Pupil Premium Information 2019-2021

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.

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: Great North Maths Hub Teacher Research Group (mastery approach) Early Reading – review and actions, focus on teaching of reading for lowest attaining pupils. Oracy – continue to develop high quality articulacy and comprehension Thrive training – whole school approaches to supporting emotional and social development Subject leadership – training with SIP and collaborative work with the Morpeth Partnership to strengthen leadership and knowledge of the curriculum (and provision) Recruitment and retention: Two newly recruited teachers to KS1 and KS2. Support for early years teachers will be accessed through the local authority, Three Rivers, Chartered College of Teaching, internal school mentors (key stage leaders)	Improved academic and personal outcomes for children in all areas of the curriculum: academic social emotional “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 Move towards whole class teaching (e.g. maths mastery approach) to support mixed ability pupils, reorganisation of English provision (increased lesson time and balance of phonics/English) Focus on Reading -, love of reading, early reading skills, phonic programme and progress, lower and higher attainers, application of skills, comprehension Plan for local context and hidden curriculum to support and enhance current cohort provision e.g. raising aspirations and self-esteem Structured interventions and/or 1:1 support: Teaching staff and support staff will work together to provide targeted academic support linking all intervention to quality classroom teaching e.g. speech and language intervention, nurture Ensure any homework that is set in school is accessible to all or that certain pupils are given alternative opportunities within school time	Improved academic and personal outcomes for children in all areas of the curriculum: academic social emotional
Wider strategies	Pastoral Lead will work with Academy Council on an Emotional Health and Well-being strategy for pupils and staff The use of the Golden Room will be utilised to support pupils appropriately with social and emotional development Providing external coaches (sport, music) and experiences such as visits and events to all pupils – accessible to all Promoting independence and resilience through taking responsibility and problem-solving	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

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: Great North Maths Hub Teacher Research Group (Year 2) Early Reading – review and actions, focus on teaching of reading for lowest attaining pupils. Oracy – continue to develop high quality articulacy and comprehension Thrive and Zones of Regulation training – whole school approaches to supporting emotional and social development Subject leadership – training with SIP, curriculum development and collaborative work with schools in the Morpeth Partnership to strengthen leadership and knowledge of the curriculum (and provision) Curriculum Website for internal use Recruitment and retention: One NQT teacher was recruited to KS2. Support for early years teachers will be accessed through the local authority, Three Rivers, Chartered College of Teaching, internal school mentors (key stage leaders). Additional teaching assistant support to Nursery, Reception and Year 1.	Improved academic and personal outcomes for children in all areas of the curriculum: academic social emotional “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 Move towards whole class teaching (e.g. maths mastery approach) to support mixed ability pupils, reorganisation of English provision (increased lesson time and balance of phonics/English). This is also in response to class bubbles/covid restrictions. Focus on Reading – love of reading, early reading skills, phonic programme and progress, lower and higher attainers, application of skills, comprehension ‘Reading Plus’ and Chromebooks for Year 3 pupils Plan for local context and hidden curriculum to support and enhance current cohort provision e.g. raising aspirations and self-esteem Launch of RSE statutory curriculum Structured interventions and/or 1:1 support: Teaching staff and support staff will work together to provide targeted academic support linking all intervention to quality classroom teaching e.g. speech and language intervention, nurture Ensure any homework that is set in school is accessible to all or that certain pupils are given alternative opportunities within school time	Improved academic and personal outcomes for children in all areas of the curriculum: academic social emotional	Reading Plus/Chromebooks (funded by catch up funding)
Wider strategies	Pastoral Lead will work with Academy Council on an Emotional Health and Well-being strategy for pupils and staff The conversion of the current library and Golden Room to Thrive rooms will support pupils appropriately with current needs Providing external coaches (sport, music) and experiences such as visits and events to all pupils – accessible to all Promoting independence and resilience through taking responsibility and problem-solving	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