Detail

Data

School name

Flintham Primary

Number of pupils in school

90

Proportion (%) of pupil premium eligible pupils

7.6%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021-2024

Date this statement was published

01.10.2022

Date on which it will be reviewed

Sept 2023

Statement authorised by

Janette Dunderdale

Pupil premium lead

Janette Dunderdale

Governor / Trustee lead

Helen Colby

Detail

Amount

Pupil premium funding allocation this academic year

£11,000

Recovery premium funding allocation this academic year

£2,000

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

£13,000

Our broad and overarching objective for disadvantaged pupils at Flintham Primary is that:

• When they leave our school, their attainment is no different to that of non-disadvantaged pupils and as such they are academically ready for the transition to secondary school.
• They very quickly lose any reading attainment deficit they have on entry to school and all leave KS1 as fluent and proficient readers.
• They have access to and take up a wide range of enrichment opportunities that enable them to develop cultural capital, life experiences and personal and social skills that are no different to those of other pupils.
• Their absence from school is no greater than non-disadvantaged pupils and is less than all pupils nationally.

Challenge number

Detail of challenge

1

Limited language and vocabulary for PP pupils compared to non-PP pupils.

2

Pupils writing is impacted on through their limited language and vocabulary compared with non-PP pupils. The impact of lockdowns exacerbated this situation.

3

Limited early reading experience affect attainment in KS1 and later their progress in KS2

4

Limited early maths experiences affect attainment in KS1 and later their progress in KS2

5

Disadvantaged pupils have lower attendance than non-disadvantaged pupils.

6

Limited life experiences and opportunities to join in enrichment activities.

Intended outcome

Success criteria

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.

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.

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.

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.

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.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Continued teaching of RWI in EYFS and KS1.

CPD for the teaching of whole class guided reading in KS2

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

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

EEF-Improving mathematics in Early Years and KS1 Strand 1-5

EEF- Improving mathematics in KS2 and KS3 Strand 1-8

4

Activity

Evidence that supports this approach

Challenge number(s) addressed

RWI Phonics programme 

Reception to Year 2 and targeted group in Year 3

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

To further develop fluency and comprehension skills through quality first teaching of fluency and comprehension strategies modelling and practise for all children in KS2

Purchase of targeted reading books appropriate for age and ability

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:

• Prediction
• Questioning
• Clarifying
• Summarising
• Inference
• Activating prior knowledge

1, 2 & 3

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

1 & 4

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

1:1 and small group tutoring for PP children with TA

EEF small group tuition

1, 2, 3, 4 & 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

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

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

5 & 6

To continue to build and promote children’s resilience and wellbeing through the school ethos, ‘Tough Tortoise’, Library and Mindfulness Art Club

1, 2, 3, 4, 5 & 6

Intended outcome

Review of 2021-22 Outcomes against three year success criteria

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.

Was greater than zero (1 pupil)

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.  

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.

Was greater than zero (1 pupil)

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.

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.

Was greater than zero (1 pupil)

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.

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.

PP pupils attendance 92.8% 2021-22, greater than national PP pupil 90.5%, however below school all pupils and same as national for all pupils.

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.

(In academic 2021-22 PP pupils access all class enrichment activities and a number attended extracurricular activities).

Programme

Provider

We worked with the local English hub 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 100% (was always above national previously). This evaluation has helped to inform a key element of our PP strategy for the academic year 2021/22

Read, Write, Inc  purchased to begin implementation September 2021

Outcomes July 2022 100% passed phonics check.

Measure

Details

How did you spend your service pupil premium allocation last academic year?

N/A

What was the impact of that spending on service pupil premium eligible pupils?

N/A

See above re. English hub work.