This statement details our school’s use of pupil 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 | 232 |
| Proportion (%) of pupil premium eligible pupils | 48% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2023-24 |
| Date this statement was published | January 24 |
| Date on which it will be reviewed | December 24 |
| 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 | £131 285.00 |
| Recovery premium funding allocation this academic year | £0 |
| 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 | £131 285.00 |
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. Our strategy works towards a three tiered approach that looks to improve quality first teaching, targeted academic support and further wider strategies. |
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 some 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. Children lack the experiences and vocabulary required of the current curriculum. This can be a direct result of low income. |
| 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. Families can lack the resources to provide educational based activities in the home and access to the local communities can be limited. |
| 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) |
| 6 | School has an Additional Resource Base (ARB) where some pupils, who have a diagnosis of ASD, ADD, SEMH are unlikely to achieve ARE. ARB data is reported as part of school data and therefore affects the overall attainment of the school performance. |
| 7 | A high proportion of our disadvantaged pupil premium pupils also have special educational needs. |
| 8 | Attendance for some of our pupils and families presents challenges. |
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 |
| Sustained high quality teaching of phonics through Early Years, Key Stage 1 and Key Stage 2 where required. | The proportion of year 1 pupils reaching the national standard will increase. We will see that pupils are transferring their phonic skills to their written work. Assessments are in line with national averages. |
| Planned opportunities to develop speaking and listening skills and a wider understanding and use of language. Subject Leaders identify the vocabulary to be taught in long term plans for their subjects. | Pupils have wider vocabulary choices to be applied to their writing. Pupil Voice shows the use of RELEVANT VOCABULARY. Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment. |
| Increased opportunities for Cultural Capital and curriculum visits / experiences funded by school for PP, impact positively on pupil achievement for this group. | Enrichment opportunities (capital culture) across all key stages will be planned across the year to ensure trips and themed school environment experiences for all pupils to increase learning and vocabulary development. |
| Ensure assessment is accurate and used effectively to inform next steps in learning. | 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. Progress is accelerated and the majority will reach age related expectations by the end of each Key Stage. |
| Children requiring additional support and intervention receive bespoke intervention to accelerate learning. These are delivered by highly skilled and trained practitioners. | Bespoke interventions are developed to close the gaps in pupils learning. The progress will be accelerated due to better access to the wider curriculum, recognising associated skills as life skills. |
| 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. |
| 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. |
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: £45,285.00
| 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 using phonics tracker. CPD for additional staff.4 days training through Sounds Write Decodable phonics reading books used by pupils. Work with St Michael’s English Hub 6 days throughout 23/24. | EEF Guidance Report Improving Literacy in KS 1 | 1 2 3 4 5 6 7 8 |
| 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 |
| 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. Ensure the curriculum has planned vocabulary outcomes for each subject for each year group. | EEF Guidance report Improving Literacy at KS 1 | 5 |
| Curriculum Continuity Project- Ensure that the curriculum is rooted in knowledge and skills that the children need to succeed in the next phase of their education and later life. Ensure the local areas runs through the curriculum in all subjects. | Review each area of the curriculum, ensure opportunities for local studies are incorporated to embed local learning. | OFSTED- Subject Reviews. |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 82,000.00
| Priority | Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 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: £32,190.00
| Priority | Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 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 |
| 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. Parents signed | EEF Guidance Report Working with Parents to Support Learning EEF RESEARCH-Social and emotional learning interventions seek to improve pupils’ decision making skills, interactions with others and their own self management. | 8 |
| 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 | 6 |
| Family Learning(External and internal delivery arrangements) | Targeted year groups for family learning including reading cafes. | EEF RESEARCH-Social and emotional learning interventions seek to improve pupils’ decision making skills, interactions with others and their own self management. | 3 4 |
| Parental curriculum workshop meetings to increase parental involvement in children’s learning. | At the start of academic year and Spring 2. Engagement activities for parents to support learning each term. | EEF PARENTAL | 3 4 |
| Funding provided to ensure disadvantaged pupils do not miss out on character development and able to access experiences along with their peers. | Outdoor Adventurous Activity Residentials Trips Cultural experiences | EER research- Social and Emotional Learning . Improve decision making skills and interactions with others. Support self management skills. | 1,2, 4 |
Total budgeted cost: £159,475.00
£28,190.00 additional funding from School Budget for Targeted Support
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 2022 to 2023
| Sustained high quality teaching of phonics through Early Years, Key Stage 1 and Key Stage 2 where required. | Daily phonics teaching has occurred throughout nursery to yr 3. With interventions been delivered to those that required it and identified through assessment. For the academic year 23-24 we are part of the St Michael’s English Hub phonics support. Looking towards whole school implementation. |
| Planned opportunities to develop speaking and listening skills and a wider understanding of language. | The Curriculum Leaders have all developed their subjects Knowledge Organisers with the key vocabulary identified. Teaching and Learning in each subject includes a focus on vocabulary. |
| Promote fluent handwriting skills by encouraging effective practice and the explicit teaching of spelling. | Writing including presentation/handwriting has improved across the school. Work scrutiny provides evidence that presentation has improved. |
| 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. Work scrutiny has given examples of this. Staff provided with feedback and examples of positive marking. |
| 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. Pupil Voice has evidenced there is still further work needed to complete this so will be on the new strategy for further work. |
| Children requiring additional support and intervention receive bespoke intervention to accelerate learning. | Bespoke interventions are developed to close the gaps in pupils learning. |
| Provide additional support for identified families so that all PP pupils continue to attend school in line with their peers. | Identified pupils are ready to and able to access quality teaching and academic work and accelerate their progress. By attending school. |
| 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. |
| Provide additional social and emotional support for PP pupils to improve learning behaviours, social skills, confidence and independence. | We had no exclusions for pupils relating to SEMH in the main school. Reduced incidents of low level disruption |
| Large scale training in the Sounds-Write phonics scheme has increased the teacher’s confidence and that of the children’s when approaching the phonics test. This will continue to be further developed throughout the next academic year. In addition we are concentrating on further developing vocabulary and being able to use subject specific vocabulary in context. Interventions have been most effective when the teachers and TAs have worked collaboratively to respond to any issues/misconceptions from earlier learning on that day. Keep up not catch up. Activities and resources are developed to meet the needs of our SEND pupils. Gaps are identified. This is explicitly linked with normal teaching and learning within the class. There will be further work on adaptive teaching this year. Supporting pupils’ social and emotional needs is particularly important in our school. A considerable amounts of time has gone into ensuring our environment supports this. Well-being areas have been developed in classrooms. Supporting attendance has been a focus. The Attendance Team (HT, Office Manager, CFM/Admin) have all worked to support individual attendance, liaising with families and tracking progress. LA Attendance Officer supports this. Breakfast Club is offered free to any pupil identified. Food parcels are offered on request. Healthy Minds Worker has supported social and emotional support for pupils and parents identified as well as Family Learning- Parental CBT | |
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 |
| Sounds-Write Phonics | Sounds-Write Phonics |