Pupil Premium is additional to main school funding and is allocated to schools for children who have been registered for free school meals at any time in the last 6 years, have been looked after for one day or more, are adopted from care or leave care under a Special Guardianship or Residence Order or whose parents have served in the armed forces in any of the previous 4 years.
The aim of the funding is to help address the current inequalities which exist between these children and their peers by raising achievement and improving outcomes. High quality teaching and learning is important to all children, regardless of their background or situation; this is what we strive to provide at Abbeyfields and all staff are committed to this.
It is important to note that not all children eligible for free school meals are low attaining or making poor progress. The individual needs of each cohort in any particular academic year will be assessed and planned for appropriately.
Click here to read our Pupil Premium Strategy Statement.
Expected Pupil Premium Income for 2019-2020: £35,140
Planned Expenditure: £35,266
Year group (total) |
Number of pupil premium children |
Percentage of cohort |
Nursery (41) |
5 |
12% |
Reception (53) |
8 |
15% |
Year 1 (60) |
6 |
10% |
Year 2 (60) |
10 |
17% |
Year 3 (63) |
2 |
3% |
Year 4 (61) |
7 |
11% |
Whole School % of disadvantaged pupils is 11% (38 out of 338 pupils) |
Barriers to future attainment for pupils eligible for pupil premium funding in 2019-2020 |
|
A. | An increasing number of pupil premium children also have additional needs e.g. academic, social, emotional, concentration. |
B. | Some children are not able to complete homework tasks e.g. set homework, spelling, reading and times tables practice. |
C. | An increasing number of children require additional speech and language support and development of vocabulary. |
D. | Low self-esteem and low aspirations of some pupil premium children. |
We will target the attainment and progress of this group in the following ways and spend our allocation as described below, taken from EEF-based strategies.
Title |
What we will do |
Intended outcomes |
Anticipated costs |
Teaching | Professional development:
Recruitment and retention:
|
Improved academic and personal outcomes for children in all areas of the curriculum:
“All teachers are teachers of reading.” The children will be able to be a fluent reader by the end of key stage 1 and use a variety of words – (Three Tiers – high frequency, academic words and technical specific vocabulary) Increased knowledge and skills of subject leaders will lead to stronger provision across the school for all pupils. Quality first teaching will have a positive impact and newly qualified teachers will feel empowered, supported and accountable. |
Resources: £300 Thrive Training & Resources: £2,000.
Employment of fixed term TA to concentrate on behaviour and emotional & social development: £8,598 Recruitment of additional 0.6 FTE KS2 teacher to release DHT to further support quality first teaching initiatives across school: £19,288
|
Targeted academic support | Quality First Teaching
Structured interventions and/or 1:1 support:
|
Improved academic and personal outcomes for children in all areas of the curriculum:
|
|
Wider strategies |
|
Attendance and punctuality will be at least Good.
Self-esteem and aspirations will have improved and have a positive impact on learning. |
Lunchtime cover of Golden Room: £5,080 |
Abbeyfields School – Pupil Premium Information 2020-2021
Pupil Premium is additional to main school funding and is allocated to schools for children who have been registered for free school meals at any time in the last 6 years, have been looked after for one day or more, are adopted from care or leave care under a Special Guardianship or Residence Order or whose parents have served in the armed forces in any of the previous 4 years.
The aim of the funding is to help address the current inequalities which exist between these children and their peers by raising achievement and improving outcomes. High quality teaching and learning is important to all children, regardless of their background or situation; this is what we strive to provide at Abbeyfields and all staff are committed to this.
It is important to note that not all children eligible for free school meals are low attaining or making poor progress. The individual needs of each cohort in any particular academic year will be assessed and planned for appropriately.
We recognise that Covid-19 has significant challenges for the education of all children and acknowledge that disadvantaged children may be particularly adversely affected. So we remain focussed on the needs of PP children in line with our overall policies of minimising the effects of a disrupted education for all children.
