This statement details our school’s use of pupil premium for the 2023 to 2024 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.
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Detail |
Data |
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School name |
Flintham Primary |
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Number of pupils in school |
96 |
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Proportion (%) of pupil premium eligible pupils |
14% |
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Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2021-2024 |
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Date this statement was published |
01.11.2023 |
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Date on which it will be reviewed |
Sept 2024 |
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Statement authorised by |
Janette Dunderdale |
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Pupil premium lead |
Janette Dunderdale |
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Governor / Trustee lead |
Helen Colby |
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Detail |
Amount |
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Pupil premium funding allocation this academic year |
£15,400 |
|
Recovery premium funding allocation this academic year |
£2,000 |
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Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£ 0 |
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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 |
£17,400
|
Our broad and overarching objective for disadvantaged pupils at Flintham Primary is that:
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
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Challenge number |
Detail of challenge |
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1 |
Limited language and vocabulary for PP pupils compared to non-PP pupils. |
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2 |
Pupils writing is impacted on through their limited language and vocabulary compared with non-PP pupils. |
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3 |
Limited early reading experience affect attainment in KS1 and later their progress in KS2 |
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4 |
Limited early maths experiences affect attainment in KS1 and later their progress in KS2 |
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5 |
Disadvantaged pupils have lower attendance than non-disadvantaged pupils. |
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6 |
Limited life experiences and opportunities to join in enrichment activities. |
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.
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Intended outcome |
Success criteria |
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PP children make better than national typical progress in writing. An increased number attain ARE and GD at end of key stages compared to previous key stage. |
Individual pupil’s progress scores are greater than 0 in writing. Individual attainment for PP pupils show that they have held their previous key stage judgement and some have lifted up to higher judgement in writing. |
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PP children make better than national typical progress in reading. An increased number attain ARE and GD at end of key stages compared to previous key stage. |
Individual pupil’s progress scores are greater than 0 in reading. Individual attainment for PP pupils show that they have held their previous key stage judgement and some have lifted up to higher judgement in reading. |
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PP children make better than national typical progress in maths. An increased number attain ARE and GD at end of key stages compared to previous key stage. |
Individual pupil’s progress scores are greater than 0 in maths. Individual attainment for PP pupils show that they have held their previous key stage judgement and some have lifted up to higher judgement in maths. |
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PP attendance increases to be at least in line with national figures for all pupils. |
Attendance of identified PP pupils increases and the gap between PP and non-PP narrows. |
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PP children will not be disadvantaged to non-PP children with regards to enrichment activities. |
All children have the same enrichment opportunities and PP pupils have been supported to access enrichment and extracurricular activities. |
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: £ 4,000
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
CPD in the teaching of RWI in EYFS and KS1. Key texts for KS2. Interventions for PP children so they can keep up with their peers. |
EEF –Improving Literacy in KS 1 Strand 3,7, 8 Improving Literacy in KS 2. Strand 2, 3, 7 |
1, 2 & 3 |
|
NELI |
EEF- Improving Literacy in KS 1 Strand 1 |
1, 2 & 3 |
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Quality first teaching of Mathematics to ensure there is a consistent mastery approach across school and an ensured skills progression to aid pupils’ understanding and attainment. Interventions for those who require it so they can keep up with their peers. |
EEF-Improving mathematics in Early Years and KS1 Strand 1-5 EEF- Improving mathematics in KS2 and KS3 Strand 1-8 |
4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 7,400
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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RWI Phonics programme Reception to Year 2 and targeted group in Year 3
