Pupil premium strategy statement for The Wroxham

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 and the outcomes for disadvantaged pupils last academic year.

School overview

Detail Data
School name The Wroxham
Number of pupils in school 218
Proportion (%) of pupil premium eligible pupils 11%
Academic year/years that our current pupil premium strategy plan covers 2022/2023 to 2025/2026
Date this statement was published September 2023
Date on which it will be reviewed September 2024
Statement authorised by Nicky Easey, Head of School
Pupil premium lead Jo Turner, Deputy  Headteacher
Governor / Trustee lead Leigh Kilpert, Chair of Local Governing Body

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £40,288
Recovery premium funding allocation this academic year £4,205
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

£44,493

Part A: Pupil premium strategy plan

Statement of intent

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 attaining at greater depth.

We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to 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, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils.

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they 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

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number Detail of challenge 
1

Speech and Language in our Early Years classes

Rationale

Speech, language, and communication difficulties which cause lower starting points that in turn slows reading, writing and maths in subsequent years.

Evidence

Baseline Assessments, WellComm and NELI Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils. These are particularly evident from Reception through to the end of KS1 and in general, are more prevalent among our disadvantaged pupils than their peers. On entry to Reception class in the last few years, approximately 33% our disadvantaged pupils arrive below age-related expectations compared to 24% of our non-disadvantaged pupils.

2

Supporting SEMH

Rationale

Observations and discussions with pupils and families have identified social and emotional issues for many pupils, notably due to anxiety due to lockdown and a lack of enrichment opportunities during school closure. These challenges particularly affect disadvantaged pupils, including their attainment.

Evidence 

41% of pupil premium children have needed specialist social/emotional intervention in the last academic year compared to 8% of our non-pupil premium eligible children.

3

Reading Attainment

Rationale

Reading data from Summer 2023 shows that pupil premium eligible children in all classes (except Year 2) achieve significantly less than non pupil premium eligible children.

Reading schemes in the Early Years and KS1 has been reviewed and a new scheme for phonics introduced. Books in the Early Years have been meticulously aligned to the phonic sounds the children are learning in class. A lot of money has been spent on the scheme. 

Evidence

The table below shows the percentage of pupils achieving the expected standard and above in the summer of 2023.

Year group Pupil Premium Eligible Not Pupil Premium Eligible
Number of qualifying chn % of qualifying chn who passed Number of qualifying chn % of qualifying chn who passed
Year 1 (2022/23) 2 50% 28 92.9%
Year 2 (2022/23) 1 100% 29 72%
Year 3 (2022/23) 4 50% 28 87%
Year 4 (2022/23) 2 50% 28 100%
Year 5 (2022/23) 5 40% 25 88%
Year 6 (2022/23) 6 50% 24 88%
4

Maths Attainment

Rationale

Internal assessments and statutory assessments indicate that maths attainment among disadvantaged pupils in KS2 is significantly below that of non-disadvantaged pupils in the same phase.

Evidence

Year group Pupil Premium Eligible Not Pupil Premium Eligible
Number of qualifying chn % of qualifying chn who passed Number of qualifying chn % of qualifying chn who passed
Year 1 (2022/23) 2 100% 28 89.3%
Year 2 (2022/23) 1 100% 29 79%
Year 3 (2022/23) 4 75% 28 93.3%
Year 4 (2022/23) 2 50% 28 88.5%
Year 5 (2022/23) 5 60% 25 88%
Year 6 (2022/23) 6 66% 24 88%
5

Attendance

Rationale

Lower punctuality and attendance rates reduces school hours, causing children to fall behind due to missed learning opportunities.

Our attendance data for the last academic year indicates that attendance among disadvantaged pupils has been approx. 4% lower than for non-disadvantaged pupils.

Evidence

6

Wider opportunities

Rationale

Generally disadvantaged children have less opportunity to experience the wider opportunities which are on offer than non-disadvantaged. This is due to ability to pay and awareness of opportunities.

