Pupil Premium & Extra School Funding

Detail

Data

School name:

Southover CE Primary School

Number of pupils in school

310

Proportion (%) of pupil premium eligible pupils

19%

Academic years that our current pupil premium strategy plan covers

2021- 2025

Date this statement was published

November 23

Date on which it will be reviewed

November 24

Statement authorised by

Noel Fadden Headteacher

Pupil premium lead

Zoe Short Deputy Headteacher

Governor

Rebecca Coles Link Governor Disadvantaged Pupils

Detail

Amount

Pupil premium funding allocation this academic year

£80,202

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£7,395

COVID Recovery Premium Funding

School Led Tutoring Grant

£4,843

£2,998

Total budget for this academic year

£95,438

The Pupil Premium grant is designed to close any potential education attainment gap between children considered disadvantaged and those who are not. This group includes children in receipt of free school meals (or has been in the last six years) and looked after and adopted children. We also consider children who are vulnerable in other ways such as children who have a social worker or have experienced family trauma.  

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.

At Southover, high-quality teaching is at the heart of our approach, with a focus on all children becoming proficient in reading, writing and mathematics. We invest in ‘Quality First Teaching’ and ensure our teachers are up to date and well trained in these key areas. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school.

At Southover, we believe that social, emotional, and mental health and academic progress are intrinsically linked and therefore invest in this to overcome any barriers to learning such as, but not exclusively: anxiety, low self-esteem, low-confidence, attachment and trauma.

“Evidence suggests that children from disadvantaged backgrounds have weaker social and emotional skills at all ages than their more affluent peers and these skills are likely to influence a range of outcomes for pupils: lower social and emotional learning skills are linked with poorer mental health and lower academic attainment.” (Education Endowment Foundation)

Our whole school Empowerment Approach ensures an ethos of children feeling valued, listened to and safe. Our Nurture facility and Thrive practitioners, alongside one to one play/art therapy and counselling mean that children are identified early and are given timely support by trained and experienced staff.

We strive to ensure that no child misses out on extra-curricular opportunities because of their economic circumstances. We also provide additional support in relation to access to technology to ensure children are not disadvantaged because of lack of hardware.

We use time-limited, researched based, specific intervention to impact the attainment of disadvantaged children who need additional support.

We invest highly in language development for the children at an early age and continue this support for children who need it. Targeted support is provided for all children who are identified as having a language need. 

“Research shows that oral language skills, the foundations of which are developed by age four, are strongly associated with children’s literacy, numeracy and educational attainment. However, there exists a gap between the language skills of disadvantaged children and their more advantaged counterparts. Early intervention has great potential to narrow this gap…” (Education Endowment Foundation)

Our strategy for disadvantaged children is clearly linked to wider school plans for education recovery including Every Child a Reader (ECAR) programme, small class sizes in Reception and the government funded Nuffield Early Language Intervention for Reception age children.

Our robust monitoring and assessment schedule and procedures and knowing our children and families well, mean that we are responsive to common challenges and individual needs. We recognise the impact of wider issues in our community and work closely with families to offer broader support to help our children. We invest in a Family Support Worker through EIP funding to support us with this.

We have high expectations for all children and act early to address needs. We adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes.

For more information about the Pupil Premium Grant see:

https://www.gov.uk/government/publications/pupil-premium

Challenge number

Detail of challenge

1

Assessments, observations, and discussions with pupils indicate underdeveloped language understanding.

2

Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers.

3

Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.

4

Assessment data indicate that maths attainment among disadvantaged pupils is below age-related expectations across the school.

5

Our assessments, observations and discussions with pupils and families have identified social and emotional and mental health issues for many pupils due to COVID 19. These challenges particularly affect disadvantaged pupils, including their attainment and subsequent attendance.

Referrals for support have markedly increased during the pandemic.  Pupils currently require additional support with social and emotional needs, with 50 (20 of whom are disadvantaged) receiving Nurture provision and/or counselling/play therapy and/or CAMHS/School Health Service/Key Worker support

6

The cost of extra-curricular activities, music instrument teaching and residential trips would be prohibitive for some of our disadvantaged children’s families without school support.

Intended outcome

Success criteria

Improved receptive language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved language understanding among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, reading comprehension and ongoing formative assessment.

Improved oral language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.

Improved reading attainment among disadvantaged pupils.

End of KS1 reading outcomes in 2024/25 will show disadvantaged pupils have made accelerated progress from their Year 1 Autumn 1 assessment data 

KS2 reading outcomes in 2024/25 will show that more than 66% of disadvantaged pupils met the expected standard and 80% will make accelerated progress from their starting points

Improved maths attainment for disadvantaged pupils at the end of KS2.

KS2 maths outcomes in 2024/25 show that more than 66% of disadvantaged pupils met the expected standard.

To achieve and sustain improved mental health and wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of good mental health and wellbeing from 2024/25 demonstrated by:

• qualitative data from student voice, student and parent surveys and teacher observations
• a significant reduction school-based anxiety and school avoidance
• Thrive Assessments and Emotional Literacy Checklists

Activity

Evidence that supports this approach

Challenge number(s) addressed

New Staff trained in Sounds Write Phonics Scheme

Additional maths  teacher for cohort specific lessons

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

The best available evidence indicates that great teaching is the most important lever schools have to improve pupil attainment. Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all pupils, particularly the most disadvantaged among them.

https://educationendowmentfoundation.org.uk/support-for-schools/school-planning-support/1-high-quality-teaching

3

Screening of all Reception children’s language through Language Link and Language Screen

All children new to the school screened with Language Link.

Research shows that oral language skills, the foundations of which are developed by age four, are strongly associated with children’s literacy, numeracy and educational attainment. However, there exists a gap between the language skills of disadvantaged children and their more advantaged counterparts.

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/nuffield-early-language- 

2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Precision Teaching and Phonics Intervention by fully trained teaching assistant

Dyslexia screening for diagnostic assessment

Subscriptions for specific online interventions – Nessy Dyslexia Programme,

Research has shown that high quality intervention delivered by fully trained teaching assistants has a positive benefit to children.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/teaching-assistant-interventions

Diagnostic assessments highlight specific difficulties so they can be addressed with more precision

British Dyslexia Association assured programme – specific intervention

3

RM Easimaths subscription

4

Language interventions – Reception NELI –

Speech and language interventions based on Speech and Language Link screening and CITES programmes

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/nuffield-early-language- 

1, 2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Create a whole school ethos and behaviour approach through Empowerment to develop the quality of social and emotional (SEL) learning.