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Pupils are to receive same day RWI interventions to assist with keeping up with all pupils in their group and not falling behind EFF: Studies in England have shown that pupils eligible for free school meals typically receive similar or slightly greater benefit from phonics interventions and approaches. This is likely to be due to the explicit nature of the instruction and the intensive support provided. Targeted phonics interventions may therefore improve decoding skills more quickly for pupils who have experienced these barriers to learning. |
1, 2 & 3 |
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To further develop fluency and comprehension skills through quality first teaching of fluency and comprehension strategies modelling and practise for all children in KS2 Volunteer Adult Reader for those reluctant readers at home Literacy Volunteer to support disadvantage children with reading Complete fluency assessments (DIBELS) |
EEF -Improving Literacy in KS2 Strand 2 Fluent reading supports comprehension because pupils’ cognitive resources are freed from focusing on word recognition and can be directed towards comprehending the text. Strand 3 Reading comprehension can be improved by teaching specific strategies that pupils can apply both to monitor and overcome barriers to comprehension. These include:
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1, 2 & 3 |
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To further develop mastery approach in mathematics using primarily White Rose and other resources including accessing the recap and assessment resources and Flashback 4 |
EEF-Improving mathematics in KS2 and 3 Strand 7
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1 & 4 |
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Purchase 1:1 programmes to be used at home and at school Nessy Toe-by-Toe Power of 1 |
EEF parental engagement EEF digital technology |
1, 2, 3 & 4 |
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1:1 and small group tutoring for PP children with TA |
EEF small group tuition |
1, 2, 3, 4 & 5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 6,000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Monitor attendance regularly and address any unauthorised absences with parents. Parents informed of the impact of good attendance on pupil wellbeing and outcomes. |
EEF Improving attendance of disadvantaged pupils |
5 |
| ELSA trained member of staff. Use of ELSA to support targeted interventions to develop self-esteem, resilience and meet emotional needs of the children. |
EEF- improving social and emotional learning in primary schools Strand 1,2,3,5 |
1, 2, 3, 4, 5 |
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Cultural capital experiences – reduced cost for residentials and trips. No cost for in school extra-curricular activities |
Ofsted research 2019 places emphasis on improving cultural capital, particularly for disadvantaged pupils
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5 & 6 |
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To continue to build and promote children’s resilience and wellbeing through the school ethos, ‘Tough Tortoise’, Library and Mindfulness Art Club |
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1, 2, 3, 4, 5 & 6 |
Total budgeted cost: £ 17,400
Disadvantaged pupil attainment and progress scores for last academic year based on Year 6 KS2 SATs
#Note: as can be seen from the School Overview above we are a small school with low numbers of Disadvantaged Pupils. We are also based in a rural community where people know each other well and know most other people in the school community. Additionally, we recognise that in order to provide confidentiality the Department for Education (DfE) supress any public data for schools where the cohort/group size is less than 6 pupils.
With these elements in mind we have not published (in this public version of our strategy) any pupil outcome data within this document because all of our cohorts have less than 6 disadvantaged pupils. A version of this document that contains analysis of the performance of all disadvantaged pupils is held within school and is also provided to both Equals Trust and our School’s Governing Body. This is used by us to evaluate the impact of Pupil Premium funding spend in our school.
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
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Programme |
Provider |
| We worked with the local English hub and used the Oxford Owl resource to evaluate our phonics provision because we have a long-term aspiration for every child to be an effective early reader and we want to take our percentage of pupils attaining the phonics screener to be 90% (was always above national previously). This evaluation has helped to inform a key element of our PP strategy for the academic year 2022/23. |
Read, Write, Inc purchased to begin implementation September 2021 Outcomes July 2023 70% passed phonics check, which was above national. |
For schools that receive this funding, you may wish to provide the following information:
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Measure |
Details |
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How did you spend your service pupil premium allocation last academic year? |
We have a small number of pupils (2) receiving this. The funding enabled the pupils to access support for reading, writing and maths. ELSA was available for the pupils, although they didn’t access it last year.
One of the pupils attended mindfulness colouring and yoga as an extra-curricular club |
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What was the impact of that spending on service pupil premium eligible pupils? |
Pupil premium pupils made at least good progress and are on track in reading, writing and maths for end of year achievements. |
Further information (optional)
See above re. English hub work.