Temple Ewell

Pupil Premium

Pupil Premium Strategy 2021/2022

pupil-premium

Pupil premium strategy statement: Temple Ewell Church of England Primary

 

1.   Summary information
School Temple Ewell Church of England Primary School
Academic Year 2021/22 Total PP budget £56,700 Date of most recent PP Review n/a
Total number of pupils 143 Number of pupils eligible for PP 29 Date for next internal review of this strategy Sept 2022

 

2.   Current attainment
Y6 2019 (3 pp plus 1 LAC) Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving ARE combined (End of Key Stage 2) 75%
% making at least expected  progress in reading 75%
% making at least expected progress in writing 75%
% making at least expected  progress in maths 75%
Average point score reading 107
Average point score maths 104
Average point score ESPG 107

 

3.   Barriers to future attainment (for pupils eligible for PP including high ability)
 
 In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.     Emotional well being of  identified PP children in KS1 and KS2
B.     Progress of Pupil Premium children with an identified SEN- ASD, Dyslexia, speech and language

 

C. Aspiration of PP families to reach GDS
 External barriers (issues which also require action outside school, such as low attendance rates)
D. Punctuality of a core group of the Pupil Premium families

 

4.   Outcomes
Desired outcomes and how they will be measured Success criteria
A.     To improve the emotional well-being of an identified group of Pupil Premium Children through being included in the established nurture group.

The impact of the nurture group of the 8 children in this group will be measured by using the Boxall Profile at the beginning and end of the group. The school will also use tracking data and pupil conferencing.

Children have a higher well-being and through this behaviour for learning hs improved. This will ultimately raise academic outcomes for these children
B.     To increase in year progress of SEN PP children towards ARE or maintain ARE Evidence in year data and through book scrutiny.

 

Current targets:

Year 6- 50%

Year 5-100%

Year 4- 86%

Year 3-83%

Year 2-83%

Year 1- 75%

C.     To increase the % of PP children achieving GDS in reading, writing, maths and combined.

Current target set in Term 1

Current targets for GDS PP are met across the school

Year 6- 25%

Year 5-10%

Year 4- 33%

Year 3-10%

Year 2-17%

Year 1- 10%

D.     To improve punctuality of identified PP children.

Punctuality in the morning will improve from  95% to 97%

Due to improve punctuality children do not miss any learning and they have improved readiness for learning

 

 

 

5.   Planned expenditure
Academic year 2021/22
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
    i.   Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
B CPD to continue to improve Teacher’s understanding to needs of the children

With specific learning needs

Previous training has proven to be effective- Training needs to focus on new staff and unknown SEN conditions Classroom observations

Pupil Conferencing

Parent Conferencing

Discussions with SENCo

SW Terms 2, 4 & 6
C Further development of reasoning and editing in Year 1/ 2 for reading, writing and maths. Continue with lesson study approach.

 

Taking down established practice in KS2 into Year 3 and below in terms of reasoning/ editing

 

 

Classroom observations

Moderation in staff meetings

Triangulation

AM Terms 2, 4 & 6
Total budgeted cost £2700

 

 

   ii.   Targeted support
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
A Identified children in Year 4,5 and 6 to be part of a nurture group to build confidence and self-esteem.

 

 

 

The group has been running for 4 years and impact has been significant and case studied.

 

We will widen this practice as available

Boxall profile for identified children to assess impact.

Monitoring through observation, pupil conferencing and work scrutiny led by SLT and Linked Governor.

AM Terms 1, 3& 6

 

£23,000

B Extra support in Year 6 Extra TA support In Year 6 Some of the students need targeted support to catch up. This is a programme which has been independently evaluated and shown to be effective in the past in our school and through the EEF toolkit. Monitoring through PP meetings, work scrutiny and classroom observations

 

AM Terms 2,4 & 6

 

£15,000

Total budgeted cost £38 000
 iii.   Other approaches
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
B External support for children with SEN and well being- play therapy, counselling and Ed Psych Building on previous practice with play therapy Monitored by SENCo

Pupil progress

Behaviour logs

SW £5000
D SLT on school gate

Letters from Governors if late

Early help brought in if required

 

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

Building on last year’s work

 

 

Fortnightly monitoring of attendance

Records of punctuality monitored

Attendance improves

AM £2000
D Provide free Breakfast club places for PP children where possible

 

Staff to meet small group of children before school for well being session

Ensures children have a good breakfast to start the day and ensures they are in school on time.

 

Last year we identified that the start of school was anxiety inducing for certain pupils. The early wellbeing session reduced this and ensured the pupils were ready to begin the day calmly in class.

Regular monitoring of attendance by SLT and governors

PP meetings

£7000

 

 

£2000

Total budgeted cost

 

£16,000

 

 

6.   Review of expenditure
Previous Academic Year 2020/21
    i.   Quality of teaching for all
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
B. CPD to improve Teacher’s understanding to needs of the children

Dyslexia and ASD friendly classroom

Training delivered

Impact monitored through triangulation

Flagship for Inclusion maintained

 

Approach will be continued with, training revisited and extended as appropriate £2000
C Development of reasoning and editing in Year 1/ 2 for reading, writing and maths Training completed.

Impact monitored through triangulation

KS2 GDS improved for reading and writing

 

To maintain current practice and develop further including focus on metacognition and working memory £1000
   ii.   Targeted support
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
A Identified children in Year 4 and 5 to be part of a nurture group to build confidence and self-esteem.

 

Positive impact on data- all children at age related and expected progress.

Behaviour issues significantly reduced

Specialist support brought in where appropriate

Funding secured for another year. £15000
C. Improved progress for high attaining pupils

 

Weekly small group sessions in maths/ Writing for high-attaining pupils with experienced teacher. Impact on Key Stage 2 data for reading and writing Continue to focus, particularly for maths £14000

 

 iii.   Other approaches
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
B External support for children with SEN and well being- play therapy, counselling and Ed Psych Play therapy having a positive outcome on individual pupil behaviour and progress. Counselling supporting well being effectively. Ed Psych support providing specific guidance for individuals. Continue with this support next year.

Mental Health and well being action plan

£2000
D SLT on school gate

Letters from Governors if late

Early help brought in if required

 

% of lateness has improved.

Penalty notice letters have been sent to families where this is still an issue

This remains a focus for the following year £2000

 

7.    Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.

Our full strategy document can be found online at: www.aschool.sch.uk

 

 

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