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.

Total budgeted cost: £119,200

Part B: Review of outcomes in the previous academic year

Pupil Premium Strategy Review / Impact of Spending 2020 – 2021

Financial Year	Funding	No. of Pupils Eligible	% Of School
2020 - 2021	£106,658	80	16%

No. / % of PP children in each Year Group

N	R	Y1	Y2	Y3	Y4	Y5	Y6
6/18%	6 / 11%	8 / 15%	9 / 17%	12 / 20%	12 / 21%	16/ 27%	11 / 19%

Pupil Premium is an additional government grant which is added to the main funding that schools receive in their annual budget. Pupil Premium funding is allocated to pupils who are currently registered for free school meals or who have received free school meals at any time in the last six years (known as ‘Ever 6 FSM). The funding for these children is £1320 per year. Any ‘Looked After’ children are allocated £2300 per year.

The aim of the Pupil Premium funding is to support eligible children who may be vulnerable to underachievement and address any attainment gaps so that they achieve at least as well as their peers. As well as focusing on academic endeavours, it may also be appropriate to provide support to nurture their well-being and to provide these children with access to a variety of enriching experiences. This is based on research showing that children from low income families perform less well at school than their peers. Often, children who are entitled to Pupil Premium funding face challenges such as poor language and communication skills, less family support, lack of confidence and issues with attendance. Pupil Premium funding is intended to directly benefit the children who are eligible, helping to narrow the gap between them and their peers.

Our school offers many layers of support for children. ‘Pupil Premium’ funding contributes towards some of the cost of the support that we offer children and their families. The support recognises our desire to accelerate the progress of all children and to ensure we meet the emotional needs of our most vulnerable children. We believe that some of our children do not have the life experiences that ensure they are well motivated and can engage with education and develop the vocabulary of their peers. We aim to give all our children in receipt of Pupil Premium funding the opportunity to attend residential trips, curriculum enrichment activities and to take part in one sporting or extra-curricular club across the year.

Due to the Covid-19 pandemic, some actions originally set out in our 2020 – 2021 Pupil Premium Spending Plan had to be adapted to meet the needs of children learning remotely and those learning in school.

