

 

 

Key Stage 2

In 2019 83.3% of our FSM6 (6 of 7 pupils) achieved the expected standard in reading, writing and maths, compared to 96.7% of other pupils in our school and 64.8% of pupils nationally.

  • Reading – 85.7% of pupils (6 of 7) achieved the expected standard (compared to 96.7% of other pupils in our school and 73.2% of all pupils nationally). 28.6% (2 out of 7) achieved a high standard (compared to 46.1% of other pupils in our school and 26.9% of all pupils nationally). The average scaled score for Pupil Premium was 105.7 (compared to 108.8 of all pupils in our school and 104.4 nationally). In KS2 disadvantaged pupils made 3.8 average in reading compared to 2.4 average progress of other pupils in the school.
  • Writing – 85.7% of pupils (6 of 7) achieved the expected standard (compared to 98.3% of other pupils in our school and 78.5% of all pupils nationally). 14.3% (1 out of 7) achieved a high standard (compared to 38.3% of other pupils in our school and 20.2% of all pupils nationally).
  • Grammar, Punctuation and Spellings –85.7% of pupils (6 of 7) achieved the expected standard (compared to 90% of other pupils in our school and 78% of all pupils nationally). 14.3% (1 out of 7) achieved a high standard (compared to 53.3% of other pupils in our school and 35.7% of all pupils nationally). The average scaled score for Pupil Premium was 103.3 (compared to 109.9 of all pupils in our school and 106 nationally).
  • Maths – 85.7% of pupils (6 of 7) achieved the expected standard (compared to 98.3% of other pupils in our school and 78.7.2% of all pupils nationally). 42.9% (3 out of 7) achieved a high standard (compared to 61.7% of other pupils in our school and 26.6% of all pupils nationally). The average scaled score for Pupil Premium was 107.3 (compared to 110.5 of all pupils in our school and 105 nationally). In KS2 disadvantaged pupils made 4.7 progress average in maths compared to 3.8 average progress of other pupils in the school.

 

 

 

 

Percentage of Pupil Premium attendance:

Our attendance for our Pupil Premium children for 2019/20 pre-coronvirus attendance was 95.6 (national: 94%) compared to non-Pupil Premium attendance for 2019/20 which was 96% (national 96%).

 

Allocation of funding for 2020/2021

Upon the review of the above, the following tiered approach of teaching, targeted academic priorities and wider strategies have been put in place to help support pupils to reach their identified targets this year:

Teaching priorities

  • Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, and make use of existing flexibilities of home/blended learning approaches as well as create time to cover the most important missed content
  • Training and resources linked to ‘metacognitive strategies’ – to help teachers plan practical ways in encouraging pupils’ metacognitive skills and knowledge to help learning stick
  • Phonics training – professional development provided by our English Hub for all EYFS, KS1 and Lower KS2 staff in order to support with their understanding of key strategies for the teaching of phonics when reading
  • Spelling training – time provided to plan and embed the ‘No-Nonsense’ scheme across the school
  • Delivery of reading groups in EYFS and KS1 – 2 additional adults needed to support in the delivery of reading group 3 mornings a week per class in EYFS and Key Stage 1 – to help further embed pupils’ phonics and reading comprehension skills
  • Maths groups in lower and upper Key Stage 2 – these have continued to show impact on pupils learning in maths mastery and remain a key priority

Estimated planned costs for teaching priorities: £10,000

 

Targeted academic priorities

  • Plan on the basis of the educational needs of pupils. Curriculum planning will be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills, in particular making effective use of regular formative assessment (for example, quizzes, observing pupils in class, talking to pupils to assess understanding, scrutiny of pupils’ work)
  • Focus phonics intervention in Key Stage 1 for 2 afternoons a week
  • Reading groups for Years 3
  • Focused intervention for reading and writing upper KS2
  • Reading Gladiators – to support more able Pupil Premium children
  • 60+ minutes weekly Lexia Programme – to develop pupil’s phonics and reading comprehension. Focus pupils are identified from pupil progress meetings and termly data. Parents have received tracking sheets which identify the skills pupils need to work on. This is regularly reviewed to track progress
  • Maths intervention – focused, short, sharp intervention in groups – to diminish the difference of focus pupils and address needs as identified from data and half termly pupil progress meetings
  • Maths Whizz and Maths Rock Star programmes to support in embedding mathematical learning at school and at home

Estimated planned costs for teaching priorities: £18,000

Wider strategies

  • Continue to develop the provision of remote educational online access and resources to support individual and bubbles should they be shielding, or in the case of a local lockdown
  • Reading resources for Pupil Premium children to support with developing a love of reading across the schools
  • Resources for writing, maths and SPaG skills for KS1 and KS2 pupils including if needed for shielding or a local lockdown
  • Continued subsidised trips for disadvantaged pupils for extra-curricular clubs or/and peripatetic music lessons
  • Provision of personal mentors and support from the education welfare officer with partner schools to support families with attendance and acute needs
  • Monitoring of and support for pupils whose attendance is below 96% by DHT and regular review meetings to ensure attendance is taken seriously

Estimated planned costs for teaching priorities: £4,000

 

Monitoring of Progress and Implementation for 2020/21

Area

Challenge

Mitigating action

Teaching

Ensuring enough time is provided to allow for staff professional development so they can cover the most important missed content since children have returned to schools.

Staff meeting and management time will be used to prioritise the monitoring and planning of the most important components considered missed by children upon their return to school.

 

Close monitoring of pupil’s progress by class teacher and Phase Leader.

Targeted support

Ensuring the COVID recovery plan addresses the key priroties across the school and supports in addressing significant gaps in pupils’ knowledge.

Phonic Lead to be released for 1 day a week to review impact of phonics and reading groups.

 

KS1 TAs needed to support 3 afternoons a week to plan and lead small phonic intervention across KS1.

 

Lower KS2 TAs to support 2 afternoons a week to plan and lead intervention across KS1.

 

Phase Leader to monitor the impact of reading across lower KS2.

 

Upper KS2 TAs to support 3 afternoons a week to plan and lead intervention across KS1.

 

English Lead to be released for up 2 afternoons a week to teach small reading and writing groups in upper Key Stage 2 and accelerate progress.

 

Maths Lead to be used to cover and support class teachers in small intervention groups in Years 5 and 6.

 

Timetable revised to ensure Lexia and Maths Whizz are implemented across the relevant year groups.

 

Regular evaluations and modifications of the above interventions implemented by Phase Leaders and Subject Leads including if impact is not evident after 4 weeks.

 

Wider strategies

 

 

 

 

Continued engagement with families facing particular challenges with remote education during self-isolation periods or in the case of a local lockdown.

 

Continuing to work closely with the ICT Lead to ensure that there is a safe and integrated blended learning approach to the delivery of the school curriculum for some pupils, alongside classroom teaching.

 

Continuing to work closely with the SLT and Welfare Attendance Officer to monitor attendance and provide support where applicable to families.

 

Continue to work with outside agencies and other LTE schools on school outreach programmes that can support personal and social skills.

 

Reviewed by the Assistant Heads and Deputy Head teacher.

 

 

 

 

Review of the Pupil Premium Strategy and Funding

The impact of the above will be measured by a regular review of data, books and class monitoring by the Strategic Leader for Intervention and Leadership Team. A half termly report is presented to Standards and Achievement Group for discussion. This is then reviewed at the Governing Body interim meetings.

This summary statement is updated annually and the next date for renewal is October 2021.