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

  1. 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

 

  1. 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%

 

  1. Barriers to future attainment (for pupils eligible for PP)

Academic barriers (issues to be addressed in school, such as poor oral language skills)

  1.  

Differing needs of children in receipt of PP

  1.  

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.

  1. Intended outcomes (specific outcomes and how they will be measured)

Success criteria

  1.  

There is no difference between PP children and others

No discernible gap between PP and others.

and others

  1.  

Children in receipt of PP are confident/social and resilient learners.

Chn actively engaged in learning.

  1.  

Increase percentage of children achieving GD in Writing, Reading and Maths

Gap closed between pp and others.

  1.  

 

 

           

 

  1. Review of expenditure

Previous Academic Year

2019/20

  1. 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

  1. 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

 

 

 

 

 

  1. 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

  1. 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

 

  1. 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%

 

  1. Barriers to future attainment (for pupils eligible for PP)

Academic barriers (issues to be addressed in school, such as poor oral language skills)

  1.  

Differing needs of children in receipt of PP

  1.  

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.

  1. Intended outcomes (specific outcomes and how they will be measured)

Success criteria

  1.  

There is no difference between PP children and others

No discernible gap between PP and others.

and others

  1.  

Children in receipt of PP are confident/social and resilient learners.

Chn actively engaged in learning.

  1.  

Increase percentage of children achieving GD in Writing and Reading

Gap closed between pp and others.

  1.  

 

 

           

 

  1. Review of expenditure

Previous Academic Year

2018/19

  1. 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

  1. 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

 

 

 

 

 

  1. 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

  1. 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

  1. 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

  1. 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

  1. 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

  1. 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.