Pupil Premium Strategy 2021/22
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
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Detail |
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School name |
Featherby Infant and Nursery School |
Featherby Junior School |
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Number of pupils in school |
294 |
354 |
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Proportion (%) of pupil premium eligible pupils |
34% |
35% |
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Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
Current |
Current |
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Date this statement was published |
1st November 2021 |
1st November 2021 |
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Date on which it will be reviewed |
October 2022 |
October 2022 |
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Statement authorised by |
Amy Eccles |
Amy Eccles |
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Pupil premium lead |
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Governor / Trustee lead |
Owen McColgan |
Owen McColgan |
Funding overview
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Detail |
Amount |
Amount |
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Pupil premium funding allocation this academic year |
£78010.00 |
£134,500.00 |
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Recovery premium funding allocation this academic year |
£9135 |
£14790 |
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Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£0 |
£0 |
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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 |
£87,145 |
£149,290 |
Part A: Pupil premium strategy plan
Statement of intent
At Featherby our main objectives are for all children to achieve equally: to do as well academically and to thrive socially. Different starting places do not determine end goals. Expectations for all children – including Pupil Premium – are aspirational. In order to ensure equality, we do not treat children the same. Impactful spending of Pupil Premium funding ensures all children meet their potential. We want all our children to compare favourably with national data.
We develop the whole child by offering a holistic approach to teaching by developing curriculum key knowledge and skills balanced alongside everyday life and functional skills. We believe these are crucial in developing resilience, confidence and life- long 21st Century learners. Our focus is on supporting self-esteem through problem solving; developing communication and social skills; building resilience through mistake making and learning from one another; the promotion of independence and instilling pride in our learning whilst sharing it with a range of audiences. Exit Points and real-life learning experiences produce outcomes which the children are proud of and remember; parents and carers support and all skills are honed. Ultimately, when these are combined, it raises the aspiration in our community. Our core values of unity, respect, resilience, responsibility, trust and aspiration are at the heart of everything.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
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Challenge number |
Detail of challenge |
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1 |
Attendance can be poor which results in lost learning time |
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2 |
Emotional and social wellbeing. Lack of emotional stability for a high proportion of pupils affects progress and attainment. |
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3 |
Oral communication skills are poor for many children who enter the foundation stage, especially for those in receipt of Pupil Premium funding. This can slow early progress. |
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4 |
A lack of external exposure to rich and varied language and life experiences can prevent the development of English vocabulary and knowledge, especially for children who are eligible for Pupil Premium funding, which then impacts on the progression they make in reading and writing. |
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5 |
Safeguarding and welfare issues which may lead to Children’s Services involvement. |
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6 |
Aspirations, self-belief and confidence – within the group of children eligible for pupil premium is low and therefore a need for them to believe that they can achieve and have high expectations of themselves is paramount. |
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7 |
There is a small, key group of pupils in receipt of PP not making expected progress. |
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.
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Intended outcome |
Success criteria |
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Increased attendance rates for all children and especially those eligible for Pupil Premium. |
The gap between the attendance of children who are in receipt of PP funding and those who are not in receipt of Pupil Premium funding will narrow. |
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Teaching, learning environments and the EYFS provision focuses on improving oral communication and language skills for all children and especially for those in receipt of Pupil Premium funding. |
By the end of EYFS, pupils entitled to Pupil Premium reach (GLD) and additional language needs have been identified and appropriate intervention in place. |
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Increase in the progress and attainment of PP children in all areas, closing the gap between other groups. |
The gap between PP children and other groups in reading and writing will narrow. |
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Increased engagement in learning as a result of improved social and emotional well-being. |
Children are active learners and well supported in their emotional wellbeing. |
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Accurate assessment and early interventions identify and successfully support vulnerable children and families to access learning successfully. |
Social, emotional or mental health issues are resolved or minimised and children and families feel supported to address issues so that learning takes place. |
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Children, especially those in receipt of Pupil Premium funding, will develop secure learning behaviours and dispositions for learning that support them to make good progress. |
Children will have learning behaviours that enable them to sustain independent learning and make better than expected progress to reach or exceed national expectations by the end of Year 6. There are fewer behavioural incidences recorded for these children. |