Nurture Class, using Thrive Approach and informed by Thrive assessments

1 to 1 Thrive sessions

Play/Art  Therapy

Lunch Time Club

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf (educationendowmentfoundation.org.uk)

5

Forest School Sessions weekly for children in receipt of PP who need additional SEMH support

Evidence suggest that Forest School can play an important role in a post COVID curriculum as it is learner-centred and experiential. Forest School practice focuses upon children’s relationships with peers, adults and the environment in an expansive pedagogical space (Harris, 2018; Rekers-Power, 2020). 

https://www.bera.ac.uk/blog/forest-school-and-its-place-within-a-covid-recovery-curriculum

5

Supporting children and their families in receipt of PP with activities, trips, activities, clubs and music lessons.

Evidence shows that taking part in activities after school could play a role in closing the attainment gap between children from economically disadvantaged backgrounds and those with more family resources.

https://www.nuffieldfoundation.org/sites/default/files/files/resbr3-final.pdf

Evidence suggests that learning an instrument boosts academic attainment

6

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

All

Improved maths attainment for disadvantaged pupils at the end of KS2.

Maths outcomes for disadvantaged children in at the end of KS2 was lower than reading. Mobility was a factor that affected these results, with children joining the school in Year 6 with SEND. These children did, however, make excellent progress in their personal and social needs and were well equipped to start their secondary school career.

The children have access to maths intervention and RM Easimaths to practise and consolidate their maths understanding.

To achieve and sustain improved mental health and wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Our mental health and wellbeing provision is strong and the children receive excellent pastoral support through experienced staff, an established nurture facility and a high investment in therapy services (play/art therapy). 50 children across the school are supported through these interventions with space for 18 children in art and play therapy. This offer has ensured children are ready to learn, accessing school and feel supported. This progress is evidenced through pupil, parent and teacher voice, Thrive assessment, academic progress data and improved attendance.

The Empowerment Approach is now our established behaviour management policy and this has had a positive impact on children’s wellbeing – feeling supported and listened to and helped through their difficulties. Children who have significant needs have been supported by experienced staff and have all made progress, evidenced through the assess, plan, do, review cycle. Forest school has been a great addition to the provision offered to our disadvantaged children, enabling them to develop new skills and relationships in a healthy, active environment.

Zones of Regulation has continued to be used across the school, delivered on a bespoke basis to individuals who need support managing their emotions.   

Supporting children and their families in receipt of PP with activities, trips, activities, clubs and music lessons.

Children in receipt of Pupil Premium funding all get subsidised music lessons if they choose to participate. We have also paid for after school club for specific children. The residential trip took place this year this was subsidised for children in receipt of PP.

Programme

Provider

We have identified that school attendance is lower for our disadvantaged children and are addressing this. We are also working on ways to ensure the children in receipt of the Pupil Premium grant are represented at parent/carer consultations.

Detail

Data

School name:

Southover CE Primary School

Number of pupils in school

307

Proportion (%) of pupil premium eligible pupils

15%

Academic years that our current pupil premium strategy plan covers

2021- 2025

Date this statement was published

November 22

Date on which it will be reviewed

September 23

Statement authorised by

Noel Fadden Headteacher

Pupil premium lead

Zoe Short

Assistant Headteacher

Governor

Susanne Pollard

Link Governor Disadvantaged Pupils

Detail

Amount

Pupil premium funding allocation this academic year

£74,986

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

COVID Recovery Premium Funding

£6,525

School Led Tutoring Grant

£4,252

Total budget for this academic year

£85,763

The Pupil Premium grant is designed to close any potential education attainment gap between children considered disadvantaged and those who are not. This group includes children in receipt of free school meals (or has been in the last six years) and looked after and adopted children. We also consider children who are vulnerable in other ways such as children who have a social worker or have experienced family trauma.  

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.

At Southover, high-quality teaching is at the heart of our approach, with a focus on all children becoming proficient in reading, writing and mathematics. We invest in ‘Quality First Teaching’ and ensure our teachers are up to date and well trained in these key areas. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school.

At Southover, we believe that social, emotional, and mental health and academic progress are intrinsically linked and therefore invest in this to overcome any barriers to learning such as, but not exclusively: anxiety, low self-esteem, low-confidence, attachment and trauma.

“Evidence suggests that children from disadvantaged backgrounds have weaker social and emotional skills at all ages than their more affluent peers and these skills are likely to influence a range of outcomes for pupils: lower social and emotional learning skills are linked with poorer mental health and lower academic attainment.” (Education Endowment Foundation)

Our whole school Empowerment Approach ensures an ethos of children feeling valued, listened to and safe. Our Nurture facility and Thrive practitioners, alongside one to one play/art therapy and counselling mean that children are identified early and are given timely support by trained and experienced staff.

We strive to ensure that no child misses out on extra-curricular opportunities because of their economic circumstances. We also provide additional support in relation to access to technology to ensure children are not disadvantaged because of lack of hardware.

We use time-limited, researched based, specific intervention to impact the attainment of disadvantaged children who need additional support.

We invest highly in language development for the children at an early age and continue this support for children who need it. Targeted support is provided for all children who are identified as having a language need. 

“Research shows that oral language skills, the foundations of which are developed by age four, are strongly associated with children’s literacy, numeracy and educational attainment. However, there exists a gap between the language skills of disadvantaged children and their more advantaged counterparts. Early intervention has great potential to narrow this gap…” (Education Endowment Foundation)

Our strategy for disadvantaged children is clearly linked to wider school plans for education recovery including Every Child a Reader (ECAR) programme, small class sizes in Reception and the government funded Nuffield Early Language Intervention for Reception age children.

Our robust monitoring and assessment schedule and procedures and knowing our children and families well, mean that we are responsive to common challenges and individual needs. We recognise the impact of wider issues in our community and  work closely with families to offer broader support to help our children. We invest in a Family Support Worker through EIP funding to support us with this.

We have high expectations for all children and act early to address needs. We adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes.

For more information about the Pupil Premium Grant see:

https://www.gov.uk/government/publications/pupil-premium

Challenge number

Detail of challenge

1

Assessments, observations, and discussions with pupils indicate underdeveloped language understanding. This is particularly evident in KS1/early KS2 where lockdown has impacted on their early years schooling. 

2

Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers.

3

Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.

4

Assessment data indicate that maths attainment among disadvantaged pupils is below age-related expectations across the school.

5

Our assessments, observations and discussions with pupils and families have identified social and emotional and mental health issues for many pupils due to COVID 19. These challenges particularly affect disadvantaged pupils, including their attainment and subsequent attendance.

Referrals for support have markedly increased during the pandemic.  Pupils currently require additional support with social and emotional needs, with 44 (20 of whom are disadvantaged) receiving Nurture provision and/or counselling/play therapy and/or CAMHS/School Health Service/Key Worker support

6

The cost of extra-curricular activities, music instrument teaching and residential trips would be prohibitive for some of our disadvantaged children’s families without school support

Intended outcome

Success criteria

Improved receptive language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved language understanding among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, reading comprehension and ongoing formative assessment.