Expected Pupil Premium Income for 2020-2021: £36,760
Planned expenditure for 2020-2021 – £37,469
Year group (total) | Number of pupil premium children | Percentage of cohort |
Nursery (38) | 2 | 5% |
Reception (60) | 7 | 12% |
Year 1 (55) | 9 | 16% |
Year 2 (60) | 8 | 13% |
Year 3 (59) | 9 | 15% |
Year 4 (63) | 3 | 5% |
Whole School % of disadvantaged pupils is 11% (38 out of 335 pupils) |
School response / impact of COVID 19 – school closure and remote learning |
Staff worked hard to ensure children in receipt of Pupil Premium were well supported during the March-June/July lockdown both academically and emotionally. Staff made phone calls home to all children to ensure emotional well being and academic progress was monitored. Children receiving Pupil Premium were allocated additional phone calls. Staff and children emailed each other about work and social issues through an online platform used to set homework tasks (Purple Mash). Pupil Premium children received paper copies of work set and additional packs of work and reading books which were delivered to their homes, especially if access to ICT was an issue. Three pupils were provided with a Chromebook from the school allocation from DfE so they had better access to the remote learning through Purple Mash.
Children (including those receiving pupil premium funding) were well supported as they returned to school. School followed guidance very carefully and communicated all strategies and policies with parents to ease anxiety. Parents and carers were asked to complete a ‘reverse’ parents evening survey in August 2020, so staff could plan effectively on their return to school. As a result, as well as planning for academic gaps, staff were instructed to focus on the emotional well being of our children as a priority. During school closure the decision to go ahead with THRIVE training was agreed. The teacher who is Pupil Premium Lead started THRIVE training along with an additional teaching assistant. The Pupil Premium Lead also liaised with staff leading on the Zones of Regulation and planned how to use this to enhance THRIVE to support our children. On returning to school in September, the Pupil Premium Lead shared THRIVE strategies, approaches and theory with all school staff to ensure a whole school consistent approach for the children as they were welcomed back to school. All classes have carried out whole class THRIVE profiling to identify the children who require further support and action plans are in place and progress will be monitored. All classes are displaying Zones of Regulation strategies/toolkit for children to access during the day and are embracing the strategies of this approach to complement Thrive. |
Barriers to future attainment for pupils eligible for pupil premium funding in 2020-2021 | |
A. | School closure and remote learning proved very difficult for some children and their families. Social, emotional and academic interruptions are evident now children have returned to school. |
B. | An increasing number of pupil premium children also have additional needs e.g. academic, social, emotional, concentration, self-help. |
C. | Some children/families are not able or willing to complete homework tasks e.g. set homework, spelling, reading and times tables practice. |
D. | An increasing number of children require additional speech and language support and development of vocabulary. |
E. | Low self-esteem and low aspirations of some pupil premium children. |
We will target the attainment and progress of this group in the following ways and spend our allocation as described below, taken from EEF-based strategies.
Title | What we will do | Intended outcomes | Anticipated costs |
Teaching | Professional development:
Recruitment and retention:
|
Improved academic and personal outcomes for children in all areas of the curriculum:
“All teachers are teachers of reading.” The children will be able to be a fluent reader by the end of key stage 1 and use a variety of words – (Three Tiers – high frequency, academic words and technical specific vocabulary) Increased knowledge and skills of subject leaders will lead to stronger provision across the school for all pupils. Sequential curriculum planning in place to ensure development of knowledge and skills. Quality first teaching will have a positive impact and newly qualified teachers will feel empowered, supported and accountable. |
Resources: £300
Thrive Training & Resources: £2,000. Additional TA hours to support academic and social needs: £10,796 Recruitment of 1.0FTE KS2 teacher to release DHT to further support/develop quality first teaching and SEND across school: £24,373
|
Targeted academic support | Quality First Teaching
Structured interventions and/or 1:1 support:
|
Improved academic and personal outcomes for children in all areas of the curriculum:
|
Reading Plus/Chromebooks (funded by catch up funding) |
Wider strategies |
|
Attendance and punctuality will be at least Good and inline with national averages (exception of Covid-19 related absence).
Self-esteem and aspirations will have improved and have a positive impact on learning. |
Funding for Thrive Rooms £2,000 (with additional donations from FoAS & parent) |
Lisa Shooter – Pupil Premium Lead