Cheswick Green Primary School
Pupil Premium
Our Pupil Premium Strategy
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.
Our learning how to learn culture ensures that we have the highest expectations and that we continually strive to ensure that no pupil is left behind.
We believe that when deciding how to spend the Pupil Premium Grant ('PPG') it is important that we look at the potential barriers to learning faced by Pupil Premium pupils in the context of our school.
The reasons for underachievement are many and varied and could include:
- less support at home;
- social and emotional difficulties due to complex family situations
- attendance and punctuality difficulties.
- catch-up needed following Covid lockdowns and missed time in school
Each child entitled to the PPG is unique in their situation and our response to their needs must reflect this.
With this in mind, we aim to build the capacity and expertise to enable us to provide a personalised programme of support in order to allow each child to reach his/her full potential.
Our key objective in using the PPG is to narrow the attainment and achievement gap between those entitled to Pupil Premium and those who are not.
We will ensure that:
- A high profile is given to Pupil Premium Pupils
- All staff are accountable for the progress of Pupil Premium children
The progress and attainment of all pupils at Cheswick Green Primary School is carefully tracked and analysed from a rich field of data in order to draw conclusions and develop action plans. We also make use of a wide range of educational research in order to decide how best to spend our funding to maximise the opportunities for our pupils.
Pupil Premium Grant allocation: 2020/21
Pupil Premium Grant allocation: 2020/21
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Overview of the school
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Total number of pupils on roll 235
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Total number of pupils eligible for PPG 17
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Total amount of PPG received £27040
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We have identified the following barriers to learning for some of the children currently in receipt of pupil premium:
- Social and emotional development and wellbeing:
- Application of mathematical knowledge to solve problems
- Fluency in reading
- Stamina in reading, inference and deduction using direct evidence from texts
- Application of Spelling/ Punctuation / Grammar knowledge during independent writing composition
- Additional needs of pupil premium pupils who have also been identified as SEND
- Completion of homestudy tasks
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Use of PPG funding for teaching and learning to overcome the barriers to educational achievement
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- Continued Teaching Support Staff hours in order to deliver targeted interventions for small groups and to enable one-to-one support. This to be mainly but not exclusively for English and Mathematics to close any gaps in learning identified by teachers during lessons.
- Ongoing regular phonics teaching by a teaching and learning support assistant to boost understanding and achievement in this area.
- Ongoing regular reading sessions to develop fluency.
- Additional reading support for children who are working below expected standards and for children who do not get the opportunity to read at home.
- Curriculum enrichment for more-able pupils receiving Pupil Premium funding to ensure they get the opportunity to work at greater depth.
- Additional resources and equipment purposely acquired to meet a specific teaching need.
- Lunchtime Chill Out Club for children who struggle with relationships.
- Support towards the purchase of computer applications that support learning for a range of pupils in the school including those receiving PPG e.g. Literacy Shed, Language Link for KS1 and KS2 and Phonics Play.
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Use of PPG funding for emotional and social support
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- Personal social support and individual or small group mentoring provided by our trained Family and Child Mentor.
- 'Chill Out' provided for all pupils during every lunchtime period so pupils have the opportunity to remove themselves from the playground if they wish.
- Lunchtime activity sessions with the School’s Sports Apprentice.
- Support to attend school visits and residential visits.
- Support regarding attendance at after school clubs.
- Whole school praise and reward systems that include small rewards such as pencils, rubbers, rulers and small fun toys.
