The Pupil Premium grant is allocated to schools at the beginning of each financial year. The allocation is decided by a fixed amount per child when a family is entitled to free school meals.
There is a higher percentage of children at Leamington Community Primary School allocated Pupil Premium than the National Average.
The Headteacher and the Governors allocate the funds so that it addresses the needs of all pupils, enhancing the education at Leamington Community Primary School.
Main Barriers to Learning
Many of our children start school well below national expectations as a result of limited experiences from birth, often stemming from vulnerable families. In order to address children’s development gaps, we direct a range of resources, interventions and strategies for both children and parents. Barriers and challenges faced by some of our disadvantaged pupils are many and varied. They often increase in complexity as the children get older e.g.
- Vulnerable parenting – dysfunctional home: mental health, domestic violence, poor basic skills, unemployment, drugs and alcohol.
- Poor nutrition
- Poor language/communication skills
- Immature development socially, emotionally and physically
- Challenging behaviour
- Poor self-esteem/lack of confidence (children and parents) resulting in low expectations and aspirations.
- Limited life experiences and access to everyday opportunities e.g. visiting the park, library etc.
- Limited involvement in school and poor attendance
- Lack of access to technology/sports/clubs etc.
- Low IQ, specific learning/health needs that have not been identified/accepted by families resulting in delayed intervention and support.
Our current strategies to address above barriers
Underpinning our strategies for improvement is assessment, intelligent use of data and key information. Clear analysis allows us to address social, emotional and learning needs with a range of appropriate resources resulting in the accurate targeting of underperformance, leading to the effective closure of gaps.
Assessments, both formative and summative constantly inform our planning, teaching and learning. All data is cross-referenced so a child’s strengths are widened across all subjects. Regular daily feedback and encouragement during every lesson within a positive learning environment result in pupils who believe in themselves and are motivated to succeed and achieve. An effective, stimulating, immersive and engaging curriculum, reflecting children’s learning needs through modern culture and their own interests, is crucial to captivate learners and accelerate progress.
In order to facilitate a wide range of needs across each cohort, children are sometimes grouped for ability in English and Maths with an additional teacher in EYFS and Y6. This has reduced group size greatly. Our most vulnerable children benefit from quality first teaching and small groups with our experienced teachers supported by well-qualified Learning Support Officers. This provision allows for effective intervention with clear differentiation and facilitates immediate response to any misconceptions on a daily lesson basis. An additional support to address more significant learning gaps is provided through afternoon interventions. Key to this provision is consistency in staff that know and understand a child’s strengths and more importantly their weaknesses.
Our most vulnerable children receive daily learning of basic skills. We have also created an SEN Base for our EYFS and KS1 children with complex learning difficulties. Children work with our EYFS Lead, SENCO and trained support staff. This intense personalised programme will result in the majority of children being re-integrated back into their year group and achieving within national expectations.
A range of resources that are age-appropriate yet also match the stage of learning have had a significant impact upon children’s engagement resulting in good progress. Technology plays an important role throughout the school both as a tool to reinforce concepts as well as to engage and enrich learning. All staff have high expectations of all children. The quality of teaching and learning is consistently good, some being outstanding. Expertise is shared across the school resulting in constant improvement. No time is wasted, no opportunity lost. We expect nothing less than the ‘best’ for every child; as echoed in our school motto – Together we make a Difference.
- EYFS and 6 all have extra teachers to ensure all children make at least good progress.
- Consistent high quality first teaching and learning across the school
- High-quality relevant CPD for all staff
- Specialist school-based speech and language programme
- Small groups with rigorous basic skills teaching, set within a creative, stimulating curriculum.
- Assessments reflecting not only National Curriculum Stages but a range of refined basic skills data and diagnostic testing e.g.: phonics, number bonds etc.
- SLT guidance and support in the intelligent use of data by all staff resulting in targeted intervention and support
- Daily individual/small group teaching and learning with appropriate feedback
- Curriculum reflecting children’s interests and modern culture e.g. Minecraft, Disney,
- Strong pupil voice and opportunities to take on the role of responsibilities i.e. Head Boy/Girl, School Council, Eco Rangers, Values Champions, Play Leaders, Reading Buddies etc.
- Parents involved in children’s learning through daily contact & range of initiatives/resources. e.g. courses, website, guides, learning prompts
- Homework clubs/ICT clubs provided weekly, with excellent attendance
- Range of subsidised clubs/events to enrich the provision
- Poor attendance supported through a dedicated attendance mentor
- Specialist additional booster support provided in Year 6 for children at risk of underachievement
- Technology used effectively on a daily basis to reinforce and embed key concepts
- Experienced Inclusion team with full-time mentors and a Family Support Worker
- Sensory room
- Regular SEN Audits and meetings
- Informed Governors who make effective decisions
More able disadvantaged pupils
An acute awareness of individual strengths and weaknesses alongside moderated data has ensured targets are challenging and no child is left to coast. Moderated data has highlighted middle ability disadvantaged children who were attaining and progressing within expectations, however, when compared with their prior data it was clear they were not meeting their full potential. Cross-referencing data across all subjects prevents further underachievement. Grouping and an effective range of support and intervention strategies provide the additional challenge needed for this group of pupils resulting in outstanding attainment and progress for these children.
