2020 / 2021 Pupil Premium
Pupil Premium Grant Expenditure:
Financial Year 2020-2021
Overview of the school
| Number of pupils and pupil premium grant (PPG) received
|
|
| Total number of pupils on roll (Years Rec-6)
|
417 |
| Total number of pupils eligible for PPG (ever had FSM in the last 6 years) | 121 |
| Amount of PPG received per pupil
|
£1345 |
| Total amount of PPG allocated
|
£162,745 |
| Summary of PPG spending in the financial year 2020-2021
|
|
Objectives in spending PPG:
To raise the attainment of disadvantaged pupils and close the gap between them and their peers.
|
|
Summary of planned spending:
Each phase (KS1/LKS2/UKS2) has an intervention LSA, not class based, to support children’s development in reading, writing and maths. These sessions take place outside of the mathematics/English lesson, allowing identified children to have one-to-one/small group sessions with a trained LSA addressing an area for development or building on skills. This year we are focusing on our ‘recovery plan’ linking the funding of our resources with the catch up funding due to COVID – see COVID-19 summary of planned spending.
Intervention programmes have been put into place for all children who need support (provision maps) – rapid reading and writing, whilst our maths intervention is based on the latest Mathematics Guidance document released by the DfE June 2020. This allows for us to use the PP and catch up fund to research and implement a new maths intervention to support the needs of our pupils. Both rapid reading and rapid writing schemes will be updated this year.
To address the emotional or social disruptions at home or at school. Two learning mentors have been working at the school for the past few years; this is partially funded through pupil premium due to a high number of PP pupils accessing this provision. Children’s mental health and wellbeing is paramount to lifelong education and something we value highly at PTM. As the need for this provision has grown (due to COVID 19 also), we have extended our provision further and expanded our team which includes an assistant SEN-co and a family liaison officer, all of which have a high level of involvement with these pupils. Not only does our family support team work directly with individuals and groups of children; they also involve the parents in a variety of areas to support them and their child’s learning. In the past we have offered a range of workshops for parents in phonics, cookery, on-line safety, EAL, restyle revamp and repair, school readiness, secondary school transition as well as family communication. The aim is to support parents and children with their social skills, communication and physical development. At present we are unable to run these as we have done previously due to COVID rules, however majority are done in different ways using technology and others have been postponed and will hopefully resume later in the year.
We are continuing to employ 2 extra MDAs and have grown the team further due to COVID19 and bubble/class supervisors rather than key stage. We have found that less incidents occur outside on the lunch break when there is greater supervision and intervention, therefore when children come back into the classroom they are ready to learn and settle down quickly.
Poor attendance is directly linked to under achievement. Involvement of the Attendance Officer has been crucial in supporting the schools drive to raise attendance and intricate tracking is in place for all absence including those related to COVID19.
Homework underpins learning in class and can be a barrier to good/accelerated progress if this work is not completed, therefore to support pupils and parents with their homework activities we have implemented several lunchtime clubs (within bubble/class) where children have the opportunity to attend and get support with their homework if necessary.
To support parents further with their morning routine we have a breakfast club which all children are welcome to attend (via our booking process in Parent Mail). PP funding is used to ensure that all children with this entitlement can attend breakfast club for free and are personally invited.
|
| Item/Project | Budget cost | Objective | Intended Outcome | Measurable outcome |
| Welfare support in nursery class | 6,500 | Early intervention to ensure that vulnerable pupils have the pastoral care they need whilst supporting parents. | PP Children are performing at national at the end of reception. | Performance data |
| Lunchtime provision – MDA x2 | 8,000 | To ensure lunchtimes are calm and peaceful, ensuring children are ready to work when they go back into class. | Pupils are more alert and ready to learn when returning to the classroom – raised levels of achievement. | Gap analysis data
Performance data |
| Attendance officer | 3,500 | Early intervention for vulnerable pupils especially when impacting on attendance. | Attendance is being maintained at national expectation | Attendance data |
| Learning mentors | 20,000 | To support identified vulnerable pupils through confidential 1:1 sessions. | Raised self-esteem and trust of adults leading to confidence to express feelings. | Learning mentor gap analysis data |
| Updating intervention schemes | 2,000 | To ensure all interventions are up-to-date and provision is current. | Pupils in receipt of PP continue to attain similar standards to those of their peers. | Intervention gap analysis data |
| Intervention teaching assistant support x3 plus EYFS intervention spread across LSAs
|
25,000 | To further enhance provision of interventions for target pupils who are in receipt of PP. | Pupils in receipt of PP continue to attain similar standards to those of their peers. | Intervention gap analysis data |
| Revision support – CGP | 1,500 | To ensure all areas of test support is given to those undergoing their SATs. | Pupils in receipt of PP continue to attain similar standards to those of their peers. | Performance data |
| Library funding – updating resources and introduction of new rainbow/banding books | 15,000 | Whole school focus – further enhance reading provision. Books and materials that interest all learners. | Pupils in receipt of PP continue to attain similar standards to those of their peers. | Performance data |
| Breakfast club and homework club subsidiary
|
10,000 | Provide the opportunity for all children (particularly PP) to start the day with a good breakfast. | Pupils more alert and ready to learn – raised levels of achievement | Club – gap analysis data |
| Outdoor learning | 10,000 | To raise self-esteem for all children outside of class, particularly those that are vulnerable. | Raised levels of confidence and resilience in every-day tasks. | Performance data |
| Family support team
(Safeguarding officer, family liaison officer, SENco) |
32,000 | To support vulnerable pupils across the school with various needs – identification. | All individual needs are addressed and children make good or better progress. | Performance data |
| Teacher Cover – PM/PSMs | 12,000 | To ensure all teachers know their PP pupils and are able to confidently put forward the correct provision for them. | Identified pupils to make accelerated progress | Performance data |
| Pupil Premium lead | 6,000 | To track pupils attainment and progress throughout the year and action next steps. | Identified pupils to make accelerated progress | Performance data
Gap analysis data |
| Miscellaneous | £1000 |
|
Pupils are motivated to come to school every day.
Identified families are supported financially for specific needs. |
Gap analysis data |
|
Total |
£152,500
|
|||
| Total PPG received | £162,745 |
| Total PPG expenditure | £152,500 |
| PPG remaining | £10,245 |