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. |
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| 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. |
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| 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.
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| 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. |
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| 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. |
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| 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 KS1including 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
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 |
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 |
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 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 |
| NELI early language intervention | Nuffield research – DfE sponsored – support staff and teacher trained; resources provided – time out of lessons to work with PP children. | 1, 4 and 5 |
Wider strategies
(for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 10,465
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Increased communication with parents | EEF – consider lines of communication and how it can be made flexible for parents (possible digital communication) – opportunity to be involved in individual PP plan on a termly basis.  | 1,2 ,3, 4 and 5 |
| Emotional Literacy 6-week opportunity – adapted from The Hive scheme | EEF – social and emotional guidance – using scheme from our local base as a starting point + our Wroxham additions. | 1, 3 and 4 |
| Art therapy for development of social and emotional stability | CITY – University of London – focus on supporting behaviour difficulties and also supporting children who have difficulties with Locus of Control. | 4 and 5 |
| Introduction of Place 2 Be as a counselling service – PP children identified for access to this service | EEF – social and emotional guidance – identified children will have access to this depending on their individual need. | 4 and 5 |
Total budgeted cost: £ 42,465
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.
As such, we undertook a number of internal measurements, both formal and informal to monitor and adapt to the needs of our PP children.
Data shows that PP children made good progress in most year groups, over both subjects. Where individuals are identified as not making good progress, we are working with the class team and parents to best support. There are in some cases additional factors that we are determined to come up with strategies that see increased improvement.
It is also worth noting that the percentages we deal with are considerably skewed, due to the very small number of children we have per class.
One of our significant positives from the year has been the PP Profiles and the ‘three weekly’ Pupil Progress Meetings – both of these have really allowed us to try and understand the individual child and think about what is best for them moving forward.