Pupil Premium Funding Strategy Statement: 2021 / 2022

The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Children who are eligible or have been in receipt of free school meals will be registered so that the school has the additional money in their budget.

Schools, headteachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to access what additional provision should be made for individual pupils.

Source: DfE website.7

Impact of Pupil Premium Funding During Academic Year 2020 / 2021
 

KS2 Pupil Premium Outcomes:

Key Findings:

• Attainment for pupils in receipt of Pupil premium funding at the end of KS2 is well above national standards in reading and writing.
• The performance of pupil premium in mathematics is below national and lower in comparison to other groups but this is not significant as the difference refers to a single pupil.
• This is a very small cohort (2 (FSM) pupil premium children), so the broad comparison does not necessarily provide secure data when considering group and individual attainment and progress.

KS1 Pupil Premium Outcomes:

Key Findings:

50% of pupils, in receipt of Pupil Premium funding, achieved the expected standard in reading and 30% achieved the expected standard in writing and 40% in mathematics. These are all below the performance of non-pupil premium children. These children have received a negative impact from covid 19 disruption to equation and strategies are in place to support these learners through our covid premium fund strategy in addition to this document.

Year 1 Phonics Screening Check: 82% of children in Year 1 reached the expected level in the 2020 Phonics Screening Check which was completed in Autumn 2021 due to Covid 19. 80% of pupil premium children in this group achieved the standard and 83% of non pupil premium achieved the standard – this is a marginal difference of less than one pupil.
 

Pupil Premium Funding Strategy Statement: 2021 / 2022

Impact of Pupil Premium Funding During Academic Year 2020 / 2021
 

Support Provided by Pupil Premium Funding
 

Key Findings:

Vulnerable children have been better protected as a result of the support they have from the  learning mentors on both sites and also individual ELSA weekly sessions resulting in our pupil exclusion rate being very low compared to national data.
 

All Pupil Premium funded children in were funded to attend their school trips. Further support has been provided to attend a range of extracurricular clubs and activities. Additional support is also provided for this group to access the wrap around care that the school provides.

Children’s attitudes to learning are positive. Parental feedback surveys have reported that children are enjoying their learning and the response to the school’s remote learning offer during covid 19 has been positive. Families have been supported and have been able to access additional resources.

Children are very active, enjoy sporting activities and are healthy. 100% of children answered yes to the question, ‘Do you like coming to this school?’

Pupil Premium Funding Strategy Statement: 2021 / 2022

How do we support disadvantaged learners at Lulworth and Winfrith Primary School?

PUPIL PREMIUM FUNDING  2021 / 2022

Strategy Plan for Allocation of Funds:

Planned Support:

• We have used this funding to provide the respective children with appropriate support so that they make the expected progress in their learning.
• When pupils join our school we determine their needs and provide additional support so that pupils make more rapid progress.
• Provide a 1: 1 pastoral support mentor to support social and emotional development needs.
• Ensure that all children in receipt of Pupil Premium funding have full access to school trips, residential, after school sporting clubs and school uniform.

Once we have determined areas for further support we target funding for:

• ELSA 1: 1 sessions for children with social and emotional needs.
• Ensuring that there is a teaching assistant available to help children in receipt of Pupil Premium funding with reading, writing and maths, in a targetted approach.
• Ensuring that pupils with social and emotional needs are given access to a teaching assistant and a personalised curriculum so that they can remain in school.
• Higher Level Teaching Assistant time to deliver intervention programmes, out of class, for individuals / pairs of children. This is particularly important for pupils lacking in key skills due to frequent changes of school. Teaching Assistants and HLTAs have had increased hours to focus on specific progress measured interventions. These include: Learn to Move, Lexia Reading & maths / reading support.
• 1: 1 learning mentor support across the school, to ensure that all new children who enter the school form good friendship groups and settle quickly into the school.
• Regular 1: 1 reading sessions with PP children.
• The above 1:1 learning mentors are also employed during lunchtimes to deliver physical activity and to ensure that children are supported pastorally during lunchtimes. As a result of this we have happy, active children who enjoy lunchtimes and are ready to start learning in the afternoons. 13.5 hours.
• Provide well-targeted support to improve attendance, behaviour or links with families where these are barriers to a pupil’s learning.
• Dedicated SENCO time to track pupils’ progress and determine future support programmes of work.
• Time out of class for SENCO to attend relevant meetings to improve provision for SEND pupils, PPG and military families and for sourcing outside help for families

Funding is also used to:

• Provide free school meals for eligible children.
• Pay for school uniform for eligible children
• Pay for free sporting after school clubs.
• Part fund every school trip, including residential, so that all pupils in receipt of Pupil Premium funding will benefit, not just those in year groups 4,5 and 6.