Pupil premium strategy statement
This statement details our school’s use of pupil premium and recovery premium 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 the outcomes for disadvantaged pupils last academic year.
School overview
Detail |
Data |
|
School name |
Green Park School |
|
Number of pupils in school |
300 |
|
Proportion (%) of pupil premium eligible pupils |
17% |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2022/2023 2023/2024 2024/2025 |
|
Date this statement was published |
November 2022 |
|
Date on which it will be reviewed |
November 2023 |
|
Statement authorised by |
FGB |
|
Pupil premium lead |
Liz Nightingale |
|
Governor |
Chris Watson |
Funding overview
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£79,820 |
|
Recovery premium funding allocation this academic year |
£10,104 |
|
Pupil premium funding carried forward from previous years |
£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 |
£89,924 |
Part A: Pupil premium strategy plan
Statement of intent
When making decisions about using Pupil Premium funding it is important to consider the context of the school and the subsequent challenges faced. Research conducted by EEF should then be used to support decisions around the usefulness of different strategies and their value for money.
Common barriers to learning for disadvantaged children, can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.
Our ultimate objectives are:
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To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
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For all disadvantaged pupils in school to make or exceed nationally expected progress rates.
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To support our children’s mental health and wellbeing to enable them to access learning at an appropriate level alongside other opportunities
We aim to do this through
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Ensuring that teaching and learning opportunities and our curriculum meet the needs of all the pupils
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Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
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When making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
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We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
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Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited resources may mean that not all children will be in receipt of pupil premium interventions at one time.
Achieving these objectives:
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Ensuring all teaching is good or better thus ensuring that the quality of teaching experienced by all children is improved. (Quality First Teaching)
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Professional development for all staff to understand and implement effective teaching and learning based on research
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To allocate a ‘Catch Up’ qualified teacher (for two days a week) to identified groups and individuals – providing small group work focussed on overcoming gaps in learning
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1-1 support where needed
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Social and emotional support and interventions using zones of regulation, play therapy, mentoring and counselling for identified pupils
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Mental health and attachment/trauma training for staff in order to effectively meet pupil needs
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Support payment for activities, educational visits and residentials, ensuring children have first-hand experiences to use in their learning in the classroom.
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Support payments for music lessons and Rock Steady to ensure barriers are removed
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IT equipment to enable home learning
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Paid places at breakfast club for those that need it so they are fed before school
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Behaviour support/SEND support and resources (e.g. sensory equipment)
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Phonics interventions using Bug Club and Lexi-Can programmes
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Maths interventions using Maths Flex
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number |
Detail of challenge |
| 1 |
Lower levels of parental engagement in reading and home learning for some children |
| 2 |
Narrowing the attainment gap across reading, writing, maths and science |
| 3 |
Pupils who have significant attachment needs |
| 4 |
Pupils with mental health needs such as anxiety |
| 5 |
Missed learning from previous year impacting on ability to build schema successfully e.g. retrieval practice |
| 6 |
Many disadvantaged pupils experiencing multiple barriers to achievement |
| 7 |
Lower levels of oracy |
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 |
| Progress in reading |
Achieve national average progress scores in KS2 Reading |
|
Progress in writing |
Achieve national average progress scores in KS2 Writing |
| Progress in mathematics |
Achieve national average progress scores in KS2 Maths |
| Social and emotional learning |
Pupils are making progress because they have improved mental health and self-awareness |
| Improved parental engagement at home |
Reading records/homework completed and progress (as above) |
| SEND/disadvantaged pupils make progress |
Achieve national average progress against starting points |
| Progress in speaking and listening |
Internal data shows expected or better progress |
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: £8,100
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Qualified teacher appointed to work with identified groups and individuals in specific year groups – this will be flexible based on progress of pupils
(£6,000) |
