Detail

Data

Number of pupils in school

253

Proportion (%) of pupil premium eligible pupils

19.4%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year)

3 years

2022 - 2025

Date this statement was published

31^st December 2023

Date on which it will be reviewed

Autumn 2024

Statement authorised by

Carol Mason

Pupil premium lead

Governor / lead

Belinda Farmer

Detail

Amount

Pupil premium funding allocation this academic year

£76355

Recovery premium funding allocation this academic year

Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024.

£1848.75

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

£78203.75

At Cheswick Green Primary School, we are committed to ensuring that each individual pupil receives the very best education allowing them to reach their full potential academically and socially. Mental health and emotional well-being, the importance of being ready to learn, developing positive relationships and valuing and caring for everyone are at the heart of our school.

We aim to ensure teaching and learning opportunities across the school are consistently effective in order to raise attainment and progress outcomes for all children including those from disadvantaged backgrounds.

In addition, we aim to ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged

Pupils are adequately assessed. Accurate assessments will support us to address gaps in learning and support the progress of identified pupils through use of targeted interventions. Funding will be used to support us with the delivery of training and evidence based intervention programmes.

In making provision for socially disadvantaged pupils, we will recognise that not all pupils who receive free school meals will be socially disadvantaged. We will also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We will reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged children are met.

Ensuring all pupils have the opportunity to engage with the range of enrichment opportunities on offer is an important part of the support we offer to ensure no pupil is disadvantaged.

Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

Challenge number

Detail of challenge

1

To decrease the number of children / families with persistent absence from school. This number has been gradually been increasing since lockdown.

2

To ensure that disadvantaged pupils are in school and on time prepared to learn to prevent any gaps these pupils may have from widening.

This including children using the school bus from Blythe Valley

3

Ensuring that interventions to support the closing of gaps in reading, writing, mathematics and phonics are highly effective.

4

Ensuring disadvantaged pupils have opportunities to access a broad range of experiences and enrichment opportunities.

5

Maintaining high quality provision to meet the emotional needs of all pupils including those that are disadvantaged.

6

Ensuring the teaching for all pupils is always high quality and includes effective differentiation to support the individual needs of disadvantaged pupils.

Intended outcome

Success criteria

Good attendance of all pupils and swift action to taken to improve attendance.

Good attendance of all pupils including those who are disadvantaged. Our attendance at least equal to LA including persistent absence.

Particular focus on the families using the bus service from Blythe Valley to get to and from school to ensure the bus is not an excuse for non- attendance

All pupils are in school on time and ready to learn

The incidences of lateness of all pupils but particularly those disadvantaged are reduced considerably.

Accelerate progress in Reading, Writing and Mathematics for all pupils

Gaps of all groups narrow with other pupils nationally because of an improved rate of progress.

Achieve outcomes in line with, or above, national average by the end of FKS, KS1  and KS2.

Accelerate progress in Phonics for all pupils

Gaps narrow with other pupils nationally at Year 1 and Year 2 because of an improved rate of progress.

All pupils in the school have the opportunity to experience enrichment experiences

Range of enrichment opportunities reintroduced within the school for all pupils including disadvantaged.

Additional support provided as necessary for disadvantaged pupils.

Pupils and families with identified social, emotional or health needs are well supported by school staff so that the needs are removed or alleviated.

Family support worker/SENDCo/ SLT and Head teacher identify and support families and children and work to alleviate barriers to learning. 

Pupils supported in school – staff trained

Parents supported with appropriate support and workshop opportunities.

Creation of a Sensory Room

Pupils with high levels of social and emotional needs are supported at difficult times such as playtimes and lunchtime.

Difficulties that arise during playtimes and free time eliminated because there are alternatives available.

Activity

Evidence that supports this approach

Challenge number(s) addressed

SENDCo to work with and train teachers to continue to embed:

Making sense of Autism

Fluency

Emotional Coaching

and teaching assistants

Communicate in print

Precision teaching

Lego Therapy

Language Link

Making sense of Autism

Fluency

Therapeutic Stories

Colourful Semantics.

All teaching staff to be trained on TEAM TEACH Level 1 with increasing number of staff also trained at Level 2

Endowment Foundation (EEF) Guide to the Pupil Premium

‘Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils’

‘Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending.

3,6

Resources regarding our approach to reading and phonics continue to be developed. Reading resources expanded to home reading and to support differentiation, achievement and enjoyment.

DfE Reading Framework 2021 advocates use of systematic phonics approach and access to interesting and meaningful reading materials. 

     3, 6

Allocation of funds towards Continuing Professional Development (CPD) for teachers and Teaching Assistants across school.

Provision of interventions and challenge teaching for children identified as needing to catchup – see www. Gov.uk/publications/the-pupil-premium-how-schoolsare-spending-the funding-successfully.

(EEF) Guide to the Pupil Premium

‘Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending.’

     3, 6

Allocation of funds for ongoing use of  reading, writing and maths computer subscriptions to support learning at school and for home study.

Quality /at least good teaching in all classes every day. Provision of interventions and challenge teaching for children identified as needing to catchup – see www. Gov.uk/publications/the-pupil-premium-how-schools are-spending-the funding-successfully. 

     3, 6

Allocation of funds for pupils receiving Pupil
Premium funding and awaiting an Education |Health Care
Plan because their needs are such that they need one to one support

Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted academic support from teachers and teaching support assistants. Through a range of individual /group work.

EEF Guide to the Pupil Premium

‘Improving the quality of teaching – will also benefit other groups: that is fine. Likewise, some forms of targeted academic support or wider strategies will benefit other children, including children with Special Educational Needs and Children in Need.’

