Detail

Data

School name

Wanborough Primary

Number of pupils in school

205

Proportion (%) of pupil premium eligible pupils

5.3%

Academic year that our current pupil premium strategy plan covers

2022 / 23

Date this statement was published

December 31^st 2022

Date on which it will be reviewed

July 1^st 2023

Statement authorised by

Andrew Drury

Pupil premium lead

Andrew Drury

Governor / lead

Carl Porter

Detail

Amount

Pupil premium funding allocation this academic year

£6,925.00

Recovery premium funding allocation this academic year

£800.00

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£ 0

Total budget for this academic year

£7,725.00

In April 2022 the school was allocated £6,925.00 to support eligible children in Phonics, Reading, Writing and Maths through quality interventions led by class teachers and teaching assistants. We will also use the funding to facilitate training, support with the costs of trips and to provide further pastoral support. The majority of our eligible pupils are meeting age related expectations (ARE) in these areas and making at least expected progress, therefore the targeted support is used to ensure all pupils can meet ARE and to maximise the potential of the more-able disadvantaged. Our teaching staff have the capacity to use existing pedagogy and skills to deliver these outcomes, with support from the SENDCo, Maths and English leads and outside tutoring agencies where appropriate. Funding for trips and wrap around care is also allocated to support families.

With the Recovery Premium funding provided for 2022/23 we aim to target children who are still behind ARE and those children who are meeting ARE expectations but are behind there predicted end of KS2 targets due to the pandemic and its challenges for teaching and learning.

Impact will be measured and reviewed through termly pupil progress meetings, where pupil conferencing, book and planning scrutinies, learning observations and pupil data will be analysed and discussed. Children's attainment data will be reviewed in Phonics, Reading, Writing and Maths with Reading and Spelling Ages also monitored. Progress in confidence and other areas which are difficult to measure but nonetheless evidence of achievements are recorded and reviewed in these termly meetings. Wellbeing checks are held termly as are patterns of attendance and lateness to ensure a holistic approach to supporting every child.

Challenge number

Detail of challenge

1

Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.

2

Internal and external assessments indicate that Reading, Writing and Maths attainment among disadvantaged pupils is below that of non-disadvantaged pupils.

3

Our assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. This has resulted in knowledge gaps leading to pupils falling further behind age-related expectations.

4

Wellbeing of disadvantaged children is a concern with more need for support from external agencies post the pandemic.

Intended outcome

Success criteria

Improved Reading attainment among disadvantaged pupils.

KS2 Reading outcomes in 2021/22 show that all disadvantaged pupils met the expected standard. In other classes progress to meeting age related expectations has accelerated if not already achieved. Phonics results are at the expected standard.

Improved Writing attainment among disadvantaged pupils.

KS2 Reading outcomes in 2021/22 show that all disadvantaged pupils met the expected standard. In other classes progress to meeting age related expectations has accelerated if not already achieved.

Improved Maths attainment among disadvantaged pupils.

KS2 Maths outcomes in 2021/22 show that all disadvantaged pupils met the expected standard. In other classes progress to meeting age related expectations has accelerated if not already achieved.

To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Pastoral support strategies demonstrate a positive impact if required.

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Attendance is above 96%

Activity

Evidence that supports this approach

Challenge number(s) addressed

All teaching staff identify and address areas of Phonics, Reading, Writing and Maths to ensure disadvantaged children achieve at least expected progress and meet ARE.

The best available evidence assessed by the EEF indicates that great teaching is the most important lever schools have to improve pupil attainment. Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all pupils, particularly the most disadvantaged among them.

Furthermore, our experienced support staff with teaching support are able to deliver high quality interventions to small groups and individuals.

1,2,3 and 4

All staff have sufficient training to deliver the phonics scheme effectively ensuring disadvantaged children meet the expected standard.

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1

Staff aware of support the school is able to offer children through the PSHE curriculum, SEN, FSW and TAMHs services.

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 with peers)

4

Activity

Evidence that supports this approach

Challenge number(s) addressed

1:1 Tutoring

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:

One to one tuition | EEF (educationendowmentfoundation.org.uk)

1, 2 and 3

Small group tuition

And in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

1, 2 and 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Support for residential,school trips and extra-curricular activities.

Children unable to take part in extra curricular experiences miss out on the positive social and academic experiences they provide.

4

Support for emotional wellbeing of disadvantaged pupils

It is well known that children will not be effective learners unless all their needs are met, and that increasing numbers of children are requiring further pastoral support beyond the classroom.

4

In April 2021 the school was allocated £5.072.00 and used this money to give children eligible for Pupil Premium support through targeted interventions from Teaching Assistants and Class teachers.

During the academic year 2021/22 the Pupil Premium assisted children to achieve with targeted interventions in Reading, Writing and Maths. These were at the direction of the class teacher who reports on impact of interventions in termly pupil progress meetings. The majority of pupils eligible for Pupil Premium funding met at least Age-Related Expectations in all areas.

Individual's progress in non-academic terms were also supported as often the confidence gained through extra support is the foundation for future learning. The Pupil Premium lead met with children termly and liaised with the SENDCo, Family Support Worker, Attendance Lead, Class Teachers, Teaching Assistants and School office team to support where required.

The school ensured meal vouchers were available to all eligible families.

Programme

Provider

None purchased

Not applicable

Measure

Details

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

During the academic year 2021/22 the Service Pupil Premium assisted children to achieve with targeted interventions in Phonics, Reading, Writing and Maths. Class teachers are able to require support from our Family Support Worker and TAMHs worker if required.

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

Excellent attendance throughout 2021/22

Almost all eligible pupils achieved at least ARE in all areas.

As part of our support the Pupil Premium lead informally meets with individual children on a termly basis to ascertain the children's views and well-being. This is part of the termly review where other sources of information are analysed to give a holistic picture of a child's social and academic progress.

Pupil progress meetings use the information collected to discuss each pupil to ensure every class teacher is able to plan for the term ahead, prioritising any support or further interventions that may be required. Current strategies are evaluated with impact of these at the centre of the pupil premium / catch up discussions.

Many of our support strategies for wellbeing and attendance are funded through other parts of the school budget. This includes our Family Support Worker, TAMHs and Trailblazers.