Detail

Data

School name

Cheswick Green Primary School

Number of pupils in school

208

22 Nursery

Proportion (%) of pupil premium eligible pupils

24%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2022 – 2023

Date this statement was published

December 2022

Date on which it will be reviewed

September 2023

Statement authorised by

Carol Mason

Headteacher

Pupil premium lead

Jenni Gilham

Governor  lead

Belinda Farmer

Detail

Amount

Pupil premium funding allocation this academic year

£53655

Recovery premium funding allocation this academic year

£2103

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

£55758

   Challenge        number

                                                    Detail of challenge

              1

To decrease the number of children / families with persistent absence from school. This number has been gradually been increasing since lockdown.

            2

To ensure that disadvantaged pupils are in school and on time prepared to learn to prevent any gaps these pupils may have from widening.

            3

Ensuring that interventions to support the closing of gaps in reading, writing, mathematics and phonics are highly effective.

           4

Ensuring disadvantaged pupils have opportunities to access a broad range of experiences and enrichment opportunities.

            5

Maintaining high quality provision to meet the emotional needs of all pupils including those that are disadvantaged.

           6

Ensuring the teaching for all pupils is always high quality and includes effective differentiation to support the individual needs of disadvantaged pupils.

Intended outcome

Success criteria

Good attendance of all pupils and swift action to taken to improve attendance.

Good attendance of all pupils including those who are disadvantaged. Our attendance at least equal to LA  including persistent absence.

Particular focus on the families using the bus service from Blythe Valley to get to and from school to ensure the bus is not an excuse for non- attendance

All pupils are in school on time and ready to learn

The incidences of lateness of all pupils but particularly those disadvantaged are reduced considerably.

Accelerate progress in Reading, Writing and Mathematics for all pupils

Gaps of all groups narrow with other pupils nationally because of an improved rate of progress.

Achieve outcomes in line with, or above, national average by the end of FKS, KS1  and KS2.

Accelerate progress in Phonics for all pupils

Gaps narrow with other pupils nationally at Year 1 and Year 2 because of an improved rate of progress.

All pupils in the school have the opportunity to experience enrichment experiences

Range of enrichment opportunities reintroduced within the school for all pupils including disadvantaged.

Additional support provided as necessary for disadvantaged pupils.

Pupils and families with identified social, emotional or health needs are well supported by school staff so that the needs are removed or alleviated.

Family support worker/SENDCo/ SLT and Head teacher identify and support families and children and work to alleviate barriers to learning. 

Pupils supported in school – staff trained

Parents supported with appropriate support and workshop opportunities.

Supporting pupils with high levels of social and emotional needs at difficult times such as playtimes and lunchtime.

Difficulties that arise during playtimes and free time eliminated because there are alternatives available.

Activity

Evidence that supports this approach

Challenge number(s) addressed

SENDCo to work with and train teachers to embed

Making sense of Autism

Fluency

Emotional Coaching

and teaching assistants

Communicate in print

Precision teaching

Lego Therapy

Language Link

Making sense of Autism

Fluency

Therapeutic Stories

Colourful Semantics

Education Endowment Foundation (EEF) Guide to the Pupil Premium

‘Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils’

‘Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending.’

     3 , 6

Resources are changed and new approach to reading and phonics developed. Reading resources expanded to home reading and to support differentiation, achievement and enjoyment.

DfE Reading Framework 2021 advocates use of systematic phonics approach and access to interesting and meaningful reading materials. 

     3, 6

Allocation of funds towards Continuing Professional Development (CPD) for teachers and Teaching Assistants across school.

Provision of interventions and challenge teaching for children identified as needing to catchup – see www. Gov.uk/publications/the-pupil-premium-how-schoolsare-spending-the funding-successfully.

(EEF) Guide to the Pupil Premium

‘Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending.’

     3, 6

Allocation of funds for ongoing use of  reading, writing and maths computer subscriptions to support learning at school and for home study.

Quality /at least good teaching in all classes every day. Provision of interventions and challenge teaching for children identified as needing to catchup – see www. Gov.uk/publications/the-pupil-premium-how-schools are-spending-the funding-successfully. 

     3, 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted academic support from teachers and teaching support assistants. Through a range of individual /group work.

EEF Guide to the Pupil Premium

‘Improving the quality of teaching – will also benefit other groups: that is fine. Likewise, some forms of targeted academic support or wider strategies will benefit other children, including children with Special Educational Needs and Children in Need.’