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Details of planned expediture
| Areas of expediture |
Focus |
Allocation |
| SLT |
Management + CPD |
£1250 |
| Pupil Premium Co-ordinator |
Management + CPD |
£4226 |
| Family Support Worker |
One- to one support |
£1648 |
| Foundation Support F2 |
Pupil support |
£1140 |
| KS1 Teaching Support Yr 1 |
Pupil support |
£1140 |
| KS1 Teaching Support Yr 2 |
Pupil support |
£1140 |
| KS2 Teaching Support Yr 3 |
Pupil support |
£2280 |
| KS2 Teaching Support Yr 4 |
Pupil support |
£2280 |
| KS2 Teaching Support Yr 5 |
Pupil support |
£2280 |
| KS2 Teaching Support Yr 6 |
Pupil support |
£2280 |
| Educational Visit Support |
Parent support for costs |
£500 |
| Chill Out Club at lunchtime |
Staffing |
£1900 |
| Homework Club x2 |
Staffing |
£760 |
| Language Link 20% |
Resources |
£117 |
| Phonics Play 20% |
Resources |
£25 |
| Literacy Shed 20% |
Resources |
£30 |
| My Maths 20% |
Resources |
£81 |
| Twinkl 20% |
Resources |
£171 |
| Classroom Secrets 20% |
Resources |
£76 |
| My Maths 20% |
Resources |
£97 |
| Doodle Maths 20% |
Resources |
£256 |
| Lunchtime cover Yr 1 |
Staffing |
£3832 |
| Music lessons |
Parent support for costs |
£250 |
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Total |
£27759 |
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Provision
| Approach |
Outcomes |
Actions |
| Quality first teaching |
-The needs and starting points of all pupils are understood.
-Good working relationships between pupils and staff.
-Good differentiated planning to meet the needs of all pupils.
-CPD for all teaching staff.
All children make progress.
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-Teachers assess the needs of all pupils.
-Lessons are planned to meet the needs of all pupils through appropriate differentiation.
-The progress of pupils is tracked and monitored.
-SLT plan and deliver appropriate CPD
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| Teaching support in classes for focused individual and small group interventions. |
-Appropriate level of support to achieve best level of progress.
-Improved outcomes in reading, writing and mathematics
-Pupil confidence in own abilities to manage work
-High quality focused interventions to bridge identified gaps in children's knowledge and understanding
-Opportunities to practise and develop basic skills
- Intervention linked to pre teaching or post learning to support progress.
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-Gaps in learning clearly and accurately identified so learning can be targeted towards pupils' needs. Planning to link directly to these.
-Plan 1:1 or small group interventions to meet identified needs.
-Ongoing assessments both formative and summative to support the identification of barriers to learning
-Regular communication between teacher and support staff regarding progress towards identified gaps
-Regular reviews of provision.
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| Family Support |
- Clear signposting to how to gain support.
- Appropriate guidance given to parents to ensure they get the right support and are aware of appropriate agencies.
-Appropriate support for children especially regarding SEMH issues.
-Appropriate support for individuals
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-Develop trusting relationships with parents and families
-Meetings with pupils, parents or families
-Ongoing communications with all professionals involved with a child
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| Educational visits |
- Inclusive learning experiences for all pupils
- Enrichment opportunities
- Residential opportunities to develop self - confidence,
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-Financial support for parents
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| Homework Club |
- Every child has the opportunity to complete homework with support
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-Two lunchtime clubs available
- Some children encouraged to attend if completing homework a problem
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| Chill Out |
- Children who find lunchtime stressful, lonely or difficult given an alternative.
-Children who cannot manage lunchtime given a relaxing and fun alternative
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-Each class given places in Chill Out enough for both pupil and teacher choice
-Attendance monitored
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| Applications to support learning |
-Use of applications the children particularly enjoy to support learning and progress.
-Some applications can also be used at home to support home work.
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-Ensure all applications used in the school are considered for their potential to use for individual and small group interventions.
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| Additional Lunchtime support for a class |
-Two mid-day supervisors needed for this class because of their needs
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-Mid-day supervisors able to support the specific needs of this class
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Measuring the impact of pupil premium grant spending
The school will evaluate the impact on each pupil at the end of each term. Evaluation will focus on academic gains in reading, writing and mathematics and how pupil's self-confidence has developed as a consequence of the intervention.
This information will be recorded on the whole school tracking system.
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Review of Pupil Premium Strategy
Our Pupil Premium Strategy is discussed at each meeting of the Curriculum and Performance Governor Committee and reported at every full board meeting.
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