Pupil Premium Strategy Statement 2021/2022

School Overview

Detail Data
School name Pear Tree Mead Academy
Number of pupils in school 411 (R-6)
Proportion (%) of pupil premium eligible pupils 21%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 2021-2024
Date this statement was published September 2021
Date on which it will be reviewed September 2024
Statement authorised by Christine Peden
Pupil premium lead Lacey Davies
Governor / Trustee lead Linda Blackburn

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £157,365
Recovery premium funding allocation this academic year £16,965
Pupil premium funding carried forward from previous years (enter £0 if not applicable) £200
Tuition premium  £14,215.50
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


Part A: Pupil premium strategy plan

Statement of intent

Our aim at Pear Tree Mead Academy is to provide all pupils with the opportunity to achieve their full potential. We employ strategies and interventions to remove barriers which can be caused by personal circumstances or learning gaps.

Common barriers to learning for disadvantaged pupils may include:

·       High levels of adverse childhood experiences

·       Social and emotional needs, including attachment difficulties, emotional regulation difficulties and conflict resolution difficulties

·       Oral language and/or communication skills

·       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 eliminate the attainment gap between disadvantaged and non-disadvantaged pupils at Pear Tree Mead

·       for all disadvantaged pupils to access our rich curriculum

·       to overcome SEMH/self-regulation and metacognition barriers

·       to build solid relationships with all children 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 mentors 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 (provision maps)

·       English and maths support which includes in class support and withdrawal

·       tuition – NTP and School led

·       free of charge breakfast club to all disadvantaged pupils, ensuring vulnerable pupils are prepared for the day

·       frequent contact with parents regarding uniform, equipment, extra curricular trips (FLO)

·       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 the EY (NELI) and Welcomm



This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number Detail of challenge
1 High levels of adverse childhood experiences
2 Social and emotional needs, including attachment difficulties, emotional regulation difficulties and conflict resolution difficulties
3 Oral language and/or communication
4 Overall attainment of disadvantaged pupils is lower than non disadvantaged in English and Maths
5 Lost learning due to Covid-19 pandemic

Intended outcomes

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
Attainment in maths – disadvantaged children achieve, at least, in-line with or above national attainment at the end of EY, KS1 and KS2 The % of disadvantaged pupils achieving expected in maths is in-line with or above national.


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


Progress of disadvantaged is accelerated, narrowing the attainment gap.


Attainment in reading and writing – disadvantaged children achieve, at least, in-line with or above national attainment at the end of EY, KS1 and KS2 The % of disadvantaged pupils achieving expected in reading and writing is in-line with or above national.


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


Progress of disadvantaged is accelerated, narrowing the attainment gap.


Ready to learn – disadvantaged pupils are punctual, equipped and ready to learn.


Continue to improve attendance and punctuality, decreasing persistent absence.

Affordable uniform with financial support available to disadvantaged learners.


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


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


Disadvantaged pupils access 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

Embed trauma perspective practice and attachment awareness through a whole school approach towards behaviour – all staff are trained to support complex SEMH needs, especially FST Decrease in suspensions


Trauma informed framework is fully embedded and pupils feel supported


Further support harder to reach families Greater knowledge of individual children’s backgrounds and appropriate identified support


Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £94,372

Activity Evidence that supports this approach Challenge number(s) addressed
Pupil premium leadership and management


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.

‘Good teaching is the most important lever that schools have to improve outcomes for disadvantaged pupils’ EEF guide to the PP


Promote positive engagement and teaching strategies for PP pupils


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



3, 4 and 5
Dedicated interventions LSAs




Dedicated LSA to analyse data and offer support and guidance

We have used trained LSAs to provide interventions to pupils who need it in previous years, supporting us in narrowing the attainment gap.


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

3,  4 and 5
English leads – promotes literacy, provides staff CPD and monitors/supports reading interventions alongside approaches in class


Reading is a key determiner for academic success. Closing the reading gap leads to greater confidence, engagement and greater outcomes. 3, 4 and 5
Maths lead – promotes numeracy, provides staff CPD and monitors/supports interventions alongside approaches in class


Numeracy is a key determiner for academic success and financial competency in adult life 3, 4 and 5
Teachers using EFF toolkit to identify and implement an evidence informed approach catered to their pupils in their own class


Individual implementation plans in place

EEF teaching and learning toolkit (EY and Primary)

Nursery – Play based learning

Reception – Parental engagement

Year 1 – Parental engagement (toolkit)

Year 2 – Phonics

Year 3 – Feedback

Year 4 – Reading comprehension

Year 5 – Collaborative learning (class 1)

Reading comprehension (class 2)

Year 6 – Metacognition and self regulation

1, 2, 3, 4 and 5
Continue to develop high quality teaching around language development and communication.


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





Essex disadvantaged strategy – Marc Rowland

Language development and comprehension



EEF – Oral language interventions




Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £37,186

Activity Evidence that supports this approach Challenge number(s) addressed
Tutoring – school based and NTP


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


NTP – connex education partnership. Fully qualified teachers to deliver tuition in school.


School led – previous teacher at the school reemployed for tuition


School led – 3 current teachers to deliver tuition

Small group tuition EEF 3, 4, and 5
Embed regular focused pupil standards meetings from EYFS to Y6 to identify barriers to learning and ensure these are addressed.


Lead by DHT


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






Reading comprehension

Small group tuition

EY interventions

Interventions – consistently delivered


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





Precision monitoring


Nurture group




All interventions have been chosen due to previous success within the intervention or evidence base is high 3, 4 and 5


Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £57,098

Activity Evidence that supports this approach Challenge number(s) addressed
Continue to embed our Essex Steps approach to behaviour


Embedding trauma informed practice – whole school approach


TPP train the trainer to be attended by 3 members of SLT – infiltrated to staff through training sessions as recommended by the approach


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


Regular support for SLT trainers through Essex


Learning mentors to support SEMH

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.


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.

1 and 2
Pastoral team expertise is developed to support complex SEMH needs – SENDco, assistant SENDco, 2 learning mentors and family liaison officer


TPP training from Essex and with guided support


Early identification of need and level of vulnerability (FST)


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


High quality provision for children with complex SEMH needs – EEF toolkit 1 and 2
Attendance officer – closely monitors and supports PP attendance Pupil premium strategy – ‘interventions may well be one part of an effective pupil premium strategy, they are likely to be most effective when deployed alongside efforts to attend to wider barriers to learning, such as attendance and behaviour. 1, 2, 3, 4 and 5
Other support:

Breakfast club and trip support

Equipment, uniform and supplies


Data management

Finance management

Providing food for families at home


Removing potential barriers to participation and increasing attendance


Tracking and monitoring progress to implement interventions effectively



1, 2, 3, 4 and 5


Total budgeted cost: £ 188,656