Evidence

National evidence and general feedback from pupils in school

 

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
1. Improve Speech and language skills for PP pupils in EYFS and KS1 including SEND pupils Speech and Language assessments – Baseline and NELI, coaching of Early Reading teachers
2. Emotional difficulties supported

Access to Place2Be Counsellor or Art Therapist

Pupil Voice

3. Reading outcomes raised Phonics data, assessment data, fluency retesting, pupil voice, Observations of learning using Destination Reader and Accelerated Reader
4. Maths outcomes raised through focussing on fluency Assessment data, observations of teaching, coaching of teachers, Multiplication Tables Check outcomes at Year 4
5. Increased attendance rates and punctuality for all PP pupils Attendance data
6. Delivery of wider opportunities Increased pupil engagement and enthusiasm for learning – pupil voice. Increased visitors to the school.

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: £23,800

NELI (100 x TA hours) £2,500+ SaLT Training £300+ Accelerated Reader £3,000+ Destination Reader £2,000 + Coaching £15,000

Activity Evidence that supports this approach Challenge number(s) addressed
Speech and Language in our Early Years classes

Link to evidence about NELI

Link to WellComm case studies

Following baseline assessments, the use of the NELI programme  and the WellComm programme will support our Early Years children to develop their speech and language skills

1
Speech and language training

Link to evidence from EEF

Regular access to speech and language CPD from a Speech and Language Therapist will provide our children with adults who can help them to develop the right mouth shapes and vocal sounds at an early age.

1
Coaching of EYFS staff and KS1 staff to deliver the phonics programme

Link to evidence from the Chartered College of Teaching

Professional Development Mechanisms from EEF

Effective coaching from a peer or mentor has been  shown to have an immediate impact on teaching and therefore on learning. We are going to be using instructional coaching both ‘in the moment’ and as part of lesson observation feedback.

3
Purchase of Destination Reader programme providing clearly structured programme and CPD for teaching of comprehension

Link to evidence from the Open University

Link to Portsmouth Reading Project using  Destination  Reader

A structured and consistent approach to the teaching of reading skills enables pupils to feel confident in their comprehension lessons.

3
Purchase of Accelerated Reader to ensure that all children have access to carefully matched ability appropriate texts

Evidence from the EEF

Evidence from the  DfE on reading agency for children

This programme enables all KS2 children to read ability appropriate books and also allows them some independence in managing their reading choices.

3
Coaching of KS2 teachers to provide high quality maths lessons which have been adapted to meet the needs all children, especially those who are eligible for Pupil Premium

Link to evidence from the Chartered College of Teaching

Professional Development Mechanisms from EEF

Effective coaching from a peer or mentor has been shown to have an immediate impact on teaching and therefore on learning. We are going to be using instructional coaching both ‘in the moment’ and as part of lesson observation feedback.

4

 

Targeted academic support (for example, tutoring, one-to-one support, structured interventions)

Budgeted cost: £5,100

Small group tutoring £2,500 +MTC intervention £2,100 + Targeted SaLT £600+ Place2Be £0

Activity Evidence that supports this approach Challenge number(s) addressed
Provision of small group tutoring using targeted interventions to enable Y1 Pupil Premium eligible children to pass the phonics tests. These sessions will be delivered by a teacher.

Link to evidence from EEF

Small group interventions can provide ‘an average impact of four months additional progress over the course of a year.’

1, 3
Provision of small group tutoring using targeted interventions to enable Y6 Pupil Premium children to pass the SATS tests. These sessions will be delivered by a teacher.

Link to evidence from EEF

Small group interventions can provide ‘an average impact of four months additional progress over the course of a year.’

3, 4
Provision of a targeted intervention to enable Y4 and Y5 Pupil Premium children to pass the MTC tests. These sessions will be delivered by a teaching assistant.

Link to evidence from Cambridge Maths

Targeted daily multiplication interventions using repetition and rote learning can have an impact on the learning of times tables.

4
Targeted speech  and  language support for individual children who are pupil premium eligible.

Link to evidence from EEF

The EEF states ‘There is strong evidence that this approach can be effective for all children, including evidence of effectiveness in interventionsfocused on children from socio-economically disadvantaged backgrounds. However, there is currently no evidence that this results in narrowing the disadvantage gap when all children receive the same intervention.’ Therefore targeted individual interventions will be used to have the maximum impact.

1
Provision of access to Place2Be counsellor and Mental Health Leads for Pupil Premium eligible children

Link to evidence from Place2Be impact report

Place2Be have a proven track record in improving outcomes for children with SEMH, including those who are pupil premium eligible.