     3, 6

Teaching Assistant training to raise knowledge, skills and understanding for staff supporting target children in classes and through group activities.

EEF states that considerations should be given to how classroom teachers and TAs can provide targeted support linking one to one or small group intervention to classroom teaching 

    3, 6

Provide targeted, structured interventions to children across whole school.

Provision of mastery curriculum and effective challenge for children identified as needing to catch-up – see www. Gov.uk/publications/the-pupil-premium-howschoolsare-spending-the funding successfully.

     3, 6

Phonics teacher to provide targeted small group tuition during school hours.

School Led Tutoring Guidance

‘Tutoring is one of the most effective tools for helping pupils recover lost education’.

     3, 6

Experienced teaching support assistants to work in KS 2 to support English and Mathematics interventions 

Provision of QFT, mastery curriculum and effective challenge for children identified as needing to catch-up – see www. Gov.uk/publications/the-pupil-premium-howschoolsare-spending-the funding successfully.

     3, 6

The purchase of additional reading resources to support our new systematic synthetic phonics teaching programme for the whole school. This to include materials to support catch - up.

Provision of QFT, mastery curriculum and effective challenge for children identified as needing to catch-up – see www. Gov.uk/publications/the-pupil-premium-howschoolsare-spending-the funding successfully.

Choosing a phonics teaching programme - GOV.UK (www.gov.uk)

      3, 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

All children in school to be given opportunity to participate in activities which enhance and broaden the curriculum and their learning experiences.

Provision of a range of initiatives to extend children’s experiences see www. Gov.uk/publications/the-pupil premium-how-schools-are-spending the funding-successfully.

     4

All teachers, teaching support assistants to receive ongoing training and support on the delivery on Emotional Coaching from the school’s SENDCo

This training to also be offered again to parents.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as behaviour and emotional support.

     5

Funding to cover additional support for Forest schools from Family Mentor to support Pupil Premium children during forest schools’ sessions.  

https://www.forestresearch.gov.uk/documents

/805/fr0112forestschoolsreport.pdf

https://www.forestresearch.gov.uk/ research/forest-schools-impact-on -young-children-in-england-and-wales/

    5

Vulnerable children to be highlighted and supported through Nurture sessions, Therapeutic Stories, and Lego Therapy sessions.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as behaviour and emotional support.

     5

Family mentor to increase hours dedicated to Family support to support meeting the additional emotional needs of families.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as behaviour and emotional support.

     5

Work with CSAWs (school’s AWO partner) and Inclusion Officer  to raise attendance and reduce persistent absence for all learners but particularly pupil premium learners through targeted approaches. 

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as attendance 

Analysis of attendance outcomes shows that attendance of pupil premium learners is below that of peers.

     1

Work with CSAWs (school’s AWO partner) and Inclusion Officer to ensure all children are on time for school.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as attendance 

     2

Lunchtime clubs and Chill out available for all pupils who find playtimes difficult to manage.

DfE endorses use of recovery premium funding to deal with non-academic barriers to success, such as behaviour and emotional support.

      5

Approach

Actions

Expected Outcomes

Actual Outcomes

SENDCo to work with and train teachers and teaching assistants

 Range of training completed including

Making sense of Autism

Fluency

Emotional Coaching

for teachers 

and

Communicate in print

Precision teaching

Lego Therapy

Language Link

Making sense of Autism

Fluency

Therapeutic Stories

Colourful Semantics for teaching support

 All teaching staff, teachers and teaching support will have increased knowledge and understanding of the interventions that can be used in school.

That more effective  interventions can take place in school.

All training completed and teaching staff  better equiped to deliver interventions.

It is clear though that the training needs to continue so staff get updates and that the school needs to consider a more effective way of using staff expertise.

Resource our approach to reading and phonics and expand reading resources to support differentiation, achievement and enjoyment. 

 Complete review of Reading scheme and phonics teaching in the school and evaluation of schemes to find the right one for our school.

The purchase of the right Reading and phonics schemes for our school and materials ready for introduction into the school by September 2022.

 TWINKL phonics and associated reading scheme purchased. Materials and training all completed ready for September  2022.

Allocation of funds towards Continuing Professional Development (CPD) for teachers and Teaching Assistants across school.

 Courses completed as appropriate including for SENDCo and Family mentor.

 Courses will enhance expertise of staff and this will improve their delivery and / or enable them to train other staff in school.

