Pupil Premium Report 2021

This report links closely to the Covid Response Plan including Catch Up funding.

         1.   Summary information​                       
School Lord Blyton Primary School   
Academic Year 2020-21Total PP budget 85700.00  Date of most recent PP ReviewJanuary 2021
Total number of pupils   247Number of pupils eligible for PP Spring 2020 census 62Date for next internal review of this strategy:   Date for final review:      May 2021
          2.   Current attainment 2020  
 KS2  – Y6 early PP data Pupils eligible for PP (your school)Pupils not eligible for PP (national average)
Number of Pupils247 
Of which were SEND at additional need plusReception 31% Yr 1 -71% Yr 2- 57% Yr 3 -57% Yr 4- 60% Yr 5 -30% Yr 6 -100% 
% achieving in reading, writing and maths (National 61)Data 2019 ARE- 67 HS- 11 
% achieving in reading ARE  -78 GAP  -22 HS- 11  GAP -43   
% achieving in WritingARE -69 GAP -25 HS-11 GAP -28 
% achieving in maths ARE- 78 GAP – 14 HS- 11 GAP -35 
At the end of KS 2 in 2019 you can see the gaps were wide between the non-PP and the PP children. They were widest at the higher levels for reading. We were working to close the GAPs through 2019/2020 but then on the 24th March 2020 we went into National Lockdown. During school closures, children accessed online learning in English of children  in maths. This uptake was tracked by teachers electronically. The children who did not have access to any devices were provided with paper packs as well as stationary and resources to be able to complete the work. The lack of support and ICT access has been a significant issue.  Pupils have come back to school in September 2020 significantly behind where we would usually expect them to be. This is due to missed content and missed time spent with staff to ensure high quality teaching and learning.  The gap between disadvantaged pupils and non disadvantaged pupils was closing rapidly prior to lockdown. Each class has varying % amount of pupil premium children.
          3.   Barriers to future attainment 2020 / 21 (for pupils eligible for PP, including high ability)
In-school barriers:
A.   The impact of COVID 19 and loss of direct teaching has had a significant impact on the academic attainment of pupils across school. However, early data demonstrates the gap between disadvantaged learners and non- disadvantaged learners has widened in specific cohorts. Analysis of data demonstrates that within Maths the main gaps are those that relate to concepts that were not taught face to face in the summer term due to school closures. Basic skills across both English, phonics  and Maths  have reduced. A tight recovery curriculum has been planned and implemented to address reading skills, grammar, mathematical operations and times tables.    
B.   Attendance is a barrier for disadvantaged children, although this is sometimes linked to medical needs of children with SEND, this is not always the case. The attendance for disadvantaged children is slightly lower than no- disadvantaged children. 
C.Lack of face to face teaching has limited the curriculum and how we revisit and reinforce key teaching across school. To address this we aim to improve the quality of teaching and learning through developing staff understanding of memory cognition and learning through CPD and to ensure the progression and coverage in the curriculum addresses repetition and storage of key skills and concepts into long term memory. 
DPupil premium students with additional SEND needs have specific difficulties in literacy that are a significant barrier for individual children. Early​ ​data suggests that where some children are not reaching ARE, Dyslexia and specific difficulties in literacy are a significant barrier for individual children. This double disadvantage of pupil premium pupils results in specific difficulties, particularly in literacy and language.
E Maths strand analysis has identified gaps within mathematical skills and concepts.​ ​ Times tables knowledge and retention is significantly impacting on children’s fluency as are fractions, percentages and decimals, SSM  and arithmetic methods. Double disadvantage of specific difficulties in language and literacy affects children’s ability to tackle problem solving.
FHistorically, only senior leaders led on the Pupil Premium strategy across school.  This may have created a culture that the plan and interventions are one person is responsible rather than a whole school approach as lack of staff ownership and accountability for the outcomes of Pupil Premium pupils  impacts on the progress and attainment of children. Higher expectations for all staff is needed to further ensure  the secure accountability of key adults working with children. 
