• Our school community promotes and encourages high expectations of all pupils
• Outcomes at the end of Key Stage 2 in July 2020 continue to remain in line with previous National FSM but due to COVID-19 we have no National comparative data.
• Ofsted (Sept 2015) noted: "Senior leaders and governors use the pupil premium funding very effectively. As a result, disadvantaged pupils achieve exceptionally well, and gaps have closed in English and mathematics for these pupils when compared with their classmates."
• We are engaged in and committed to partnership working with a wide range of schools and organisations which strongly enhances our provision and supports our local community. our Teaching School status enables us to facilitate this. 
• The school has excellent partnerships with a range of agencies and works extremely effectively with external agencies to support all pupils and families in need of help.
• Accreditations reflecting our best practice include: SFVS – School Financial Value Standard; Healthy Schools Award; STEM Ambassadors Award; Inclusion Charter Mark; Arts Mark Silver; EAL Gold Quality Mark; Core Offer in Extended School Provision; Stephen Lawrence Award; Peterborough ECO Framework; Equality mark; ICT Mark; Sports Mark; Governor Mark

• Increased percentages of children working at or above age related levels
• Gap between key groups has been narrowed in all Key Stages
• Improved phonics scores and continue to be well above National
• Team Leaders established across each phase (5/6, 3/4, 1/2, Rec) continue to improve quality of teaching, ensure greater consistency in practice and expectations thus reducing any within school variance
• Earlier intervention in place in years 1/2, 3/4 and EYFS
• Early identification and intervention for pupils new to our school
• Outstanding behaviour achieved through revision of whole school approach - introduction of “It’s Good to be Green” scheme spring 2014
• Booster clubs set up across KS2 which take place after school and during lunchtimes 
• Established IT infrastructure, including the use of net books, chrome books and ipads allows IT to be delivered effectively in classes as well as interactive touch screens.
• Reorganised and beautifully designed library and teaching space to support teaching of reading and 1:1 / small group interventions and extensive new reading initiatives and resources
• Outstanding safeguarding procedures and systems (Ofsted September 2015)
• Increased uptake of extended school provision
• Increased sports provision in school time and after school clubs
• Increased musical instrument opportunities
• Early help assessments
• Family Support Worker
• Sleep Right – pupil support
• MASG (Multi-Agency Support Group)
• Dyslexia Expert Teacher in school
• SEND agencies including Educational Psychologist, Support for Learning, Occupational Therapy, speech and Language therapist (based on individual needs)

When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. This can sometimes be for a short period of time but can also be long running and stressful for the child. The challenges are varied and there is no “one size fits all”.

Our key objective in using the Pupil Premium Grant is to narrow the gap between pupil groups. As a school we have developed an excellent track record of ensuring that pupils make good or better progress, but historically levels of attainment have been lower for FSM (eligible for free school meals) – this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations as they move through the school.

Furthermore, children who join our school in Reception are proven to make better progress and higher attainment than those who join throughout KS2 proving that the longer you are in our school, the better your attainment and progress. Those that join during KS2 still make progress but the time available to increase this progress can be far less.

We have started each year looking at and considering the needs of our school, the context and the successes of previous years and initiatives/interventions. In addition to this we have identified some key principles (outlined below) which we believe will maximise the impact of our pupil premium spending. We have regular Pupil Premium Meetings to identify need and plan for support and interventions. 

Building Belief
We will provide a culture where:

Staff believe in ALL children
There are “no excuses” made for under performance
Staff adopt a determined and informed approach to overcoming barriers
Staff support children to develop positive mindsets towards learning and enthusiasm towards challenge

Analysing Data

We will ensure that:

All teaching staff and relevant support staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses
 

Identification of Pupils

We will ensure that:

All teaching staff and appropriate support staff are involved in the analysis of data, identification of pupils and implemented interventions
All  pupil  premium  children  benefit  from  the  funding,  not  just  those  who  are under performing
We identify appropriate support and interventions based upon our professional judgement and knowledge of the pupils and not just on research or recommendations
Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..” This is a continuous process to ensure fluidity in both support and challenge.

