Detail

Data

School name

Churchfields Primary School

Number of pupils in school

457

Proportion (%) of pupil premium eligible pupils

12%

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

2021 - 2024

Date this statement was published

January 2022

Date on which it will be reviewed

July 2022

Statement authorised by

Tom Hyndley (Head)

Pupil premium lead

Sally White

Governor / Trustee lead

Karen Parkinson

Detail

Amount

Pupil premium funding allocation this academic year

£70,770

Recovery premium funding allocation this academic year

£40,280

Pupil premium funding carried forward from previous years

£0

Total budget for this academic year

£111,050

Ultimately we aim to ensure there is no attainment gap between disadvantaged children and their peers.

We use pupil premium funding to support strategies that help all children to achieve and succeed. 

The key principles of our strategy plan are:

·         First and foremost, Quality First Education. High quality teaching is pivotal in improving outcomes for all children, and can narrow the disadvantage gap.

·         Providing Whatever It Takes for those who need additional support or time to achieve their potential, through both teaching interventions and targeted social/emotional support.

Challenge number

Detail of challenge

1

SEND: Pupils eligible for pupil premium make up a significant proportion of our children on the SEND register, in EHCPs and in our resource based (ARC) classes. 

2

Attendance: Pupils eligible for pupil premium make up a significant proportion of our children who have persistently low attendance and/or school avoidance.

3

Impact of covid-19: Younger children (particularly year 1 and year 2) appear to have been disproportionately affected by the partial school closures during the pandemic.

4

Access to wider opportunities:  Pupils eligible for pupil premium have significantly less access to wider opportunities/experiences/enrichment than their peers.

Intended outcome

Success criteria

Close gaps in attainment

Outcomes by the end of KS2 are as good as those for Non PP children.

Children at each key stage are able to access their next phase of learning, and are ‘secondary ready’ by the time they leave us. 

Build social capital

Children experience a broad range of experiences both within the taught curriculum and through extra-curricular activities.

Emotional wellbeing

Children and families are supported to develop into mature and responsible young people with the social and emotional skills to deal with challenges.

Behaviour records show that behaviour for pupils eligible for pupil premium of is line with behaviour for pupils in school generally. 

Activity

Evidence that supports this approach

Challenge number(s) addressed

 Quality First Teaching: People

Recruitment, retention and development of excellent teachers, including subject specialists.

EEF: “Supporting high quality teaching is pivotal in improving children’s outcomes. High quality teaching can narrow the disadvantage gap. EEF: High quality teaching

All

Quality First Teaching: Training

Excellent CPD including Q1E trust induction, INSET, trust-wide planning, central team and cross-school support.  

EEF: “Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all pupils, particularly the most disadvantaged.”

EEF: Continuing Professional Development

All

Quality First Teaching: Curriculum

Further development of our high quality curriculum incorporating a clear phonics programme; reciprocal reading; Maths Mastery; collaborative learning approach.

EEF: Phonics; EEF: Mastery learning;

EEF: Reading comprehension strategies

EEF: Collaborative learning approaches

All

Activity

Evidence that supports this approach

Challenge number(s) addressed

Whatever it takes: SEND support:

Support staff are deployed across the school according to need. Targeted interventions are planned for and delivered by trained support staff according to class teacher’s regular assessment. Impact of interventions is regularly reviewed and adapted as needed.

EEF: “Ensure pupils have access to high quality teaching.”

EEF: “To a great extent, good quality teaching for pupils with SEND is good teaching for all.”

Special Educational Needs in Mainstream Schools |

EEF: “Use TAs to add value to what teachers do, not replace them.”

Making Best Use of Teaching Assistants | EEF

1

Whatever it takes: Recovery:  Additional teaching support for early reading and maths

EEF: “Small group tuition has an average impact of four months’ additional progress over a year.”

EEF: Phonics;  EEF: Small group tuition

EEF: Oral language interventions

3

Whatever it takes: Attainment:  

Year 6 booster groups

EEF: “Small group tuition has an average impact of four months’ additional progress over a year.” EEF: Small group tuition

All

Activity

Evidence that supports this approach

Challenge number(s) addressed

Provision of Family Worker to work with identified children and families

EEF: Social and emotional learning

EEF: Parental engagement

2, 3

Provision of Counselling

EEF: Social and emotional learning

All

Emotional Literacy Support Assistant (ELSA) to work with identified pupils 

EEF: Social and emotional learning

EEF: Teaching assistant interventions

All

Small group trips for ELSA group, and subsidy for general school trips for PP children

EEF: Arts participation

4

The last set of published school data (2018-19) showed that the attainment of disadvantaged pupils at Churchfields was higher than the national average for non-disadvantaged pupils, in reading, writing and maths.

Due to COVID-19, performance measures have not been published for 2019-20 or 2020-21, and national assessments were not administered. The school did undertake teacher administered tests and we have also carried out diagnostic assessments in specific areas, in order to adjust the curriculum and develop some targeted interventions.

In line with the national picture, assessment information suggested that pupils eligible for pupil premium were disproportionately affected by the periods of lock down and typically gaps widened.  The children who attended school regularly made good progress and in some cases made more rapid progress than would have otherwise been expected (benefitting from more individual attention as a result of reduced group sizes), However overall the pandemic had a negative impact despite the efforts of the staff team to ensure and build continued engagement with home learning.  It was clear that in some cases there were very significant barriers to accessing home learning, both technical and in terms of family set-up, which made engagement with regular high quality home learning more difficult.

Programme

Provider

Guided Peer Evaluation (review programme provided by our multi academy trust)

Quality First Education Trust

Measure

Details

How did you spend your service pupil premium allocation last academic year?

Not applicable

What was the impact of that spending on service pupil premium eligible pupils?

Not applicable