Pupil Premium Strategy Statement
Queen Emma Primary School: 2021 – 2022
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
|Queen Emma Primary School|
|Number of pupils in school||392 (YR to Y6)|
|453 (Nursery to Y6)|
|Proportion (%) of pupil premium eligible pupils||84 pupils = 19%|
|Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)||2021 - 2022|
|2022 - 2023|
|2023 - 2024|
|Date this statement was published||November 2021|
|Date on which it will be reviewed||July 2022|
|Statement authorised by||Mrs S Jarman|
|Pupil premium lead||Miss C Stubbs|
|Governor / Trustee lead|
|Pupil premium funding allocation this academic year||£107,600|
|Recovery premium funding allocation this academic year||£11,600|
|Pupil premium funding carried forward from previous years (enter £0 if not applicable)||£0|
|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||£119,200|
Part A: Pupil premium strategy plan
Statement of intent
Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.
High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on narrowing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school.
Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment and not in assumptions about the impact of disadvantage. Our approaches complement each other and ensure that all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what disadvantaged pupils can achieve.
Our ultimate objectives are:
- To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
- To ensure that disadvantaged pupils make at least expected levels of progress.
- To improve attendance and punctuality.
- To support pupil’s health and wellbeing to enable them to access learning at an appropriate level.
We aim to do this through:
- Allocating funding streams to ensure that teaching and learning opportunities meet the needs of all pupils.
- To use targeted 1-1 support and small group support to narrow the attainment gap.
- Ensuring that pupils have access to an equitable and engaging curriculum offer as well as wider curriculum opportunities.
- Offering strong support mechanisms to engage families through home-school family support workers and therapeutic approaches.
- Supporting payment for activities, educational visits and residential activities, ensuring pupils have a wide variety of rich first hand experiences to use and support learning in the classroom.
Our key principle is to reduce the impact of disadvantage on educational outcomes for all pupils. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|Challenge Numbers||Detail of Challenge|
|1||Assessments, observations and discussion with pupils demonstrate that disadvantaged pupils have greater difficulties with the acquisition of phonic knowledge than their peers. This negatively impacts their development as readers.|
|2||Internal assessments indicate that attainment for disadvantaged pupils is significantly below that of non-disadvantaged pupils, particularly in writing and mathematics.|
|3||Poor attendance and punctuality issues are impacting on the attainment of dis-advantaged pupils. Attendance data shows that attendance of disadvantaged pupils has been lower than non-disadvantaged pupils.|
|4||Assessments, observations and discussions with pupils and families have identified emotional and social issues, low self-confidence and difficulty in regulating emotions, including the use of emotional vocabulary.|
|5||Limited opportunities for wider educational and life experiences. This is particularly relevant given pupil experiences during the Covid-19 pandemic.|
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|
|Improved outcomes in Y1 Phonics Check for disadvantaged pupils.||Y1 Phonics Check outcomes for disadvantaged pupils will improve over the next three years. Disadvantaged pupils will achieve national attainment outcomes in the Y1 Phonics Check by 2024.|
|Improved outcomes in reading for disadvantaged pupils at the end of KS1 and KS2.||Outcomes for disadvantaged pupils will improve over the next three years. Disadvantaged pupils will achieve national attainment outcomes in reading by 2024.|
|Improved outcomes in writing for disadvantaged pupils at the end of KS1 and KS2.||Outcomes for disadvantaged pupils will improve over the next three years. Disadvantaged pupils will achieve national attainment outcomes in writing by 2024.|
|Improved outcomes in mathematics for disadvantaged pupils at the end of KS1 and KS2.||Outcomes for disadvantaged pupils will improve over the next three years. Disadvantaged pupils will achieve national attainment outcomes in mathematics by 2024.|
|Sustained improvement in attendance for all pupils, particularly disadvantaged pupils.||Attendance of disadvantaged pupils is in line with local authority averages.|
|Improved access to wider curriculum experiences for disadvantaged pupils.||There will be a significant increase in participation in enrichment and wider curriculum activities, particularly among disadvantaged pupils, leading to improved attitudes to learning.|
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: £6,000
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Purchase of standardised diagnostic assessments. Training for staff to ensure assessments are interpreted and administered correctly. (Recovery Premium Funding)||Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction. EEF Assessing and Monitoring Pupil Progress||1, 2|
|Support teaching assistants in developing a wider range of strategies to support the lowest 20% of readers. Local Authority Improvement Advisor to deliver training to all teaching assistants. (Recovery Premium Funding)||Daily targeted individual support focusing on the development of key reading skills will support lowest 20% of readers. EEF Teaching and Learning Toolkit: Teaching Assistant Interventions and Individualised Instruction||1, 2|
|Purchase a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils. (Recovery Premium Funding)||Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading, particularly for disadvantaged pupils. EEF Teaching and Learning Toolkit: Phonics||2|
