Home Page

Pupil Premium

Cherry Burton CE Primary School

Pupil Premium Grant funding plan

2020 - 21

The Pupil Premium Grant (PPG) is an amount of money allocated by the Government to schools for:

  • Children of statutory school age from low income families who are known to be eligible for free school meals (FSM)
  • Children who have been looked after continuously for more than six months
  • Children whose parents are currently working in the armed forces

 

The DFE offer the following guidance on how the Pupil Premium is to be spent:
“In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility...[Schools] will be held accountable for how they have used the additional funding to support pupils from low income families.”

The barriers for some pupils are:

Emotional – low self-esteem lined to low attainment. This also impacts on the pupil’s enjoyment of school life and therefor participation in the school day. This is particularly challenging due to COVID 19

Practical – cost of out of school clubs, music lessons and other additional school events.

Achievement – Low starting levels (baselines) for these pupils affects learning across the whole curriculum.

 

In 2019 – 20, the school’s Pupil Premium Grant allocation is £ 10,597

 

Barrier

Provision

Rationale

Measure of Impact

Emotional

  • Establish ELSA group for children to access
  • Ensure remote provision available to continue with ELSA should children not be in school
  • Develop morning check-ups to ensure all children are ready to learn at the start of the day (remotely and in person)
  • Booster support for PP children (TA)
  • Parental support for an effective home / school transition
  • Continue to work towards Nurture UK accreditation including bespoke CPD and online Boxall profile subscription
  • Boxall all children and facilitate appropriate intervention
  • Implement the Jigsaw scheme for PSHE to provide an umbrella for the Nurture provision and support all children, particularly at this current time.

At a time when COVID 19 has hit many families so hard 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.

Parental engagement is vital to accelerate progress and attainment

Sutton Trust data:

Social/emotional aspects of learning = average impact +4 mths

Moderate impact for low cost

Uptake and output at ELSA sessions

Pupil questionnaire demonstrates increased pupil self esteem

Parent questionnaire

Improvement of Boxall profile

 

 

 

Practical

  • Ability to subsidise out of school clubs, music tuition and other additional school events (upon request)
  • Ensure parents know pathways to access support (nurturing group)
  • Enrichment opportunities to provide what children would not necessarily experience in everyday life – including facilitation of forest school / outdoor learning provision

 

Alternative learning activities and environments and activities develop confidence within pupils which in turn is reflected in their 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 +4mths

 

Pupil participation in events

Pupil questionnaire demonstrates increased pupil self esteem, friendship groups

Pupil access to outdoor learning provision

 

Achievement

  • Identified children supported in class as necessary
  • SENDCo to identify gaps in learning and allocate specific interventions
  • SENDCo specific time to engage with parents / agencies to facilitate the most appropriate support
  • TAs to regularly withdraw children to offer extra support (academic & emotional)
  • Booster support provided to prepare children for statutory testing
  • Boxall profile used as a tool to identify specific barriers to learning
  • Accurate baseline of all children following a period of absence from school, levels identified and appropriate intervention (teacher led) facilitated

 

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

 

Diminishing the difference in attainment between peers

Ensuring good or better progress from all starting points, compared with peers

Opportunities for children to set targets, self-assess and review learning

Progress is seen through TSP reviews

Improvement in Boxall profile

Accelerated progress from baseline undertaken following absence from school

 

 

Cherry Burton CE Primary School

Pupil Premium Grant funding plan - Evaluation

2019 - 20

The Pupil Premium Grant (PPG) is an amount of money allocated by the Government to schools for:

  • Children of statutory school age from low income families who are known to be eligible for free school meals (FSM)
  • Children who have been looked after continuously for more than six months
  • Children whose parents are currently working in the armed forces

 

The DFE offer the following guidance on how the Pupil Premium is to be spent:
“In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility...[Schools] will be held accountable for how they have used the additional funding to support pupils from low income families.”

The barriers for some pupils are:

Emotional – low self-esteem lined to low attainment. This also impacts on the pupil’s enjoyment of school life and therefor participation in the school day.

Practical – cost of out of school clubs, music lessons and other additional school events.

Achievement – Low starting levels (baselines) for these pupils affects learning across the whole curriculum.

 

In 2019 – 20, the school’s Pupil Premium Grant allocation is £ 26,840

 

Barrier

Provision

Rationale

Measure of Impact

Emotional

  • Establish ELSA group for children to access
  • Develop morning check-ups to ensure all children are ready to learn at the start of the day
  • Booster support for PP children (TA)
  • Parental support for an effective home / school transition
  • Begin work towards Nurture UK accreditation including bespoke CPD and online Boxall profile subscription
  • Boxall all children and facilitate appropriate intervention

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.

