Narrowing the Gap- Including allocation of DfE catch-up funding

The government has announced £1 billion of funding to support children and young people to catch up.

Schools’ allocations are calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 6. This means we will receive £17,520 this year to help us support our pupils. Schools have to use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months. Schools have the flexibility to spend their funding in the best way for their cohort and circumstances. To support us to make the best use of this funding, the Education Endowment Foundation has published a support guide for schools with evidence-based approaches to catch up for all pupils. We have considered this when planning our approach for the use of this funding.

The barriers we need to address to help pupils catch up

Pupils’ wellbeing, including mental health as a result of partial closure and lockdown

Areas of the curriculum have not been taught due to partial closure in the summer term 2020

Gaps in pupils’ knowledge due to partial closure in the summer term 2020

Ability to access appropriate year group content due to gaps in knowledge from previous year

Lack of engagement in reading during summer term closure

Reading fluency

Phonetic knowledge and application for pupils in EYFS and KS1

Recall of basic skills including arithmetic, spelling, phonics and grammar

Ability to make links to previous learning and build on what they know

Barriers in speech and language development in EYFS and KS1

Learning behaviours, resilience and stamina to access learning during lessons and over time

What we plan to do

Adapting the curriculum entitlement to support children where learning has been missed

Focus on learning behaviours and emotion coaching to redevelop positive learning behaviours around resilience, reflection, collaboration, curiosity and independence

Baselining in phonics, reading, writing and maths to identify gaps in pupils’ knowledge

Recapping on previous years key objectives to ensure children are fully prepared for the next stage of their learning

PIXL interventions for groups of children focussing on specific gaps in their learning

Phonics interventions for identified pupils

Access to Reading Plus for all KS2 children

Speech and language support for some children in EYFS and KS1

Pastoral TA to support identified children with SEMH needs

How we will check that our plan is making a difference

Tracking of groups and cohorts of pupils

Half termly pupil progress meetings to discuss individual pupils

Pre and post assessments for interventions

Assessment for learning within and across series of lessons

Moderations of core subject half termly

Subject leads to delve in to data and identify gaps in subjects and cohorts

Pupil premium strategy / self-evaluation

Detail	Data
School name	Middlethorpe Primary Academy
Number of pupils in school	209
Proportion (%) of pupil premium eligible pupils	32%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)	3 years
Date this statement was published	September 2021
Date on which it will be reviewed	September 2022
Statement authorised by	Rachel Simpson
Pupil premium lead	Lesley Bebbington
Governor / Trustee lead	Darren Holmes

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£52,455
Recovery premium funding allocation this academic year	£ 6525
Pupil premium funding carried forward from previous years (enter £0 if not applicable)	£
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	£58,980

Part A: Pupil premium strategy plan

Statement of intent

At Middlethorpe Primary Academy we believe that every child should achieve to their full potential. We pride ourselves on having high aspirations and expectations of all pupils including those in vulnerable groups.

The allocation for Pupil Premium is carefully considered in relation to the context of the school and the needs of the children in receipt of the funding. The needs of the children are considered at a whole school, cohort and individual level. Our in depth knowledge of the needs of every child is used alongside the latest research from the EEF to inform our plans and provision.

Overall Objectives

To narrow the attainment gap between disadvantaged and non-disadvantaged pupils
For all disadvantaged pupils to make at least good progress against national expectations
To widen opportunities for disadvantaged pupils

Key Principles of the plan

High expectations for all children and a belief that all children can achieve to the highest standard
Quality first teaching
Early intervention
Flexibility of approach
Multidimensional approach

Strategies of the approach

Identifying the barriers to learning for disadvantaged pupils
Identifying the patterns of achievement for disadvantaged pupils using internal and external data
Identifying provision required at a group, cohort and individual level
Use of data and diagnostic assessments to identify what is needed to improve
Analyse the impact

Challenges

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

Challenge number	Detail of challenge
1	SEMH needs
2	Speech and language development
3	Lower attainment on entry
4	Low aspirations
5	Lack of academic support at home further impacted by the global pandemic

