The key aims of our Pupil Premium Plan are to ensure that:
Pupil premium funding: £121,980
|No. PP children||% of group||No. of PP/SEN||% of PP group|
Spring 2021 lockdown update:
93 PP children
In school: 39%, 42% of PP/SEN group
At home: 42% received a laptop, 49% received support calls (at least 2 per week)
|Monitored by/when||Impact and next steps|
Poor vocabulary and language acquisition
Quality first teaching of vocabulary
CPD from HIAS English support and English leader for planning and teaching.
Learning walks, book scrutinies and English leader monitoring
Explicit teaching and use of vocabulary is effective.
Growing confidence and use of more precise vocabulary.
|Clear evidence through monitoring of books, learning walks and speaking to children that through the teaching of vocabulary, use of language is improving and confidence is growing. However, it is also clear that lockdown has had an impact on speaking and listening skills. This will form a significant part of the English strategy for 2021-22.|
Improve outcomes for Cohort 18
Smaller class size to cater for children working significantly below ARE every morning.
Highly experienced class teacher
Tailored curriculum to meet next steps.
Effective parent liaison to support reading, behaviour etc.
Close liaison with SENDCO/DHT/class teacher/LSAs
SENDCo and DHT supporting in class regularly.
Children engaged and on task
Teaching and feedback effective
Work is well pitched
Progress is accelerated.
HAMs or regular assessments show rapid progress.
SLT/SENDCO at least termly
SLT/SENDOCO at least half termly
Termly support from HIAS SEND to work on planning, take design and assessing for children with significantly low attainment.
SEN planning tool used to plan and assess for bespoke groups within class.
Support from SENDCO to develop independence.
Targeted provision impacted on independence.
Growth in confidence and self-esteem of children in the group through overlearning of strategies and core skills.
Key skills in reading, writing and maths have embedded.
Reduce RWM gap by end key stage
Bespoke teaching groups to meet needs to achieve combined ARE.
Liaison with parents.
Pupil Progress Meetings and Y6 strategy meetings
Children are receiving appropriate support in targeted areas.
|See data table below.|
Increase proportion of PP children who achieve ARE combined
Target children for subjects to reach combined ARE.
Teaching, use of adults, groupings, resources etc meet needs of learners in order to achieve next steps in learning.
Liaison with parents.
Pupil progress meetings
Children discussed and actions in place to ensure learning pitched correctly to reach combined.
Year leader actions
YLs implementing and tracking actions within year groups to ensure maximum number of PP children on track for ARE combined.
Year leaders termly
SLT half termly
|Children have been judged as reaching 'minimum sufficiency' following lockdown rather than ARE. See data table below and targets for next year.|
Improve metacognition for children working below ARE
Employ and embed TED outcomes in maths and English.
Learning walks and book scrutinies
Strategies are employed and effective.
|Impact of using numberless questions to support maths and particularly girls' confidence continues next term. Impact of vocabulary work.|
Increase achievement in reading
Priority readers identified and heard regularly.
Phonics teaching delivered through RWInc as appropriate.
Learning pitched correctly in class to support newly independent learners.
Engage parents to support reading at home.
Kathy Gare to help support parents with reading routines.
Home reading monitoring
Regular home reading for PP and non-PP groups is broadly equivalent.
20% readers monitoring
Home reading, priority reading and provision is good across the school.
SDu half termly
20% reading provision - SLT monitoring
Priority readers identified and reading provision and home reading monitored.
Outcomes given to year teams and actions put in place to support further.
Provision is good.
Home reading monitoring SD
Letters to parents of key children sent spring 2 and home reading has been tracked across spring 2 and summer 1 - some improvements in frequency for 77% of group.
Support for SEND
SENDCO liaison with teachers
termly about SEND in class.
DHT liaison with SENDCO
Appropriate and effective interventions in place.
Work pitched for SEN is appropriate
Children make progress within lessons
PPMs and YL follow ups
Effective, bespoke strategies in place and monitored.
SENDCO/SLT termly with more frequent pick ups if necessary
As a result of two lockdowns, interventions ran during the summer term based on review of children's needs following lockdown 2. Following lockdown, there was a greater need for emotional support and language. This will continue in the next academic year.
Teachers regularly liaise with the SENDCO in order to match provision to need and discuss next steps within class and strategies to support.
Increase engagement with reading
School Library Service to improve range and quality of books in library.
School library open after school for families.
Promote book events – author visits, World Book Day, paired reading with KFIS, book fair.
Visit Discovery Centre
Tracked group of children show increasing engagement throughout the year.
Children are reading and changing library books regularly.
School library visited by every class every week in normal times.
High engagement in KFJS World Book Day May 28th.
Pupil conferencing outcomes - strong evidence that children are very positive about home reading, the library, class reading, events and reading lessons.
Close gaps in attendance
Attendance leader (LS) liaise with attendance admin officer (LB)
Actions in place as appropriate including Kathy Gare.
Attendance review meeting
Attendance improves each half term, gaps reduce between PP and non-PP in each year group.
|SDu/LS half termly|
PP 93%, non-PP 97%
7% of the PP children impact significantly on the overall PP attendance. Each base is monitored closely and actions put in place depending on the issues. Kathy Gare is often involved in supporting us with this.
Support for families experiencing wider issues
Liaison with parents
Liaison with outside agencies – Children’s Services, Early Help Hub, Behaviour support, CAMHs, Young Carers, TAFs
Recording on CPOMs
Targeted support from Kathy Gare (cluster family support worker)
Safeguarding and wellbeing review
All actions carried out or chased up, families liaised with and supported, referrals and enquiries raised as appropriate.
CPOMS entries Sept - 1 July
PP 1866, non-PP 816 - 70% entries are for PP children.
Child protection 4/4, CIN 9/13, TAF 9/10, CAMHS referrals 7/10
Support for mental health and wellbeing
ELSA and counselling with Mrs Lampard
Draw and Talk with Mrs Sharpe
Uno Club with LSAs
Active Minds activities with learning mentor
Pupils are supported with mental health and attachment issues in order to improve wellbeing and ultimately engage in the curriculum.
|SDu/EBo at least termly|
Mental health focus during transition in September.
Regular phone calls during lockdown to support mental health of specific children.
19 children were supported through ELSA or Drawing and Talking this year. The inclusion leader also ran a weekly group to support significant issues for a group of Y5 girls (all PP) with an LSA during the summer term.
Access to the school and wider curriculum
Funds for guitar, paid sports clubs, trips and visits and PGL contributions.
All children in receipt of the Pupil Premium have full access to the curriculum and the wider curriculum.
Y5 Greek visitor £100
Y6 trip to GO Ape £120
Support for post LAC children
Additional and bespoke support for post LAC children dependent on need.
Identified needs are met.
|SDu termly||Bespoke support in place. See SD for further details.|
Pupil Premium funding: £121,980
|KS1 combined ARE||Current combined (min sufficiency)||Target combined for EoY 2022 ARE||Reading (min sufficiency)||Writing (min sufficiency)||Maths (min sufficiency)|
(cohort 20-25 children)
(cohort 19-22 children)
(cohort 18-24 children)
(cohort 17-28 children)