|Enhancement of mathematics teaching and curriculum planning in line with NCETM guidance. We will fund release time for Mathematics Subject Leaders and class teachers to embed key elements of NCETM Spines resources and to access Maths Hub resources and Teaching for Mastery training. (Recovery Premium Funding)||Staff CPD will be delivered following the recommendations in the EEF Effective Professional Development Mechanisms document. EEF Effective Professional Development Mechanisms EEF Teaching and Learning Toolkit: Mastery Learning Materials produced from the NCETM draw on a range of evidence based approaches. NCETM Sustaining Mastery Programme and Mastering Number Programme The EEF guidance is based on a range of the best available evidence. EEF Improving Mathematics in KS2 and KS3||2|
|Raise awareness of teaching assistant standards and promote effective communication between teachers and teaching assistants in order to improve outcomes for all pupils. Local Authority Improvement Advisor to deliver training to all teaching assistants. (Recovery Premium Funding)||Clear communications between teachers and teaching assistants will ensure appropriate targeted support is planned and delivered for all pupils, particularly disadvantaged pupils. Evidence - EEF Teaching and Learning Toolkit: Teaching Assistant Interventions||2|
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £50,200
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Additional phonics sessions targeted at disadvantaged pupils in Year 1 who require further phonics support. (Recovery Premium)||Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonic interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks. EEF Teaching and Learning Toolkit: Phonics and Individualised Instruction||1|
|Support teaching assistants in developing a wider range of strategies to support the lowest 20% of readers. Local Authority Improvement Advisor to deliver training to all teaching assistants. (Recovery Premium Funding)||Provision of school-led tutoring for pupils in KS1 whose education has been most impacted by the pandemic. Funding will enable a qualified teacher to deliver targeted teaching to individuals and small groups and also to release current class teachers to deliver targeted support. (Recovery Premium)||1, 2|
|Targeted tuition by teachers and teaching assistants to include use of pre-teach and post-teach opportunities, rapid, same day interventions and targeted individual and group interventions.||Targeted tuition at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both 1-1 and in small groups Careful use of and analysis of assessment data across the school has enabled class teachers to identify groups of pupils in need of additional support. Identified gaps in learning will be filled through carefully planned teaching. EEF Teaching and Learning Toolkit: Teaching Assistant Interventions and Individualised Instruction||2|
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £63,000
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Embedding principles of good practice set out in the DfE’s Improving School Attendance advice.||The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence.||3|
|Home-School Family Support Worker supports vulnerable families. Support for parents and pupils includes advice, guidance, early intervention and classroom support.||Parental engagement is defined as the involvement of parents in supporting their child’s academic learning. Our home school family worker provides vital support to parents regarding attendance, academic issues, social and emotional issues. Liaison with outside agencies is also provided for families in crisis. EEF Teaching and Learning Toolkit: Parental Engagement, Social and Emotional Learning||3, 4|
|Provision of therapeutic support to support pupils with social, emotional and mental health needs.||There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life e.g. improved academic performance, attitudes, behaviour and relationships. Interventions which target social and emotional learning seek to improve pupil’s interactions with others and self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning. EEF Teaching and Learning Toolkit: Social and Emotional Learning||4|
|Wider Curriculum Opportunities To include… Financial support so that disadvantaged pupils are able to participate in a range of after school clubs, extra-curricular and enrichment activities such as educational visits and activities, theatre groups, concerts, sports events, music lessons, book fair vouchers and residential experiences. Provision of breakfast, before and after school club, holiday club or HAF club places for disadvantaged pupils to support emotional well-being, school attendance and ensuring pupils start the day ‘ready to learn.’||Based on our experiences, we have identified a need to provide funding to enable disadvantaged pupils to take part in a wide variety of extra-curricular and enrichment activities. Participation in these activities supports the development of speaking and listening skills, key ‘learning for life’ skills such as perseverance and resilience and promote self-confidence and self-regulation skills for individuals. Provision of these activities also boosts pupil well-being, behaviour, attendance and aspiration. They also provide excellent opportunities for pupils to demonstrate use of the 7 habits and develop leadership skills both in and out of the school environment. EEF Teaching and Learning Toolkit: Arts Participation, Meta-Cognition and Self-Regulation, Social and Emotional Learning ‘The Seven Habits of Effective People’ by Stephen Covey.||3, 4, 5|
Total budgeted cost: £119,200
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
Internal assessment from 2020 – 2021, indicate that disadvantaged pupils made at least expected levels of progress in reading, writing and mathematics. These levels of progress were in line with their non-disadvantaged peers. However, the attainment of disadvantaged pupils was significantly lower than that of their non-disadvantaged peers. Differences in attainment between disadvantaged pupils and non-disadvantaged pupils have increased when compared to data from previous years.