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
Accelerate the progress of children in receipt of pupil premium funding to close the attainment gap between them their peers.	PUP will make at least good progress from prior starting points
Increase the percentage of children in receipt of pupil premium funding attaining ARE or above.	Percentage of PUP achieving ARE or above will be in line with non PUP
SEMH	Confident, independent learners who show a resilient attitude to all aspects of school life Children who are able to self-manage behaviour and ask for help when support is needed
Widen experiences	Children are exposed to similar experiences of that of non PUP Aspirational children who have an understanding of the world they life in

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: £ 8,317

Activity	Evidence that supports this approach	Challenge number(s) addressed
Whole school training and implementation of ‘The Write Stuff’ (£1317)	Internal data at the end of 20/21 showed that writing attainment in all year groups was lower than in other subjects Internal data at the end of 20/21 showed writing attainment was significantly lower than in previous years Writing was identified as an issue when children returned from both lockdowns Approach centres around modelling writing and high aspirations	1, 2
CPD programme for TAs and teachers including feedback, collaboration and metacognition) (£3000)	EEF research found that using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium Clear programme of support and development to ensure all staff deliver quality first teaching in every lesson	1, 2, 3, 4
Training and support for early career teachers. (£2000)	EEF research found that using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium. Those at the earliest stage in their career require additional support.	1, 2, 3, 4
Investment in Read Write Inc reading books and reading for pleasure books. (£2000)	Phonic screening results were lower last year than in previous years as a result of lockdowns and school closure. Enjoyment and attainment in reading has a direct impact on future academic success	1,2,3,4

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

Budgeted cost: £38,300

Activity	Evidence that supports this approach	Challenge number(s) addressed
Targeted interventions in small groups and 1:1 to match need (£30000)	EEF state the importance of targeted group support by teachers and teaching assistants in academic attainment Small group and 1:1 support following diagnostic assessments allows specific gaps in attainment to be addressed	1, 2, 3,
Oracy	Oral language approaches have a high impact on pupil outcomes There is evidence to suggest that pupils from lower socioeconomic backgrounds are more likely to be behind their more advantaged counterparts in developing early language and speech skills, which may affect their school experience and learning later in their school lives Higher proportion of PUP have speech and language difficulties than non-PUP	1, 2, 3
Use of Reading Plus programme (£4000)	Attainment in reading has an impact on future academic achievement Reading comprehension is a crucial component of reading instruction. Due to lack of parental support PUP children are read with less at home and have less variety of books in their homes- reading plus offers variety and develops exposure of a range of genres It is an adaptive programme to improve vocabulary, fluency, comprehension, stamina and motivation in reading	1, 2
Lexia (£4300)	Rigorous, personalised and structured approach to spelling and reading Accelerates the development of Literacy skills	1, 2

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

Budgeted cost: £12,500

Activity	Evidence that supports this approach	Challenge number(s) addressed
SEMH support including Emotional Literacy Support (£8,000)	Higher percentage of PUP with SEMH needs than non PUP. Evidence suggests that children from disadvantaged backgrounds have, on average, weaker SEL skills at all ages than their more affluent peers. These skills are likely to influence a range of outcomes for pupils: lower SEL skills are linked with poorer mental health and lower academic attainment.	3
Metacognition and self-regulation strategies taught	Evidence states that disadvantaged pupils are less likely to use metacognitive and self-regulatory strategies without being explicitly taught these strategies.	1, 2
Residential visits and school trips (£2000)	Children from disadvantaged backgrounds are less likely to be able to afford additional costs relating to school visits All children should be given the same opportunity to wider curricular experiences.	3, 4
Extracurricular activities including music lessons (£2500)	All children should have the opportunity to music lessons to broaden experiences. Due to high costs of private lessons, many PUP children will not have the opportunity to experience music lessons outside of school	3, 4
Enrichment afternoons	Provide opportunities that children may not otherwise have access to	3, 4

Total budgeted cost: £ 59,117

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.

Overall progress during academic year 20/21 was all positive from a much lower starting point due to the pandemic. Those children in receipt of Pupil Premium funding received quality first teaching and a range of targeted interventions and wider strategies. Social and emotional wellbeing was a focus and the impact of the pandemic on this.