Improved oral language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.

Improved reading attainment among disadvantaged pupils.

End of KS1 reading outcomes in 2023/24 will show disadvantaged pupils have made accelerated progress from their Year 1 Autumn 1 assessment data 

KS2 reading outcomes in 2024/25 will show that more than 66% of disadvantaged pupils met the expected standard and 80% will make accelerated progress from their starting points

Improved maths attainment for disadvantaged pupils at the end of KS2.

KS2 maths outcomes in 2024/25 show that more than 66% of disadvantaged pupils met the expected standard.

To achieve and sustain improved mental health and wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of good mental health and wellbeing from 2024/25 demonstrated by:

• qualitative data from student voice, student and parent surveys and teacher observations
• a significant reduction school-based anxiety and school refusal
• Thrive Assessments, Boxall profiles, Emotional Literacy Checklists

Activity

Evidence that supports this approach

Challenge number(s) addressed

Purchase high quality up to date texts for Whole Class Reading sessions

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF

2

Phonics matched reading books purchased

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

3

Screening of all Reception children’s language through Language Link and Language Screen

All children new to the school screened with Language Link.

Research shows that oral language skills, the foundations of which are developed by age four, are strongly associated with children’s literacy, numeracy and educational attainment. However, there exists a gap between the language skills of disadvantaged children and their more advantaged counterparts.

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/nuffield-early-language- 

2

Activity

Evidence that supports this approach

Challenge number(s) addressed

ECAR teacher for specific reading intervention for KS1 children

FFT TA for specific intervention for reading for KS1

Dyslexia screening for diagnostic assessment

Subscriptions for specific online interventions – Nessy Dyslexia Programme,

The teaching practices underpinning the ECAR programme are aligned to the strong evidence outlined in the EEF guidance https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1

Diagnostic assessments highlight specific difficulties so they can be addressed with more precision

British Dyslexia Association assured programme

3

RM Easimaths subscription

4

Language interventions – Reception NELI –

Speech and language interventions based on Speech and Language Link screening and CITES programmes

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/nuffield-early-language- 

1, 2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Create a whole school ethos and behaviour approach through Empowerment to develop the quality of social and emotional (SEL) learning.

Nurture Class, using Thrive Approach and  informed by Thrive assessments

1 to 1 Thrive sessions

Play Therapy

Art Therapy

Lunch Time Club

Empowerment coaching sessions

Lunchtime support – SLT

Behaviour Support  Assistant

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf (educationendowmentfoundation.org.uk)

5

Forest School Sessions weekly for children in receipt of PP who need additional SEMH support

Evidence suggest that Forest School can play an important role in a post COVID curriculum as it is learner-centred and experiential. Forest School practice focuses upon children’s relationships with peers, adults and the environment in an expansive pedagogical space (Harris, 2018; Rekers-Power, 2020). 

https://www.bera.ac.uk/blog/forest-school-and-its-place-within-a-covid-recovery-curriculum

5

Supporting children and their families in receipt of PP with activities, trips, activities, clubs and music lessons.

Evidence shows that taking part in activities after school could play a role in closing the attainment gap between children from economically disadvantaged backgrounds and those with more family resources.

https://www.nuffieldfoundation.org/sites/default/files/files/resbr3-final.pdf

Evidence suggests that learning an instrument boosts academic attainment

6

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

All

Our End of Year assessments during 2021/22 suggested that the performance of disadvantaged pupils was lower than the children not in receipt of pupil premium in key areas of the curriculum. The outcomes we aimed to achieve in our previous strategy by the end of 2021/22 were therefore not fully realised. 

Our assessment of the reasons for these outcomes still points primarily to Covid-19 impact, which disrupted all our subject areas to varying degrees. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils and the catch up needed has been significant. The impact was mitigated by our resolution to maintain a high-quality curriculum.  

Our assessments and observations indicate that pupil behaviour, wellbeing and mental health have been significantly impacted due to COVID-19-related issues. The impact has been particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils, and targeted interventions where required. We are continuing with this approach with the activities detailed in this plan.

Supporting children to achieve their potential in the classroom through timely support

As part of the recovery plan following COVID 19 disruption, we invested in small class sizes for Year 1 and 2 rather than move to vertical year groups. The children had more teacher and TA attention. Reading progress particularly, was good for individuals.

We invested in a specialist maths teacher for those children who needed catch up from COVID 19 lockdowns. Some of the groups made really good progress. The children In Year 5 made very good progress and the small group enabled them to return to whole class maths at the age related attainment. The Year 3 group made good progress, having accessible maths at their level.

Teaching assistants have been working with children on specific interventions to close the gap in attainment and to support children with their mental health and wellbeing. This is significant due to the impact of COVID 19.

Teaching assistants have been trained in Lego Therapy and have been delivering this to groups of children. Lego Therapy has a multitude of benefits for the children to help them in the classroom, including understanding instructions and concepts, social communication and turn taking, motor skills and raising self-esteem.

Zones of Regulation has continued to be used across the school, delivered on a bespoke basis to individuals who need support managing their emotions.  

All of our Reception, KS1 and Year 3 teachers completed the Sounds Write training and this is now consistently used in all reception and KS1 classrooms daily. From Year 3 onwards, Sounds Write is used as a basis for in class spelling and as a phonics intervention. All teachers and teaching assistants have had INSET on Sounds Write so they can use it as phonics intervention. Phonics intervention has been delivered across the school to children who were identified having gaps in their phonics knowledge. 

Phonic matched books have been purchased and children take these home as well as access in school.

Children not being able to read and write at ARE

High proportion of children in receipt of PP also SEND

Identified children received ECAR (Every Child a Reader) and (Fischer Family Trust) as a daily intervention delivered by two qualified ECAR teachers and one fully trained TA. All the children made progress, with some making significant progress.

T4W is embedded across the school in every year group. Pupil and teacher feedback is very positive.

Dyslexia screening of individuals takes place regularly to identify specific children’s strengths and difficulties and the detailed report suggests ways forwards and strategies to address the challenges.

Nessy is used at school regularly and its use is detailed as part of the children’s provision plans. It is also accessible for home use.

Difficulty with fluency, reasoning and problem solving in mathematics

The Every Child Counts programme provided intervention for children across KS1 and Year 3 every afternoon. The children made some progress to fill in the gaps in their learning as identified by the initial and final assessments. The impact on their overall attainment and progress however was not as successful as we had hoped. 

RM Easimaths is used regularly in class as an independent intervention to boost maths progress and to address gaps in learning. As an intuitive programme, children’s specific areas of development are targeted.

Speech and Language needs

Three teaching assistants were trained to deliver the NELI programme and reception teachers completed the course designed for them. The children identified through the screening received three group sessions a week across the year from January 22. This is continuing into this year. We also assessed all Reception children using the Language Link screening programme to ensure progress could be monitored as they moved through the school. 

