Detail

Data

School name

Cherry Burton CE Primary School

Number of pupils in school

163

Proportion (%) of pupil premium eligible pupils

7

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

2021 - 2024

Date this statement was published

13/12/21

Date on which it will be reviewed

  30/11/23  

Statement authorised by

Dawn Joy

Pupil premium lead

Sarah Shepherdson

Governor / Trustee lead

Ryan Daniel

Detail

Amount

Pupil premium funding allocation this academic year

£12150

Recovery premium funding allocation this academic year

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

 £12150

To ensure disadvantaged pupils make progress and attain at levels at least in line with their peers

To ensure disadvantaged pupils are supported with SEMH needs to remove any barriers to learning and social and academic success

To provide enrichment opportunities beyond their socio economic demographic

To support parents and carers in order to equip them with anything necessary to ensure they are able to effectively support pupils beyond the school setting

A holistic strategy enables the school to regular assess all areas of need and provide early and appropriate intervention to both social and academic needs.

Challenge number

Detail of challenge

1

Pupils not school ready upon entry

2

Low self-esteem impacts upon ability & ambition

3

Confidence issues prevent independence in learning

4

Lack of cultural capital affects curriculum access

Intended outcome

Success criteria

Pupils to achieve GLD by the end of the Reception year

Pupils language development in line with peers

Pupils are ready for learning as they enter Year 1

Early identification of need has facilitated the correct internal and external intervention

Referrals to outside agencies have been undertaken in a timely manner

EHA undertaken when needed

Smooth transition procedure in place so the school have accurate plans in place

GLD in line with peers and at least in line with National

Accelerated progress with support from early identification and intervention

Support plans in place where necessary to ensure further progress in Key Stage 1

BOXALL data demonstrates an increase in both confidence and resilience

Behaviours for learning amongst disadvantaged pupils demonstrate engagement across all areas of the curriculum

Academic progress and attainment for disadvantaged pupils is at least in line with their peers

BOXALL profiles will show improvements in all areas of SEMH need

100% of disadvantaged pupils will maintain, or where needed, improve their trajectory of academic progress in all areas of the curriculum

BOXALL profile shows pupils are resilient and able to access the curriculum with increasing independence

Academic progress and attainment for disadvantaged pupils is at least in line with their peers

Disadvantaged pupils have the confidence to engage in wider aspects of school life

BOXALL profiles will show improvements in all areas of SEMH need

100% of disadvantaged pupils will maintain, or where needed, improve their trajectory of academic progress in all areas of the curriculum

For all disadvantaged pupils to have experience and understanding of the world both within and outside the area that they live

For disadvantaged pupils to become courageous advocates for positive change for themselves and their peers locally, nationally and globally

For disadvantaged pupils to have high aspirations and an understanding of what is available to them in the wider world

Wider exposure provided through high quality text across all areas of the curriculum

Enrichment opportunities provide a deeper understanding of life in modern day Britain

Activity

Evidence that supports this approach

Challenge number(s) addressed

Transtion conversations and planning with feeder settings

It is not possible to raise attainment and progress for pupils who have barriers to their learning. Removing these barriers ensure children are ready and able to learn.

Sutton Trust data:

Social/emotional aspects of learning = average impact +4 mths Moderate impact for low cost

1

Appropriate CPD sourced. Intervention facilitated to accelerate progress (NELI, CHATTA, Ginger Bear, ELSA)

In order to access the curriculum, pupils need good basic skills and a firm foundation on which to build.

Sutton Trust data:

Small group tuition = average impact +4 mths

Moderate impact for moderate cost

Collaborative learning (with peers) = moderate impact for low costs +5mths

BOXALL profiling of all pupils to identify SEMH needs

It is not possible to raise attainment and progress for pupils who have barriers to their learning. Removing these barriers ensure children are ready and able to learn.

Sutton Trust data:

Social/emotional aspects of learning = average impact +4 mths Moderate impact for low cost

Activity

Evidence that supports this approach

Challenge number(s) addressed

ELSA delivery for targeted pupils

In order to access the curriculum, pupils need good basic skills and a firm foundation on which to build.

Sutton Trust data:

Small group tuition = average impact +4 mths

Moderate impact for moderate cost

Collaborative learning (with peers) = moderate impact for low costs +5mths

2

Small group intervention (Key Stage 2)

In order to access the curriculum, pupils need good basic skills and a firm foundation on which to build.

Sutton Trust data:

Small group tuition = average impact +4 mths

Moderate impact for moderate cost

Collaborative learning (with peers) = moderate impact for low costs +5mths

Phonics and early reading intervention

In order to access the curriculum, pupils need good basic skills and a firm foundation on which to build.

