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John Bamford Primary

Pupil Premium Strategy Statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 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

The John Bamford Primary School

Number of pupils in school

306

Proportion (%) of pupil premium eligible pupils

25%

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

2021/2022 to 2024/2025

Date this statement was published

December 2021

Date on which it will be reviewed

July 2022

Statement authorised by

Louise Ferguson,

Head teacher

Pupil premium lead

Rebecca Nixon,

Deputy Head teacher

Governor / Trustee lead

Kath Bryan, lead for disadvantaged pupils

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£98,810.00

Recovery premium funding allocation this academic year

£2,680.00

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

£101,490.00

Part A: Pupil Premium Strategy Plan

Statement of intent

Our intention is that all pupils make at least expected progress and attainment so that they achieve well across the curriculum. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve their targets.

We will consider all challenges for disadvantaged and vulnerable pupils, including those children who are Looked After and who have a social worker. The activity that is outlined in this statement will support their needs.

At John Bamford we pride ourselves in providing high quality teaching which is our priority approach and then focus on areas in which disadvantaged pupils require the most support. This provides the most impact in closing the disadvantaged attainment gap and benefits all children in our school. In the intended outcomes below, …

Our approach will be based on individual needs and to ensure that they are effective we will:

·         review and intervene at the point need is identified

·         set high expectations and ensure that all disadvantaged pupils are challenged

·         ensure that all staff across the school will be responsible for raising standards with all pupils, in particular disadvantaged pupils

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Reading and phonics teacher assessments and observations with pupils indicate that reading skills are an issue with many disadvantaged pupils. This is evident with pupils in Years 1 and 2.

2

Teacher assessment data indicates that maths attainment among disadvantaged pupils is below that of non-disadvantaged pupils.

 

On entry to Reception last academic year 39% of disadvantaged pupils enter below age related expectations. The gap continues in KS1 and KS2.

3

Writing assessments of disadvantaged pupils demonstrate that the partial school closures, due to COVID-19, has had a significant impact on attainment and progress making the gap wider between non-disadvantaged pupils.

4

Our discussions with staff and pupils have identified that low levels of self-esteem, lacking in confidence and aspiration as pupils have endured several lockdowns. Some disadvantaged pupils have been limited in attending assemblies, presenting their views and speaking publically due to home learning as a result of the pandemic.

5

Children in receipt of the pupil premium receive systematic and effective support in a variety of ways from school and outside agencies so that internal and national data shows that academic progress is unhindered.

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

Improved reading and phonics skills in Reception, Year 1 and 2 pupils

·    Pupils with below expected in phonics and reading are identified quickly on entry to Reception and Years 1 and 2

·    TA’s with specialist training in Speech and Language intervention are timetabled to work with identified pupils regularly

·    Interventions have SMART targets at their core and outcomes are monitored by class teacher and lead teacher for effectiveness

 

Improved maths attainment among disadvantaged pupils

·    Timetabled intervention strategies (both groups and 1:1 sessions) are effective and making impact on learning

·    SENCO’s tracking of SEND pupils shows at least expected progress for focus children

 

Improved writing stamina and sentence structure for all pupils across the school

·    Timetabled intervention strategies (both groups and 1:1 sessions) are effective and making impact on learning

·    Structured teaching of the Write Stuff in groups and support from high quality teaching

·    SENCO’s tracking of SEND pupils shows at least expected progress for focus children

 

To achieve and sustain improved self-esteem and confidence for KS1 and KS2 pupils

·    Pupils across the school talk about themselves in terms of Growth Mind-set; of not being able to do things ‘yet’

·    The school value ‘Resilience’ is reflected in stakeholders’ understanding that talent is not the main dictator of success rather effort and application of skills

·    Forest school philosophy underpins the strengthening self-confidence amongst our PP children 

 

Children in receipt of the pupil premium receive systematic and effective support in a variety of ways from school and outside agencies so that internal and national data shows that academic progress is unhindered.

·    All referrals and renewals are successful due to high quality of information gathered

·    For those pupils in receipt of pupil premium, progress across the curriculum at least as strong as it is for other children

·    PP children experience a full entitlement to enrichment activities compared to other children in the school

·    School / parent communication systems have improved parent participation and engagement with hard to reach parents

 

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: £5,000.00

Activity

Evidence that supports this approach

Challenge number(s) addressed

Enhancement of our maths teaching and curriculum.

 

We will fund Maths lead release time and additional funding to attend network meetings.

The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches:

Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk)

 

2

Purchase of a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils.

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1

Deployment of Family Support Manager Role (SENCO)

· Providing support for pupils and families with The John Bamford Primary School                              

Proportion of SENCO time allocated to attend D.I.P meetings. These occur 1 morning every half term. This equates to 18 hours of release time across the year.

