Pupils Premium Spend April to November 2020
How have we ensured our most disadvantaged children have been supported during these unprecedented times?
During school closure for most, we have remained open for those children of key worker parents and those children from the most vulnerable families.
The vulnerable and disadvantaged families were contacted directly by the Child and Family Manager in school to offer a place. All offers of places and uptake of placements in school have been carefully recorded and tracked in our school using CPOMs. Senior managers from school immediately formed a rota of attendance at school ensuring that a DSL was present in school every single day during lockdown.
The disadvantaged children who did not choose to attend school received: weekly wellbeing checks which were recorded on CPOMs, food parcels were delivered to their doors, home school learning paper packs provided, an application for laptops to both the LA and government and in some cases home visits to ensure face to face contact. All pupil progress plans were updated to take into account children’s area of need and adapted so that parents could support their children from home.
As school closure continued, class teachers maintained weekly contact with all families to offer support and guidance for home / blended learning or any other questions families had. This contact and needs of the families has been recorded on a school designed tracking system, CPOMs.
A home school learning tracker has also been used to monitor and track engagement in home/ blended learning. Where disadvantaged children were found not to be engaging in the work set by the teachers, extra phone calls home were made and support packs made to ensure families had accessibility to home learning. Support has been given where applicable.
Moving forward to the opening of school in September, how does school intend to support disadvantaged families and children in our community?
In order for additional Pupil Premium funding to be allocated and utilised wisely we have set out a robust plan for the return to school in September.
● The reconnect curriculum will be delivered in the first three days back in September.
● From the Monday of week 2 there will be a merging of the reconnect curriculum and baseline assessments. Further details of this can be found in the Recovery Curriculum for subjects.
● From week 3 the recovery curriculum will begin to be established. The intention is to ‘quick fix’ any gaps that may have appeared during lockdown.
From week 1 any concerns regarding individual children and their social and emotional wellbeing will be identified with the Mrs Quinn.
● Analysis of assessments will take place in week 3 and 4 by class teachers.
● As a result of assessments and getting a whole school picture of wellbeing and attainment, the pupil premium plan will not be published on the website until we have a full understanding of what our pupils need.
● A plan of action for target children will be implemented and the recovery curriculum fully implemented following discussion of needs. From data and class teacher assessment, we will identify any pupils who have had a significant fall back in their ability.
● SMT will decide and implement tuition/ resources utilising the funding available.
● Key learning experiences such as forest school will be delivered in the early Autumn term. This is to engage children in learning and recover some lost learning processes and knowledge from the summer term. The outdoor element to these experiences will allow for greater social distancing also.
● Reading and phonics will be a key priority in EYFS, KS1 and lower KS2 and will replace the usual curriculum in the Autumn term. The objectives from the units missed will be taught through the recovery Curriculum. The idea is to secure basic skills early in the term. Focus on basic grammar, spelling and punctuation whilst really focusing on reading skills. This will begin to address closing the gap between disadvantaged and non-disadvantaged pupils
● We will complete a very early maths assessment. We will then spend some time teaching to the gaps and will then pick up and follow the recovery maths curriculum.
● Daily mental maths 15 minutes should be implemented to support children in fluency and mental calculation. Times tables, number bonds, division facts should all be focused upon.
● Because of the additional funding from the government, those disadvantaged pupils who struggle greatly will have access to specialist provision as the term moves on.
● From data and class teacher assessment, we will identify any pupils who have had a significant fall back in their ability and will implement tuition/ resources utilising the funding available.
This will be reviewed and coordinated between the Senior Leadership Team. We are working as a reactive team and we will not know the whole extent of individuals needs post lockdown for our disadvantaged pupils immediately. As outlined by the above strategic review, as well as academic assessments, we will look at the individual child , their SEMH needs, their family circumstances and any other pressures around the family and map out the barriers to learning. We intend to create, where needed, an individual plan to remove barriers to attainment and progress. The findings of these robust assessments of the whole child and their families during the first half of the autumn term will inform the production of a Pupil Premium plan for 20-21, which will be published online by December 2020. We intend that the plan will be cohort specific and we intend to map the plan out for the following academic years.