 Courses completed to improve Safeguarding provision and SEND delivery. Appropriate aspects passed on to other staff in school.

Allocation of funds for reading, writing and maths computer subscriptions to support learning at school and at home.

 The school uses a range of computer applications in school and to support homestudy.

 The range of applications will support all children at their level providing different types of learning opportunities.

 The range of applications have continued to support all children motivating them to learn in different ways.

In addition some applications have particularly supported children who need to close gaps in their learning.

Ensure staff are confident to deliver effective remote or blended teaching. 

Revisit CPD and provide additional leadership as necessary.

 Complete any training necessary to ensure staff are ready should remote / blended learning is necessary.

 Any training completed and all teachers feeling confident about delivery of remote / blended learning if necessary.

Although this was not needed staff were prepared.

If it seems this could happen in the future it will need to be revisited for reminders.

Provide targeted, academic and  structured interventions to children across whole school using catch up funding and Pupil premium funding.

 Teachers identify children in need of interventions through ongoing assessments and then match the appropriate intervention

 Interventions are appropriate and support progress.

Interventions and targeted support successful.

School considering ways to improve delivery of interventions to ensure they are even more effective.

Teachers to provide one-to-four after school tuition to targeted pupils after end of Autumn assessments. 

 Tuition in Reading, Writing and mathematics organised using class teachers.

 Tuition supporting catch up and increased confidence of pupils.

 Tuition increased the confidence level of pupils and supported catch - up but not to the level expected. Children tired after school so not an ideal time to offer tutoring. This to be changed next school year.

Funding to hire one experienced teacher to work in Year 2 for two days a week. Teacher will work with existing teachers to team teach and work independently with groups for maths and English.

 Employ an experienced Key Stage 1 teacher to enable groupings of children on two days for English and Mathematics in addition to Social Emotional work.

 All children more emotionally settled and ready to learn progress in Reading, Writing and Mathematics.

 Children much more ready to learn and emotionally settled.

Progress made in all areas evident from post Covid tracking.

Funding to appoint an experienced teaching support assistant to work in KS 2 to support phonics and fluency interventions and an apprentice to work in KS 2 to support mathematics interventions.

 Appoint a teaching support assistant with a high level of experience regarding phonics and reading.

Appoint an apprentice able to support mathematics interventions 

 Phonics input to pupils in Key Stage 2 greatly improved with effective interventions.

Additional support in Mathematics as follow up to lessons.

Both interventions very successful in improving both confidence of pupils and their levels of understanding. 

Gaps successfully closed.

Funding towards the purchase of a new effective systematic synthetic phonics teaching programme for the whole school that includes support for pupils needing catch up in KS2.

All phonics / reading schemes available fully assessed so that the best scheme for our school could be purchased. This included speaking to other schools.

 The right phonics / Reading scheme for Cheswick Green will be chosen. Materials purchased, training organised and everything in place for September.

 TWINKL Phonics chosen by the school.

Appropriate resources purchased or made to enable the scheme to be in place for September.

Training took place in summer term.

 Family Mentor taking part in Forest School sessions as additional support for Forest School Leader.

 All children supported to get the best possible Forest School experience.

 Forest School sessions very successful throughout the school.

 Families who need support given it to enable all children to take part in school visits etc.

 Support given as appropriate and needed

 Many school visits took place that had previously not taken place during Covid so there were lots of increased opportunities.

All teachers, teaching support to receive training on Emotional Coaching from the school’s Educational Psychologist.

 Emotional Coaching training arranged for all staff with the school's Educational Psychologist.

 Staff received Emotional coaching training from the Psychologist or SENDCO and emotional coaching introduced  in school.

 Staff trained and Emotional Coaching being introduced into the school.

Work with CSAWs (school’s AWO partner) to raise attendance and reduce persistent absence for pupil premium learners through targeted approaches. 

 Work with CSAWS to follow up on absences particularly persistent absence for individuals and families.

 Improvement in attendance and less persistent absence.

 Whilst there has been improvement for some individuals and families this is not sufficient and further work is needed.

Vulnerable children to be highlighted and supported through Nurture sessions, Therapeutic Stories, and Lego Therapy sessions.

 Children identified who will gain from nurture approach and this facilitated as much as possible.

 Children supported appropriately through nurture approach.

 Nurture approach successful for children but more needed within the school.

Programme

Provider

Range of external Computer applications to support learning at home and at school including:

Doodle Maths and English

Doodle Learning