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

·       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

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

Progress of disadvantaged is accelerated, narrowing the attainment gap.

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.

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 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

Trauma informed framework is fully embedded and pupils feel supported

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.

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

Individual implementation plans in place

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

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

Language development and comprehension

EEF – Oral language interventions

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

Lead by DHT

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

Behaviour

Interventions

Reading comprehension

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

NELI

Wellcomm

Rapids

Precision monitoring

Phonics

Nurture group

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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

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.

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)

Breakfast club and trip support

Equipment, uniform and supplies

Technology

Data management

Finance management

Providing food for families at home

Tracking and monitoring progress to implement interventions effectively