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Cherry Burton C of E VC Primary School

'Roots to Grow and Wings to Fly'

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Pupil Premium

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 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.

School overview

Detail

Data

School name

Cherry Burton CE Primary School

Number of pupils in school

165

Proportion (%) of pupil premium eligible pupils

8

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

2021/2022

Date this statement was published

13/12/21

Date on which it will be reviewed

     

Statement authorised by

Dawn Joy

Pupil premium lead

Sarah Shepherdson

Governor / Trustee lead

Christine Bennison

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£13110

Recovery premium funding allocation this academic year

£2000

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

 £15110

Part A: Pupil premium strategy plan

Statement of intent

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.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

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 outcomes

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.

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 in this academic year

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: £4000

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

 

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £5500

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

 

 

Budgeted cost: £5500

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

 

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £2500

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

 

Total budgeted cost: £17500

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

1. Emotional

 

Children’s emotional health and wellbeing will be identified and addressed inc service children

Pupil Voice questionnaires demonstrate an increase in positive responses

Boxall profiles demonstrate improvements in pupils SEMH needs

Pupils were correctly identified for ELSA support. ELSA TA support both pupils and families. Remote support was given to pupils at home during lockdown with weekly ELSA sessions still taking place.

The school completed the second year of the work on Nurture UK and has submitted a requst for assessment.

partnership working with the Local authority Behaviour Support Team provided training and support for staff working with a CLA in order for the pupil to access all areas of the curriculum within the mainstream classroom

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

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 will 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

3.Achievement

Flight paths for will demonstrated 100% of disadvantaged children have at least maintained progress and attainment, especially in reading.

End of year summary identifies disadvantaged children’s outcomes are in line with their peers.

KS2 SATs combined RWM at least in line with national

BOXALL profile used effectively to identify barriers to learning

Flight paths demonstrated 100% of pupils had maintained academic progress in spite of national lockdowns

Attainment is mixed across disadvantaged pupils and where pupils are not in line with their peers, intervention has been facilitated

BOXALL used across the school to identify barriers to learning, particularly post lockdown

Gap analysis of White Rose Maths and PIRA assessment informs intervention

     

     

     

     

Externally provided programmes

Programme

Provider

Lexia

     

TTRS

     

Clicker

     

Service pupil premium funding (optional)

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 was provided throughout lockdown to identify 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.

 

Further information (optional)

Regular attendance review

Work with EWO

Family Links training and subsequent support from ELSA TA

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