Detail

Data

2021/2022

2022/2023

2023/2024

Detail

Amount

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

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 outcome

Success criteria

Achieve national average progress scores in KS2 Reading

Progress in writing

Achieve national average progress scores in KS2 Writing

Achieve national average progress scores in KS2 Maths

Pupils are making progress because they have improved mental health and self-awareness

Reading records/homework completed and progress (as above)

Achieve national average progress against starting points

Internal data shows expected or better progress

Activity

Evidence that supports this approach

Challenge number(s) addressed

School Led Tutoring

(Recovery Premium)

Qualified teacher appointed to work with identified groups and individuals in specific year groups for 1.5 days per week – this will be flexible based on progress of pupils

(0.5 in Y1/2, 0.5 in Y3/4, 0.5 in Y5/6)

(£14,752)

Specific programs to support children with gaps in learning:

Lexican (KS2)

Maths Flex (KS2)

£1250 – program

Reciprocal reading/reading comprehension (all)

Whole Class Reading (£220)

Bug Club (All pupils)

(£1,800)

Oracy Curriculum and Talk Boost (All pupils)

Total allocation for delivery of specific programs (TA time)

£24,633

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 – writing and maths

Y3 – reading, writing and maths

Y4 – writing and maths

Y5 – reading, writing and maths

Y6 – spoken language, 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:

• Improves educational outcomes

• Underpins literacy and vocabulary acquisition

• Supports well-being and confidence

• Enables young people to have access to employment and thrive in life beyond school

• Develops citizenship and agency

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

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: 

• general approaches which encourage parents to support their children with, for example reading or homework; 

• the involvement of parents in their children’s learning activities; and 

• more intensive programmes – outside agency support etc.if needed

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

£13,000

Music opportunities – Rock Steady/music lessons

Alternative provision – Ride High

£1300

Sports Clubs/trips funded £1750

Specialist support for PP+ £14,070 (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