Children identified as having speech and language needs, either through SaLT or internally, throughout the school, received individual or group sessions across the week by trained teaching assistants. Progress is monitored through Language Link and Speech Link screening. The vast majority of children made good progress. Those who do not make the expected progress are discussed with the Speech and Language Therapist and referred for more specialist assessment and advice.

Improved progress and attainment for children by addressing social, emotional and mental health needs such as attachment issues, anger management, low self-esteem, anxiety through a whole school approach to positive behaviour management and targeted interventions.

The impact on mental health during the pandemic has resulted in a significant proportion of children needing support with their mental health. Our Play Therapist and art therapist work with a total of 11 children, some of them on a long term programme of support. We have also had a Fegans counsellor working with 3 children.  This provision is positively received by the children and parents and the child benefit from this 1 to 1 space.

Nurture – Robin Class, continues to be a highly valued resource. Robins runs across the week, in the afternoons. Children have also received one to one support with our Thrive trained practitioners.  The children who attend value this time in their week – evaluated with pupil voice and parental feedback. Children’s progress is good, as evidenced through Thrive assessments. Children who attend Robins have support for their emotional well-being and self-esteem and confidence, anxiety, social communication skills, identifying and managing emotions and language development.

All staff across the school have now had Empowerment training and all children have had assemblies and class lessons on the approach. All staff use the language of Empowerment and coaching sessions have taking place with individuals. The training has been received really positively by all and staff are keen to develop this further. There will be further work in this area to embed the approach.

Lunchtime Club continues to be a valued resource for the children. It provides a space away from the busy playground for children who choose to attend on a rota basis and also for those children who need a ‘free pass’ on a regular basis.

Supporting children and their families in receipt of PP with activities, trips, activities, clubs and music lessons.

Children in receipt of Pupil Premium funding all get subsidised music lessons if they choose to participate. We have also paid for after school club for specific children. The residential trip took place this year this was subsidised for children in receipt of PP.

Programme

Provider

We have identified that school attendance is lower for our disadvantaged children and are making efforts to address this but regular contact with these families. We are also working on ways to ensure the children in receipt of the Pupil Premium grant are represented at parent/carer consultations. A survey was sent to parents in the summer term to canvas their views.

Detail

Data

School name:

Southover CE Primary School

Number of pupils in school

309

Proportion (%) of pupil premium eligible pupils

16%

Academic years that our current pupil premium strategy plan covers

2021- 2025

Date this statement was published

November 21

Date on which it will be reviewed

September 22

Statement authorised by

Noel Fadden Headteacher

Pupil premium lead

Zoe Short

Assistant Headteacher

Governor / Trustee lead

Susanne Pollard

Link Governor Disadvantaged Pupils

Detail

Amount

Pupil premium funding allocation this academic year

£82,630

Recovery premium funding allocation this academic year

£14,764

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£16,625

Total budget for this academic year

£114,019

The Pupil Premium grant is designed to close any potential education attainment gap between children considered disadvantaged and those who are not. This group includes children in receipt of free school meals (or has been in the last six years) and looked after and adopted children and all other children. We also consider children who are vulnerable in other ways such as children who have a social worker or have experienced family trauma.  

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.

At Southover, high-quality teaching is at the heart of our approach, with a focus on all children becoming proficient in reading, writing and mathematics. We invest in ‘Quality First Teaching’ and ensure our teachers are up to date and well trained in these key areas. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school.

At Southover, we believe that social, emotional, and mental health and academic progress are intrinsically linked and therefore invest in this to overcome any barriers to learning such as, but not exclusively: anxiety, low self-esteem, low-confidence, attachment and trauma.

“Evidence suggests that children from disadvantaged backgrounds have weaker social and emotional skills at all ages than their more affluent peers and these skills are likely to influence a range of outcomes for pupils: lower social and emotional learning skills are linked with poorer mental health and lower academic attainment.” (Education Endowment Foundation)

Our whole school Empowerment Approach ensures an ethos of children feeling valued, listened to and safe. Our Nurture facility and Thrive practitioners, alongside one to one play/art therapy and counselling mean that children are identified early and are given timely support by trained and experienced staff.

We strive to ensure that no child misses out on extra-curricular opportunities because of their economic circumstances. We also provide additional support in relation to access to technology to ensure children are not disadvantaged because of lack of hardware.

We use time-limited, researched based, specific intervention to impact the attainment of disadvantaged children who need additional support.

We invest highly in language development for the children at an early age and continue this support for children who need it. Targeted support is provided for all children who are identified as having a language need. 

“Research shows that oral language skills, the foundations of which are developed by age four, are strongly associated with children’s literacy, numeracy and educational attainment. However, there exists a gap between the language skills of disadvantaged children and their more advantaged counterparts. Early intervention has great potential to narrow this gap…” (Education Endowment Foundation)

Our strategy for disadvantaged children is clearly linked to wider school plans for education recovery: Every Child a Reader (ECAR) programme, targeted maths intervention with a maths specialist teacher, Every Child Counts programme, small class sizes in Reception and Key Stage 1and the government funded Nuffield Early Language Intervention for Reception age children.

Our robust monitoring and assessment schedule and procedures and knowing our children and families well, mean that we are responsive to common challenges and individual needs. We have high expectations for all children and act early to address needs. We adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes.

For more information about the Pupil Premium Grant see:

https://www.gov.uk/government/publications/pupil-premium

Challenge number

Detail of challenge

1

Assessments, observations, and discussions with pupils indicate underdeveloped language understanding. This is particularly evident in KS1 where lockdown has impacted on their early years schooling. 

2

Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers.

3

Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.

4

Assessment data indicate that maths attainment among disadvantaged pupils is below age-related expectations across the school.

5

Our assessments, observations and discussions with pupils and families have identified social and emotional and mental health issues for many pupils due to the school closures. These challenges particularly affect disadvantaged pupils, including their attainment and subsequent attendance.

Referrals for support have markedly increased during the pandemic.  Pupils currently require additional support with social and emotional needs, with 44 (20 of whom are disadvantaged) receiving Nurture provision and/or counselling/play therapy and/or CAMHS/School Health Service/Key Worker support

6

The cost of extra-curricular activities, music instrument teaching and residential trips would be prohibitive for some of our disadvantaged children’s families without school support

Intended outcome

Success criteria

Improved receptive language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved language understanding among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, reading comprehension and ongoing formative assessment.

Improved oral language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.

Improved reading attainment among disadvantaged pupils.

End of KS1 reading outcomes in 2023/24 will show disadvantaged pupils have made accelerated progress from their Year 1 Autumn 1 assessment data 

KS2 reading outcomes in 2024/25 will show that more than 66% of disadvantaged pupils met the expected standard and 80% will make accelerated progress from their starting points

Improved maths attainment for disadvantaged pupils at the end of KS2.