We believe that the reasons for these outcomes are directly linked to the impact of the Covid-19 pandemic. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils as they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree we had intended. This impact was mitigated by our resolution to maintain the provision of a high quality curriculum for all pupils during periods of school closure.
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.
Our assessments and observations indicate that, despite the pandemic, pupil behaviour and well-being for the vast majority of pupils remained positive. Pupils very quickly settled back into the expectations and routines of school life and continued to refer to the habits during their learning and in helping to solve issues as they arose both in and out of the classroom.
The support of our Home-School Family Worker proved invaluable during the year. Support was provided for pupils and their families, either in school or via telephone or virtual support during lockdown and times of bubble closures. This provision enabled us to respond very quickly to pupils displaying low, medium and high level needs. Therapeutic support resumed in summer term, initially via Zoom and then in person.
Our Home-School Family Worker and L3 Behaviour Specialist Teaching Assistant ran the Friends Resilience Programme outside for Year 6 pupils during summer term. Pupils 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 as visits were unable to take place.
Due to the restrictions placed on school during the Covid19 pandemic, many ‘real life experiences’ and curriculum enrichment activities were not able to take place. However, we 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 continued to run lunchtime activities. This was run on a ‘bubble’ basis. The sessions were greatly enjoyed by all pupils and offered a welcome ‘well-being and exercise’ break for many children. Collaborative and teamwork skills were also developed during these lunchtime sessions.
During summer term, Year 1 pupils took part in a Spinning Wheel Theatre Company drama workshop and pupils in Year 2 and 5 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.
We believe, that despite the restrictions placed upon us by Covid-19, we were still able to provide our pupils with a broad and balanced curriculum. We will continue to develop this offer with the activities detailed in this plan.
Our Pupil Premium strategy will be supplemented by additional activity that is not being funded by Pupil Premium or Recovery Premium funding. This will include:
- Developing and embedding effective practice in Whole Class Guided Reading. This will be led by the school English subject leader. The introduction of this approach had a positive impact on outcomes in reading at the end of 2021 and will continue to raise outcomes in reading throughout 2021 – 2022.
- Developing and embedding effective practice to support the raising of outcomes in writing. This will be led by the school English subject leader supported by the school improvement advisor.
- Use of National Tutoring Programme to support disadvantaged pupils and raise outcomes in Year 6 writing. This will be funded through the Catch-Up Funding.
- Use of Third Space Learning Mathematics Intervention to support disadvantaged pupils and raise outcomes in Year 5 and Year 6 mathematics. This will be funded through the Catch-Up Funding.
- Use of School-Led Tutoring Grant to provide additional targeted individual and group support for disadvantaged pupils in Year 3 and Year 4 in reading and writing.
- Develop KS2 staff knowledge of the use of synthetic and systematic phonics programme when supporting lowest 20% of readers. Additional reading materials closely matched to phonic phases will be purchased to support this group of readers. Catch-Up Funding will be used to support this aim.
- Use of School-Led Tutoring Grant to enable the release of the Mathematics subject leader to support targeted individuals and groups of pupils in Year 4 to raise outcomes in mathematics.
- In line with our two-year curriculum action plan, curriculum leaders and subject leaders will continue to develop subject skills and progression documents, supporting class teachers to produce carefully sequenced medium term planning for each subject. Any additional release time will be funded through the Catch-Up Funding.
Planning, Implementation and Evaluation
The EEF’s implementation guide was used to help develop this strategy. We will continue to use it when adjusting our plan over time and to support the implementation of activities. The plan will be robustly evaluated at the end of each academic year with the aim to build on successes and to secure better outcomes for all pupils, in particular disadvantaged pupils at the end of each 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
|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.
|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 Attainment in 2020 - 21 (% achieving ARE+)||Reading||Writing||Maths|
|EYFS Attainment in 2020 - 21 (% achieving ARE+)||EYFS|
|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|
|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)|
|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.|