The Pupil Premium is additional funding given to schools so that we can support our disadvantaged pupils and close the attainment gap between them and their peers. The aim is to ensure all children achieve as well as they possibly can.
Our ultimate objectives are:
We aim to do this through:
| Detail | Data |
| School name | Kingham Primary School |
| Number of pupils in school | Rec-Y6 204 |
| Proportion (%) of pupil premium eligible pupils | 6.9% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021-22 2022-23 |
| Date this statement was published | 29 September 2022 |
| Date on which it will be reviewed | 31 December 2023 |
| Statement authorised by | N Prockter |
| Pupil premium lead | N Prockter |
| Governor / Trustee lead | R Alden |
| Detail | Amount |
|---|---|
| Pupil premium funding allocation this academic year | £22,465 |
| Recovery premium funding allocation this academic year | £1,008 |
| Pupil premium funding carried forward from previous years | £0 |
| Total budget for this academic year | £23,473 |
| Challenge number | Detail of challenge |
|---|---|
| 1 | Limited opportunities / life experiences beyond their home and immediate community |
| 2 | Recovery of Reading, Writing and Maths for some disadvantaged children (after COVID) |
| 3 | Low attainment and slow progress rates made by some disadvantaged children. Some children have gaps and misconceptions and find it difficult to retain/recall prior knowledge. |
| 4 | Impact of school closure on pupil wellbeing and emotional support for all pupils, including those eligible for PP. |
| 5 | Less reading at home for some of our disavantaged children. |
| 6 | Some children have challenges establishing friendships. Some pupils are in receipt of Pupil Premium funding show social and emotional difficulties and may need support with regulating emotions and behaviour. |
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 |
| Children in receipt of pupil premium provided with enrichment activities such as sporting activities, trips and music lessons. | – Experiences and visits planned for children across the year; wide range of extracurricular clubs. – Monitor numbers of PP children in clubs and encourage attedance. – Funding for trips/clubs. – Pupil questionnaires will show that children enjoy school and are enthiused to learn more. – Children will be exposed to a wide range of social, cultural, enrichment and sporting experiences within (and outsdie) the school day. |
| Children, especially those in receipt of PP funding, will make expected or better than expected progress to reach ‘expected’ and ‘exceeding’ at the end of Year 6, especially in the combined measure. | – Support groups planned, resourced and evaluated effectively to ensure that they have the maxiumum possible impact. – TAs deployed effectively to support catch-up across the school and training in place to enable effective provision. – Pupil attainment and progress of disadvantaged children in line with or above non-disadvantaged peers. |
| New approaches to the teaching of English and Maths will be introduced to raise expectations for all students and embed a consistent approach across the school. | – Resources purchase to suport English and Maths teaching (eg ‘text-based’ English units, phonics resources, phoncs interventions). – Pupil attainment and progress of disadvantaged children in line with or above non-disadvantaged peers. |
| Children who are in receipt of pupil premium are provided with well-being support and will have increased self-esteem and confidence and reduced levels of anxiety. | – Additional pastoral support funded for PP pupils where required. – Training for pastoral support TA. – Children will feel safe and secure in school and are able to express their feelings and emotions well. |
This details how we intend to spend our pupil premium (and recovery premim) funding this academic year to address the challenges listed above.
Targeted academic support (eg tutoring, one-to-one support, structured interventions)
Budgeted cost: £8,700
| Activity | Evidence that supports this approach | Challenge numbers(s) addressed |
| Additonal teaching assistant structured support for Reading, Writing and Maths. Phonics and Maths tutoring for identified students. Additional teaching assistant support in classrooms where required. | – EEF, Improving Maths in KS2 recommends using structured interventions to provide support – EEF, Making the Best use of Teaching Assistants – EEF, Guidance on Small Group Tuition | 2,3,5 |
Budgeted cost: £5,500
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Purchase of standardised digital assessments | EEF, Improving Literacy in KS2 recommends the use of diagnostic assessments to assess pupils’ needs to direct teaching plans | 2,3,5 |
| Purchase of synthetic phonics resources and training for teachers and TAs | EEF, Improving Literact in KS1/2 recommends this kind of approach for developing fluency in reading | 2,3,5 |
| Staff training and induction in phonics, reading and writing and purchase of resources | – EEF, Improving Literacy in KS2 recommends – Teach writing composition strategies through modelling and supported practice – EEF, Improving Literact in KS1 recommends developing pupils’ speaking, listening and language skills – CLPE, Choosing and using high quality texts recommends the use of high quality text-based English units | 2,3,5 |
| Purchase of iPads and Chromebooks to support learning in English and Maths | – EEF, Using Digital Technology to Improve Learning recommends the use of digital resources to improve the impact of pupil practice and assessment | 2,3,5 |
Budgeted cost: £12,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Pastoral support assistant and training for pastoral support assistant | EEF, Improving Behaviour in Schools recommends supportive relationships with school staff, as well as understanding children’s needs and context | 4,6 |
| Subsidised clubs and visits | – DFE / Social Mobility Commission, An Unequal Playing Field, Extra-curricular activities, soft skills and social mobility, 2019 – EEF, Extending School Time, 2019 | 1 |
The details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
Key Stage 2 SATs results show that our disadvantaged pupils made more progress than the national expectation.
Our internal data shows that across the school the average progress of our disadvantaged pupils is higher than the national expectation and significantly higher in Maths. In writing there were a few disadvantaged pupils who did not make the expected progress in writing, and the actions and activities in this plan should support progress in this area next year.
2020-21 was a year of closures and restrictions. All DFE assessments were cancelled that year. Our internal assessments during 2020/21 suggested that some of the disadvantaged children were performing at a lower level than non-disadvantaged children. Because of the disruption caused in the education of the children due to the pandemic, the outcomes for these children were not fully realised. Our assessment of the reasons for these outcomes points primarily to Covid-19 impact which disrupted all our subject areas to varying degrees. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree we had intended. The impact was mitigated by our resolution to maintain a high quality curriculum, including during periods of partial closure.
| Programme | Provider |
| Little Wandle Letters and Sounds | Wandle Learning Trust |
| The Literary Curriculum Planning Sequences | The Literacy Tree |
| Rising Stars Mark Assessment | Hodder |