Progress at the end of KS2

Reading 86% good progress and 29% better than expected progress

Writing 57% good progress and 14% better than expected progress

Maths 71% good progress

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
Read, Write Inc	Ruth Miskin Read, Write Inc
Times Tables Rockstars	Times Tables Rockstars
Spelling Shed	Edshed
Lexia	Lexia
Reading Plus	Reading Plus
Pixl	Pixl

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:

Measure	Details
How did you spend your service pupil premium allocation last academic year?
What was the impact of that spending on service pupil premium eligible pupils?

Further information (optional)

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.

Pupil premium strategy / self-evaluation

Summary information
School	Middlethorpe Primary Academy
Academic Year	2020-21	Total PP budget	£75,610	Date of most recent PP Review	09/20 2019
Total number of pupils	208	Number of pupils eligible for PP	51	Date for next internal review of this strategy	01/21

Current attainment
			Pupils eligible for PP (your school)		Pupils not eligible for PP (national average 2019)
% achieving expected standard or above in reading, writing & maths			60%		65%
Progress measure reading			80%
Progress measure writing			60%
Progress measure maths			80%
Barriers to future attainment (for pupils eligible for PP)
Academic barriers (issues to be addressed in school, such as poor oral language skills)
		Differing needs of children in receipt of PP
		Social/Emotional development
C.		Children achieving GD in Reading/Writing/Maths
Additional barriers (including issues which also require action outside school, such as low attendance rates)
D.		Parental support to be continued through school based initiatives and Early Help Practitioners.
Intended outcomes (specific outcomes and how they will be measured)				Success criteria
	There is no difference between PP children and others			No discernible gap between PP and others. and others
	Children in receipt of PP are confident/social and resilient learners.			Chn actively engaged in learning.
	Increase percentage of children achieving GD in Writing, Reading and Maths			Gap closed between pp and others.

Review of expenditure
Previous Academic Year		2019/20
Quality of teaching for all
Action	Intended outcome	Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate).	Lessons learned (and whether you will continue with this approach)	Cost
CPD programme to continue	High quality teaching for all areas inareas	Yes	Continue to train new staff and tweak lessons and activities.	£3000
Embed JIGSAW PSHE	High quality teaching	Yes	Continue to embed scheme in all year groups.	£1000
Targeted support
Action	Intended outcome	Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate).	Lessons learned (and whether you will continue with this approach)	Cost
Targeted interventions	Increased % achieving	Yes	Prioritise interventions	45,000

Other approaches
Action	Intended outcome	Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate).	Lessons learned (and whether you will continue with this approach)	Cost
Extra Curricular activities,	Increased % attending	Yes	Continue support on an individual basis.	£1000
Dedicated Teacher for PP		Yes

Pupil Premium 19-20

Pupil premium strategy / self-evaluation

Summary information
School	Middlethorpe Primary Academy
Academic Year	2019-20	Total PP budget	£80,740	Date of most recent PP Review	09/19 2019
Total number of pupils	219	Number of pupils eligible for PP	45	Date for next internal review of this strategy	01/20

Current attainment
			Pupils eligible for PP (your school)		Pupils not eligible for PP (national average)
% achieving expected standard or above in reading, writing & maths			41%
Progress measure reading			50%
Progress measure writing			100%
Progress measure maths			75%
Barriers to future attainment (for pupils eligible for PP)
Academic barriers (issues to be addressed in school, such as poor oral language skills)
		Differing needs of children in receipt of PP
		Social/Emotional development
C.		Children achieving GD in Reading/Writing
Additional barriers (including issues which also require action outside school, such as low attendance rates)
D.		Parental support to be continued through school based initiatives and Early Help Practitioners.
Intended outcomes (specific outcomes and how they will be measured)				Success criteria
	There is no difference between PP children and others			No discernible gap between PP and others. and others
	Children in receipt of PP are confident/social and resilient learners.			Chn actively engaged in learning.
	Increase percentage of children achieving GD in Writing and Reading			Gap closed between pp and others.

