Pupil Premium

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

 Our pupil premium strategy is designed to provide Quality First Teaching and targeted support to ensure that the pupils of Whitley Abbey Primary school have an equitable access to education. We work to provide education and educational experiences that enable pupils to develop the skills, knowledge and cultural capital needed to succeed in further education and employment.

Our key principles are to:

·           Provide evidence based support to maximise pupil progress and diminish the difference

·           Prioritise Mental Health so that pupils are ready to learn and can access the full curriculum

·           Prioritise Reading, Writing and Mathematical skills as these support them in accessing other areas of the curriculum

·           Promote cultural capital and social mobility so that opportunities are limitless

We recognise that not all pupils eligible for pupil premium funding will have lower attainment than their peers. In such cases, the grant will be used to help improve pupils’ progress and attainment so that they can reach their full potential. In addition to this the grant may be used to provide enrichment opportunities. Our pupil premium funding is used to address the greatest needs in school and makes specific links to the quality of teaching, inevitably benefiting non-eligible pupils as well.  

Early Language Development –

The proportions of children reaching ARE in CLL are in-line with non-disadvantaged pupils nationally.

·         Early Years teachers create an environment that promotes the development of language.

·         WELCOM intervention is implemented to support target pupils.

·         Early Years practitioners provide high quality modelling of spoken language and support children to correct grammatical or colloquial errors in speech.

·         Pupils have access to an extensive range of high-quality stories and rhymes.

·         Pupils from 3 can begin accessing Nursery provision at Whitley Abbey

·         Parents are engaged in learning through – access to support videos for phonics, home school reading communication, learning letters.

·         A talk therapist practitioner is employed weekly to support the identification of those with specific speech and language difficulties and provide therapy.

·          Implementation of anchor tasks to support making links between different areas of mathematics.

·         All Year 6 children have access to CGP materials to support their learning

·         School staff attend maths hub training to develop a mastery approach in school.

·         TTRS is actively used by pupils

·         Staff training supports the implementation of resources.

·         Staff training support planning of mathematics to ensure a balance of reasoning and fluency.

·         Head start materials support teachers GAP analysis to ensure teaching is responsive to the needs of the pupils.

·         Daily chanting of tables is consistently implemented to ensure rapid recall of key number facts.

Writing –

The proportions of pupils reaching ARE in Writing compares favourably to non-disadvantaged peers nationally. Pupils who do not meet ARE show accelerated progress.

·         All children have access to QFT that supports the developments of spelling, vocabulary and grammar.

·         The Read to Write programme is consistently implemented in years 2-6

·         RWI is consistently implemented in Years R-2 with pupils in KS2 swiftly identified for support and catch-up tutoring.

·         Writing is a visible priority for the school demonstrated by displays and well populated learning walls.

·         Pupils who are off track have access to interventions tailored to address their specific weaknesses.

·         Vocabulary is explicitly taught in all lessons.

·         Forensic analysis of in school data ensures pupils ’off track’ are swiftly identified and supported.

·         Teachers use high quality written examples to support pupils written language skills.

·         Implementation of child friendly TAFs support pupil in identifying their personal targets.

·         Implementation of the daily sentence supported by Alan Peat Sentence types supports children in using a wide range of punctuation and gramma correctly.

·         Parents have access to supportive resources (knowledge organisers and events) which enable them to support their child at home.

Phonics – The proportion of disadvantaged pupils reaching the expected standard in Phonics is broadly in-line with or greater than national at Year One.

Pupils who do not meet the standard of the phonics screen are supported effectively until they are proficient (Meet the standard).

·         All pupils at the early stages of reading have access to phonics lessons tailored to their level of ability.

·         Pupils who are ‘off track’ have access to support through 1:1 or small group tutoring sessions.

·         All pupils who do not meet the expected standard in year One have access to highly personalised interventions or tutoring including Fresh Start Phonics.

·         Forensic analysis of in school data ensures pupils ’off track’ are swiftly identified and supported.

·         RWI teaching and interventions support pupils to become fluent and accurate readers.

·         Children have books matched accurately to their reading ability.

·         Significant investment in school reading books to ensure that pupils have access to high quality texts.

·         GDS reading group for Year 6 established to challenge and support the most able readers.

·         Parents are actively involved in supporting their children’s reading journey through home school reading records.

·         All children are heard read in school weekly with those pupils at the earlier stages of reading being heard at least 3 x weekly 1:1 by a school adult.

·         Whole class reading consistently implemented in years 2-6

·         Accelerated reader supports the identification of pupils off track to meet ARE and promotes

·         Parents have access to supportive resources (knowledge organisers and events) which enable them to support their child at home.