KS2 maths outcomes in 2024/25 show that more than 66% of disadvantaged pupils met the expected standard.

To achieve and sustain improved mental health and wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of good mental health and wellbeing from 2024/25 demonstrated by:

• qualitative data from student voice, student and parent surveys and teacher observations
• a significant reduction school-based anxiety and school refusal
• Thrive Assessments, Boxall profiles, Emotional Literacy Checklists

Activity

Evidence that supports this approach

Challenge number(s) addressed

Maths specialist teaching three times a week for all KS2 classes for small groups of children not working at age related expectations

Teaching is in line with The DfE non-statutory guidance that has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches:

Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk)

The EEF guidance is based on a range of the best available evidence:

Improving Mathematics in Key Stages 2 and 3

4

Training new staff in Talk for Writing. Updated training for staff

Purchase high quality up to date texts for Whole Class Reading sessions

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF

2

Purchase of a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils

All Reception and KS1 teachers trained

(Initially funded through Education Improvement Partnership funding)

All KS2 staff and teaching assistants trained in the DfE validated scheme through whole school INSET

Phonics matched reading books purchased

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

3

Screening of all Reception children’s language through Language Link and Language Screen

Training Reception teachers and teaching assistants in the NELI programme

All children new to the school screened with Language Link.

Research shows that oral language skills, the foundations of which are developed by age four, are strongly associated with children’s literacy, numeracy and educational attainment. However, there exists a gap between the language skills of disadvantaged children and their more advantaged counterparts.

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/nuffield-early-language- 

2

Activity

Evidence that supports this approach

Challenge number(s) addressed

ECAR teacher for specific reading intervention for KS1 children

FFT TA for specific intervention for reading for KS1

Dyslexia screening for diagnostic assessment

Subscriptions for specific online interventions – Nessy Dyslexia Programme

The teaching practices underpinning the ECAR programme are aligned to the strong evidence outlined in the EEF guidance https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1

Diagnostic assessments highlight specific difficulties so they can be addressed with more precision

British Dyslexia Association assured programme

3

Maths intervention – Every Child Counts for identified disadvantaged children in Year 2 – time limited addressing specific gaps in children’s knowledge.

RM Easimaths subscription

There is a large body of evidence demonstrating that tutoring (or numeracy support) programmes delivered by teaching assistants, or by teachers, can have a positive effect on attainment for low-attaining children.

https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/early-years-and-key-stage-1-mathematics-teaching

4

Language interventions – Reception NELI –

Speech and language interventions based on Speech and Language Link screening and CITES programmes

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/nuffield-early-language- 

1, 2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Create a whole school ethos and behaviour approach through Empowerment to develop the quality of social and emotional (SEL) learning.

SEL approaches will be embedded into routine educational practices and supported by professional development and training for staff.

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk)

5

Nurture Class, informed by Thrive assessments

1 to 1 Thrive sessions

Play Therapy

Art Therapy

Fegans Counselling

Lunch Time Club

Play Leaders

Empowerment coaching sessions

Lunchtime support – SLT

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk)

5

Supporting children and their families in receipt of PP with activities, trips, activities, clubs and music lessons.

Evidence shows that taking part in activities after school could play a role in closing the attainment gap between children from economically disadvantaged backgrounds and those with more family resources.

https://www.nuffieldfoundation.org/sites/default/files/files/resbr3-final.pdf

Evidence suggests that learning an instrument boosts academic attainment

6

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

All

Our internal assessments during 2020/21 suggested that the performance of disadvantaged pupils was lower than previous years in key areas of the curriculum. The outcomes we aimed to achieve in our previous strategy by the end of 2020/21 were therefore not fully realised. 

Our assessment of the reasons for these outcomes points primarily to Covid-19 impact, which disrupted all our subject areas to varying degrees. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils, and they were not able to benefit fully from our pupil premium funded improvements to teaching and targeted interventions to the degree we had intended. The impact was mitigated by our resolution to maintain a high-quality curriculum, including during periods of partial closure. Throughout the national lockdowns, senior leaders and teachers maintained daily contact with the children and families with specific emphasis on our disadvantaged and vulnerable children and families. With the platform Seesaw, we were able to ensure bespoke lessons with timely feedback was available for all children. In addition to this, existing curriculum IT packages were able to be used with home access– Nessy, Clicker 8 and RM Easimaths.

Specific families were loaned laptops and tablets where IT hardware was unavailable for the children to complete their work. In addition to this, parents who still struggled to access and/or support their children’s learning on line were provided with paper packs for their children.

Our assessments and observations indicated that pupil behaviour, wellbeing and mental health were significantly impacted last year, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils, and targeted interventions where required. We are building on that approach with the activities detailed in this plan.

Supporting children to achieve their potential in the classroom through timely support

Teaching assistants have been working with children on specific interventions to close the gap in attainment and to support children with their mental health and wellbeing. This being particularly pertinent due to lockdown.

All teaching assistants have been trained in the Word Aware programme and have been delivering this programme to groups of children. Word Aware develops children vocabulary and understanding of words to enable them to engage fully in class topics and to develop their writing skills.

Teaching assistants also had training with Clicker 8. This word processing piece of software enables children to have a different medium to record their work, allowing them to express themselves on paper without the barrier of reading or spelling difficulties.

Rapid Phonics (specific intervention) has been delivered across the school to children who were identified having gaps in their phonics knowledge. Zones of Regulation has continued to be used across the school as a whole class approach and also delivered on a bespoke basis to individuals who need support managing their emotions.  

Laptops were purchased for classroom use to ensure the learning software was able to be used effectively.

Due the lockdown and the cancellation of SATs, the learning mentor role was not used for specific booster groups in Year 6.

Children not being able to read and write at ARE

High proportion of children in receipt of PP also SEND

Identified children received ECAR (Every Child a Reader) and (Fischer Family Trust) as a daily intervention delivered by two qualified ECAR teachers and one fully trained TA. Despite the interruption of lockdown 2, the children on these programmes made significant progress.

T4W is embedded across the school in every year group. Pupil and teacher feedback is very positive. Due to lockdown, we have been unable to quantify the impact with attainment data.

Dyslexia screening of individuals takes place regularly to identify specific children’s strengths and difficulties and the detailed report suggests ways forwards and strategies to address the challenges.

Nessy is used at school and at home. It was a particularly useful resource during lockdown when the children were at home

Difficulty with fluency, reasoning and problem solving in mathematics

Due to lockdown, the TA dedicated to this programme was redeployed to support Year 1 children in the afternoons due to their emotional needs and disrupted education.

RM Easimaths was a valuable tool during lockdown as children could access at home. It is used regularly in class as an independent intervention to boost maths progress and to plug gaps. As an intuitive programme, children’s specific areas of development are targeted.

