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 | Stanway Primary School |
| Number of pupils in school | 392 |
| Proportion (%) of pupil premium eligible pupils | 9.69% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 3 (this is the third year) |
| Date this statement was published | 16.12.21 |
| Date on which it will be reviewed | 16.12.22 |
| Statement authorised by | Tim Godwin (Acting Deputy Headteacher) |
| Pupil premium lead | Tim Godwin |
| Governor / Trustee lead | Liz Gamble |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £42,435 |
| Recovery premium funding allocation this academic year | £4,305 |
| 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 |
£46,740 |
Part A: Pupil premium strategy plan
Statement of intent
At Stanway Primary, we aim to give all children irrespective of their academic ability, cultural background and socio-economic circumstances the opportunity to thrive in school. Our learning values: being inspired and self-motivated; having courage and independence; knowing my goals and working hard to achieve them; and being respectful, are achieved through our vision of ‘success and enjoyment for all’ where teachers encourage children to become independent and confident learners through a curriculum that engages and excites.
We work closely with parents and carers, knowing that fostering good relationships can be pivotal to a child’s development.
Our curriculum reflects the need of our pupils: it not only focuses on the core subjects but gives opportunities for all children to develop their understanding and appreciation of the wider curriculum. During their journey at Stanway Primary School, children are exposed to opportunities that allow for creativity, leadership, challenge and resilience, so that they leave school prepared for secondary school and with an awareness of the wider world and the part they have to play in it.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | Children who are disadvantaged are less likely to meet age-related expectations for Reading (the current picture at the time of writing suggests 52% of disadvantaged children will achieve age-related expectations compared to 71% of all children in school). The challenges we face are: children not engaging with reading outside of school, a poor resilience and attitude towards reading, and some children showing a lack of phonological awareness within KS2. |
| 2 |
Children who are disadvantaged are less likely to meet age-related expectations for Maths (the current picture at the time of writing suggests 45% of disadvantaged children will achieve age-related expectations compared to 68% of all children in school). The challenges we face are a lack of reading skills to help children fully understand reasoning-style questions, gaps in knowledge as a result of disrupted education during school closures and the impact of COVID-19 when school has been opened. |
| 3 | Children who are disadvantaged are less likely to meet age-related expectations for Writing (the current picture at the time of writing suggests 33% of disadvantaged children will achieve age-related expectations compared to 63% of all children in school). The challenges we face are a lack of stamina that children show when writing at length as well as their writing being impacted by a lack of resilience. |
| 4 | Disadvantaged children are far less likely to achieve a combined level of age-related expectations across Reading, Writing and Maths with nearly a third of our disadvantaged children showing considerable gaps in their knowledge, and only 18% currently on track to achieve combined age-related expectations. The challenge is to increase the number of children leaving each year group being at the expected age-related level for Reading, Writing and Maths |
| 5 | Children have returned to school following the school closures with heightened anxiety and general well-being concerns. Roughly 20% of our disadvantaged children require interventions for such issues. |
| 6 | Children in our EYFS demonstrate a lack of understanding for positive social interaction. This can be impeded by underdeveloped speech and language skills as well as limited experiences in social and play situations as a result of nursery and other pre-school setting closures and parents working from home. |
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 speech and language skills which, in turn, improve reading and writing skills (and, ultimately, children’s attainment of age-related expectations for Reading, Writing and Maths combined) | KS1 phonics check, end of KS1 and end of KS2 Reading outcomes for 2022 and 2023 show that an increased number of Disadvantaged children have met the expected standard or have shown accelerated progress. |
| Phonological awareness increased, particularly at KS2 | Assessments and observations show that children who were identified as requiring support have made accelerated progress. |
| Improved speech and language attainment and social interaction within EYFS and KS1 |
Assessments against the Communication and Language strand of the EYFS curriculum show children who were identified as requiring support have made accelerated progress. Y1 Phonics check show that an increased number of Disadvantaged children have met the standard or have shown accelerated progress Feedback from teacher observations show social interaction has improved |
| Improved Maths attainment for pupils (which could, ultimately, improve children’s attainment of age-related expectations for Reading, Writing and Maths combined) | End of KS1, Y4 and end of KS2 Maths outcomes for 2022 and 2023 show that an increased number of children have met the expected standard of have shown accelerated progress |
| To achieve and sustain improved wellbeing for children in our school, particularly our disadvantaged pupils | Feedback from pupil surveys, school council meetings, Frances Poulter (our wellbeing manager) and teacher observations demonstrate sustained high levels of wellbeing. |
