Pupil Premium
Reporting the use of Pupil Premium for Great Paxton CE Primary School
Pupil premium strategy statement
School overview
Metric |
Data |
School name |
Great Paxton CE Primary School |
Pupils in school |
100 |
Proportion of disadvantaged pupils |
15% |
Pupil premium allocation this academic year |
£21520 |
Academic year or years covered by statement |
2021-2022 |
Publish date |
September 2021 |
Review date |
August 2022 |
Statement authorised by |
Mr Lee Frost |
Pupil premium lead |
Mr Lee Frost |
Governor lead |
Mrs Carol Wylde |
Disadvantaged pupil progress scores for last academic year
Due to the Coronavirus Pandemic, there was no published data for 2019-2020. Therefore below is the last set of published data from 2018-2019 based on the 2 disadvantaged pupils in Y6:
Measure |
Score |
Reading |
-0.67 |
Writing |
-7.43 |
Maths |
-3.80 |
Strategy aims for disadvantaged pupils
Measure |
Score |
Meeting expected standard at KS2 |
50% |
Achieving high standard at KS2 |
0% |
Teaching priorities for current academic year
Aim |
Target |
Target date |
Progress in Reading |
Achieve national average progress scores in KS2 Reading (0) |
May 2022 |
Progress in Writing |
Achieve national average progress scores in KS2 Writing (0) |
May 2022 |
Progress in Mathematics |
Achieve national average progress scores in KS2 Maths (0) |
May 2022 |
Phonics |
Achieve national average expected standard in PSC |
May 2022 |
Other |
Improve attendance of disadvantaged pupils so that it is in-line with non-disadvantaged pupils. |
May 2022 |
Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.
Targeted academic support for current academic year
Measure |
Activity |
Priority 1 |
To raise attainment and accelerate progress of pupils eligible for pupil premium funding from their personal starting point using quality first teaching. |
Priority 2 |
Interventions are implemented and evaluated for impact on progress and attainment using teaching assistant for delivery of interventions and 1:1 support. |
Barriers to learning these priorities address |
Overcoming impact of lockdowns and gaps in children’s knowledge and retention of learning. |
Projected spending |
£20000 |
Wider strategies for current academic year
Measure |
Activity |
Priority 1 |
To support eligible pupils with emotional, wellbeing and mental health concerns which can affect their learning at school. |
Priority 2 |
To enable more children to access extra-curricular activities and to boost self-esteem. |
Barriers to learning these priorities address |
Improving readiness to learn, attendance and learning behaviours. |
Projected spending |
£1520 |
Monitoring and Implementation
Area |
Challenge |
Mitigating action |
Teaching |
Ensure enough time is given over to allow for staff professional development |
Use of INSET days and staff meetings and additional cover being provided by senior leaders. |
Targeted support |
Ensure organisation allows for the implementation of intervention and targeted support |
Training of additional staff to deliver programmes and interventions. |
Wider strategies |
Engaging the families facing most challenges |
Work closely with the LA and National initiatives to provide information. |
Review: last year’s aims and outcomes
Aim |
Outcome |
Enrol in the National School Breakfast Programme to provide all disadvantaged children with breakfast parcels until March 2021. |
All 15 children were enrolled and received breakfast packs throughout the entire academic year. |
|
Nessy accounts set up for all SEN children across the school. |
Participate in and administer the ‘Diminishing the difference maths project’ for Y5/6. |
Project continued throughout the pandemic hit year and class teacher and teaching assistant continued to support the targeted children. |
Training to be delivered to staff on Cued Spellings – delivered by Specialist Teaching Team. |
All teaching staff participated in the training and are in place to implement from September 2021. |