Funding Activity	Amount	Impact
Targeted teaching by teachers and teaching assistants – to include use of ‘Pre / Post Teach,’ ‘Rapid Response, Same Day’ interventions and focus group opportunities.	£45000	Targeted teaching proved to have a positive impact on outcomes for pupils. Pupils in all year groups made expected or accelerated progress across the year. Vulnerable and disadvantaged pupils were targeted to attend school during these periods of lockdown. This proved to be very beneficial to them both academically and personally as they were able to benefit from additional adult support due to working in smaller bubbles.
Children at risk of falling behind identified and provided with targeted support through ‘Pupil Progress’ meetings and subsequent actions / catch-up provision.	£15000	Throughout the year, staff targeted pupils working just below expected levels of attainment. Reading attainment was supported through daily reading opportunities and targeted interventions and focus group work were provided for these groups of children. This support enabled pupils to make at least good levels of progress across the year.
Catch-Up Provision – National Tutoring Programme	£3000	9 Y6 children received two 1-hour small group sessions for 7.5 weeks in the summer term. These sessions were run by a qualified teacher and focused on the development of mathematics and writing skills. All but one child made accelerated progress as a result of the 15 taught sessions.
Further promote reading through improvements in classroom reading areas, introduction of whole class guided reading, targeted teaching of reading skills and provision of online reading resources.	£2000	Whole class guided reading has been introduced very successfully at Queen Emma. The English subject leader has supported individual teachers with the planning and implementation of WCGR, leading to a consistent approach being adopted across the school. The creation of the whole school VIPERS progression document supports staff with the planning process and ensures key reading skills are taught successfully and progressively across the school. Questioning is now targeted towards specific VIPERS skills and supports and challenges pupils of all abilities. A staff survey indicated that the use of high quality texts enables all children to be exposed to high level vocabulary. Learning from peers and exposure to high quality discussions is also invaluable and supports all learners. Less confident readers are now joining peers and reading aloud in class, keen to share their new reading skills.
Family Worker	£20000	Our family worker has continued to work very positively with a large number of children and parents in 2020 – 2021. Parents and pupils were provided with regular virtual support during periods of remote learning and support was also provided to families whose children attended school. This provision enabled us to respond very quickly to children displaying low, medium and high level needs, supporting them and their families in both informal and more formal ways.
Friends Resilience	£500	The Friends ‘Resilience’ programme has been run by our Family Worker and a very experienced teaching assistant with both Year 6 classes in the summer term. Pupils will draw on the strategies shared when faced with challenges and tricky situations. Sessions also supported pupils to work through worries and concerns regarding secondary school transition. Usual transition activities were not able to take place due to the Covid-19 pandemic.
Art / Play Therapist	£5000	Art and Play therapy sessions took place in Autumn and Summer terms. In Summer term, sessions initially began via Zoom before moving to in person sessions in school. Sessions proved invaluable to the pupils taking part. Art Therapy sessions will continue in 2021 – 2022.
Financial support to enable pupils to participate in a range of clubs, extra-curricular and enrichment activities such as theatre groups, concerts, sports events and residential experiences.	£5000	Due to the restrictions placed on school during the Covid19 pandemic, many ‘real life experiences’ and curriculum enrichment activities have not been able to take place as they would have done in previous years. However, we have made the best of the opportunities available and were able to introduce a small range of enrichment activities into our summer term enrichment and curriculum provision. Premier Sports offered a range of after school sporting clubs in summer term. These were run as year group clubs and were well attended by all children. All pupils in receipt of Pupil Premium funding were given a place at their year group club. Throughout the year, Premier Sport have continued to run lunchtime activities. Again, this has been run on a ‘bubble’ basis. These sessions have been greatly enjoyed by all children and offered a welcome ‘well-being and exercise’ break for many children. Collaborative and teamwork skills have also been developed during these lunchtime sessions. During summer term, Year 1 children have taken part in a Spinning Wheel Theatre Company drama workshop and children in Year 2 and 5 have developed their historical knowledge through participation in ‘History Off the Page Days. Year 5 Activity Days took place in the second half of summer term. Pupils participated in Archery, a Junk Orchestra Workshop, a visit to Clip ‘n’ Climb, Mad Science Workshops and a Viking ‘History Off the Page’ day. Year 6 enjoyed two fun-filled days at Grafham Water, enjoying a wide range of water sports including raft building, kayaking and sailing. All activities were provided free of charge for pupils in receipt of Pupil Premium funding. Gardening has proved to be one of the successful activities this year. Individual raised beds have been tended by different year groups. Children have taken responsibility for the upkeep of the plants. Vegetables have also been grown as part of the Botanical Gardens ‘Grow Your Own’ project.
In the event of a school or bubble closure, ensure pupils have all the necessary resources to engage fully in remote learning.	£500	All pupils in receipt of Pupil Premium funding were provided with all the necessary resources to support their learning during periods of lockdown and subsequent bubble closures. Pupils were provided with laptops, routers, stationery equipment and paper copies of work. Pupils were regularly phoned by class teachers or by our Home –School Family Worker to ensure they were coping and able to access all the necessary resources. We believe, that despite the restrictions placed upon us by Covid-19, we have still been able to provide our children with a broad and balanced curriculum. We are looking forward to next year when we can once again offer our children with a wider range of first hand curriculum and enrichment opportunities.

Impact of Spending

Pupil Premium money is a great bonus and allows us to carefully target appropriate academic and pastoral support for children, as and when they need it. We endeavour to meet the needs of each individual with a tailored package of provision. We know that the additional opportunities have a positive impact on the children’s learning attitudes and confidence, as well as academic achievement.

The teaching staff review the provision for each child regularly and the governors and staff monitor the progress of the Pupil Premium children rigorously throughout the year. Each cohort of Pupil Premium children is small and often includes children with complex needs; consequently, the results can vary considerably from year to year. However, the results often include a good proportion of the children making expected progress and better.

End of Year Results

Due to the Covid-19 pandemic, national testing did not take place during the summer term of 2021, therefore there are no national data outcomes for July 2021. The attainment and progress data is based on end of year teacher assessment judgements.