Speech and Language needs

All Reception children were screened in the autumn term using the Language Link screening programme. All children identified by the screening as needing support had three sessions a week over the year (excluding) One reception child started school with a speech programme from Speech and Language Therapy and received support throughout the week in one to one sessions to work on this. The vast majority of the children who received this input made very good progress from their original screening and will not need support in Year 1.

Children identified as having speech and language needs, either through SaLT or internally, throughout the school continued to receive small group or individual support until COVID 19 lockdown 2. Children who needed resources from school to continue their work are home were provided with these.

The screening in September 2020 showed children’s language development was negatively impacted by lockdown 1. The early identification and swift support for these children ensured all children made progress whilst having the input in school.

Improved progress and attainment for children by addressing social, emotional and mental health needs such as attachment issues, anger management, low self-esteem, anxiety through a whole school approach to positive behaviour management and targeted interventions.

The impact on mental health during the pandemic has resulted in a significant proportion of children needing support with their mental health. Our Play Therapist works with 6 children, some of them on a long term programme of support. In January 21, due to demand, we deployed an Art therapist who works with 6 children a week. We also have a Fegans counsellor working with 3 children.  Positive results have been seen for all pupils.

Nurture – Robin Class continues to be a highly valued resource. We have continued to run in year group bubbles across the year, only breaking for lock down 2.  Children have also received one to one support with our Thrive trained practitioners.  The children who attend value this time in their week – evaluated with pupil voice and parental feedback. Children’s progress is good, as evidenced through Thrive assessments.

Lunchtime Club – due to COVID, lunchtime club has not run for whole school provision. Instead, teachers and teaching assistants have provided bespoke provision for children who need it.

We have had a core group of teachers, teaching assistants and MDSAs attending training for Empowerment and two whole school INSETs. The training has been received really positively by all and is already being used across the school. Children have received recorded assemblies throughout the year to explain the approach and teachers have begun to adopt the coaching sessions.

Supporting children and their families in receipt of PP with activities, trips, activities, clubs and music lessons.

Children in receipt of Pupil Premium funding all get subsidised music lessons if they choose to participate. We have also paid for after school club for specific children. The PGL trip was changed to an Adventure Week from school rather than the residential and the visits and visitors were subsidised for children in receipt of PP.

Programme

Provider

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.

Introduction

The Pupil Premium grant is designed to close any potential education attainment gap between children considered disadvantaged, in receipt of free school meals (or has been in the last six years) and looked after and adopted children and all other children. Schools decide on how they spend the PPG in a way that they feel will best support the raising of attainment and achievement of these children.

In 2020-2021, each child in receipt of free school meals (FSM) are allocated £1345 and looked after children (LAC) or adopted children £2345.

At Southover, we invest in Quality First Teaching and time-limited, specific intervention to endeavour to close the attainment gap. We also use our PPG to try to overcome any barriers to learning such as social, emotional and mental health needs (anxiety, low self-esteem, low-confidence). We also strive to ensure that no child misses out on extra-curricular opportunities because of their economic circumstances.

If your child does not have free school meals, but may be eligible because of your family’s income level, please contact the school office, in confidence, to register. Even if you do not take up the meals, the school will still secure the funding.

Please note: This information is confidential and is always handled sensitively.

For more information about the Pupil Premium Grant see:

https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings

1. Summary Information

School

Southover CE Primary School

Academic Year

2020-21

Total PP budget

£94,000

Date of most recent PP Review

September 2020

Total number of pupils

350

Number of pupil eligible for PP

58

Date for next internal review

April 2021

2. Current attainment for pupils in receipt of pupil premium as at July 2019

                          Due to COVID 19 assessment data relates to previous year.

EYFS                                                                                      

Pupils eligible for PP at Southover

Pupils not eligible for PP

% achieving GLD

74.7

92.3

Year 1  Phonics                                                                           

% achieving required standard

83.3

85.4

KS1 2019                                                                               

% achieving required standard in reading

40

81.4

% achieving required standard in writing

20

58.1

% achieving required standard in maths

0

74.4

KS2 2019                                                                            

% achieving required standard in reading

45.5

87.5

% achieving required standard in grammar, punctuation & spelling

45.5

79.2

% achieving required standard in writing

54.5

89.6

% achieving required standard in maths

54.5

83.3

1. Barriers to future attainment for pupil eligible for PP

Academic Barriers

A

Writing and spelling

B

Fluency, reasoning and problem solving in mathematics

C

High proportion of PP with SEND

D

Speech and Language needs

E

Reluctant readers

Additional Barriers

F

Complex social, emotional and mental health issues, including anxiety, attachment issues, low self-esteem

G

Ensure all children have access to all learning opportunities, despite financial constraints.

Intended Outcomes

Improved progress and attainment for children by addressing social, emotional and mental health needs such as attachment issues, anger management, low self esteem, anxiety through a whole school approach to positive behaviour management and targeted interventions.

Improved speech and language skills through thorough screening and implementation of targeted support.

All children have access to extra-curricular activities and subject enhancements such as music lessons.

Improved progress and attainment for the children who are PP and SEND.

Barrier to future attainment

Cost

Action

Rationale

Success Criteria

A

Supporting children to achieve their potential in the classroom through timely support

TA training for targeted intervention

£3000

Year 6 Booster groups

£2000

x4 laptops

£2400

Training

Teacher delivery for groups

Supporting children in the classroom with timely intervention

Giving children any additional support needed for the run up to KS2 SATs 

Specific children’s needs

All PP children make expected or accelerated progress.

Review of expenditure

Teaching assistants have been working with children on specific interventions to close the gap in attainment and to support children with their mental health and wellbeing. This being particularly pertinent due to lockdown.

All teaching assistants have been trained in the Word Aware programme and have been delivering this programme to groups of children. Word Aware develops children vocabulary and understanding of words to enable them to engage fully in class topics and to develop their writing skills.

Teaching assistants also had training with Clicker 8. This word processing piece of software enables children to have a different medium to record their work, allowing them to express themselves on paper without the barrier of reading or spelling difficulties.

Rapid Phonics (specific intervention) has been delivered across the school to children who were identified having gaps in their phonics knowledge. Zones of Regulation has continued to be used across the school as a whole class approach and also delivered on a bespoke basis to individuals who need support managing their emotions.  

Laptops were purchased for classroom use to ensure the learning software was able to be used effectively.

Due the lockdown and the cancellation of SATs, the learning mentor role was not used for specific booster groups in Year 6.