EEF (+4 months) Small group tuition is defined as one teacher or professional educator working with two to five pupils together in a group. This arrangement enables the teacher to focus exclusively on a small number of learners, usually in a separate classroom or working area. Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind, but it can also be used as a more general strategy to ensure effective progress, or to teach challenging topics or skills. |
2,5 |
|
CPD for all staff to improve Quality First Teaching – retrieval practices/Rosenshine’s principles of effective teaching/improved curriculum design for all pupils leading to mastery of subjects and addressing gaps in knowledge
(£500) |
Rosenshine’s Principles of Instruction EEF toolkit +5 months – mastery learning Learning taught in small, sequenced steps. Curriculum plans are clearly sequenced to develop progress in knowledge and skills. Daily/weekly/monthly review to ensure there is regular practice and retrieval of prior learning Teacher modelling/guiding student practice/independent practice (I do, we do, you do) |
2, 5, 6, 7 |
|
CPD for all staff on zones of regulation and supporting pupils with attachment needs/SEND and mental health
(£100)
SEMH/attachment training and resources (£1500) |
Social and emotional learning (SEL) – EEF +4 months SEL interventions in education are shown to improve SEL skills and are therefore likely to support disadvantaged pupils to understand and engage in healthy relationships with peers and emotional self-regulation, both of which may subsequently increase academic attainment. |
2,3,4,5,6 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 48,966
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
School Led Tutoring
Qualified teacher appointed to work with identified groups and individuals in specific year groups for 1 day per week – this will be flexible based on progress of pupils (32 x days)
Specific programs to support children with gaps in learning: Lexican (KS2) Maths Flex (KS2) £1250 – program
Reciprocal reading/reading comprehension (all) Bug Club (All pupils) Reading/Phonics + Google Classroom £2189
Oracy Curriculum and Talk Boost (All pupils)
Total allocation for delivery of specific programs (TA time) £39,527 |
EEF (+4 months) Small group tuition is defined as one teacher or professional educator working with two to five pupils together in a group. This arrangement enables the teacher to focus exclusively on a small number of learners, usually in a separate classroom or working area. Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind, but it can also be used as a more general strategy to ensure effective progress, or to teach challenging topics or skills.
Having analysed our cohorts we have identified that interventions need to be focused in the following areas: Y1 – spoken language/reading/writing Y2 – reading and writing Y3 – writing and maths Y4 – reading, writing and maths Y5 – reading, writing and maths Y6 – reading, writing and maths Although pupils have made significant progress from their starting points, it is less than the non-disadvantaged groups.
Reading comprehension – EEF +6 months Phonics – EEF +5 months
EEF+6 months April 2021, The Oracy All-Party Parliamentary Group published their report Speak for Change The Speak for Change reports defines oracy as ‘our ability to communicate effectively using spoken language. It is the ability to speak eloquently, articulate ideas and thoughts, influence through talking, listen to others and have the confidence to express your views.’ In other words, it is an essential life skill which we need to support all pupils to develop. The report states that oracy matters because it:
The report says that oracy is particularly important for pupils from low income and disadvantaged backgrounds. Many of these pupils enter school with much lower language levels than pupils from middle-class backgrounds. It is not, therefore, something which we can afford to ignore.
|
1,2,5,6 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 32903
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Parental engagement Reading Rainbow etc. |
EEF (+3 months) We define parental engagement as the involvement of parents in supporting their children’s academic learning. It includes:
|
1, 2, 5 |
|
Learning Mentor to support children who are having difficulty accessing learning due to social and emotional needs.
TA to support play therapy needs of children with SEMH needs/attachment issues
Zones of Regulation
School counsellor/learning mentor/play therapy £18,534
Music opportunities – Rock Steady/music lessons £442 Alternative provision – Ride High £1300 Sports Clubs/trips funded £5732
Uniform + Breakfast Club £1000
Specialist support for PP+ £5895 (SEMH and academic) |
EEF (+4 months) Social and Emotional Learning – interventions which target social and emotional learning seek to improve pupil’s interaction with others and self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning. SEL interventions might focus on the ways in which students work with (and alongside) their peers, teachers, family and community. These include: specialised programmes which are targeted at students with particular social or emotional needs. |
3, 4 |
Total budgeted cost: £ 89,969
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
Disadvantaged pupils have been assessed using a mix of standardised assessments/teacher assessments for maths and reading and teacher assessment for writing. Y2 and Y6 are also assessed in the SATs tests.
See separate document showing attainment for pupil premium children at the end of 2021-22 compared to non-pupil premium children.
Pupils who have received social and emotional support are more confident and able to work more independently. There has been a noticeable improvement in behaviour both at home and at school. Zones of Regulation has had an impact on all pupils who can name how they feel and use the zones to help them self-regulate and express their emotions safely and positively.
Externally provided programmes
Please include the names of any non-DfE programmes that you used your pupil premium (or recovery premium) to fund in the previous academic year.
|
Programme |
Provider |
|
Lexican |
Pearson |
|
Maths Flex |
Pearson |
© Green Park School 2019
Green Park Drive, Newport Pagnell, Buckinghamshire, MK16 0NH