Lord Blyton Primary School
2021-2024
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2024 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
| Detail | Data |
| School name | Lord Blyton Primary School |
| Number of pupils in school | 238 |
| Proportion (%) of pupil premium eligible pupils | 34% |
| Academic year/years that our current pupil premium strategy plan covers | 2021-2024 |
| Date this statement was published | November 2021 |
| Date on which it will be reviewed | June 2024 |
| Statement authorised by | Jo Atherton |
| Pupil premium lead | Jo Atherton |
| Governor / Trustee lead | Cllr Malcolm |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £86735.00 |
| Recovery premium funding allocation this academic year | £9860.00 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
| Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £96595.00 |
Part A: Pupil premium strategy plan
Statement of intent
| At Lord Blyton Primary School we have high aspirations and ambitions for our children and we believe that all learners should be able to reach their full potential. We strongly believe that reaching your potential is not about where you come from, but instead, about developing the necessary skills and values required to succeed. Some of our pupils in receipt of the Pupil Premium Funding face specific barriers to reaching their full potential, and, at Lord Blyton, we are determined to provide the support and guidance they need to help them overcome these barriers. In addition to this, we aim to provide them with access to a variety of exciting opportunities and a rich and varied curriculum. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | Low attainment and slow progress rates made by pupil premium and disadvantaged children. They have gaps and misconceptions in their learning and find it difficult to retain and recall prior knowledge. |
| 2 | Low attainment on entry to the Early Years Foundation Stage in all areas but particularly communication and language. |
| 3 | Pupils and families have social and emotional difficulties including mental health and medical health issues. |
| 4 | Pupils have limited experiences beyond home life and the immediate community. |
| 5 | Children’s particular home circumstances that may be negatively affecting their school performance and attendance (such as children caring for sick family members, children neglected or facing violence at home, lacking basic needs, or burdened by labour, whether domestic or productive) |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| KS 1 outcomes in reading to improve to meet the national figures. KS 2 outcomes to remain above the national average. | |
| 2 .Planned opportunities to develop speaking and listening skills and a wider understanding of language. | Pupils have wider vocabulary choices to be applied to their writing. Subject Leaders identify the vocabulary to be taught in long term plans. |
| 3. Promote fluent handwriting skills by encouraging effective practice and the explicit teaching of spelling. | Improve outcomes in writing including presentation/handwriting across the school. |
| 4. Developing a consistent approach to marking and feedback across school. | All teachers are able to effectively plan for the next steps in children’s learning and children can articulate how to improve their own learning. |
| 5.Embedding effective, purposeful wider opportunities across the curriculum, in order to further develop children’s knowledge and breadth of vocabulary | Children have had planned experiences to develop vocabulary. |
| 6.Children requiring additional support and intervention receive bespoke intervention to accelerate learning | Bespoke interventions are developed to close the gaps in pupils learning. |
| 7. Provide additional support for identified families so that all PP pupils continue to attend school in line with their peers. | Attendance gaps between PP and non-PP pupils close. |
| 8. Provide additional support for identified families with strategies for parenting, behaviour management, and safeguarding. | Identified pupils are ready to and able to access quality teaching and academic work and accelerate their progress. |
| 9. Provide additional social and emotional support for PP pupils to improve learning behaviours, social skills, confidence and independence. | Identified pupils have strategies to help them access the curriculum. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £10 500.00
| Priority | Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Sustained high quality teaching of phonics through Early Years, Key Stage 1 and Key Stage 2 where required. | Embed Sounds Write phonics scheme. Track whole school phonics. CPD for additional staff. Decodable phonics reading books used by pupils. | EEF Guidance Report Improving Literacy in KS 1 | 1 |
| Planned opportunities to develop speaking and listening skills and a wider understanding of language. | Ensure speaking and listening specific activities are planned to enable pupils to develop the necessary skills required. | EEF Guidance Report Preparing for Literacy | 2 |
| 3.Promote fluent handwriting skills by encouraging effective practice and the explicit teaching of spelling | Rec,yr 1,yr 2,yr 3-Phonics exercise books yr 4,5,6. Spelling books for discrete teaching of spellings. Develop children’s fine motor skills. Whole school implementation of pre-cursive handwriting. | EEF Guidance Report Preparing for Literacy | 3 |
| 4. Developing a consistent approach to marking and feedback across school. | Ensure marking and feedback includes improvement points. Provide time to teach drafting and redrafting. Individual writing targets. | EEF Guidance report Teacher Feedback to Improve Learning | 4 |
| 5.Embedding effective, purposeful wider opportunities across the curriculum, in order to further develop children’s knowledge and breadth of vocabulary | Text based learning with cross curricula links to plan purposeful writing. | EEF Guidance report Improving Literacy at KS 1 | 5 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ [42 181.00]
| Priority | Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 6.Children requiring additional support and intervention receive bespoke intervention to accelerate learning | Baseline assessments identify children for interventions. Provision Maps drawn up identifying interventions with timescales and SC. | EEF Improving Literacy at KS 1 Preparing for Literacy | 6 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £44 000.00
| Priority | Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 7. Provide additional support for identified families so that all PP pupils continue to attend school in line with their peers. | Child and Family Manager to offer support to parents/families identified. | EEF Guidance Report Working with Parents to Support Learning | 7 |
| 8.Provide additional support for identified families with strategies for parenting, behaviour management, and safeguarding | Child and Family Manager to offer support to parents/families identified. | EEF Guidance Report Working with Parents to Support Learning | 8 |
| 9. Provide additional social and emotional support for PP pupils to improve learning behaviours, social skills, confidence and independence. | Child and Family Manager to offer support to parents/families identified. Pupils identified for Nurture groups. Mindfulness clubs offered over lunchtime. ELSA support | EEF Guidance Report Working with Parents to Support Learning | 9 |
Total budgeted cost: £ 96 601.00
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
| 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 mean’t 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. |
| 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. |
| 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 meant 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. |
Outcomes for disadvantaged pupils
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.
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
| Programme | Provider |