Detail

Data

School name

Barlaston C.E (VC) First School

Number of pupils in school

123

Proportion (%) of pupil premium eligible pupils

11%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021-2022

Date this statement was published

December 2021

Date on which it will be reviewed

December 2022

Statement authorised by

Mr G Tomblin

Pupil premium lead

Mrs A Clarey

Governor / Trustee lead

Ms H Bourne

Detail

Amount

Pupil premium funding allocation this academic year

£16,760

Recovery premium funding allocation this academic year

 £ 2,030

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

    0

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

£18,790

High quality teaching and meeting the needs of all are at the heart of our approach. Through our ethos of “Let Your Light Shine,” we strive to ensure that all pupils achieve to the best of their ability and support all types of learners and learning along the way.

The focus of our pupil premium strategy is to support disadvantaged pupils in all areas of learning, wellbeing and development of their self-esteem. We encourage all to strive to the best they can be, irrespective of their starting point and to have self-belief.

Specific, targeted support will enable staff to close the attainment gap, and identify where additional support is needed. Communication is key amongst staff to enable continuity and to ensure we work smartly and effectively. “Knowing” our children is key, and as a small school, we pride ourselves on being proactive in identifying needs, knowing the families and having a good, trusting relationship between home and school.

Our current plan works well in addressing individual needs with teachers/teaching assistants and SENCO using well planned time slots to make the most of learning opportunities for these children. Nurture is a great need for some of our pupils and this is built into daily activities.

The key principles of our strategy plan are as follows:

• All staff are dedicated to ensuring the children achieve the best they possibly can
• Focus on a growth mind-set, self –esteem and self-belief are at the root of their learning
• Ensure disadvantaged pupils feel supported and yet challenged
• Early intervention and being proactive are key

Challenge number

Detail of challenge

1

Assessments and observations indicate that speaking and listening skills are evident amongst disadvantaged pupils more so than their peers

2

Assessments and observations indicate that wellbeing and mental health issues have arisen during lockdown. This has resulted in some children finding the transition back into school and whole class environments challenging

3

Assessments and observations indicate that reading has been highlighted as an area that needs to be addressed

4

Assessments and observations indicate that phonics has been highlighted as an area that needs to be addressed

5

Assessments and observations indicate that social and emotional skills have been highlighted as an area that needs to be addressed

6

Attendance amongst some pupils is an issue that is impacting on their education

Intended outcome

Success criteria

Improve speaking and listening skills

Formative and summative assessment will show that this has improved. Evidence gathered through discussion with pupils, discussions with staff and lesson observations.

Improve wellbeing and mental health

Formative and summative assessment will show this has improved. Discussion with pupils following PSHE work and lesson observations. Discussions with parents.

Improved reading attainment amongst disadvantaged pupils

Formative and summative assessment will show that all disadvantaged pupils will have made at least 4 points progress on our tracking and 50% will indicate 6 points progress.

Improvements in phonics

Formative and summative assessment will show that good progress has been made by all disadvantaged pupils in this area.

Improvement in social and emotional skills

Formative and summative assessment will show there has been improvements with children identified. Evidence will be gathered by discussions with staff and pupils, observations in class, on the playground and behaviour monitoring.

Improvement in attendance

Children identified in this area will have improved attendance. This will be evidenced through discussions with parents, staff, pupils and communication with EWO.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Talk for Writing whole staff training

Speaking and listening development is key on this training and will impact on all disadvantaged pupils

3

Phonic training and support for staff

This will be led by our phonics lead and will be targeted to individual disadvantaged children’s needs. Such a targeted approach will ensure all make progress

4

Activity

Evidence that supports this approach

Challenge number(s) addressed

1-1 support to improve speaking and listening skills

This will be run by the SENCo and will be provided 1-1. The SENCo has specialist S and L skills and this has been proven to have a positive effect on developing these skills.

1

1-1 support to improve wellbeing and mental health

This will be run by the SENCo and will be provided 1-1. This approach enables the pupils to have targeted intervention that addresses their specific needs, through discussion, games and fun activities.

2

Group activities to improve speaking and listening

This will be run by the SENCo and teaching assistants. It involves games, role play, interactive activities and lots of discussion times.

1

Group activities to improve wellbeing and mental health

This will be run by the SENCo and teaching assistants. It involves games, role play, interactive activities and lots of discussion times. Nurture lunch will take place in 3 times a week .

1,2,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Office support staff to have time to focus on attendance of individual children

Having that point of contact and the time to track attendance efficiently, will enable attendance to improve.

6

 As evidenced in schools throughout the country, school closure was the most detrimental to our disadvantaged pupils. Some pupils were in school and were still able to access the support put in place, but for some pupils, this was not the case. Work was provided by all teachers to all children during this period, and regular wellbeing zoom meetings took place as a whole class, along with regular phone calls to parents and pupils.

Our internal data suggests that for some of our disadvantaged pupils, the attainment gap has widened compared to their peers. Due to lockdown, we were unable to meet our tracking predicted levels for some of these children.

Assessments and observations indicate that wellbeing and mental health were significantly impacted by Covid. This was not the case in some of the disadvantaged children that attended school during lockdown, though the return to normal class sizes did prove an issue for some of our pupils.

Programme

Provider

Talk for Writing

Dean Thompson Education

Measure

Details

How did you spend your service pupil premium allocation last academic year?

Group support for maths and reading

What was the impact of that spending on service pupil premium eligible pupils?

Pupils made expected progress