Detail

Data

School name

Tredworth Junior School

Number of pupils in school

302

Proportion (%) of pupil premium eligible pupils

55.9% (Ever 6FSM)

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

 October 2022

Date on which it will be reviewed

July 2023

Statement authorised by

 A. Darby

Headteacher

Pupil premium lead

P. Reedman

Associate Headteacher

Governor / Trustee lead

A. Habasinska

Detail

Amount

Pupil premium funding allocation this academic year

£230,215

Recovery premium funding allocation this academic year

£11,020

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£20,274

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

£261,509

Our intention is that our pupils, irrespective of the challenges they face, will make good progress and achieve across all curriculum areas.

Our pupils come from an area of high deprivation (0.32 on school deprivation indicator) and a high proportion of them are classed as disadvantaged (55.9% - double the national average). A high proportion of our pupils are also SEND (31.6%) and EAL (40.1%) compared to national averages. We aim to support all vulnerable and disadvantaged pupils including the above and those who are already high attainers.

Quality first teaching is the principle strategy of our approach; proven to have the greatest impact upon closing the attainment gap but also essential to ensure all pupils, not just pupil premium, foster a love of learning, achieve goals and make progress.

Our strategy is to be responsive, using comprehensive assessment tools alongside ‘progress support meetings’ to identify and monitor all pupils’ progress. Pupils can then be enrolled on a wide range of class based or school wide programmes to support pupils and help them excel.

Our intervention and recovery team work across the school planning, delivering and monitoring the use of these programmes.

Challenge number

Detail of challenge

1

Observations and School Progress and Support Meetings (PSMs) have shown under developed oral language skills and language gaps in pupils. This is evident in EAL pupils as well as English speaking pupils and is seen across the school although is particularly evident our disadvantaged pupils.

2

Assessments, observation and PSMs have shown disadvantaged pupils in particular have greater difficulties in phonics. This negatively impacts on their development as readers as extra effort is applied in the decoding and lost on the comprehension. The average reading age for a disadvantaged pupil in Year 5 was 1 year 3 months behind the average reading age of their peers. (July 2021 data)

3

Assessments, observation and PSMs have shown disadvantaged pupils in particular have greater difficulties in phonics. This negatively impacts on their development as writers and their ability to spell. The average spelling age for a disadvantaged pupil in Year 5 was 1 year 1 month behind the average spelling age of their peers. (July 2021 data)

4

Assessments, observations and PSMs indicate that disadvantaged pupils attainment in maths is below that of their peers. The average SAS in maths for a disadvantaged pupil in Year 5 was 6 points behind the average SAS of their peers. (July 2021 data)

5

Observations, PSMs and assessments have identified that many of our disadvantaged pupils have been impacted by the school closures due to the COVID pandemic. This has resulted in curriculum knowledge gaps leading to pupils falling behind their age related expectations.

6

Observations, PSMs and assessments (including the PASS wellbeing survey 2020) have identified that many of our disadvantaged pupils have been impacted by the school closures due to the COVID pandemic. This has resulted in more pupils requiring support in social and emotional skills and opportunities to engage with enrichment activities.

7

Attendance data shows that persistent absenteeism is high and pupils from disadvantaged backgrounds are disproportionately represented within this group. This absence further negatively impacts our disadvantaged pupils progress.

Intended outcome

Success criteria

1. Improved oracy and language skills

Assessment, observation and discussion will show improved oral language among disadvantaged pupils.

Evidence will be gathered through book looks, lesson observations and formative assessment.

2. Improved reading attainment for disadvantaged pupils

The gap between pupil premium pupils and non pupil premium pupils in the 2024/2025 data will be reduced.

Evidence will be gathered using reading age (New Group Reading Test or similar) and end of key stage 2assessments

3. Improved spelling attainment for disadvantaged pupils

The gap between pupil premium pupils and non pupil premium pupils in the 2024/2025 data will be reduced.

Evidence will be gathered using reading age (NFER or similar) and end of key stage 2 assessments

4. Improved attainment in maths for disadvantaged pupils

Increase in percentage of pupil premium pupils reaching age expected in KS2 SATs

Evidence will be gathered using reading age (Progress Test in Maths or similar) and end of key stage 2 assessments

5. To achieve and sustain improved wellbeing for all pupils and particularly our disadvantaged pupils

Assessment, observation and discussion will show improved wellbeing among all pupils as well as disadvantaged pupils.

Evidence will be gathered through student voice discussions (e.g. school council, pupil/parent questionnaires) as well as teacher observations 

6. To achieve and sustain improved attendance for all pupils and particularly our disadvantaged pupils

Whole school pupil absence to be under 5% and persistent absence to be under 15% to be more in line with national averages

Activity

Evidence that supports this approach

Challenge number(s) addressed

Embedding oracy skills across the whole school curriculum. Supporting pupils to articulate themselves and furthering their use of vocabulary and language through targeted quality first teaching.