External barriers (issues which also require action outside school, such as low attendance rates)
GSocial and emotional experiences and mental health in the family home life impacts significantly on the education and wellbeing of some children. The impact of social and emotional experiences in home life, in addition to the challenges through the COVID, has seen more pupils experiencing  emotional well being needs. The wider family are also requiring support from school staff since the return to school.  
H.Limited external experiences and opportunities outside of the family as a direct result of low income results in a lack of exposure to rich and varied vocabulary in different environments impacts on children’s progress and attainment. This is particularly evident in the early years where speech and language is lower than expected on entry.  Resources and educational based activities are limited in the home setting and local community for some children  and as a school we need to develop cultural capital where pupils gain  not only knowledge and  skills but nurture  talents, develop their character and resilience to be able to succeed in life.  This will help to build readiness both in and outside of the classroom. 
I.Lack of ICT devices and Wifi access at home to support home learning significantly impacts the progress and attainment of disadvantaged children.  Parents ability to access and understand home learning is a barrier to children working at home.
         4.   Desired outcomes    
 Desired outcomes and how they will be measuredSuccess criteria Costings
ATo reduce the phonics gap between disadvantaged and non- disadvantaged pupils in years R and Y1 and yr 2 and yr 3   To increase the % of Pupils reaching ARE in phonics in R, Y1, Y2, & Y3   Rec- 75% of disadvantaged achieve the ARE Y1- 80% Y2-  70% Y3 – 70% 10 hours support from TA for 4 year groups Band 12 x 10 x 39=4500  
ATo improve reading fluency and comprehension across all year groups in school through the use of targeted story time and reading plus intervention and individual reading across KS 2Yr 3,4,5,6- 100% participation in Reading Plus  Hours support from TA  ( 5 per class) Band 12 x 10= 109.00 x 39=4500
ATo ensure target pupils in each cohort close the gap in reading and phonics thorough direct catch up in KS2Identified pupils move through the phonic phases of Sounds Wright  6 hours of support from TA Band 12 x 6hrs = £65.52  x39=2500.00  
ATo secure the missed learning in maths .particularly in ks 1 SSM,  ks 2 FDP, calculation methods and problem solving through a bespoke recovery curriculum and focus on basic skills- linked to Covid plan. Rec- 75% ARE   Ks 1 & LKS2 -​ Y1- ARE 80% Y2-  ARE 70% Y3-  ARE 70%   UKS2 increase ARE to    Y4- 75%1 hour TA support Band 12 x 5 hours 55 x39=2100 Band 16 x 5 hours x 39 2500 TAs to access the Pearson training
  Y5  75% Ry 6 *0% 
B To ensure attendance for disadvantaged children is inline with non disadvantaged children through focused tracking and action of attendance in collaboration with LA attendance team to provide effective challenge .Targeted family support to engage parents with school and remove external barriers linked to removing barriers plans. Buy back of attendance team to support with attendance and train team. Reduce persistent attendance of non disadvantaged  Improve the average disadvantaged  attendance to national average Reduce persistent attendance of non disadvantage by 2%    LA attendance buyback £420 Additional hours Band 12 x 5 hours 54.60 x39=2130
CTo improve the quality of teaching and learning through developing staff understanding of memory cognition and learning and ensuring the curriculum is structured and delivered with long term learning in mind. 100% of lessons observed to be at least good or outstanding.   100% work and planning scrutiny to reflect staff training.  Educational Psychologist training 1000.00
DTo provide effective teaching and support for pupils with specific literacy difficulties and therefore a double disadvantaged. Access to effective assessments- non class based senco- to ensure a learning need and not just a  side effect of a disadvantaged start, ict access, interventions on specific programmes, removing barriers plans for these children etc. 85% of DD pupils make better than expected progress with short term interventions.    Removing barriers plan complete and actioned for children identified on RAG rated PP response plan.    Clear assessment pathways with clear identification of needs.    100% of children identified receiving appropriate interventions which have proven impact. Additional allowance for SENCO 2500.00  
ETo ensure all pupils in years 4,5and 6 are fluent in multiplication tables through the detailed scrutiny of assessments in order to drill down to individual needs. The Maths lead will support each teacher to plan interventions with the RTP’s (ready to progress criteria).  Targeted interventions delivered daily 85% of pupils demonstrate fluency on tables for year groups. Maths Resources 10000.00