Improving Day to Day Teaching

We will continue to ensure that all children across the school receive good teaching, with increasing percentages of outstanding teaching achieved by using our Senior Leadership Team to:

• Set and promote high expectations
• Address any within-school variance
• Ensure consistent implementation of the non-negotiables, e.g.  marking  and  guided reading
• Share good practice within the school and draw on external expertise
• Report back to all SLT and teachers on strengths and areas for development relating to the quality of teaching and to the DH and AHT during Pupil Progress Meetings.
• Provide and encourage high quality CPD
• Improve assessment through joint moderation exercises as part of KS Teams and whole school staff sessions

Increasing learning time

We will maximise the time children have to “catch up” through:

• Improving attendance and punctuality
• Providing earlier intervention in KS1 and EYFS as well as in year admissions to our school
• Extended learning out of school hours and lunch times

Individualising support

We ensure that there is no stigma attached to being in an intervention at our school. We believe that every pupil, at some point in their schooling, needs something, whatever that might be.

We will ensure that the additional support we provide is effective by:

• Looking at the individual needs of each child and identifying their barriers to learning
• Ensuring additional support staff and class teachers communicate regularly to support the next steps for the child/ren
• Using teachers and TAs to provide high quality interventions
• Matching the skills of the support staff to the interventions they provide
• Working with other agencies to bring in additional expertise
  o    Own Family Support Worker
  o    School nursing
  o  Early Help assessment which can lead to multi-agency support work which can signpost to many further agencies
• Providing extensive support for parents
  o    To develop their own skills (Literacy, IT, Family Support Worker, School Nurse)
  o    To support their children’s learning within the curriculum (meetings with teachers, with Every Child A Reader and/or Every Child Counts lead, Pupil Premium Leaders etc)
  o    To manage in times of crisis (behaviour, bereavement, separation, housing)
• Tailoring interventions to the needs of the child (e.g. Targeted maths revision sessions)
• Recognising  and  building  on  child’s  strengths  to  further  boost  confidence, enthusiasm and self-esteem

In our determination to ensure that all children succeed we recognise the need for and are committed to providing individualised interventions as appropriate for set periods of time to support children in times of crisis.

Our aim is to further increase the percentage of outstanding teaching & learning across the school. We also continue to reduce the use of casual supply staff as we use our own contracted staff to ensure consistency and continuity for all pupils in our school. We aim to maintain our high standards further in all subject areas, by enthusing children to become avid learners. We continue to extend reading resources and opportunities, encourage more Reading Buddies in school to listen to readers and focus on improving home reading and continue to promote a love of reading from day one. 

We continue to promote collaborative learning opportunities which in turn develop the child’s speaking and listening skills. We want all children to be able to talk confidently about their learning, where they are and what they need to do to improve. Particularly in upper KS2, the teachers involve the children in identifying their next steps and ways of achieving their targets (not just academic targets).

We are determined to ensure that the percentage of children working at age related expectations and above plus the percentage of pupil's making expected progress or better at end of KS1 and 2 increases further.

   

The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough to ensure we can quickly identify any issues and develop sensible strategies and interventions to encourage and promote improvement.

• A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice
• Assessment  Data  is  collected  at key dates during the year  so  that  the  impact  of  interventions  can  be monitored regularly
• Assessments are closely moderated to ensure they are accurate
• Pupil Progress meetings each term are used to ensure the identification of children is reviewed and good or better progress is being made
• Feedback about performance is given to children and parents
• Interventions are adapted or changed if they are not working
• Case  studies  are  used  to  evaluate  the  impact  of  pastoral  interventions,  such  as  on attendance and behaviour
• All members of SLT maintain an overview of pupil premium relating to their own KS Team as well as having an overview of the whole school position/progress
• Governors are updated termly and challenge the school on both progress and spending
• Raise Online data identifies a closing of the gap and that children are making good or better progress over time with improving 3 year trend data.

 

Please refer to the Policies Section for a copy of the Pupil Premium Policy. 

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