Parental engagement is vital to accelerate progress and attainment

Sutton Trust data:

Social/emotional aspects of learning = average impact +4 months

Moderate impact for low cost

Uptake and output at ELSA sessions

Pupil questionnaire demonstrates increased pupil self esteem

Parent questionnaire

Improvement of Boxall profile

 

A group of pupils were chosen for the Boxall profile. Lockdown meant that this could not extend to the wider school  – Due to be done September.

ELSA continued successfully both in school and remotely with positive parental feedback. Specific support was offered for a return to school and aided a smooth transition.

Virtual check ins continued through lockdown to sustain engagement.

Practical

  • Ability to subsidise out of school clubs, music tuition and other additional school events (upon request)
  • Ensure parents know pathways to access support (nurturing group)
  • Enrichment opportunities to provide what children would not necessarily experience in everyday life – including facilitation of forest school / outdoor learning provision

 

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

Sutton Trust data:

Sports participation = low impact for moderate costs +2 months

Arts participation = low impact for low cost +2 months

Outdoor learning = moderate impact for moderate costs +4 months

 

Pupil participation in events

Pupil questionnaire demonstrates increased pupil self-esteem, friendship groups

 

2 x pupils accessed music tuition

Outdoor learning was facilitated for all pupils and included specialist modelling from trained professionals to support staff CPD

Achievement

  • Identified children supported in class as necessary
  • SENDCo to identify gaps in learning and allocate specific interventions
  • SENDCo specific time to engage with parents / agencies to facilitate the most appropriate support
  • TAs to regularly withdraw children to offer extra support (academic & emotional)
  • Booster support provided to prepare children for statutory testing
  • Boxall profile used as a tool to identify specific barriers to learning

 

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 months

Moderate impact for moderate cost

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

 

Diminishing the difference in attainment between peers

Ensuring good or better progress from all starting points, compared with peers

Opportunities for children to set targets, self-assess and review learning

Progress is seen through TSP reviews

Improvement in Boxall profile

 

SENDco time supported teachers with appropriate provision mapping

Liaison between home and school continued through lockdown, with support and resources shared where needed

Pupil Premium Grant funding plan

2019 - 20

The Pupil Premium Grant (PPG) is an amount of money allocated by the Government to schools for:

  • Children of statutory school age from low income families who are known to be eligible for free school meals (FSM)
  • Children who have been looked after continuously for more than six months
  • Children whose parents are currently working in the armed forces

 

The DFE offer the following guidance on how the Pupil Premium is to be spent:
“In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility...[Schools] will be held accountable for how they have used the additional funding to support pupils from low income families.”

The barriers for some pupils are:

Emotional – low self-esteem lined to low attainment. This also impacts on the pupil’s enjoyment of school life and therefor participation in the school day.

Practical – cost of out of school clubs, music lessons and other additional school events.

Achievement – Low starting levels (baselines) for these pupils affects learning across the whole curriculum.

 

In 2019 – 20, the school’s Pupil Premium Grant allocation is £ 26,840

 

Barrier

Provision

Rationale

Measure of Impact

Emotional

  • Establish ELSA group for children to access
  • Develop morning check ups to ensure all children are ready to learn at the start of the day
  • Booster support for PP children (TA)
  • Parental support for an effective home / school transition
  • Begin work towards Nurture UK accreditation including bespoke CPD and online Boxall profile subscription
  • Boxall all children and facilitate appropriate intervention

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.

Parental engagement is vital to accelerate progress and attainment

Sutton Trust data:

Social/emotional aspects of learning = average impact +4 mths

Moderate impact for low cost

Uptake and output at ELSA sessions

Pupil questionnaire demonstrates increased pupil self esteem

Parent questionnaire

Improvement of Boxall profile

 

 

Practical

  • Ability to subsidise out of school clubs, music tuition and other additional school events (upon request)
  • Ensure parents know pathways to access support (nurturing group)
  • Enrichment opportunities to provide what children would not necessarily experience in everyday life – including facilitation of forest school / outdoor learning provision

 

Alternative learning activities and environments and activities develop confidence within pupils which in turn is reflected in their 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 +4mths

 

Pupil participation in events

Pupil questionnaire demonstrates increased pupil self esteem, friendship groups

 

Achievement

  • Identified children supported in class as necessary
  • SENDCo to identify gaps in learning and allocate specific interventions
  • SENDCo specific time to engage with parents / agencies to facilitate the most appropriate support
  • TAs to regularly withdraw children to offer extra support (academic & emotional)
  • Booster support provided to prepare children for statutory testing
  • Boxall profile used as a tool to identify specific barriers to learning

 

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

 

Diminishing the difference in attainment between peers

Ensuring good or better progress from all starting points, compared with peers

Opportunities for children to set targets, self-assess and review learning

Progress is seen through TSP reviews

Improvement in Boxall profile

 

 

Pupil Premium Spending Plan 2018-2019