FTo develop a culture of ownership of disadvantaged progression amongst staff.    100% disadvantaged reviews complete termly.  95% of all actions complete termly.  Present termly to Governors 
GTo reduce the impact of social and emotional experience in home life on attainment and wellbeing of the child. 100% Healthy minds team referrals result in active therapy for each child   Monitor interventions for impact e.g. assess before and after interventions   Ensure 100% of disadvantaged children have emotional needs met following covid.   Develop a Mental Health Action plan which includes support for the wider family via sharing of resources online and signposting different services. Inclusion Costs 35 000.00 COVID response plan    
H Children lack the experiences and vocabulary required of current expectations.  To improve the experiences, opportunities and vocabulary of Pupil Premium pupils and low income families   To close the disadvantaged gap in communication, language and learning by the end of reception.100% of children access enrichment activities and trips to aid real life experiences where possible.   100% of children in nursery engage with Forest school to secure wider life experiences.     (  PP) to be ARE in communication and language by the end of the Reception year To enhance the forest school 5000.00  
ITo ensure all children have access to appropriate ICT in order to support home learning fully and access to home interventions. 100% of disadvantaged pupils have access to appropriate ICT technology £5000.00 allocated to purchase laptops
          5.   Planned expenditure
Academic year 2020-21
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
                   i.   Quality of teaching for all
Desired outcomeChosen action/approachWhat is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementati on?Cost
To reduce the phonics gap between disadvantaged and non- disadvantaged pupils in years R, 1, 2 and 3.   To increase the % of Pupils reaching ARE in phonicsDaily quality first phonics teaching through the implementation of Sounds Write scheme.   Intervention groups delivered through highly skilled TA.   COVID response phonics programme Interventions for phonics planned in each classAfter analysis of September assessments it is apparent that each cohort will need a target approach for pupil premium children as individuals. Of the children not achieving ARE at this point in English (reading/ phonics)   Rec-   Y1-     Y2-   Y3-   Basic skills and retention of phonetic knowledge has reduced. A tight recovery curriculum has been planned and implemented to address reading skills. Quality first teaching using the Sounds write phonics scheme is delivered daily. Teachers subject knowledge and delivery is being enhanced through CPDTermly assessments and regrouping of pupils to maximise progress in phonics   To increase ARE in Y1 will close the gap and improve PP attainment .     Monitoring of observations to ensure quality first teaching.     Termly progress monitoring   Intervention summary.   Phonics baseline completed  September 20    Tracking and teacher assessment for phonics  each half term. 18.12.20 12.2.21  20.5.21 16.7.21     End of year data analysis  ​ July​ 202110 hours LSA Band 12=10.94 110.00 X39 weeks= 4500.00  
    Phonics approaches have been consistently effective in supporting young readers to master the basics of reading, with an average impact of an additional four months progress  2020   Termly monitoring of phonics progression.  Assessment 2 – 19.10.20  18.12.20 12.2.21  20.5.21 16.7.21      Year 2 phonics screening in November LA  data collection 22.1.21   
To improve reading fluency and comprehension across all year groups in school through the use of targeted story time and reading plus intervention and individual reading programmesWhole school targeted story/ class novel time allocated on timetable.   Introduce Reading Plus in Y 3,4,5,6.After analysis of September assessments it is apparent that each cohort will need a target approach for pupil premium children as individuals. Of the children not achieving ARE at this point in English (reading/ phonics:   Y4-    Y5- Y6-.   Research shows that on average comprehension approaches deliver an additional 6 months progress. There is also evidence that indicates computer based tutoring approaches can be successful in improving reading comprehension particularly when they focus on development of strategies and self-questioning. ( EEF 2018) .Reading Plus computer programme accessed by all Y4,5,&6   Teachers to plan interventions   Half termly monitoring of intervention programmes and data reviews to monitor progress.      Termly monitoring of reading progress Assessment 1 – September 2020     Dec 2020 Feb 2020 April 2020 June 2020      End of year data analysis – July 2021   Half termly monitoring of internal Reading Plus data  10 hours LSA Band 12=10.94 110.00 X39 weeks= 4500.00  
