We consider the context of our school and the subsequent challenges faced.  Our pupil premium will be allocated following analysis of current needs which will identify priority classes, groups or individuals.  Our barriers include:-

• Area of high deprivation (0.32 on school deprivation indicator)
• High percentage of SEND children, significantly above the national average - including those with ECH plans, SLCN, SEMH and MLD
• 55% Disadvantaged pupils, double the national average

Allocation

£

Staffing cost 

Intervention

To support children with barriers to learning.

Provide quality intervention, 1:1 or within a small group to accelerate progress and close gaps.

Continue the multi-agency approach to working with children and their families.  

To provide targeted focus work with families to enable them to support their children's learning and well-being.

To ensure that there is an integrated and systematic pastoral support process for pupils through the work of the Pastoral Lead.

To provide parenting support, signposting and practical links between the parents, children, school and other agency involvement.

To contribute pastoral information towards termly pupil progress meetings.

A co-ordinated approach to identification and delivery of health and well-being interventions (Health and wellbeing lead). 

Deliver targeted intervention to address mental health education, health and nutrition education. 

Develop a menu of activity to support pupils' self-esteem, social skills and resilience (HLTAs).

Deliver a mental health curriculum to all pupils and monitor pupil response. 

Continue to evaluate the impact of the wellbeing curriculum and its impact for pupils.

To provide a co-ordinated approach to identification and assessment of intervention. 

To support SENDCo in effective delivery and monitoring of SEND pupils to ensure effectiveness of additional support.

Identify EAL pupils' learning stage and plan appropriate provision to accelerate language acquisition and learning. 

To provide staff training opportunities to meet needs of SEND and EAL pupils within the classroom. 

To maintain the current 12 class system ensuring better pupil access to Teacher and Teaching Assistant support.

Continue to focus upon immediate feedback to impact on pupil progress.

To provide opportunities for parents to hold in-depth learning reviews.  

To set agreed outcomes as a collaborative approach between pupils, parents and teachers with appropriate review points.

To enable parents and pupils to have a clear picture of the progress being made and allow them to contribute their views and aspirations. 

To allow parents the opportunity to share their experiences and any additional needs they or their family may require support with. 

To identify additional opportunities to maximise wider outcomes for pupils.

To monitor pupil engagement and ensure pupils are targeted for wider opportunities.

To create a varied menu of opportunities utilising pupil feedback.

To identify pupils whose attainment is good and who have no additional needs and ensure they have opportunities to develop their wider skill set and experiences utilising their personal pupil premium plan. 

To ensure there is a flexible training budget that allows for professional training for all staff to meet specific needs of groups of or individual pupils. 

Utilise Educational Psychology Service training opportunities for all staff to develop staff knowledge and understanding of strategies to support effective learning in the classroom.

To ensure that there is a range of appropriate technology resources to support learning in intervention groups.

Ensure that 1:1 and small groups have appropriate devices to access online learning resources to address their identified learning programmes.