Detail

Data

School name

Lulworth and Winfrith CE VC Primary School

Number of pupils in school

115

Proportion (%) of pupil premium eligible pupils

14% (16 pupils)

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 most recently published

December 2024

Date on which it will be reviewed

July 2024

Statement authorised by

Mr R Skinner, Headteacher

Pupil premium lead

Mr Skinner

Governor / Trustee lead

Col Irskin Naylor

Detail

Amount

Pupil premium funding allocation this academic year

£23, 545

Recovery premium funding allocation this academic year

£15, 407 + £6, 179

= £21, 583

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

£45, 128

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.

We will consider the challenges faced by vulnerable pupils and high-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. We believe this will have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Our strategy is also integral to wider school plans for education recovery and this includes our Universal Covid Catch Up Premium which is directed towards all pupils in need, including non-disadvantaged pupils.   

Our approach will be responsive to the challenges and needs of individuals and will be created in response to clear and concise monitoring and evaluations and diagnostic assessments. To ensure the strategies outlined in this plan are effectivey are effective we will:

• ensure disadvantaged pupils are challenged in the work that they’re set
• act early to intervene at the point need is identified
• adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve

Challenge number

Detail of challenge

1

Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers. As a school, we know the importance of developing early reading skills and are keen to work with both the children, their parents and other settings to ensure all children have the resources and support to develop as readers.

2

Internal and external assessments indicate that mathematics attainment among disadvantaged pupils is predicted to be below that of non-disadvantaged pupils.

In KS2 (2021) 50% of disadvantaged pupils reached ARE in mathematics against 82% for non-disadvantaged. This gap remains a concern through in KS2.

3

Although previous data in this area presents a stronger picture, our recent assessments, observations and conversations with parents indicate that the education and well-being of many of our disadvantaged and non-disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. Assessments and observations from class teachers completed since returning to school after two partial closures support these findings. This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in writing.

4

Our assessments, including observations, discussions with pupils and their families, have identified social and emotional issues for many pupils. Previously, months of being at home combined with a lack of enrichment opportunities during school closure have added to the mental health and well-being of our disadvantaged children being severely affected. These challenges particularly affect disadvantaged pupils’ attainment, and this is still evident in current cohorts.

Teacher referrals for support (ELSA) have markedly increased post the pandemic. 12 pupils (6 of whom are disadvantaged) currently require additional support with social and emotional needs and have been receiving small group interventions.

5

Our attendance data over the last academic year indicates that attendance among disadvantaged pupils has been lower than for non-disadvantaged pupils in some individual cases.

• 27% of disadvantaged pupils have attendance below 95%, compared to 22% of non-disadvantaged pupils.
• 7% of disadvantaged pupils have been “persistently absent”

 Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress.

Intended outcome

Success criteria

1. Improved oral language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.

1. Improved early reading attainment and phonics screening attainment for disadvantaged pupils.

Year 1 Phonics  outcomes in 2022 show that more than 60% of disadvantaged pupils met the expected standard.

Year 1 Phonics  outcomes in 2024/25 show that more than 80% of disadvantaged pupils met the expected standard.

1. Improved maths attainment for disadvantaged pupils at the end of KS2.

KS2 maths outcomes in 2022 show that more than 60% of disadvantaged pupils met the expected standard.

KS2 maths outcomes in 2023 will not include PPG.

KS2 maths outcomes in 2024 show that more than 80% of disadvantaged pupils met the expected standard.

1. Improved Writing attainment among disadvantaged pupils.

KS2 Writing outcomes in 2022 show that at least 60% (3/5 Current Y6) of disadvantaged pupils meet the expected standard

KS2 Writing outcomes in 2023 do not currently include disadvantage pupils.

KS2 Writing outcomes in 2024 show that at least 100% (2/2 Current Y4) of disadvantaged pupils meet the expected standard.

1. To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of wellbeing from 2024 / 2025 demonstrated by:

• qualitative data from student voice, student and parent surveys and teacher observations
• a significant increase in participation in enrichment activities, particularly among disadvantaged pupils   

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

Sustained high attendance from 2022 demonstrated by:

• the overall attendance rate for all pupils being more than 96%,
• the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 1%.
• the percentage of PP pupils who are persistently absent being below 10%

Activity

Evidence that supports this approach

Challenge number(s) addressed

Introduce a Support Pro-gramme to provide a blend of TA tuition, mentoring and school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers.This will budget for teacher release time and additional recruitment.

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) And in small groups: Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

1,2,3

Purchase of a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils.

This will be completed in conjunction with our English hub evaluations.

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:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1

Improve the quality of social and emotional (SEL) learning.

SEL approaches will be embedded into routine educational practices, through ELSA sessions and supported by professional development and training for staff.

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)

4,5

Purchase of standardised diagnostic assessments.

Training for staff to ensure assessments are interpreted and administered correctly.

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction:

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

1,2,3

Establish a breakfast & after school club available for all disadvantaged families and develop interventions which can support those academically coming to breakfast club.

4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional phonics sessions targeted at disadvantaged pupils who require further phonics support.

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks.

1

Additional early reading support targeted at EYFS & KS1 disadvantaged pupils who require further reading support .

Early reading approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted reading support has been shown to be  effective.

1

Training and time for Teaching Assistants to implement effective interventions and purchased interventions programmes such as lexia reading, precision teach, inference training and nurture support

Pupil premium lead, SENDCO and subject leads share knowledge of intervention and train support staff on how to lead them and assess them. TAs lead interventions and these are monitored by SLT

1,2,3

Introduce a Tutoring Pro-gramme to provide a blend of tuition, mentoring and school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers.

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) And in small groups: Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

1,2,3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Whole staff training on behaviour management and anti-bullying approaches with the aim of developing our school ethos and improving behaviour across school.

Both targeted interventions and universal approaches can have positive overall effects:

Behaviour interventions | EEF (educationendowmentfoundation.org.uk)

4

Nurture therapy & ELSA  and close support from teaching assistants for those children identifies as needing extra, targeted support with social, emotional issues which affect their learning and progress in school

Teaching assistant hours and ELSA trained staff are directed to support children with additional needs which have come about since the Covid pandemic. They help the children to develop strategies/coping mechanisms/someone to talk in order to help them function on a day-to-day basis

4, 5

Contingency fund for acute issues.

• 5%

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

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

This will involve training and release time for staff to develop and implement new procedures and appointing attendance/support officers to improve attendance.

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

5

Use of forest school to focus more in individualised learning in smaller

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/individualised-instruction

All

Data shows that performance for PPG pupils at KS2 was lower than national standards.

Impact of Pupil Premium Funding During Academic Year 2023 / 2024
 

KS2 Pupil Premium Outcomes:

Programme

Provider

Reading support

Lexia Reading

Measure

Details

How did you spend your service pupil premium allocation last academic year?

We budgeted for a qualified ELSA teaching assistant to dedicate time towards to the emotional wellbeing and academic achievement of service       children.

• We provided additional ELSA sessions for these children on their return from lockdown
• We identified gaps in service children’s education caused by moving between schools which we addressed with targeted support.

What was the impact of that spending on service pupil premium eligible pupils?

Teachers observed improvements in wellbeing amongst service children. Assessments demonstrated progress in subject areas where extra support classes were provided.