To ensure target pupils in each cohort close the gap in reading and phonics thorough direct catch up in UKS2Covid response team to identify must move premium pupils  for intervention    Part time teacher to deliver 1:1 reading and phonics tuition.       Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind, but it can also be used as means to support those working at higher standard. Small group tuition can result in 4 months progress which will support the closing of the gap from COVID. Alongside targeted interventions, improving the quality of teaching is the strongest lever schools have to improve pupil outcomes, particularly for disadvantaged students    Targeted pupils through effective data analysis.  Pre-planning sessions with the class teacher to ensure 1:1 tutor has a clear knowledge and understanding of their target pupil and specific priorities have been identified. .    1:1 tuition delivered by a highly skilled experienced teacher.LNHalf termly reviews of attainment.   Termly reviews of progress    Dec 2020 Feb 2020 April 2020 June 2020 Band 12 x 6=10.94= 70.00 X39 weeks   2500.00
To secure the missed learning in maths through a bespoke recovery curriculum and focus on basic skillsBespoke recovery curriculum to embed missed learning and revision of key concepts.    Planned what to cover daily in a ‘intervention.   Mathletics times recap (3/3 x 30mins), Guided problem solving (3 x 20 mins).    Staff training on planning and progression in maths with the Ready to Progress steps to support intervention planning.    Individual progress and class progress will be recorded, reported and rewarded to boost self esteem and create a competitive culture amongst the children Teachers highlighted curriculum coverage for academic year 19/20 in preparartion for transition. Additional 20 minutes arithmetic for all pupils in September.Evidence suggests tuition should be additional to, but explicitly linked with, normal teaching, and that teachers should monitor progress to ensure the tutoring is beneficial. .  The EEF estimates that the average impact of One-to-one tuition is five additional months’ progress (EEF, 2020b). Maths lead will monitor the impact of interventions The gaps in the maths curriculum have been identified by the Maths Lead, who has identified gaps in each cohort through a gap analysis in September. We are confident these gaps can be addressed through quality first teaching.   The main gaps are those that relate to concepts that were not taught face to face in the summer term due to school closures, specifically:.         Short, regular sessions (about 30 minutes, 3-5 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact.    Each cohort has a challenging specific target to reach ARE in all areas taking into account double disadvantage and additional need. This ensures all lost teaching is caught up and children have a secure coverage and understanding of their year group curriculum.   Performance Management targets   Targeted pupils through effective data analysis. 
Pre planning sessions with the class teacher to ensure 1:1 tutor has a clear knowledge and understanding of their target pupil and specific priorities have been identified.      1:1 tuition delivered by a highly skilled maths specialist.   Rec- 75% ARE   Ks 1 & LKS2 – Y1- 71% ARE Y2- 100% ARE ( 1PP) Y3- 86% (1PP)   UKS2 increase ARE to  Y4- 81% (6 PP) Y5 75% ( 2PP/ 2 SEND) Y6 87% (3PP)   Monitoring: Dec 2020 Feb 2020 April 2020 June 2020 
 Half termly reviews of attainment.   Termly reviews of progress: Dec 2020 Feb 2020 April 2020 June 2020   Gap analysis for each cohort  In class action.    Tuition £6000.00
TA support 2100.00 2500.00
To improve the experiences, opportunities and vocabulary of Pupil Premium pupils and low income families particularly in the EYs.Pupils to engage in enrichment activity through trips, visitors and experiences.    All pupils to access Forest school in nurseryAction research has demonstrated that there is greater involvement in learning of all children when topics are introduced following an enhancement activity.  EEF 2018 found that where collaborative learning opportunities were provided a gain of 4 months in learning was evident.   Reducing the cost of educational visits in school to allow greater opportunities to engage learners.   SMT learning walks to have a focus on language rich environments.    To provide cultural/trips/visits and opportunities to develop the cultural capital, expectations and self belief of children in and beyond the classroom through beach, forest, farm and factory schools as well as planned in WOW experiences that link to topic/ themed collaborative  learning. 100% of children access enrichment activities and trips to aid real life experiences.    100% of children engage with Forest school.   Feedback will be taken from learners.  Monitoring will look at the impact  on reading and writing. Curriculu m TeamCurriculum monitoring  Dec 2020 April 2020 June 2020     Pupil voice in coordinator reports monitoring  Curriculum monitoring :   Dec 2020 April 2020 June 2020   Work and planning monitoring with a focus of high quality feedback. Dec 2020 Feb 2020 April 2020 June 20205000.00
