41 (Pre/Nursery)

10% 4(Pre/Nursery)

£173,145

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

Common barriers to learning for disadvantaged pupils may include:

• High levels of adverse childhood experiences (ACEs)
• Social and emotional needs, including attachment difficulties, emotional regulation difficulties and conflict resolution difficulties
• Oral language and/or communication skills, bridging across to reading and writing
• Parental engagement in education
• Limited outdoor space
• Lost learning due to COVID19
• There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no ‘one size fits all’ approach for support.
• Our objectives are:
• to lesser the attainment gap between disadvantaged and non-disadvantaged pupils
• for all disadvantaged pupils to access our rich curriculum and be challenged
• to overcome SEMH/self-regulation and metacognition barriers
• to act early and intervene when need is identified

to build solid relationships with all children, and the parents thereof, who attend Pear Tree Mead

We aim to do this through:

• frequent monitoring of qualitative and quantitative data to ensure accurate and timely identification of pupils in need of support
• ensuring that teaching and learning opportunities meet the needs of all the pupils and that where pupils have specific needs that these are addressed through high quality, evidence-based interventions led by appropriately trained staff
• ensuring all vulnerable learners are ready to learn through access to breakfast club and equipment and uniform provision
• ensuring that vulnerable learners have access to high quality pastoral care and mental health support
• having a clear induction process to the school that involves a parents meeting to divulge information on any previous experiences we need to be aware of
• identifying children with additional SEMH needs – pastoral care through our learning mentor and family support team
• imploring interventions which work for our children and meet their needs
• when making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged and not all pupils who are socially disadvantaged are registered, or qualify for free school meals. We reserve the right to allocate pupil premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

Achieving these objectives:

Range of provision but not limited to:

• frequent monitoring of progress and attainment (PSM)
• class provision and intervention forms for all pupils – monitored frequently
• interventions tracked half termly to ensure impact (EduKey)
• English and maths support which includes in class support and withdrawal
• Lower fees for breakfast club to all disadvantaged pupils, ensuring vulnerable pupils are prepared for the day
• frequent contact with parents regarding uniform, equipment, extra curricular trips
• regular workshops for parents e.g. rock painting, early phonics, early numeracy, welcome to reception etc
• supplying laptops to support with home/remote learning
• providing priority for any child needing learning mentor support
• allocating high quality learning support assistants to support wellbeing
• training and CPD on behaviour, attachment and TPP
• interventions concentrating on oracy/speaking and listening in EY – Welcome (developed into Y1 where necessary) and colourful semantics across the school
• Phonics, reading and writing interventions
• Opportunities for all pupils to take part in woodland school sessions, use the pond area and allotment.

Trauma informed schools UK: Increased numbers of children are presenting with mental health difficulties and high adverse childhood experiences (ACEs) impacting on future life chances, mental and physical health and progress and attainment.

The % of disadvantaged pupils achieving expected in maths is in-line with non-disadvantaged.

Progress of disadvantaged is accelerated.

• With particular focus on percentage achieving expected in writing
• A consistent delivery of the new phonics scheme across EY and KS1 to secure attainment in line with national averages
• A rigorous and sequential approach to the reading curriculum supports pupil’s fluency, language comprehension, confidence and enjoyment in reading

The % of disadvantaged pupils achieving expected in reading and writing is in-line with non-disadvantaged,

Progress of disadvantaged is accelerated.

Continue to improve attendance and punctuality, decreasing persistent absence.

Equipment, such as laptop loans, available to all learners.

Teaching staff are quick to highlight any pupils that need financial support.

Disadvantaged pupils access to breakfast club, are punctual and have energy for their day.

Attendance data is in-line with national data and shows a decrease in persistent absent pupils, narrowing the gap between disadvantaged and all pupils

Disadvantaged (2021/2022) – 91.51%

Not disadvantaged (2021/2022) – 92.78%

94.5% National attendance across year

Autumn term 2022 – disadvantaged 92.45%

Autumn term 2022 – not disadvantage 94.88%

2022/2023

Disadvantaged was 91.62%

Non Disadvantaged was 93.92%

National for the year was 92.50%

Disadvantages attendance had increased, however so has non-disadvantaged, making the gap increase between groups. However, disadvantaged is closer to national attendance across the year.

(2022-2023 totalling 19)

Trauma informed framework is fully embedded and pupils feel supported

·       Induction meetings

·       Home visits – EY, on entry to school and throughout time with us when identified as necessary

·       Wealth of knowledge about local area, groups and charities to offer and signpost support to families that fit their needs and encourage them to engage

Closely monitor and intervene where the progress of disadvantaged learners is below that of their expected attainment outcomes.

Liaise with SENDco, working together to identify any staff who would benefit from further CPD to support the learning of vulnerable pupils.