·         Pupil surveys show that increasing numbers of pupils recognise that behaviour in school is good.

·         Behaviour in class does not disrupt the learning.

·         There are fewer behaviour incidents and sanctions needed/ recorded.

·         PIP plans are consistently implemented and reviewed to ensure that pupils have the support that they need to succeed.

·         Children requiring additional support from external services are quickly identified and support is commissioned.

·         SEMH assessments are completed for those children accessing additional pastoral support so that interventions are tailored to meet their needs and progress is measurable.

·         Leuven scales are successfully implemented to identify individuals requiring intervention.

·         Pupils with SEMH needs have access to school counsellor or outdoor learning  leading to fewer behaviour incidences.

·         The behaviour policy is consistently implemented to ensure expectations are clear and unacceptable behaviour is challenged.

·         Staff have received training on attachment friendly approaches and language to support children who are deregulated.

·         Pupil books demonstrate that pupils are industrious in lessons and proud of their work.

·         Staff implement the Whitley behaviour and participation strategies consistently. ‘This is how we do it here’.

·         Staff CDP – Teacher champions are consistently implemented to support behaviour management and participation in class.

·         House points and rewards are introduced to motivate pupils to work collaboratively and to be self-motivated.

·         There is an increase in the roles and responsibilities on offer to pupils to develop interpersonal skills, self confidence and self-worth

·         Monthly attendance meetings swiftly identify families which may benefit from Early Help support

·         Attendance updates ensure that parents are informed of school expectations surrounding term time holidays and attendance

·         Fewer pupils arrive late to school

·         There is a reduction in the number of pupils who are persistently absent from school

·         FSW works alongside families to offer additional support including attendance plans.

·         Greater numbers of pupils have 100% attendance

·         Attendance is celebrated during assemblies and rewards are given.

·         Pupils are given roles and responsibilities to motivate them to attend school on time.

·         Support is commissioned for the Local Authority Attendance officer to provide challenge and support to those families who need it.

·         There is a collaborative approach between the Early Help co-ordinator, School Attendance Team and Local Authority Attendance Officer.

·         Funding is used to provide financial support to enable pupils’ equality of access.

·         All disadvantaged children have access to subsidised trips, clubs and experiences .

·         Access to support with school uniform.

·         Access to free cool milk.

Pupils who have EAL are supported to integrate into their new classes.

Scaffolding is provided to ensure they make expected or better progress.

·         Within 1 month of arrival all EAL pupils are assessed using the bell foundation tracker.

·         Targets are set to support the children in making progress.

·         Resources are provided to help children to access classroom-based learning.

·         Pupils with very limited English access the FLASH academy programme to support their development of English language.

·         Pastoral support is provided to welcome families.

·         School based assessments and multi-agency support quickly identifies those pupils with additional needs.

·         Scaffolding and adaptive teaching ensure that needs are met in the classroom.

·         Pupils with additional sensory needs have access to the designated sensory room and follow a programme of support.

·         Pupils who require additional support to regulate behaviour or emotions are supported by the Family Support Worker using ELSA.

·         Pupils have support through a graduated approach.

·         CPD ensures that classroom staff are able to identify needs and implement quality first teaching approaches to best support children.

·         Teaching assistants are considerably deployed and have personalised CPD to enable them to support children effectively.

Resources have an important role to play in allowing teachers to model or demonstrate

representations of mathematical ideas, and in supporting children’s developing mathematical understanding and thinking.

Doreen Drews

Reading comprehension strategies are high impact on average (+6 months).

Reading comprehension strategies focus on the learners’ understanding of written text. Pupils learn a range of techniques which enable them to comprehend the meaning of what they read. These can include inferring meaning from context; summarising or identifying key points; using graphic or semantic organisers; developing questioning strategies; and monitoring their own comprehension and then identifying and resolving difficulties for themselves

Of the many difficulties young writers may encounter when engaged in the complex act of writing, crafting sentences that accurately convey their intended meaning is particularly challenging. Sentence combining can provide systematic instruction in sentence-construction skills within an overall framework of the writing workshop. (international literacy association)

The positive effects occur with students of all ability levels and social backgrounds. Students exposed to Direct Instruction also have greater self-esteem and self-confidence than students in other programs, primarily because they are learning more material and understand that they can be successful students.

The potential impact of metacognition and self-regulation approaches is high (+7 months’ additional progress). Feedback studies tend to show high effects on learning. However, there are a wide range of effects, and some studies show that feedback can have negative effects and make things worse.

