Pupil Premium Review 20-21
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 (Mrs Quinn) in school to offer a place. All offers of places and uptake of placements in school have been carefully recorded and tracked. 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 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 through emails and phone calls 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 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 curriculum will focus on well-being and transition during the first three days back in September.
- From the Monday of week 2 there will be baseline assessments.
- From week 3 the curriculum will begin to be established and planned continuing the reconnect curriculum themes. The intention is to ‘quick fix’ any gaps that may have appeared during lockdown.
- From week 3 any concerns regarding individual children and their social and emotional wellbeing will be identified with the Child and Family Manager or SEND Lead.
- Analysis of assessments will take place in week 3/4 by HT/DHT.
- 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 after half term.
- 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
- Reading and phonics will be a key priority in EYFS, KS1 and lower KS2. Phonics will be taught daily in Rec,1 and 2 (potentially year 3 and 4 also). The objectives from the units missed will be taught through The idea is to secure basic skills early in the term. Focus on basic grammar, spelling and punctuation whilst really focusing on reading skills throughout the school. This will begin to address closing the gap between disadvantaged and non- disadvantaged pupils
| The three headings below enabled us as a school to demonstrate we planned on using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. Next to each of the objectives I have reviewed the outcomes although this is difficult due to the impact of the Covid 19 pandemic |
| i. Quality of teaching for all |
| Desired outcome | |
| 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 phonics | Daily phonics with interventions was delivered during the Autumn 2019 term. In January 2020 the schools were locked down which resulted in blended learning for many pupils through remote teaching and resource packs sent home. The offer at Lord Blyton Primary School ensured that there was remote daily live teaching of phonics for reception, year 1 and year 2. This was attended by many pupils and registers have been kept. Phonic resources were also sent home. During the Autumn Term 2019 Provision Maps identified those pupils targeted for additional interventions. New phonic scheme Sounds-Write was being embedded throughout the school. In 2020 the phonics check carried out in KS 1, year 1 identified that 86% OF THE PUPILS PASSED THE PHONICS CHECK. |
| 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 programmes | Reading plus was trialled with yr 4 then purchased and all pupils in KS 2 were given a log in. In January 2020 during lockdown we ensured that the pupils were all given their log ins to take home to use during remote learning. On return to school in March we continued to use Reading Plus. Our end of year assessments in reading showed the following. % of children working at ARE Yr 3 97% Yr 4 79% Yr 5 77% |
| To ensure target pupils in each cohort close the gap in reading and phonics thorough direct catch up in UKS2 | During Spring Term there were limited interventions although those children in school as Key Workers or Disadvantaged had access to quality daily teaching. On return the school was hit hard with Covid 19 resulting in 8 members of staff off. The teacher targeted to run interventions was absent from school with long Covid. Staffing shortages meant that interventions were sometimes not possible. September 2021 will sharply focus on catch up for those pupils that need it. |
| To secure the missed learning in maths | A group of children in year 5 were identified for tuition via Pearsons. The tuition took part after school and during the holidays. The quality of the tuition was variable. We identified children to take part in the tutoring. 11 children were identified and when analysis of the Baseline Data for September 2021 all of these pupils were identified as performing where we would expect them to within the data. |
| To improve the experiences, opportunities and vocabulary of Pupil Premium pupils and low income families particularly in the EYs. | During the Autumn Term we ran a variety of trips and enrichment activities for pupils following the Covid guidance. Trips are used to enhance our curriculum and bring learning to life. They always tie in with the curriculum with a sports, cultural, educational purpose. |
| ii. Targetted support |
| Desired outcome | |
| To improve the quality of teaching and learning through developing staffs understanding of memory cognition and learning and ensure the curriculum is structures and delivered with long term learning in mind. To provide effective teaching and support for pupils with specific literacy ( SEND and Disadvantaged) | The Educational Psychology service has not been operational for visits during the lockdown or the return to school. They have operated virtually. The buy back will be carried over into the academic year 2021-22. |