Total budgeted cost    25000.00
            ii.   Targeted support​        
Desired outcomeChosen action/approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementati on?Cost
To improve the quality of teaching and learning through developing staff understanding of memory cognition and learning and ensuring the curriculum is structured and delivered with long term learning in mind.Staff training from Maria Wilson (Educational Psychologist team)  on memory and cognition followed by lesson study of disadvantaged pupils.   High quality feedback to childrenOur ethos is to deliver quality first teaching in every lesson for every child. Part of the teaching needs to incorporate the pedagogy around memory, cognition and the curriculum offer.  We aim to redevelop how we teach and the coverage of the content in the curriculum to ensure repetition and storage in long term memory. Memory Retrieval and interleaving​       professional development for all staff working with children will be delivered by the psychology department and will develop understanding of child development and the workings of the memory.   Evidence from the EEF (2018)   suggests that a curriculum mindful of metacognition and self regulation embedded consistently results in high levels of impact with pupils making an average of seven months additional progress.  Our curriculum has been redeveloped to​        ensure  coverage in the curriculum addresses repetition and storage of key skills and concepts into  long term memory. The research of how a child stores and retrieves information will be fed into school expectations of the curriculum, planning and  delivery of lessons​ by teaching children specific strategies for planning, monitoring and evaluating their learning.​    Curriculum to repeat key learning objectives, skills and knowledge using newly developed passports (knowledge organisers) to ensure learning is embedded into long term memory.    Pre and post tuition of all subject areas for disadvantaged pupils.J Atherton December 2020 April 2020 July 2020 Buy Back from Educational Psychologist 1000.00
To provide effective teaching and support for pupils with specific literacy difficulties ( SENd & Disadvantaged)Effective and accurate assessments of individual children by Educational psychology tem.   Specific programmes linked to need.   Removing barriers plan for individuals.  Ensure ICT access for all Disadvantaged pupils.   Data suggests that some disadvantaged children at school also suffer a ‘double disadvantage’ as they also have additional needs. There are a number of double disadvantaged children in each cohort where children have special educational needs alongside being disadvantaged.   Rec- Y1- Y2-   Y3-   Y4-   Y5- Y6-     Individualised instruction involves different tasks for each learner and support at the individual level. It is based on the idea that all learners have different needs, and that therefore an approach that is personally tailored — particularly in terms of the activities that pupils undertake and the pace at which they progress through the curriculum — will be more effective.. Evidence suggests that individualised instruction has a positive effect on learners. Some recent studies have found higher impacts of projects have tended to employ Digital technology to individualise instruction. (EEF individualised instruction +3 months)     Evidence also suggests tuition should be additional to, but explicitly linked with, normal teaching, and that teachers should monitor progress to ensure the tutoring is beneficialIndividualised learning plans (PPP)   Use of digital SPLD packages eg Lexia and Ipads purchased    Target pupils through effective data analysis.    Educational psychologist to observe and assess pupils to ensure academic difficulty is SEND and not just a direct result of a disadvantaged start.    Pre planning sessions with the class teacher to ensure 1:1 tutor has a clear knowledge and understanding of their target pupil and specific priorities have been identified.   85% of DD pupils make better than expected progress with short term interventions.   Termly reviews of PPP   October 2020 March 2021 July 2021 