A

C

E

Children not being able to read and write at ARE

High proportion of children in receipt of PP also SEND

Reading and writing intervention – ECAR and FFT

£5500

T4W training for new staff

£1650

Dyslexia Screening

£2000

Nessy Dyslexia Programme

£450

1 x TA five times a week to deliver the FFT

1 x ECAR teacher

Training and resources

Children receive a timely assessment of need to ensure targeted support

Support for children at home at school for dyslexia – reading and spelling

Low attainment in reading has a profound effect on the children’s ability to access the curriculum as a whole.

Writing and spelling key focus for school.

Children make accelerated progress in reading and close the gap. 

Review of expenditure

Identified children received ECAR (Every Child a Reader) and (Fischer Family Trust) as a daily intervention delivered by two qualified ECAR teachers and one fully trained TA. Despite the interruption of lockdown 2, the children on these programmes made significant progress.

T4W is embedded across the school in every year group. Pupil and teacher feedback is very positive. Due to lockdown, we have been unable to quantify the impact with attainment data.

Dyslexia screening of individuals takes place regularly to identify specific children’s strengths and difficulties and the detailed report suggests ways forwards and strategies to address the challenges.

Nessy is used at school and at home. It was a particularly useful resource during lockdown when the children were at home.

B

Difficulty with fluency, reasoning and problem solving in mathematics

Maths Intervention for KS1 and KS2

£5000

RM Easimaths Subscription

£660

1 x trained TA delivering two sessions, 4 times a week. (16 hours)

0.5 teacher

Every student has home and school access to the computer programme.

Supporting children with their mathematics to close the gap.

Gap in PP and non-PP attainment closing.

Review of expenditure

Due to lockdown, the TA dedicated to this programme was redeployed to support Year 1 children in the afternoons due to their emotional needs and disrupted education.

RM Easimaths was a valuable tool during lockdown as children could access at home. It is used regularly in class as an independent intervention to boost maths progress and to plug gaps. As an intuitive programme, children’s specific areas of development are targeted.

D

Speech and Language needs

20 TA hours to screen all Year R children

£400

£670

Subscription

£5000

8 hours per week of TA support time

All children across Year R are screened for receptive language skills and speech articulation using Speech Link and Language Link

Speech Link and Language Link Assessments for children who present with difficulties and all new starters.

Speech articulation and language development sessions on 1:1 basis

Research show that speech and language difficulties can inhibit a child’s chance of success in later life. Early intervention can ensure that targeted support is put in early.

Children complete speech and language interventions where necessary and progress in made.

Review of expenditure

All Reception children were screened in the autumn term using the Language Link screening programme. All children identified by the screening as needing support had three sessions a week over the year (excluding) One reception child started school with a speech programme from Speech and Language Therapy and received support throughout the week in one to one sessions to work on this. The vast majority of the children who received this input made very good progress from their original screening and will not need support in Year 1.

Children identified as having speech and language needs, either through SaLT or internally, throughout the school continued to receive small group or individual support until COVID 19 lockdown 2. Children who needed resources from school to continue their work are home were provided with these.

The screening in September 2020 showed children’s language development was negatively impacted by lockdown 1. The early identification and swift support for these children ensured all children made progress whilst having the input in school.

F

Improved progress and attainment for children by addressing social, emotional and mental health needs such as attachment issues, anger management, low self-esteem, anxiety through a whole school approach to positive behaviour management and targeted interventions.

Whole school training – Empowerment Approach

£4200

Play Therapy

£6000

Thrive License

£2 per child = £844

Nurture Class – 3 x trained practitioners

£20,500

Thrive Top Up training

£1000

Learning mentor support in afternoons for zones and Empowerment

£16,000

Lunchtime Club

£3000

MDSA Play Support Reception

£3400

SLT Nurture support –Empowerment

£9829

X5 Core training plus INSET for all staff

Resources

Play Therapy for 6 children every 8 -12 weeks (two mornings a week)

3 teaching assistants Thrived trained and support staff and students to assess and provide provision for individual needs.

Nurture Class – Children who have MHEW needs and have been assessed using Thrive have access to Nurture Class.

5 afternoons per week of Robin Class run by 2 Thrive trained TAs–Plus additional costs for resources and snack items.

Daily lunchtime club for 1.5 hours per day

Staff and resource costs.

A high proportion of children are affected by social, emotional and mental health needs and  MHEW is a high priority nationwide. Children’s learning is at an optimum when their mental health is good.

Support vulnerable children who might otherwise find lunchtime a challenge.

Children are nurtured and supported and as a result achieve their potential.

Nurture Class – Children who have MHEW needs and have been assessed using Thrive have access to Nurture Class.

Increased confidence, access to the mainstream classroom, development of emotional wellbeing and development of listening and attention skills.

Review of expenditure

The impact on mental health during the pandemic has resulted in a significant proportion of children needing support with their mental health. Our Play Therapist works with 6 children, some of them on a long term programme of support. In January 21, due to demand, we deployed an Art therapist who works with 6 children a week. We also have a Fegans counsellor working with 3 children.  Positive results have been seen for all pupils.

Nurture – Robin Class continues to be a highly valued resource. We have continued to run in year group bubbles across the year, only breaking for lock down 2.  Children have also received one to one support with our Thrive trained practitioners.  The children who attend value this time in their week – evaluated with pupil voice and parental feedback. Children’s progress is good, as evidenced through Thrive assessments.

Lunchtime Club – due to COVID, lunchtime club has not run for whole school provision. Instead, teachers and teaching assistants have provided bespoke provision for children who need it.

We have had a core group of teachers, teaching assistants and MDSAs attending training for Empowerment and two whole school INSETs. The training has been received really positively by all and is already being used across the school. Children have received recorded assemblies throughout the year to explain the approach and teachers have begun to adopt the coaching sessions.

G

Supporting children and their families in receipt of PP with activities, trips, activities, clubs and music lessons.

Discount for Year 6 PGL trip per child (80%)

All PP children, 2 trips per year to total of £20

Afterschool/breakfast clubs

£4000

Individual or small group music lessons –7 children for the year.

£900

Equal access to all.

Every child has equal access to what the school has to offer. 

Review of expenditure

Children in receipt of Pupil Premium funding all get subsidised music lessons if they choose to participate. We have also paid for after school club for specific children. The PGL trip was changed to an Adventure Week from school rather than the residential and the visits and visitors were subsidised for children in receipt of PP.

TOTAL

£98,403

Total PP Grant

£94,000

Difference

4,403

(overspend to be reviewed in April 21)

Introduction

The Pupil Premium grant is designed to close any potential education attainment gap between children considered disadvantaged, in receipt of free school meals (or has been in the last six years) and looked after and adopted children and all other children. Schools decide on how they spend the PPG in a way that they feel will best support the raising of attainment and achievement of these children.

In 2019-2020, each child in receipt of free school meals (FSM) are allocated £1320 and looked after children (LAC) or adopted children £2300.