| To ensure all pupils in year 3,4,5 and 6 are fluent in multiplication tables | Time Table Rock Stars has been purchased and all pupils in KS 2 have a log in. These were provided for all pupils during the remote learning and in school access to ICT for those pupils who were in school. |
| To develop a culture of ownership and accountability of disadvantaged pupils progression amongst the staff. | Book scrutiny took place in the Autumn term for English, maths and science. Detailed feedback given to ensure all pupils are being given opportunities to reach their full potential. Staff made aware of Pupil Premium children. Interventions planned where required and took place prioritising PP pupils. |
| iii. other approaches |
| Desired outcome | |
| Reduce persistent absence of the disadvantaged. | Covid 19 has interfered with the attendance of pupils in school. We have made sure that we circulate all daily absences to staff and the Child and Family Manager and then the relevant phone calls are made to families or where applicable Social Workers. A text is sent then a first day calls is made to all pupils who do not notify us by telephone or email as to the reasons for absence. DFE attendance registers have been filled in daily as well as the LA template. Mrs Bell monitors the attendance through integris. |
| To reduce the impact of social and emotional experiences of pupils in the home on attainment. | It is important that we engage parents as much as we can in their children’s learning. One of the positive impacts of Covid for Lord Blyton School is that our live lesson remote learning mean’t that parents particularly of those pupils in EYs, Yr 1 and 2. EYs communicate well with parents and had phonics workshops online. Parents were involved in lessons participating in live lessons and delivering lessons at home. The PE Lead set family challenges which involved all members of the family. Mrs Quinn worked extensively with the families on Early Help/CP/CIN. The number of families involved with outside services rose during Covid 19 pandemic. |
| To ensure all pupils have access to appropriate ICT in order to support home learning fully and access to home interventions. | September 2020 we have a list of all families that did not have access to a device and those that had no internet access. The ICT Lead had done a survey of al parents. We secured devices through the DFE scheme with the support of the Local Authority. We provided video clips for parents to ensure they knew how to access our online learning through Google. The ICT Lead supported parents anyway he could. |
| To respond to the needs of the children and families. | Vulnerable families on EH/CP/CIN work closely with Mrs Quinn. Other pupils and families know they are welcome to seek the support and advice from Mrs Quinn as and when necessary. Applications to Greggs hardship fund, Operation Christmas Child, food banks and food parcels are just some of the ways we have supported families. |
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 ( Mrs Quinn) in school to offer a place. All offers of places and uptake of placements in school have been carefully recorded and tracked. 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 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 through emails and phone calls 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 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 curriculum will focus on well-being and transition during the first three days back in September.
- From the Monday of week 2 there will be baseline assessments.
- From week 3 the curriculum will begin to be established and planned continuing the reconnect curriculum themes. The intention is to ‘quick fix’ any gaps that may have appeared during lockdown.
- From week 3 any concerns regarding individual children and their social and emotional wellbeing will be identified with the Child and Family Manager or SEND Lead.
- Analysis of assessments will take place in week 3/4 by HT/DHT.
- 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 after half term.
- 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
- Reading and phonics will be a key priority in EYFS, KS1 and lower KS2. Phonics will be taught daily in Rec,1 and 2 (potentially year 3 and 4 also). The objectives from the units missed will be taught through The idea is to secure basic skills early in the term. Focus on basic grammar, spelling and punctuation whilst really focusing on reading skills throughout the school. This will begin to address closing the gap between disadvantaged and non disadvantaged pupils
- We will complete a very early maths assessment based upon the whole year. We will then spend some time teaching to the gaps and will then pick up and follow the 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 additional funding from the government, those disadvantaged pupils who struggle greatly will have access to specialist provision. We have allocated an additional TA in Upper KS 2 and an extra additional support in lower KS2. Where there is a further need identified through assessments in EYFS or KS 1, funding and resources will be directed there.
- 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 SLT.
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 21-22, which will be published online by December 2021. We intend that the plan will be cohort specific and we intend to map the plan out for the following academic year.