- Booster Sessions for English and Maths. Working with national advisors in Maths (Tara Laughran) and Narrative Immersion (Rebecca Bell)
- Additional staffing to target pupils
- Integration of ICT to promote writing for real (see social media)
- Acquisition of higher-level resources which are in line with popular culture i.e. Mathletics
- LA consultants, primary and secondary colleagues to moderate higher-level judgments.
Targeted communication with parents High expectations transformed into high achievement for all children whatever their starting point.
|Leamington Community Primary School
|Pupils in school||421 (Reception – Y6) 96 in the Nursery|
|Proportion of disadvantaged pupils||205 (48%)|
|Pupil premium allocation this academic year||£289,080|
|Academic year or years covered by statement||September 2019 – September 2020|
|Publish date||September 2019|
|Review date||September 2020|
|Statement authorised by||Curriculum Committee – October 2019|
|Pupil premium lead||Mr. Paul Vine|
|Governor lead||Cllr John Prince, Carly Gibbons and Alma Shaw|
Disadvantaged pupil progress scores for last academic year – 2018
|Reading||+2.1 (43 pupils – Quintiles Q2)||National – 0.3|
|Writing||+2.1 (43 Pupils – Quintiles Q1)||National – 0.2|
|Maths||+2.1 (43 Pupils – Quintiles Q1)||National – 0.2|
Strategy aim for disadvantaged pupils – 2018
|Meeting expected standard at KS2||58%||National – 70%|
|Achieving high standard at KS2||5%||National – 12%|
|Priority 1||Implement Read Write Inc. across the whole school; Phonics in EYFS/KS1, Spelling in Y2/KS2 and Fresh Start Catch up for Y5 and 6. Ensure all staff are trained by RWInc. Specialist trainers. Ensure all staff have the necessary resources to implement the approach consistently.|
|Priority 2||Update the library, class libraries and whole class reading books. Provide reading books to nursery children and their families.|
|Priority 3||Working with Tara Laughran and Rebecca Bell implement the problem solving/ resilient/ Immersive approach to mathematics.|
|Barriers to learning these priorities address||Pupils receive a consistent systematic approach to teaching of phonics and early reading.
Pupils continue to develop a love of reading and are motivated by texts which are engaging and age appropriate.
Staff are consistently using the immersive approach to learning to develop real life contexts and challenges. Pupils are challenged to work creatively whilst sharing thoughts and feelings.
Teaching priorities for current academic year
|Progress in Reading||Achieve well above the national average progress measure. To ensure the 1st Quintile is met.||July 2020|
|Progress in Writing||Achieve well above the national average progress measure. To ensure the 1st Quintile is continually achieved.||July 2020|
|Progress in Mathematics||Achieve well above the national average progress measure. To ensure the 1st Quintile is continually achieved.||July 2020|
|Phonics||Achieve national average expected standard in the Phonics Screening Check.||August 2020|
|Other||Continue to ensure attendance is above 96% with the aim for hitting 97%. To keep persistent absenteeism below 5%.||On-going|
Targeted academic support for current academic year
|Priority 1||Additional Learning Support officer in Reception class.
Additional teachers in EYFS, and Year 6
|Priority 2||Continue to ensure each class has a Learning Support Officer supporting learning and carrying out targeted interventions.|
|Barriers to learning these priorities address||Allows for targeted intervention in early reading and speech and language development.
Ensure both year groups have smaller groups/classes. All three teachers provide specific intervention targeting PP pupils at risk of not making at least good progress.
Wider strategies for current academic year
|Priority 1||Continue with Full-time Attendance Learning Mentor, Full-time Learning Mentor, FSW and Designated Safeguarding Lead.|
|Priority 2||Continue to provide the Attendance Bus for PP children.|
|Priority 3||Specialist teachers in ukulele.|
|Priority 4||New outdoor play area and sensory garden.|
|Priority 5||Running of summer school for 60 disadvantaged children.|
|Priority 6||Release time for teachers/SENCO to meet with SLT/Governors and Learning Support Officers.|
|Priority 7||School to pay for all travel costs for trips and visits.|
|Barriers to learning these priorities address||Targeted intervention for pupils and families who have attendance below 96% and persistent absentees. Support families who face difficulties.
Allows pupils at risk of underachievement due to barriers to learning to access mentoring programmes designed to meet individual needs.
FSW supports families who are at risk of needing multi agency support. Provide parenting classes on arrange of topics identified.
Provides disadvantaged pupils with educational experiences outside the classroom to engage them with their learning and add to the rich educational offer.
Pupils given access to high quality music teaching by specialists.
Children to access high quality play equipment during break time to ensure development of gross and fine motor skills.
Children to access high quality play equipment during break time to ensure development of gross and fine motor skills.
Monitoring and Implementation
|Teaching||Ensure training is given priority and staff are giving time to implement new strategies.||Use of staff meeting/twilights.
English/Maths leads to be provided with cover to support colleagues.
|Targeted support||Support for NQT in Reception and Schools Direct Teacher in Y6.||DHT to act as mentor to NQT and Schools Direct.
Lead Practitioner to provide support with all aspects of teaching and learning.
|Wider strategies||Engaging with vulnerable families.
Providing challenging support for low attendance families/children.
|Ensuring all staff are given supervision.
Ensure resources are available and space created to provide quality interactions with the community.
Review: last year’s aims and outcomes
|Progress in Reading and Writing||Above the national average but not in Q1 for reading.|
|Progress in Mathematics||Above the national average. % of all pupils achieving GDS need improving.|
|Phonics||2% below the national average.|
|Other||Attendance was 96.6% and PA 4.9%|