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Increased engagement and involvement of parents in education at Featherby. |
Families value education and aspirations are raised. |
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: £ 75,000
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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Additional support from Speech and Language therapist |
Endorsed by EEF Research: https://educationendowmentfoundation.or g.uk/projectsandevaluation/projects/nuffield-earlylanguage-intervention Children continue to be seen quicker for assessment and programmes can be started earlier. Trained LSAs to lead speech and language programs as well as Speech and Language therapist 1 day a week. |
3, 4 |
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Introduction and training for all staff on dialogic teaching |
Children are taught not to just ask and answer questions but to use discussion and dialogue to think, engage and take decisions about their learning. Alexander, R.J. (2008) Towards Dialogic Teaching: rethinking classroom talk (4th edition), Dialogos EEF: Dialogic teaching |
4 |
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Work with Maths Hub to take part in ‘Mastering Number Fluency programme’ across Key Stage 1 |
See EEF research guidance report: ‘Improving Mathematics in the Early Years and Key Stage 1’ published January 2020 https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/early-maths |
7 |
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Staff CPD |
Release for middle leaders to support their team in self-directed CPD, identifying key areas of habit change and deliberate practice to develop teaching. EEF: Research into practice evidence informed CPD. |
3,4,6,7 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 95,000
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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Establish small group maths and English intervention for disadvantaged pupils falling behind age-related expectations |
EEF Toolkit guidance: ‘Some pupils may require additional support alongside high-quality teaching in order to make good progress. The evidence indicates that small group and one to one interventions can be a powerful tool for supporting these pupils when they are used carefully.’ |
6, 7 |
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Structured interventions for targeted children including SEND interventions To analyse summative assessment data and identify the children who require catch up and more targeted intervention. Closely monitored by AHT. Pupil progress meetings termly
Regular monitoring of targeted interventions Toe by Toe Phonics Tracker Dyslexia gold. |
EEF Toolkit guidance: ‘These interventions should be targeted at specific pupils using information gathered from assessments and their effectiveness and intensity should be continually monitored. Some pupils may have made quick gains once they returned to school full time, so assessment needs to be ongoing, but manageable.’ |
3,4,6,7 |
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Introduce Little Wandle as a structured synthetic phonics programme. Training for all EYFS/KS1 and lower KS2 staff. Purchase of new resources including guided reading sets. |
https://www.littlewandlelettersandsounds.org.uk/about-us/ EEF: Phonics |
3,4,6,7 |
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Targeted tutoring for disadvantaged pupils from NTP. |
EEF: Evaluating National Tutoring Programme |
3,4,6,7 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 72,000
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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Family Liaison Officer to offer support for vulnerable children and families- key support needed to ensure attendance is maintained and readiness to learn. Family liaison officer to work with families to break down barriers of children accessing school- include cross working with SEND team and outside agencies where appropriate. To work with SEAAS (attendance advisory) to improve attendance for disadvantaged pupils and close the gap between PP and non PP. |
EEF Guidance about Wider strategies focusing on : SEL, Well-being and Mental Health. |
1,2,5,6 |
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Learning mentors employed to support social, emotional and mental health development of pupils. |
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Breakfast club, after school club and trip contributions to allow PP children access to extracurricular activities and enrichment opportunities. |
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Additional educational psychology time and supplementary programmes to support increased demand for assessments and identification. |
Total budgeted cost: £ 242,000
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.
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Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Additional SALT input supported children not only in school but remotely through the lockdowns. Children were assessed quicker and interventions put into place as appropriate. Pupil premium children were supported to attend school through the SEAAS service; some families were supported not to home educate their children through the anxiety programmes and SEAAS teams as a resource to settle children back into school. These families were also supported by the leadership and SEND team. The safeguarding reporting system enabled designated staff to keep accurate chronologies throughout school closures and whilst in school. Concerns were then acted on in a timely manner to support the most vulnerable families accessing the support they need. The assistant psychologist worked with the SEND team to provide regular assessments for the educational psychologist, to deliver targeted interventions to individual children and to help run transition programmes for key groups of children. |
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
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Programme |
Provider |
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TT Rockstars |
Maths Circle Ltd |
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LEXIA |
Lexia Learning Systems Ltd. |
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Phonics Tracker |
Phonics Tracker Ltd. |
Further information
(optional)
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At Featherby we have set up a food bank for those families in need. The food bank is run on donations from parents and staff to support our most vulnerable families. Various charities and outreach services are utilised by the school to signpost vulnerable families too. Additional targeted learning interventions are also being researched and provided using funding as part of the Leading Together programme for Teach First. |
Click here for the Strategy in pdf format
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