Sutton Trust data:

Small group tuition = average impact +4 mths

Moderate impact for moderate cost

Collaborative learning (with peers) = moderate impact for low costs +5mths

Activity

Evidence that supports this approach

Challenge number(s) addressed

ELSA sessions for targeted pupils

It is not possible to raise attainment and progress for pupils who have barriers to their learning. Removing these barriers ensure children are ready and able to learn.

Sutton Trust data:

Social/emotional aspects of learning = average impact +4 mths Moderate impact for low cost

3

Small group intervention (whole school)

In order to access the curriculum, pupils need good basic skills and a firm foundation on which to build.

Sutton Trust data:

Small group tuition = average impact +4 mths

Moderate impact for moderate cost

Collaborative learning (with peers) = moderate impact for low costs +5mths

Access to Forest School activities and outdoor learning approach across the curriculum

Alternative learning activities and environments and activities develop confidence within pupils which in turn is reflected in attitudes to learning

Sutton Trust data:

Sports participation = low impact for moderate costs +2mths

Arts participation = low impact for low cost +2mths

Outdoor learning = moderate impact for moderate costs +4mth

Activity

Evidence that supports this approach

Challenge number(s) addressed

Access to subsidised peripatetic music lessons

Alternative learning activities and environments and activities develop confidence within pupils which in turn is reflected in attitudes to learning

Sutton Trust data:

Sports participation = low impact for moderate costs +2mths

Arts participation = low impact for low cost +2mths

Outdoor learning = moderate impact for moderate costs +4mth

4

Subsidised access to a range of extra curricular activities

Alternative learning activities and environments and activities develop confidence within pupils which in turn is reflected in attitudes to learning

Sutton Trust data:

Sports participation = low impact for moderate costs +2mths

Arts participation = low impact for low cost +2mths

Outdoor learning = moderate impact for moderate costs +4mth

Involvement in the school's work on direct links with Parliament

Alternative learning activities and environments and activities develop confidence within pupils which in turn is reflected in attitudes to learning

Sutton Trust data:

Sports participation = low impact for moderate costs +2mths

Arts participation = low impact for low cost +2mths

Outdoor learning = moderate impact for moderate costs +4mth

1.  Emotional

BOXALL profile used for all pupils to track progress of SEMH needs

Intervention facilitated when required

Pupils were correctly identified for ELSA support. ELSA TA support both pupils and families.

ELSA TA worked in partnership with The Children's Centre to facilitate Family Links - two families completed the ten week programme and fedback positive outcomes at home

Close partnerships with outside agencies ensured the correct support was in place

Partnership working with the Local authority Behaviour Support Team provided training and support for staff working with individual pupils to ensue they could successfully access the mainstream classroom alongside peers

SENCO, ELSA TA, HT regular pastoral reviews ensured the progress of pupils SEMH needs were regularly addressed and disadvantaged pupils were closely tracked

Ongoing Nurture UK training for all teachers on whole class strategies to support needs identified on the Boxall profile led to individualised action plans focusing on need

2. Practical

100% of disadvantaged pupils  have participated outdoor learning / forest school activities

100% of disadvantaged pupils to be offered music lesson at a subsidised rate

Support provided to ensure disadvantaged pupils have access to enrichment opportunities

38% accessed subsidised music tuition

100% of PP children participated in the Now-Press-Play activities (multi sensory approach to learning)

100% of disadvantaged pupils accessed outdoor learning

1.  Achievement – Specific outcomes will not be published due to small numbers in the cohort potentially identifying individual children.

Flight paths demonstrated 100% of pupils had maintained academic progress in Reading and Maths. Key Stage 2 Writing progress data was not in line with others (based on two pupils)

Attainment is mixed across disadvantaged pupils and where pupils are not in line with their peers, intervention has been facilitated and tracked at termly pupil progress reviews

BOXALL used across the school to identify barriers to learning

Gap analysis of White Rose Maths and PIRA assessment informs intervention

Programme

Provider

Lexia

TTRS

Clicker

Measure

Details

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

Service premium allocation formed part of the wider strategy allowing us to ensure we had accurate baseline data both in terms of BOXALL profile and academic attainment. Intervention has been provided to overcome gaps due to mobility

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

Positive progress both with SEMH needs and academic attainment. Any barriers to learning were identified and TSP facilitated for some pupils.

Regular attendance review

Work with EWO

Family Links training and subsequent support from ELSA TA