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: £6,965
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|
Purchase of whole-school interventions that provide engaging resources and assessment procedures for Reading: Accelerated Reader |
Standardised tests provide reliable feedback specifying strengths and weaknesses, tailoring support for individual pupils |
1, 2, 3, 4 |
| Purchase of a DfE Systematic Sythentic Phonics Programme: ‘Little Wandle Letters and Sounds Revised’ to secure teaching of phonics throughout EYFS and both Key stages |
The teaching of Phonics impacts positively on reading. ‘Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds’ EEF |
1, 3, 4 |
| Maths Leader to undertake monitoring within school as well as attending Maths Leader update/CPD and purchase of subscription to Times Table Rock Stars and White Rose Maths |
Engaging pupils in Maths from an early age and establishing the core principles of Maths including knowledge of times tables will aid children as they continue their learning journey. ‘Getting to grips with basic maths is not just crucial for academic success and future job prospects. The skills we learnt at school help us with everyday life too. Yet a disadvantaged pupil is still much more likely to leave education without them.’ Sir Kevan Collins, EEF |
2, 4 |
|
Purchase of whole-school teaching resource subscription for RSHE: Espresso – Health and Relationships |
RSHE allows children to develop their understanding of society and of the wider world. ‘Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.’ Gov.uk |
5, 6 |
| CPD for KS1 teacher to research continuous provision – ‘Early Excellence course’ in KS1 |
Understanding how children learn is key to developing children’s education. Exploring and revising approaches is beneficial. It is important that schools consider how children learn, how they develop knowledge and skills, and how they can be supported to lay firm foundations for later learning. EEF |
1, 6 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £27,305
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Additional Teaching Assistant within EYFS to support early development of Speech and language | The development of TAs can support children within the classroom. Forming relationships between adults and pupils as well as having routines and systems in place can develop aspects such as speech and language (Disadvantaged Champion Conference 1.10.21 led by Marc Rowland) | 1, 6 |
| Additional TA hours in Y6 | The development of TAs can support children within the classroom. Forming relationships between adults and pupils as well as having routines and systems in place can develop aspects such as speech and language (Disadvantaged Champion Conference 1.10.21 led by Marc Rowland) | 1, 2, 3, 4 |
| Subscription to resource platform (Hive), providing resources to teach reading (from the Developing Reading intervention/training undertaken at Lyon’s Hal Primary School | This platform builds on and continues the peer-to-peer support process that took part at the start of the programme. | 1, 2, 3, 4 |
| Interventions for Reading, Writing and Maths in Y6 and Y5 | Using adult support for a targeted group can improve the outcomes of pupils. ‘Targeted deployment, where teaching assistants are trained to deliver an intervention to small | 1, 2, 3, 4 |
| Subscription to Third Space Learning (Maths intervention) to be delivered by TAs | Using adult support for a targeted group can improve the outcomes of pupils. ‘Targeted deployment, where teaching assistants are trained to deliver an intervention to small groups or individuals has a higher impact.’ EEF | 2, 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £12,470
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Whole staff training (including TAs) for TPP (Trauma Perceptive Practice – the Essex approach to understanding behaviour and supporting emotional wellbeing) |
There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers): EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk) |
5, 6 |
| Purchase of new books/magazine subscriptions and shelving/storage for reading area |
Children are engaged when they are exposed to quality texts that cater for a variety of needs and interests. Children’s language, literacy development and reading for pleasure: Libraries offer the opportunity for every child to discover, have fun, to learn and to share. At every stage of development from pre-school to adulthood [libraries are] focused on the best outcomes for the child.GOV.UK |
1, 5 |
| Subscription to resource platform (Hive), providing resources to support the development of TPP across the school |
There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers): EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk) |
5, 6 |
| Essex Wildlife to lead Forest School sessions to KS1 children |
There are many benefits of outdoor learning for children. Some are outlined below: · enhanced personal and social communication skills. · increased physical health. · enhanced mental and spiritual health. · enhanced spiritual, sensory, and aesthetic awareness. · the ability to assert personal control and increased sensitivity to one's own well-being. englishoutdoorcouncil.org |
5, 6 |
| Purchase of The Brilliant Club to further the academic chances of disadvantaged children through a sequence of tutorials by a tutor with a PhD. | This programme develops meta-cognition and critical thinking and resilience – life long learning skills that are proven to improve a growth mindset, and has been cited by OfSTED as being a good use of funding. | 3, 4, 5 |
| Staff training on leading school trips following a period of time when this has been restricted | Trips can add value to children’s education. Staff should be well prepared when leading educational visits. | 5 |
Total budgeted cost: £46,740
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.