To ensure all pupils in years 34,5and 6 are fluent in multiplication tables  Implementation of Times Table Policy   Looking at replacing matheletics with TTRS in Spring termStudies consistently find that digital technology is associated with moderate learning gains: on average, an additional four months’ progress. (+4 months gains EEF)   There is clear evidence that digital technology approaches are more beneficial for d mathematics practice than problem solving, and there is some evidence that they are more effective with young learners.   Effective use of digital technology is driven by learning and teaching goals rather than a specific technology, therefore teachers will be given challenging targets for their cohorts to achieve in time table fluency.Fluency and recall of multiplication factors secure and support mental arithmetic and problem solving    85% of pupils demonstrate fluency on tables for year groups 4, 5 and 6 .J Wales  Termly progress data check:   December 2020 April 2021 July 2021   Formal Y4 times table check June 2021TTRS 1000.00  
To develop a culture of ownership  and accountability of disadvantaged progression amongst staff.CPD in staff training to ensure class teachers have a secure understanding of their disadvantaged pupils, backgrounds and characteristics of learning.    Disad focus on performance management targets with a ‘digging deeper’ approach to data analysis to close the gaps. We aim to develop a culture of ownership for all staff by extending professionality to ensure commitment by all staff to the progression for pupil premium /disadvantaged children . This will be achieved through creating a culture in school of shared responsibility and accountability through regular and more child centred focused reviews with teachers where data will be unpicked and solutions identified together.Action research has found that PP  role has been to top heavy with a senior leadership lead. This may have created a culture where one person is responsible for the plan. Evidence suggests that the most effective plans are those where all professionals have ownership for the teaching, interventions and progress of PP students. (NYCC 2017)    Evidence also  suggests that class teachers must understand the barriers of learning for pupils and their future vision  in order to enable them to succeed. This will be tackled through pre and post tuition and the impact measured.           Termly pupil  data and progress interviews  in collaboration  with CT, PP lead & Subject leaders were strategic thinking and strategies for closing the gaps will be discussed.  The joint data and progress reviews with a disadvantage focus will include monitoring books, work  review, pupil voice and joint planning around removing barriers to secure Class Teachers’ responsibility    Termly updates to governors   Review performance management mid year.    100% disadvantaged reviews complete termly. Monitor individual barriers to learning documents   95% of all actions complete termlyJ Atherton J WalesBook/ work review, pupil voice and joint planning around removing barriers document  to secure CT responsibility.   Performance Management setting, mid point and final review   October 2020 Feb 2021 July 2021   Monitoring the impact of interventions and pre and post tuition.    Dec2020 Feb 2021 April 2021 July 2021Staff Cover to plan response and develop leadership.  4x half day 400.00 x6= 2400.00  
    
  Total budgeted cost £ 8800.00
         iii.   Other approaches   
Desired outcomeChosen action/approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementati on?Cost
Reduce persistent attendance of non disadvantaged  Improve the average disadvantaged attendance to 95.6%   Reduce persistent attendance of non disadvantaged by 2%Through a focused tracking method Attendance Team to monitor attendance weekly send out reminder txt to ask where pupils are at 9.30,  call and collect service if required.    Collaboration with the LA attendance team for fines and enforcement to provide an effective challenge.   Targeted family support to engage parents with school and remove external barriers.   Reward pupils for 100% attendance and most improved attendance .  £10 vouchers for 100% attendance and most improved attendance.   Use of external agencies to support persistent absenteeism. Outreach support. Attendance at review meetings.Children need to be in school to learn and achieve.  2015 the Department for Education (DfE) published a report on the link between absence and attainment in Key Stage KS2 and KS4: Pupils with no absence are 1.6 times more likely to achieve level 4 or above, and 4.7 times more likely to achieve level 5 or above, than pupils that missed 15-20 percent of all sessions    Monitor attendance, send out reminder letters, liaise with the LA attendance team for fines and enforcement.  Call and collect service.  J Atherton A Quinn L Carr G BellTermly monitoring with LA:   Dec 2020 March 2021 June 2021     Half termly internal monitoring:   14.10.20 Dec 2020 Feb 2021 May 2021 July 2021Child and Family Manager 35000.00 LA attendance buyback £420