Average impact of oral language interventions show an improvement of 6 additional months to S&L ages for minimal spending. Improvements are also seen in reading and writing

1, 2

Purchase of a school wide approach to spelling to ensure continuity across classes focussing on spelling skills and spelling curriculums with ongoing assessments to easily monitor pupils

EEF recommends spelling should be explicitly taught to support writing. Diagnostic assessment should be used to focus effort on the spellings that pupils are finding difficult.

3

Enhancement of maths curriculum and teaching.

Restructuring of questioning and promotion of key vocabulary through quality first teaching

Fund teacher CPD

CPD based around the recommendations from the EEF improving mathematics in key stage 2 and 3 guidance.

4

Embedding Social and Emotional learning across the whole school. Supporting pupils to label and manage emotions.

Purchase of resources to support this:

Weaving Wellbeing

CPD for staff

Social and emotional learning approaches have a positive impact, on average, of 4 months’ additional progress in academic outcomes over the course of an academic year.

Positive Education programme using evidence-based from the field of Positive Psychology.

5

Embedding metacognition within the curriculum

Fund teacher CPD

EEF studies show primary school pupils have typically made 8 months progress in a year particularly in maths and science

1, 2, 3, 4, 5

Reduction of class size allowing staff to work more flexibly and intensively with smaller groups

Impact is seen when pupils have better access to teacher and teaching assistant support and are able to work in smaller groups receiving immediate oral feedback. International research suggests that class size has a positive impact on pupil’s outcomes particularly in socioeconomically disadvantaged pupils

1, 2, 3, 4, 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional phonics sessions targeted at disadvantaged pupils (1:1 or small groups) who require further support in phonics with intervention and recovery team

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

Small group tuition has an average impact of four months’ additional progress over the course of a year.

2, 3

Additional Rapid reading sessions targeted at disadvantaged pupils (1:1) who require further support in reading with intervention and recovery team

Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils

2,

Additional Rapid writing sessions targeted at disadvantaged pupils (1:3) who require further support in the basics of writing with intervention and recovery team

Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils

Small group tuition has an average impact of four months’ additional progress over the course of a year.

3,

Additional Rapid maths sessions targeted at disadvantaged pupils (1:3) who require further support in the basics of writing with intervention and recovery team

Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils

Small group tuition has an average impact of four months’ additional progress over the course of a year.

4,

Additional TA time to allow 1:1 support sessions in class using; Precision Teaching, Toe by Toe, Fine Motor Skills, Barrier Games, Pre-Tutoring of Language, Daily Reading to an Adult, EAL language support (first 1000 words etc), Rising Stars Maths etc

Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils

2, 3

Additional small group recovery sessions in Maths and English across the key stage with intervention and recovery team

Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils

Small group tuition has an average impact of four months’ additional progress over the course of a year.

2, 3, 4

Purchase of EducationCity to allow pupils to access additional learning at home and create personalised revision guides to help support themselves in learning and filling curriculum gaps

Provide technology for disadvantaged pupils to access

Homework is shown to have a positive impact when aligned to learning in class and when feedback can be given

1:1 tuition using digital technologies show improved progress

2, 3, 4

Purchase of Nessy to support disadvantaged pupils in spelling and phonics

Technology easily accessible in each classroom so pupils can login to Nessy whenever required

Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils

1:1 tuition using digital technologies show improved progress

2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Provide targeted focus work with families to enable them to support their children’s learning and well-being

Provide integrated and systematic pastoral support with pastoral lead

Guidance taken from EEF Working with parents to support children’s learning recommendations

5, 6

Provide in-depth learning reviews and set agreed targets between pupils, parents and teachers

CPD and support meeting time to be covered

Guidance taken from EEF Working with parents to support children’s learning recommendations

1 - 7

Provide additional opportunities (clubs, play nurture sessions and social skills interventions) to disadvantaged pupils to allow them to develop their skills, gain wider enrichment experiences, promote wellbeing and engagement with school

EEF reports on a link between physical activity and academic performance.

Evidence also suggests that involvement in extra-curricular activities may increase pupil attendance and retention.

6, 7

Whole school training with Educational Psychology on behaviour management e.g. EASI PACK

EEF findings support universal approaches and targeted interventions focusing on self-management have a positive effect to reduce disruption 

6, 7

Embedding principles of good practice set out in the DfE’s Improving School Attendance advice.

CPD for staff

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence.

7

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

All

Pupils and staff continued to be significantly impacted by COVID during the Winter and Spring terms, with absence affecting the educational recovery process.

However the establishment of intervention and recovery groups in core learning areas for targeted disadvantaged/EAL/SEND pupils had a significant impact on pupil progress.

The whole school focus on metacognition strategies and staff training were impacted and this will become a priority for staff CPD and implementation within the period of this plan.

Planned additional opportunities have taken place with 75% of all pupils attending multi activity clubs. The plan this year is to use pupil feedback to provide a broader spectrum of additional opportunities at the end of the school day.