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
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Detail |
Data |
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School name |
Cheswick Green Primary School |
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Number of pupils in school |
233 |
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Proportion (%) of pupil premium eligible pupils |
15% |
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Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2021 – 2022
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Date this statement was published |
December 2021 |
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Date on which it will be reviewed |
July 2022 |
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Statement authorised by |
Carol Mason Headteacher |
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Pupil premium lead |
Jenni Gilham |
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Governor lead |
Ann Cresswell |
Funding overview
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Detail |
Amount |
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Pupil premium funding allocation this academic year |
£38715 |
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Recovery premium funding allocation this academic year |
£4205 |
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Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£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 |
£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.
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Challenge number |
Detail of challenge |
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1 |
Teaching for all pupils should be high quality and include effective differentiation to support the individual needs of disadvantaged pupils. |
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2 |
Teaching staff should use evidence based interventions to support the closing of gaps in reading, writing, maths and phonics. |
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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. |
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4 |
Disadvantaged pupils should have opportunities to access a broad range of experiences and enrichment opportunities. |
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5 |
To ensure high quality provision to meet the emotional needs of all pupils including those that are disadvantaged. |
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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.
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Intended outcome |
Success criteria |
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Good attendance of all pupils |
Good attendance of all pupils including those who are disadvantaged. |
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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. |
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Accelerate progress in Phonics |
Gaps narrow with other pupils nationally at Year 1 and Year 2 because of an improved rate of progress. |
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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
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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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 |
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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 |
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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.’
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1 |
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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 |
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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.
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6 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £35884
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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.
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2 |
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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
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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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 |
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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.
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5 |
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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.
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5 |
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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.
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Approach |
Actions |
Expected Outcomes |
Actual Outcomes |
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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. |
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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.
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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. |
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Family Support |
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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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. |
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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. |
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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. |
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Chill Out |
Each class given places in Chill Out enough for both pupil and teacher choice Attendance monitored
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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. |
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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. |
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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
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Programme |
Provider |
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Doodle Maths |
Doodle Learning |
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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
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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:
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Use of PPG funding for emotional and social support |
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Details of planned expediture
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Provision
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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. |