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Cheswick GreenPrimary School

Cheswick Green Primary School 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

Cheswick Green Primary School

Number of pupils in school

233

Proportion (%) of pupil premium eligible pupils

15%

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

2021 – 2022

 

Date this statement was published

December 2021

Date on which it will be reviewed

July 2022

Statement authorised by

Carol Mason

Headteacher

Pupil premium lead

Jenni Gilham

Governor  lead

Ann Cresswell

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£38715

Recovery premium funding allocation this academic year

£4205

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

£42920

Part A: Pupil premium strategy plan

Statement of intent

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.

 Challenges

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

Challenge number

Detail of challenge

1

 Teaching for all pupils should be high quality and include effective differentiation to support the individual needs of disadvantaged pupils.

2

Teaching staff should use evidence based interventions to support the closing of gaps in reading, writing, maths and phonics.

3

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

4

 Disadvantaged pupils should have opportunities to access a broad range of experiences and enrichment opportunities.

5

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

6

 There should be access to ICT and required resources for disadvantaged pupils in the event of need for remote or blended learning.

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

Good attendance of all pupils

Good attendance of all pupils including those who are disadvantaged.

Accelerate progress in Reading, Writing and Mathematics.

Gaps 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 KS2.

Accelerate progress in Phonics

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

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 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 training

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: £ 4400

Activity

Evidence that supports this approach

Challenge number(s) addressed

SENDCo to work with and train teachers

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

Education 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.’

1, 5

Resource our approach to reading and phonics and expand reading resources to support differentiation, achievement and enjoyment.

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

1

 

 

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.’

 

1

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

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-schoolsare-spending-the funding-successfully. 

1

Ensure staff are confident to deliver effective remote or blended teaching. 

Revisit CPD and provide additional leadership as necessary.

EEF recognises need for professional development of staff in areas such as effective remote learning. 

 

6

 

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

Budgeted cost: £35884

Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted academic support from teachers and teaching support assistants.

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.’

1,2

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 

2

Provide targeted, structured interventions to children across whole school using catch up funding and Pupil premium funding.

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.

2

Teachers to provide one-to-four after school tuition to targeted pupils after end of Autumn assessments. 

School Led Tutoring Guidance

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

2

Funding to hire one experienced teacher to work in Year 2 for two days a week. Teacher will work with existing teachers to team teach and work independently with groups for maths and English.

Provision of Quality First Teaching (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.

1,2

Funding to appoint an experienced teaching support assistant to work in KS 2 to support phonics and fluency interventions and an apprentice to work in KS 2 to support 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.

2

Funding towards the purchase of a new effective systematic synthetic phonics teaching programme for the whole school that includes support for pupils needing catch up in KS2.

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)

2

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/

4

 

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

Budgeted cost: £ 2650

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 to receive training on Emotional Coaching from the school’s Educational Psychologist.

This training to also be offered to parents.

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

 

5

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

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) to raise attendance and reduce persistent absence for 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.

3

 

Total budgeted cost: £ 42934

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.  

Approach

Actions

Expected Outcomes

Actual Outcomes

Quality first teaching

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

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.

There have been very detailed assessments to identify gaps in learning following the return to school following lockdowns. Relationships have been a priority. Planning is differentiated.

Staff have received a range of CPD.

Progress has been monitored carefully.

Teaching support in classes     for focused individual and small group interventions.

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.

Appropriate level of support to achieve best level of progress.

Improved outcomes in reading, writing and mathematics

Pupil confidence in own abilities to manage workHigh 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.

 

Gaps in learning for individuals and groups of pupils have been identified. Teaching support staff have received a lot of training to enable them to deliver effective individual and group interventions to meet identified needs and maximise progress.

The revision of and embedding of basic skills has been a priority to give a solid foundation on which to build future learning.

Family Support

Develop trusting relationships with parents and families

Meetings with pupils, parents or families

Ongoing communications with all professionals involved with a child

 

Clear signposting on 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

There has been a high level of signposting for parents regarding support services particularly from our Family Mentor and SENDCo.

The school has used outside agencies to support individual children including the educational psychologist.

Educational visits

Financial support for parents

Inclusive learning experiences for all pupils

Enrichment opportunities

Residential opportunities to develop self - confidence, 

The school has continued to support a range of parents with school visit costs, food hampers and uniform.

Homework Club

Two lunchtime clubs available

Some children encouraged to attend if completing homework a problem

Every child has the opportunity to complete homework with support

Homework Club only took place part of the year due to restrictions and measures in school.

Chill Out

Each class given places in Chill Out enough for both pupil and teacher choice

Attendance monitored

 

Children who find lunchtime stressful, lonely or difficult given an alternative.

Children who cannot manage lunchtime given a relaxing and fun alternative

Whilst Chill Out Lunchtime Club for a mix of children was stopped other opportunities for Chill Out have been found for children who needed it.

Applications to support learning

Ensure all applications used in the school are considered for their potential to use for individual and small group interventions. 

Use of applications the children particularly enjoy to support learning and progress.

Some applications can also be used at home to support home work.

The applications used by the school proved invaluable during and after lockdown. Many have continued to be used both in lessons and for home work.

Additional Lunchtime support for a class

Mid-day supervisors able to support the specific needs of this class

Two mid-day supervisors needed for this class because of their needs 

The need for extra supervision of one class has continued.

There has been a high need for additional supervision during the lunch time period during and following lock down.

 

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

Programme

Provider

Doodle Maths

Doodle Learning

 

 

 

 

 

Our Pupil Premium Strategy 2020 / 2021

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

Overview of the school

Total number of pupils on roll                                                                     235

Total number of pupils eligible for PPG                                                        17

 

Total amount of PPG received                                                          £27040               

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

Use of PPG funding for teaching and learning to overcome the barriers to educational achievement

  • 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.

 Use of PPG funding for emotional and social support

  • 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.

 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
Total £27759

 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.

-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

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.

 -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.

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

 -Develop trusting relationships with parents and families

-Meetings with pupils, parents or families

-Ongoing communications with all professionals involved with a child

Educational visits

- Inclusive learning experiences for all pupils

- Enrichment opportunities

- Residential opportunities to develop self - confidence, 

-Financial support for parents

 

Homework Club

- Every child has the opportunity to complete homework with support

-Two lunchtime clubs available

- Some children encouraged to attend if completing homework a problem

Chill Out

- Children who find lunchtime stressful, lonely or difficult given an alternative.

-Children who cannot manage lunchtime given a relaxing and fun alternative

-Each class given places in Chill Out enough for both pupil and teacher choice

-Attendance monitored

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.

-Ensure all applications used in the school are considered for their potential to use for individual and small group interventions. 

Additional Lunchtime support for a class

-Two mid-day supervisors needed for this class because of their needs 

-Mid-day supervisors able to support the specific needs of this class

 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.

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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