2

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £7,100

Music Lessons £1,500 + Funding for trips £1,600 + After School Clubs £4,000

Activity Evidence that supports this approach Challenge number(s) addressed
Funding of music lessons for pupil premium eligible children

Link to evidence

Music has a power of forming the character and should therefore be introduced into the education of the young. (Aristotle)

Access to music lessons enables children to develop enjoyable skills and encourages them to attend school.

5, 6
Partial funding of trips for children eligible for pupil premium funding

Link to evidence from Ofsted- benefits of school trips

Ensuring all children can access opportunities financially making trips more affordable

Access of a broad and balanced curriculum supported through wider opportunities. These opportunities also encourage children to attend school.

5, 6
Full funding of school run after school clubs for pupil premium eligible children

Link to evidence from EEF – physical activity

Link to evidence from EEF -Extending school time

Providing access to after school clubs not only provides wider opportunities for children but also helps to encourage them to attend school.

5, 6
Working with parents of pupil premium eligible children to ensure that the children have excellent attendance at school

Link to evidence from EEF

Schools are required by the DfE to ‘Listen, understand, empathise and support… but do not tolerate.’ This means that parents need to be supported to understand how important schooling is for their children.

5

Total budgeted cost: £35,000

Part B: Review of the previous academic year

Outcomes for disadvantaged pupils

We have analysed the performance of our school’s disadvantaged pupils during the 2022/23 academic year using key stage 1 and 2 performance data, phonics check results and our own internal assessments. It should be noted that our disadvantaged group consists of 22 pupils. Within each year group, we are dealing with small numbers, sometimes just one or two in a cohort. Over 50% of our disadvantaged pupils are also on our SEN register with 23% having an EHCP.

Small group tutoring of Y1 pupils including those who are pupil premium eligible has been shown to have a positive impact. Although the disadvantaged pupils did not pass the phonics check, they did make a marked improvement on their phonics practice assessment scores. The increased application of their phonics knowledge was also evident in their writing.

The initial data for 2022/23 KS2 SATS showed that small group tutoring for Y6 pupils improved outcomes for disadvantaged pupils. The majority of pupil premium eligible pupils achieved the expected standard or came very close to achieving the expected standard with scaled scores of 99 after baseline assessments showed that they needed additional input at the beginning of the academic year.

Maths attainment for children who are pupil premium eligible in KS1 has improved since the previous academic year. We are now focussing on improving the attainment gap between KS2 children who are pupil premium eligible and those who are not eligible, whilst continuing to monitor KS1 attainment. Our KS2 children were greatly impacted by the pandemic. We are starting to see small changes (see below) but this is still an important area of focus in our plan.

After comparing the results of the 2022/23 Y3 cohort for both maths and reading with their end of KS1 data, the percentage of pupil premium eligible children achieving the expected standard has either stayed the same or slightly increased. The attainment gap between disadvantaged and non-disadvantaged children has stayed the same. During the 2022/23 academic year, we employed an additional part time, temporary member of staff to support the cohort.

To help us gauge the performance of our disadvantaged pupils we compared our results to those for disadvantaged and non-disadvantaged pupils at a national and regional level (although these comparisons are to be considered with caution given the small numbers stated above).

The attainment gap between our disadvantaged pupils and non-disadvantaged pupils has generally stayed the same since the start of the pandemic. National figures show that gaps are widening and demonstrates the additional impact of COVID-19 on disadvantaged pupils.

Persistent absence for pupils in receipt of free school meals (50.0%) was in the highest 20% of all schools in 2021/22. In 2022/23, we have been working hard to improve absence across the school. Absence among disadvantaged pupils was 4% higher than their peers in 2021/22 and most of our persistent absence data in this time period related to disadvantaged pupils due to various concerns. Case Studies have been written around these particular pupils.  We recognise that this is a concern and raising the attendance of our disadvantaged pupils is a focus of our current plan.

These results mean that we are making small steps towards achieving the outcomes that we set out to achieve by 2025/26, as stated in the Intended Outcomes section above.  We have reviewed our strategy plan and made changes to how we intend to use some of our budget this academic year, as set out in the Activity inThis Academic Year section above.

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

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