To reduce  the impact of social and emotional experience in home life on attainment and wellbeing of the child. Staff to be aware through staff training on the individual needs of their class and to complete a RAG rating of need for SEMH. Complete tracker of needs.   Staff to compose removing the barriers plan for target pupils.   Targeted family support and targeted social and emotional interventions supported by Child and Family Manager.      South Tyneside and Sunderland  NHS Healthy minds team Wellbeing   Support vulnerable families through Early Help/ CP/ CIN plans  to ensure high engagement and support and remove social influences on pupils attainmentA  targeted approach from an in house  referral based approach will be used to identify children and their extended family as all families have had  very different experiences throughout the COVID-19 Pandemic.    In a study produced by professor Charles Deforges for the DFE it was found that  The most important finding from’ is that parental involvement in the form of ‘at-home good parenting’ has a significant positive effect on children’s achievement and adjustment even after all other factors shaping attainment have been taken out of the equation.  In the primary age range the impact caused by different 5 levels of parental involvement is much bigger than differences associated with variations in the quality of schools. The scale of the impact is evident across all social classes and all ethnic groups.   Parental engagement in children’s learning and the quality of the home learning environment are associated with improved academic outcomes at all ages (EEF, 2020b)      Early help/ CP/ CIN  data and family support impact to be reported to governors termly via the HT report.      100% of pupil referrals to Healthy Minds Team to have 1:1 support from NHS Primary Mental Health Worker          J Atherton A QuinnCOVID response review  October 2020   Dec 2020 April 2021 July 2021     Termly report to Governors   Oct 2020 March 2021 July 20215000.00 Forest School   4000.00EYs play
To ensure all children have access to appropriate ICT in order to support home learning fully and access to home interventions. It is very hard to use technology to replace the learning relationships that exist between teachers and pupils in the classroom. However, providing access to teaching via technology has the potential to make a small-to-moderate positive impact on learning during school closures.   A key challenge is ensuring that access to teaching is provided to all pupils. There is a significant risk that disadvantaged children have less access to teaching than their peers, in part due to having reduced access to technology, exacerbating the impact of school closures on the attainment gap.   A rapid evidence assessment on remote learning conducted by the EEF also emphasised that the pedagogical quality of remote learning is more important than how lessons are delivered. Ensuring the elements of effective teaching are present – for example; clear explanations, scaffolding and feedback – is more important than how or when they are provided (EEF, 2020a). It’s Unlikely that providing pupils with access to resources without support will improve learning.   Supporting effective remote learning will mitigate the extent to Pupils can learn through remote teaching. However, ensuring the elements of effective teaching are present – for example through clear explanations, scaffolding and feedback – is more importantWork with Local Authority and the DfE to ensure children who have no access to any electronic devices are identified which will be recorded and updated termly on a spreadsheet.   Target the children and provide a laptop/ Ipad to work from home on.   Teach the children how to use the devices in school incase of another lockdown   Involve Parents through online guides how to use the online learning platforms provided by schools.   Ensure online learning incorporates some face to face teaching and opportunities to provide individual feedback. This will be outlined in a new remote learning policy Sept 2020. M. Hamilton J Atherton A SteadInitial assessment of needs; Sept 2020   Referral for devices: Oct 2020   Review of need  Jan 2021 April 2021£ 5000.00 plus  Covid catch up funding to support
  than how or when lessons or support are provided.   A recent review of remote teaching conducted by the EEF found that remote learning can be effective, given the right conditions (EEF, 2020a).    
To respond to the needs of children and familiesFunds allocated for food parcels, uniform, housing support such as beds, LAC packs, The school budget is tight and does not always allow for flexible spending to respond to the needs of our vulnerable children. As needed by families. Child and Family ManagerAs needed£1000.00
   Total budgeted cost £ 50420.00
   Total pupils premium spend 84220.00