Review of expenditure
Previous Academic Year			2018/19
Quality of teaching for all
Action	Intended outcome		Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate).			Lessons learned (and whether you will continue with this approach)			Cost
CPD programme to continue	High quality teaching for all areas inareas		Yes			Continue to train new staff and tweak lessons and activities.			£3000
Purchase JIGSAW PSHE	High quality teaching		Yes			Continue to embed scheme in all year groups.			£1000
Targeted support
Action	Intended outcome		Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate).			Lessons learned (and whether you will continue with this approach)			Cost
Targeted interventions	Increased % achieving		Yes			Interventions to take place in the morning. Timetable changed			45,000

Other approaches
Action	Intended outcome		Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate).			Lessons learned (and whether you will continue with this approach)			Cost
Extra Curricular activities,	Increased % attending		Yes			Continue support on an individual basis.			£1000
Dedicated Teacher for PP			Yes			Continue support			£6,000
Planned expenditure
A Academic year		2019-20
The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies
Quality of teaching for all
Action	Intended outcome			What is the evidence and rationale for this choice?	How will you ensure it is implemented well?		Staff lead	When will you review implementation?
CPD programme to continue.	All staff confident in all areas			High quality teaching in all areas, Develop teaching of reading	Regular monitoring and scrutinies/Lesson Obs		RS,NMe, SH	Half termly
SEMH training and support	Staff are confident and highly trained			Staff feel confident t tackle a range of SEMH issues.	Regular monitoring and scrutinies/Lesson Obs		RS,LB	Half termly
Total budgeted cost								£5,000
Targeted support
Action	Intended outcome			What is the evidence and rationale for this choice?	How will you ensure it is implemented well?		Staff lead	When will you review implementation?
1:1 small grp interventions	PP chn to achieve GD in Writing and Reading			Test scrutiny showed lack of fluency in reading hindered scores.	Regular monitoring of children		RS, NMe	Half termly
Training for SEMH Lead/TA	Well-informed/trained staff to meet need.				Staff/pupil questionnaire		LB	Half Termly
Total budgeted cost								£60,000
Other approaches
Action	Intended outcome			What is the evidence and rationale for this choice?	How will you ensure it is implemented well?		Staff lead	When will you review implementation?
Funding for clubs/ activities	Opportunities to participate in extra- curricular activities			Chn must have same opportunities as all children for activities and experiences	Monitoring of club uptake		LB	Termly
Dedicate teacher to monitor pupil Premium	A dedicated teacher with overview of cohort			Chn need to have a dedicated contact to ensure continuity	Performance Management		RS/LB	Yearly
Total budgeted cost								£10,000
Additional detail
School have employed a TA that is dedicated to support in SEMH. She will support children across the school but particularly Pupil Premium children. TA will work alongside Designated Teacher for Pupil Premium Children to ensure needs are

Pupil Premium 2018-2019

The Pupil Premium is an amount of money allocated by the government to schools for:

Children of statutory school age from low income families who are known to be eligible for free school meals (FSM).
Children who have been looked after continuously for more than six months
Children whose parents are currently working in the armed forces.

In 2017/2018 and 2018/19 the level of premium received per pupil equates to £1300. The DFE offer the following guidance on how the Pupil Premium is to be spent:

‘In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility…[Schools] will be held accountable for how they have used the additional funding to support pupils from low income families.’

The purpose of the information on this page is to inform parents, carers and governors how much Pupil Premium has been received by the school for 2018/2019, how it will be spent and the impact previous spending has had on pupils’ achievement.

At Middlethorpe Primary Academy, 18% of pupils are eligible for Free School Meals, which is below the National Average of 26.6%.

The school received a total pupil premium budget of £68,260 for the academic year 2018-19. The table below sets out how this money is allocated:

Category	Activity
Well Being	Nurture/small group work from EHWB Leader. Dedicated member of staff for Disadvantaged Children. Outside agencies involved for specific support and guidance. Trained staff to monitor specific health needs. Monitoring of attendance and punctuality. Specialist counselling.
Curriculum	Small group work for specific skills Individual feedback from TA’s and CT in core lessons. Specific praise and reward linked to behaviour system and personal targets. Close monitoring of disadvantaged children by Inclusion Co-ordinator. Specific intervention programmes to support Literacy and Maths. Booster classes to support Core subjects.
Enrichment beyond the Curriculum	Trained TA’s for specific roles ie Forest Schools. Funding for attendance at breakfast clubs to improve punctuality. Funding for attendance at after school clubs to improve social skills. IT equipment funded to support learning. Support for parents to purchase uniform. Support for parents to fund school trips/residentials.

Pupil Premium