There are positive impacts from a wide range of feedback approaches – including when feedback is delivered by technology or peers. Impacts are highest when feedback is delivered by teachers. It is particularly important to provide feedback when work is correct, rather than just using it to identify errors.

Many studies of feedback also include other practices. For example, mastery learning approaches combine feedback with additional support for pupils that are falling behind, while approaches like formative assessment also include work to understand specific gaps in learning that need to be addressed and how the teacher wants the pupil to progress.  EEF

Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.

Phonics is an approach to teaching some aspects of literacy, by developing pupils’ knowledge and understanding of the relationship between written symbols and sounds. This involves the skills of hearing, identifying and using the patterns of sounds or phonemes to read written language. The aim is to systematically teach pupils the relationship between these sounds and the written spelling patterns, or graphemes, which represent them. Phonics emphasises the skills of decoding new words by sounding them out and combining or ​ ‘blending’ the sound-spelling patterns.  EEF

The average impact of the small group tuition is four additional months’ progress, on average, over the course of a year.

Evidence shows that small group tuition is effective and, as a rule of thumb, the smaller the group the better. Some studies suggest that greater feedback from the teacher, more sustained the engagement in smaller groups, or work which is more closely matched to learners’ needs explains this impact. Once group size increases above six or seven there is a noticeable reduction in effectiveness.

EEf

Maths Power of 1. Plus 2 interventions.

AR produces “particularly positive effects” according to an independent study by the Education Endowment Foundation (EEF) and Durham University.

“The internet-based programme increased the reading age of pupils by three additional months in just 22 weeks. The effect on low-income pupils was even greater, with their reading age improving by five additional months in the same amount of time.”

AR provides an opportunity for individualised instruction – , individualised instruction approaches have an impact of 4 months’ additional progress.

Both targeted interventions and universal approaches have positive overall effects (+ 4 months).

Behaviour interventions seek to improve attainment by reducing challenging behaviour in school.

Implementation of teach like a champion behaviour management and engagement strategies.

Implementation of CPD ‘when the adults change’

PIP Plans

Positive affirmation logs

Roles and responsibilities for children

When students are not frequently absent, their grades and reading skills often improve—even among those students who are struggling in school. Students who frequently attend school feel more connected to their community and develop strong social skills and friendships, which are important life skills. The higher the overall absence rate across Key Stage (KS) 2 and KS4, the lower the likely level of attainment at the end of KS2 and KS4

Pupils with no absence are 1.3 times more likely to achieve level 4 or above, and 3.1 times more likely to achieve level 5 or above, than pupils that missed 10-15% of all sessions

Pupils with no absence are 2.2 times more likely to achieve 5+ GCSEs A*- C or equivalent including English and mathematics than pupils that missed 15-20% of KS4 lessons 

When students are not frequently absent, their grades and reading skills often improve—even among those students who are struggling in school. Students who frequently attend school feel more connected to their community and develop strong social skills and friendships, which are important life skills. The higher the overall absence rate across Key Stage (KS) 2 and KS4, the lower the likely level of attainment at the end of KS2 and KS4

Pupils with no absence are 1.3 times more likely to achieve level 4 or above, and 3.1 times more likely to achieve level 5 or above, than pupils that missed 10-15% of all sessions

Pupils with no absence are 2.2 times more likely to achieve 5+ GCSEs A*- C or equivalent including English and mathematics than pupils that missed 15-20% of KS4 lessons

Overall, the average impact of arts participation on other areas of academic learning appears to be positive but moderate, about an additional three months progress.

Improved outcomes have been identified in English, mathematics and science. Benefits have been found in both primary and secondary schools.

 Outcomes of Pupil Premium Funding for academic year 2022- 2023

EYFS

 Overall, in the Pupil Premium cohort, there was an increase of 25.1% in regard to pupils achieving GLD compared to academic year 2021- 2022

Phonics

50% of the pupil premium cohort in Year 1 (15 children) met the phonics screening standard. Of those that did not meet the standard, 2 were new arrivals with limited English. 5 Were SEND and 1 EAL.

KS1

There has been significant mobility in the year 2 cohort 32 pupils were new to school. 26 of the pupils at the earlier stages of learning English. Of the pupils in Year 2, 16 are identified as pupil premium pupils of which 6 are SEND, 7 are new to the country with a further 4 pupils at the earlier stages of learning English.

Proportion of  qualifying pupils reaching Age related expectations in Reading 

Proportion of  qualifying pupils reaching Age related expectations in Writing