QFT/Adaptive teaching CPD and employed by staff

Promote positive engagement and teaching strategies for PP pupils

Track PP progress and discuss with teachers, signposting needs for targeted intervention

Dedicated LSA to analyse data and offer support and guidance

Data analysis to support choices and change anything that is not having an impact term on term – suitable for each individual child’s needs

Parental workshops continuously offered to engage parents – varied (ACL)

Tapestry – parental engagement with child’s learning EY

Specified weekly news letters to parents to support engagement and organisation (EYFS/Y1)

Fun homework – maps

Children teach parents sessions

Class emails to support communication

Individual implementation plans in place – outlined on class forms

EY – Parental engagement EEF

R-Y6 – Reading comprehension (oral language) EEF

R-Y6 – Metacognition and self-regulated learning EEF

Positive parental response to parent view – engagement, education and communication

Training in place for identified staff on intervention programmes within EY – Wellcomm

Phonics lead/Phase leaders – embed phonics approach. EY and KS1 to have extra phonics sessions (2 per day)

English leads to monitor the development of language

Language development and comprehension

Oral language intervention EEF- very high impact for very low cost based on extensive evidence+6 months /Reading comprehension EEF – very high impact for very low cost based on extensive evidence R-Y6, bridging into writing – Class disadvantaged forms

Sharing good practice across schools

Metacognition and self regulated learning EEF (YR-6) – very high impact for very low cost based on extensive evidence

Identification of children who need further support in reading, writing or maths

Paired class tuition – 6 sessions a term. Maths focus for the year to develop tutors. Pairing of classes older with younger.

Peer tutoring EEF – high impact for very low cost based on extensive evidence

Lead by DHT

Identify support for individuals (including overall provision and intervention), changeable throughout the year – put onto the class disadvantaged forms and EduKey

Behaviour – Essex Therapeutic Thinking Approach /Paul Dix

Interventions – range

Reading comprehension – class based, interventions and EEF strategy focus

Small group tuition

EY interventions

Do not impact on core subjects and are varied to ensure impact does not occur on broader curriculum subjects

Training given to staff who are to deliver (teachers and LSAs)

Wellcomm

Rapid reading

Writing – SC led and gaps in knowledge (end of KS outcomes)

Precision monitoring

Phonics – Letters and Sounds

Nurture group

1stClass@number (arithmetic element)

Numicon

Working in-line with evidence based work schemes:

Wordsmith

Primary stars

White Rose

DfE approved

Embedding trauma informed practice – whole school approach

TPP training completed for all staff and upskilled (2 current trainers in school/elements 1-8 training completed but consistent return)

Attachment Awareness  school – train the trainer, again led by SLT

Regular support for SLT trainers through Essex

Learning mentor to support SEMH

Trauma halts the capacity to learn. Multiple adverse childhood experiences disrupt neural development and impair social, emotional and cognitive development.

Neural pathways are needed for empathy, reflection and the ability to concentrate and learn.

Referrals for external and internal services remain high – LM register % disadvantaged

TPP training from Essex and with guided support

Early identification of need and level of vulnerability – early help (FST)

Children as wellbeing champions – supporting other pupils with mental health needs (supported by the Onegoal initiative)

Play leaders Play leader mentors– supporting younger pupils to engage in play and model positive social interactions

Outdoor space and experiences:

Allotment

Pond

Gym

Adventure

Woodland school

Sensory spaces across the school

Swimming pool (lessons, fun swims and gala)

Benny Kuruvilla – Role and impact of Learning Mentors: The findings indicated that although not measurable in quantitative terms, mentoring support has a positive impact on the social and academic outcomes of the mentees, as it provided them with an opportunity to realise their potential.

Social and emotional benefits:

Children’s academic development is  closely linked to the consistency and quality of their social interactions (Mulryan-Kune,2014). Many advocates stress the benefits of playtimes for social and emotional wellbeing and development, including learning how to negotiate and problem solve; to deal with conflicts, falling out and teasing; and learn how to compromise; to deal with fear and take risks, and to develop friendships (eg American Academy of Pediatrics, 2013; Baines and Blatchford, 2011; Goudreault and Guimont,

2017; Jarrett et al., 2009).

Opal initiative – research

Lots of pupils in our school do not have gardens, and/or are constantly limited by indoor activities and restrictions. 11% of our school population has SEND needs, provision for this group and other groups who need to physically move around and have outdoor space to learn benefit – Outdoor learning environments are less structured and formal than classroom environments, allowing more physical mobility. In comparison to a classroom environment, outdoor learning increases the physical space around children. Greater physical activity has been shown to impact on children’s educational attainment (Ahamed et al., 2007; Trudeau & Shephard, 2008). Research – outdoor learning spaces: The case of forest school

Breakfast club and trip support

Equipment, uniform and supplies

Technology

Data management

Finance management

Providing food for families at home

Meet and greets

Teacher/pupil relationship (specified 1:1 time)

Class responsibilities

Tracking and monitoring progress to implement interventions effectively