Within those children who qualify for PP funding, there is a large proportion of children who require additional support to ensure they are regularly attending and accessing the curriculum. These children require the support of specialised, trained school staff to attend and facilitate a wide variety of meetings. In addition large quantities of associated paperwork (with time sensitive deadlines) require the collection of high quality data to improve the chances of the best support being secured.

5

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £66,000.00

Activity

Evidence that supports this approach

Challenge number(s) addressed

Engaging with the National Tutoring Programme to provide a blend of tuition, tuition partners and school-led tutoring for pupils whose education has been impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged.

 

·         Protocol Tutoring (Maths): £1,624.50

·         FFT Lightning Squad £2,475.00 (Reading/Phonics)

·         TLR3 (x4): £2,407.00

·         Support Staff Tutors (x3)

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils, small groups (1:3) and some one to one.

 

One to one tuition EEF:educationendowmentfoundation.org.uk

 

Small groups:

Small group tuition, Toolkit Strand, Education Endowment Foundation, EEF

 

 

1,2,3

Additional maths and English sessions targeted at disadvantaged pupils who require further support in Years 3, 4 and 5.

The EEF guidance is based on a range of the best available evidence:

Improving Mathematics in Key Stages 2 and 3

1,2,3

Small Group/individual precision teaching: Teacher Intervention (Reading, Writing and Maths)

A considered focus on extending TA hours to ensure the release across the school for high quality teacher led intervention which are time-limited, linked to day-to-day teaching and taught by the best qualified teachers across the school ‘plugging gaps in knowledge’ of our PP children in Maths, Reading and Writing.

We want to provide extra support to maintain strong progress for the lower ability children. Small group interventions with high quality staff have been shown to be effective, as discussed in reliable evidence sources such as visible learning by John Hattie and the EEF Toolkit.

Also according to the EEF, 1 to 1 precision teaching can be effective and on average accelerate learning by approximately five additional months’ progress. 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.

 

1,2,3

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £30,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Staff embedding Formative Assessment techniques through the continued development of Dylan Wiliam’s Teaching Learning Community

 

Typical examples of techniques include no hands up classrooms; hinge point questioning; whole class response systems and teacher/pupil learning indicators

Dylan Wiliam’s Teacher Learning Community is an empirically tested strategy for pedagogical improvement.

 

Many of the Formative Assessment techniques are designed to bring to the teacher’s attention those ‘hidden’ children who are not making progress.

 

The reason behind them being hidden being their reluctance to openly take part in the whole class session (often due to low self-esteem and a lack of confidence).

4

Forest School Experience

· Whole class sessions (Y3 & Y6 rolling programme) resources; staffing

· Forest Schools Lead worker and newly appointed Assistant Forest schools/Nurture worker

· Designing a stimulating experience for whole classes with the aim of ensuring that our children can make good progress academically as a result of them having a strong self-esteem and inner confidence

· Creating and adhering to H&S risk assessments to ensure a safe learning environment for all children

 

Forest School is an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.

Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education.

Research supports improvements to:

Confidence – this was developed by the children having the freedom, time and space to learn and demonstrate independence.

Motivation and concentration – the woodland tended to fascinate the children and they developed a keenness to participate and the ability to concentrate over longer periods of time.

4

Enrichment (residential)

· Subsidised trips and residential courses e.g. Y5 and Y6 Standon Bowers.

1.    Governors agreed to meet specific pupil’s needs and have outdoor educational experiences 80% funded so that they can attend residential settings with their peers

2.     

(Standon Bowers OEC costings - £153 per pupil, there are 31 PP children in Y5/Y6 cohort) : £4,743.00

 

As a school we have total commitment to equal opportunities for all stakeholders. This means that our Governing board is proactive in ensuring enrichment opportunities are equally available to children regardless of their economic circumstances at home.

Residential course prices have increased disproportionally compared to inflation over recent years and become unaffordable for many of our PP children.

4

 

Total budgeted cost: £101,000.00

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.

Teacher Assessments during 2020/2021 indicate that attainment and progress of disadvantaged pupils was lower than in previous years. The main reason for this is primarily COVID-19 which disrupted learning in all subjects for all disadvantaged pupils. School closure was detrimental to our disadvantaged pupils and they were not able to benefit from the pupil premium funded interventions as planned for. Pupils were provided with remote home learning and had communication with their class teachers via seesaw and class dojo daily.

From discussions and observations of pupil behaviour on return from National lockdowns, it was evident that some wellbeing and mental health were impacted as a result of COVID-19. We supported these pupils with nurture.  

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