Pupil Premium 2022/2023
School name Pear Tree Mead Academy
Number of pupils in school 416 (R-6) 40 (Pre/Nursery)
Proportion (%) of pupil premium eligible pupils 27% (R-Y6) 27.5% (Pre/Nursery)
Academic year/years that our current pupil premium
strategy plan covers (3 year plans are recommended) 2022-2025
Date this statement was published December 2022
Date on which it will be reviewed July 2023
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 £157,890
Recovery premium funding allocation this academic year £16,530
EY pupil premium £3,762
Pupil premium funding carried forward from previous
years (enter £0 if not applicable) £0
Tuition premium £17,496
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 £195,678
Part A: Pupil premium strategy plan
Statement of intent
Our intention 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 (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 · Tuition – NTP (internal and external) · 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 – Welcomm (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.
Challenges
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 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.
2 Social and emotional needs, including attachment difficulties, emotional regulation difficulties and conflict resolution difficulties – referrals made to outside agencies and internal provisions (nurture/LM support) remain high
3 Oral language and/or communication – 34% on track (at expected) at the start of reception – bridging across to reading and writing delay
4 Overall attainment of disadvantaged pupils is lower than non-disadvantaged in English and Maths – 27% of total pupils/outcomes 2022
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.
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
· With particular focus on percentage
achieving expected in writing
· A consistent delivery of the new
phonics scheme across EY and KS1 to 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.
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
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 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%
Embed trauma perspective practice and
attachment awareness through a whole school
approach towards behaviour – all staff are
trained to support complex SEMH needs (all
staff and family support team) Decrease in suspensions (2021-2022 totalling 14) 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 · 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
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: £101,372
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.
QFT/Adaptive teaching
CPD and employed by staff ‘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
Using trained teachers and LSAs to provide interventions to pupils who need it in previous years, supporting us in accelerating progress. 3, 4 and 5
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
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
Building on last years use of
the EFF toolkit, identifying
and implement an evidence
informed approach catered
to our pupils – based on last
years outcomes for parental
engagement in EY, reading
comprehension in Y4 and
metacognition strategies in
Y6
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
EEF teaching and learning toolkit (EY and Primary) EY – Parental engagement EEF R-Y6 – Reading comprehension (oral language) EEF Y3-Y6 – Metacognition and self-regulated learning EEF Positive parental response to parent view – engagement, education
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
Continue to develop high
quality teaching around
language development 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
Essex disadvantaged strategy – Marc Rowland 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 (Y3-6) – very high impact for very low cost based on extensive evidence 3
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
Small group tutoring 1:3
Identification of children who
need further support in reading,
writing or maths
Connex education partnership.
Fully qualified teachers to
deliver tuition in school.
Current teachers/LSAs to
deliver tuition
Paired class tuition – 6 sessions
a term. Maths focus for the
year to develop tutors. Pairing
of classes older with younger.
Small group tuition EEF – Moderate impact for low cost based on moderate evidence Peer tutoring EEF – high impact for very low cost based on extensive evidence 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 EY lead/DHT
Identify support for individuals
(including overall provision
and intervention), changeable
throughout the year – put onto
the class disadvantaged forms
and EduKey
EEF Behaviour – Essex Steps/Paul Dix Interventions – range Reading comprehension – class based, interventions and EEF strategy focus Small group tuition EY interventions 1, 2, 3, 4, 5
Interventions – consistently
delivered
Do not impact on core subjects
and are varied to ensure impact All interventions have been chosen due to previous success within the intervention or evidence base is high 3, 4 and 5
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
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £57,120
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
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.
TPP training planned in for the year – all staff to be upskilled (3 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.
Pastoral team expertise
is developed to support
complex SEMH needs –
SENDco, assistant
SENDco and learning
mentor, HT/DHT/AHT
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 –
supporting younger
pupils to engage in play High quality provision for children with complex SEMH needs – EEF toolkit 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 1 and 2
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) 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
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
Technology
Data management
Finance management
Providing food for
families at home
Meet and greets
Teacher/pupil
relationship (specified
1:1 time) Removing potential barriers to participation and increasing attendance Tracking and monitoring progress to implement interventions effectively 1, 2, 3, 4 and 5
Class responsibilities
Total budgeted cost: £ 195,678