PP progress in 2020 - 21 (Expected Progress = 5 points)	Reading		Writing		Maths
	PP	All	PP	All	PP	All
Year 6	6.4	7.3	5.0	6.4	5.9	6.7
Year 5	5.9	6.4	5.5	5.6	5.7	6.3
Year 4	5.2	5.9	4.8	5.7	5.1	6.3
Year 3	6.4	6.5	5.8	6.3	6.3	6.3
Year 2	5.6	5.7	5.6	6.2	5.5	5.6
Year 1	4.3	5.2	6.8	5.9	5.2	5.5

 

PP Attainment in 2020 - 21 (% achieving ARE+)	Reading		Writing		Maths
	PP	All	PP	All	PP	All
Year 6	46%	75%	23%	63%	8%	59%
Year 5	67%	73%	20%	39%	33%	55%
Year 4	43%	75%	21%	58%	21%	67%
Year 3	21%	67%	21%	48%	36%	59%
Year 2	50%	69%	50%	67%	60%	79%
Year 1	22%	56%	11%	53%	22%	73%

 

EYFS Attainment in 2020 - 21 (% achieving ARE+)	EYFS
	PP	All
GLD	30%	55%
Personal, Social and Emotional Development (%achieving ARE+)	100%	98%
Communication and Language (% achieving ARE+)	80%	84%
Physical Development (% achieving ARE+)	100%	100%
Literacy (% achieving ARE+)	68%	76%
Mathematics (% achieving ARE+)	79%	84%
Understanding the World (% achieving ARE+)	75%	76%
Expressive Art and Design (% achieving ARE+)	100%	100%

The end of year data indicates that pupils in receipt of Pupil Premium funding (in all areas except Y4 Writing and Y1 Reading) have made expected or above expected levels of progress.

Across all year groups, attainment levels of pupils in receipt of Pupil Premium funding are lower and in some cases, significantly lower when compared to all children. Differences in attainment between pupils in receipt of Pupil Premium funding and all pupils have increased when compared to previous data. Narrowing this gap will be a key focus of our work in 2021 – 2022.

Pupil Premium Strategy and Spending Review 2019-2020

Financial Year	Funding	No. of Pupils Eligible	% of School
2019-2020	£90,000	72	17%

 

N	R	Y1	Y2	Y3	Y4	Y5	Y6
1/ 3%	3/ 6%	6/ 13%	12/ 21%	10/ 17%	12/ 20%	11/ 19%	17/ 29%

In July 2020 there are 430 children on roll from Reception to Year 6 and 35 children in Nursery. Across the whole school, 72 children are eligible for Pupil Premium funding. This represents 17% of our school population. 12 / 34 children receive ‘funded two’s’ places in our Cubs room. These children do not receive any additional funding.
These numbers include 1 LAC (Y6) and 4 Post-LAC (R, Y2, Y4 and Y6).

Our school offers many layers of support for children. ‘Pupil Premium’ funding contributes towards the cost of the wide range of support that we offer children and their families. The support recognises both our desire to accelerate the progress of all children and to ensure we meet the emotional needs of our most vulnerable children who, due to cuts in services both in health and education, frequently cannot access the services they need.
We believe that some of our children do not have the life experiences that ensure they are well motivated and can engage with education and develop the vocabulary of their peers. We aim to give all our children in receipt of Pupil Premium funding the opportunity to take part in a wide variety of sporting activities and clubs, attend residential trips and regularly have inspirational opportunities such as attending concerts and theatre groups in school. We also want all our children to feel fully included in school life, which includes wearing school uniform and having all the equipment that they need.

For 2019 – 2020, we identified the following areas as barriers to future attainment for our most vulnerable children:

•  Pupils may require additional support to make the expected progress and reach the expected standards of attainment.
• The multiple disadvantages of some pupils who are eligible for Pupil Premium funding affects academic progress and in some cases, prevents them from achieving age related expectations. Emotional and social issues, low self-confidence, high levels of anxiety and difficulty in regulating emotions, poor school attendance, complex home issues and / or limited parental support and engagement can all act as barriers to educational success.
• Lower exposure to a wide range of life experiences impact on the children’s range of vocabulary and use of spoken and written language.
• Some disadvantaged pupils have limited opportunities for social, cultural or educational experiences beyond their immediate environment e.g. extra-curricular clubs, activities, trips and visits which help enhance and develop knowledge.