In EYFS, we wanted to improve the Speech, Language and emotional skills of the children. The planned new Phonics scheme, Little Wandle wasn’t purchased due to GDPR issues, but a new formative assessment grid was implemented with good effect.
Our TPP (Trauma Perceptive Practice) journey begun with staff being trained to deliver the approach within the next academic year. In addition, one of our EYFS teachers attended training with Steve Whitfield and began to implement the ethos of the approach with the children within EYFS. Daily Mindfulness activities also began to help with children’s social interaction.
We aimed to improve the teaching and learning of reading across the school. This was addressed mainly by our English Leader who attended courses and delivered feedback and resources to the rest of the staff. The process in which reading is taught has changed to a reading sequence rather than guided reading session and encourages children to explore, through pre-teaching, vocabulary before accessing the actual text. This has had a positive impact on all pupils and teachers.
We continued the peer and self-reflection of teaching by using the IRIS software to record and review lessons. This was particularly helpful for our NQT who needed regular observations, despite bubbles preventing normal procedures for observing.
In terms of improving the number of children meeting age related expectations, we continued to use PiXL, but the overall impact would have been reduced due to the COVID situation. However, PiXL proved to be very useful for us in identifying gaps within the children’s knowledge and understanding. PiXL produced small assessments that allowed teachers to hone in on specific objectives of specific subjects. This helped all children, including disadvantaged children, particularly when returning from periods of remote learning.
We wanted to increase parental engagement, and with the pandemic affecting education, we were able to address this albeit in a way we had never imagined. We were pleased with the offer we made during remote learning: teachers made regular contact with the children and their families (paying specific attention to disadvantaged children) and our well-being manager made regular, additional contact with vulnerable learners and their families too. Our Learning platform, DB Primary, along with Parent Hub and Tapestry became invaluable and the engagement from children and parents was generally good across the year, particularly in the EYFS.
Our Well-being manager continued to support pupils with their well-being. The children look forward to their sessions with her and benefit emotionally from them too. Additionally, as a result of remote learning and school closures, we noticed children’s well-being being affected. PiXL was, once again, a good resource to have as there were packs and presentations that talked through how many children up and down the country were feeling as a result of the pandemic.
In terms of increased attendance, the effect of COVID made this a hard objective to manage. Increased anxieties amongst families as well as families contracting the virus led to differences in attendance to more usual years.
We continued to be well staffed, with a higher than average number of TAs. These teaching assistants were vital in providing additional support, but also when COVID created disruptions within the school resulting in us being able to cater for remote learning successfully as well as providing for key worker children.
Year 6 data 2021 (taken from PiXL assessments)
67% combined at expected and above, 13% = combined at greater depth
Reading
73% = expected and above
31% = greater depth
27% = WTS
Writing
69 = expected and above
20% = greater depth
31% = WTS
Maths
76% = expected and above
24% = greater depth
24% = WTS
The majority of the disadvantaged pupils in Y6 made progress but did not meet the expected for combined, despite having intervention in the form of the National Tutoring Programme towards the end of their academic year.