
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
- 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.
|
|