Coronavirus (Covid-19): Catch-Up Funding Plan: Summer 2021

Following the period of lockdown due to the Covid-19 pandemic, schools have received an additional amount of money to provide catch-up support for those pupils that require it.  At Queen Emma Primary School, in order to utilize this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and have carried out rigorous and robust assessment of both children’s academic and personal development needs to inform our decisions. Our plan is to improve the quality of teaching by investing in learning and development for teachers, modify our curriculum to address gaps in knowledge and target individual children who require additional academic and emotional support. The table below outlines our intentional spend, actions and intended outcomes.

Financial Year	No. on Roll	Total Catch-Up Funding
2020-2021	397	£31760 ( Installment 1 = £7960 / Installment 2 = £10570 / Installment 3 = £13230)

 

Aim	Action	Cost	Impact
Improve provision for all children in response to missed learning opportunities due to the Covid-19 pandemic.	• Develop teaching and learning of whole class guided reading • Align The Spine and White Rose Maths Hib materials • Purchase additional home readers for EYFS, KS1 and MY	£2300	Whole class guided reading has been introduced very successfully at Queen Emma. English subject leader has supported individual teachers with the planning and implementation of WCGR, leading to a consistent approach being adopted across the school. The creation of the whole school VIPERS progression document supports staff with the planning process and ensures key reading skills are taught successfully and progressively across the school. Questioning is now targeted towards specific VIPERS skills and supports and challenges pupils of all abilities. A staff survey indicated that the use of high quality texts enables all children to be exposed to high level vocabulary. Learning from peers and exposure to high quality discussions is also invaluable and supports all learners. Less confident readers are now joining peers and reading aloud in class, keen to share their new reading skills. Children across the school demonstrate a real enjoyment and excitement about reading and in many cases, are desperate to know what happens next! End of year data compared to end of Autumn 1 data shows that in the majority of year groups, outcomes have raised significantly since the beginning of the year. Outcomes in Year 4, 5 and 6 are at or above national outcomes (2019). All year groups have made above expected levels of progress across the year. Mathematics subject leaders have created updated yearly overviews which align materials from White Rose Hub and The Spine. Hyperlinks have been added, so staff can access all the necessary materials quickly and easily. The production of these documents will ensure consistency of approach, teaching strategies (including use of models and images) and use of vocabulary across the school. Additional phonic matched reading books are now available for children in Reception, Year 1 and Year 2. The use of these reading books enables the children to consolidate their phonic skills and read books independently at a level matched to their current phonic knowledge.
Raise attainment of targeted individuals and groups who have been identified as being disadvantaged.	• Offer 1-1 / small group interventions / bespoke support packages for identified children	£1125	National Tutoring Programme The tutoring programme had a positive impact on all those involved. 1 child made expected levels of progress and all others made accelerated progress since beginning the programme. NELI Programme - Reception The programme has had a positive impact on outcomes for children and has impacted on individual outcomes in all areas of learning. Children are more confident in sharing ideas, thoughts and opinions and speak in complete sentences when taking part in class and group discussions. Children who took part in the programme are secure with at least Phase 2 phonics and have begun to develop knowledge and use of Phase 3 phonics and tricky words.
Ensure children’s mental health and well-being is supported.	• STEPS training for all staff • Use of Leader in Me materials • Use of Friends Resilience Programme to support transition	£2200	Delivery of Step On training ensured all staff developed a shared understanding of the aims of the programme and its purpose and use in school. Further use of the programme will be developed in the next academic year. The Leader in Me programme is embedded within school life and the school curriculum. Children refer to the 7 habits in all aspects of school life, whether as part of curriculum learning or helping them to solve friendship issues on the playground. Parents have also shared comments on children using the habits with friends and family members. Children will draw on the strategies shared in the future when faced with challenges and tricky situations. Sessions also supported children to work through worries and concerns regarding secondary school transition.