     3, 6

Teaching Assistant training to raise knowledge, skills and understanding for staff supporting target children in classes and through group activities.

EEF states that considerations should be given to how classroom teachers and TAs can provide targeted support linking one to one or small group intervention to classroom teaching 

    3, 6

Provide targeted, structured interventions to children across whole school.

Provision of mastery curriculum and effective challenge for children identified as needing to catch-up – see www. Gov.uk/publications/the-pupil-premium-howschoolsare-spending-the funding successfully.

     3, 6

Phonics specialist teacher to provide targeted small group tuition during school hours.

School Led Tutoring Guidance

‘Tutoring is one of the most effective tools for helping pupils recover lost education’.

     3, 6

Experienced teaching support assistants to work in KS 2 to support English and Mathematics interventions 

Provision of QFT, mastery curriculum and effective challenge for children identified as needing to catch-up – see www. Gov.uk/publications/the-pupil-premium-howschoolsare-spending-the funding successfully.

     3, 6

The purchase of additional reading resources to support our systematic synthetic phonics teaching programme for the whole school. This to include materials to support catch - up.

Provision of QFT, mastery curriculum and effective challenge for children identified as needing to catch-up – see www. Gov.uk/publications/the-pupil-premium-howschoolsare-spending-the funding successfully.

Choosing a phonics teaching programme - GOV.UK (www.gov.uk)

      3, 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

All children in school to be given opportunity to participate in activities which enhance and broaden the curriculum and their learning experiences.

Provision of a range of initiatives to extend children’s experiences see www. Gov.uk/publications/the-pupil premium-how-schools-are-spending the funding-successfully.

     4

All teachers, teaching support assistants to receive ongoing training and support on the delivery on Emotional Coaching from the school’s SENDCo

This training to also be offered again to parents.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as behaviour and emotional support.

     5

Funding to cover additional support for Forest schools from Family Mentor to support Pupil Premium children during forest schools’ sessions.  

https://www.forestresearch.gov.uk/documents

/805/fr0112forestschoolsreport.pdf

https://www.forestresearch.gov.uk/ research/forest-schools-impact-on -young-children-in-england-and-wales/

    5

Vulnerable children to be highlighted and supported through Nurture sessions, Therapeutic Stories, and Lego Therapy sessions.

Nurture Room developed in school for all children to access.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as behaviour and emotional support.

     5

Family mentor to maintain increased hours dedicated to Family support to support meeting the additional emotional needs of families.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as behaviour and emotional support.

     5

Work with CSAWs (school’s AWO partner) and Inclusion Officer  to raise attendance and reduce persistent absence for all learners but particularly pupil premium learners through targeted approaches. 

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as attendance 

Analysis of attendance outcomes shows that attendance of pupil premium learners is below that of peers.

     1

Work with CSAWs (school’s AWO partner) and Inclusion Officer to ensure all children are on time for school.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as attendance 

     2

Lunchtime clubs and Chill out available for all pupils in Key Stage 1 and Key Stage 2 who find playtimes difficult to manage.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as behaviour and emotional support.

      5

Behaviour and Well – Being

The Well – Being of all our pupils continues to be the key priority of the school and we feel that our work in this area has continued to make a difference for our pupils particularly

The introduction and embedding of the school’s Relational Behaviour policy has been successful throughout the school and supported all pupils to have a better understanding of their own behaviours and how they can use techniques themselves to support their emotions and behaviours,

Attendance

Attendance has steadily improved so our percentages are comparable with both National and Local figures.

We continue to work with our CSAWS Attendance Welfare Officer to support families so attendance of individuals improves.

End of Key Stage and Internal Data

Both end of Key Stage and Internal data give a mixed picture with KS2 disadvantaged pupils making better progress by generally making progress similar to the average of the rest of their KS average.

End of Key Stage Data for disadvantaged pupils compared to National

EYFS (7 pupils)

Good Level of Development 9% below National

KS1 (11 pupils)

In Reading, Writing, Mathematics and Science our percentage was significantly below National percentages.

KS2 (3 pupils)

Percentages in Reading, Mathematics and Grammar, Punctuation and Spelling were significantly above National with Writing 9% higher and Science 1% lower

Internal Data for disadvantaged pupils compared to the whole of their cohort

Expected progress for any child without an Educational Health Care Plan is three steps on our progress continuum.

In KS1 children receiving Pupil Premium

Reading – 21% made accelerated progress, 36% made expected progress and 43% made below expected progress (KS1 EXP + 76%) Whilst EXP+ is lower than KS1 average accelerated progress was higher.

Writing – 21% made accelerated progress, 43% made expected progress and 36% made below expected progress (KS1 EXP + 70%) Whilst EXP+ is lower than KS1 average accelerated progress was higher.

Mathematics - 14% made accelerated progress, 50% made expected progress and 36% made below expected progress (KS1 EXP + 79%) Expected progress was similar to KS1.average.

In KS2 children receiving Pupil Premium

Reading – 38% made accelerated progress, 38% made expected progress and 24% made below expected progress (KS2 EXP + 92%) Accelerated progress was lower than KS2 average but expected progress was similar.

Writing – 24% made accelerated progress, 38% made expected progress and 38% made below expected progress (KS2 EXP + 90%) Accelerated and Expected progress were lower than KS2 average

Mathematics - 52% made accelerated progress, 34% made expected progress and 36% made below expected progress (KS2 EXP + 88%) EXP+ progress was the same as KS2 average

Programme

Provider

Doodle Online Maths and English

Doodle Learning