At Southover, we invest in Quality First Teaching and time-limited, specific intervention to endeavor to close the attainment gap. We also use our PPG to try to overcome any barriers to learning such as social, emotional and mental health needs (anxiety, low self-esteem, low-confidence). We also strive to ensure that no child misses out on extra-curricular opportunities because of their economic circumstances.

If your child does not have free school meals, but may be eligible because of your family’s income level, please contact the school office, in confidence, to register. Even if you do not take up the meals, the school will still secure the funding.

Please note: This information is confidential and is always handled sensitively.

For more information about the Pupil Premium Grant see:

https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings

1. Summary Information

School

Southover CE Primary School

Academic Year

2019-20

Total PP budget

£80,440

Date of most recent PP Review

July 2019

Total number of pupils

376

Number of pupil eligible for PP

60

Date for next internal review

April 2020

1. Current attainment for pupils in receipt of pupil premium as at July 2019

EYFS                                                                                      

Pupils eligible for PP at Southover

Pupils not eligible for PP

% achieving GLD

74.7

92.3

Year 1  Phonics                                                                           

% achieving required standard

83.3

85.4

KS1 2019                                                                               

% achieving required standard in reading

40

81.4

% achieving required standard in writing

20

58.1

% achieving required standard in maths

0

74.4

KS2 2019                                                                            

% achieving required standard in reading

45.5

87.5

% achieving required standard in grammar, punctuation & spelling

45.5

79.2

% achieving required standard in writing

54.5

89.6

% achieving required standard in maths

54.5

83.3

1. Barriers to future attainment for pupil eligible for PP

Academic Barriers

A

Writing and spelling

B

Fluency, reasoning and problem solving in maths

C

High proportion of PP with SEND

D

Speech and Language needs

E

Reluctant readers

Additional Barriers

F

Complex social, emotional and mental health issues, including anxiety, attachment issues, low self-esteem

G

Ensure all children have access to all learning opportunities, despite financial constraints.

Intended Outcomes

Improved progress and attainment for children by addressing social, emotional and mental health needs such as attachment issues, anger management, low self esteem, anxiety through targeted nurture provision, play therapy and Thrive.

Improved speech and language skills through thorough screening and implementation of targeted support.

All children have access to extra-curricular activities and subject enhancements such as music lessons.

Improved progress and attainment for the children who are PP and SEND.

Barrier to future attainment

Cost

Action

Rationale

Success Criteria

D

Speech and Language needs

£400

20 TA hours to screen all Year R children

£460

Subscription

£5000

13 hours per week of TA support time

All children across Year R are screened for receptive language skills and speech articulation using Speech Link and Language Link

Speech Link and Language Link Assessments for children who present with difficulties and all new starters.

Speech articulation and language development sessions on 1:1 basis

Research show that speech and language difficulties can inhibit a child’s chance of success in later life. Early intervention can ensure that targeted support is put in early.

Children complete speech and language interventions where necessary and progress in made.

Review of expenditure

All Reception children were screened in the autumn term using the Language Link screening programme. All children identified by the screening as needing support had sessions over the year. Three reception children started school with a speech programme from Speech and Language Therapy and received support throughout the week in one to one sessions to work on this.

Children identified as having speech and language needs, either through SALT or school, throughout the school continued to receive small group or individual support until COVID 19 lockdown. Children who needed resources from school to continue their work are home were provided with these.

The early identification and swift support ensured all children made progress whilst having the input in school. The screening that took place in September 2020 showed significant impact from the lockdown for children who previously at age related expectations for language, particularly year 1 children.

F

Improved progress and attainment for children by addressing social, emotional and mental health needs such as attachment issues, anger management, low self esteem, anxiety through targeted nurture provision, play therapy and Thrive.

Play Therapy

£6000

Thrive License

£2 per child = £800

Nurture Class – 3 x trained practitioners

£14500

Thrive Top Up training

£1000

Lunchtime Club

£5500

Resources

£4000

Play Therapy for 6 children every 8 -12 weeks (two mornings a week)

3 teaching assistants Thrived trained and support staff and students to assess and provide provision for individual needs.

Nurture Class – Children who have MHEW needs and have been assessed using Thrive have access to Nurture Class.

5 afternoons per week of Robin Class run by 2 Thrive trained TAs–Plus additional costs for resources and snack items.

Daily lunchtime club for 1.5 hours per day

Staff and resource costs.

A high proportion of children are affected by social, emotional and mental health needs and  MHEW is a high priority nationwide. Children’s learning is at an optimum when their mental health is good.

Support vulnerable children who might otherwise find lunchtime a challenge.

Children are nurtured and supported and as a result achieve their potential.

Nurture Class – Children who have MHEW needs and have been assessed using Thrive have access to Nurture Class.

Increased confidence, access to the mainstream classroom, development of emotional wellbeing and development of listening and attention skills.

Review of expenditure

Play Therapy - Annabel has worked with 6 children over the year, continuing during lockdown with 2 pupils. Positive results have been seen for all pupils and in November 2020 she will be able to work with 2 new children, whilst continuing with 4. Annabel’s closing reports show good progress considering the significant impact from Lockdown.

We require more hours due to mental health and anxiety increasing lockdown and will be increasing counselling hours from November with Fegans to cater for 3 more children.

Robins – Nurture – We were able to run nurture from September to the end of March with approx. 30 children attending across the week and one to ones. The children who attend value this time in their week – evaluated with pupil voice and parental feedback. Children’s progress is good, as evidenced through Thrive assessments.

Lunchtime Club – Children either attend lunchtime on a voluntary basis or as a positive management tool for those children who find being on the playground too difficult. The provision is really valued by the children. Since lockdown, the lunchtime provision as it stood before has had to change to year group specific individuals or groups and is held in classrooms.

G

Supporting children and their families in receipt of PP with activities, trips, activities, clubs and music lessons.

20% discount for Year 6 PGL trip per child.

All PP children, 2 trips per year to total of £20.

£3000

Individual or small group music lessons –7 children for the year.

£1440

Equal access to all.

Every child has equal access to what the school has to offer. 

Review of expenditure

This support was used to help with school trips and this is really valued by parents. In a normal year, the support towards the Year 6 PGL trip is invaluable. This year, due to COVID, this trip did not go ahead, along with several other educational visits.

Music lessons continued online during lockdown so the support continued to help 7 children who would not otherwise be able to afford these lessons.

A

Supporting children to achieve their potential in the classroom through timely support

Learning mentors

£24000

TA training

£1500

Teacher delivery

£2000

1 x full-time and 1x part-time.

Year 6 Booster groups

Supporting children in the classroom who have additional needs and ensuring teacher has time to devote to all pupils.

Giving children any additional support needed for the run up to KS2 SATs 

All PP children make expected or accelerated progress.

Review of expenditure

The learning mentor role has been used to particularly target children who are vulnerable to under achievement due to a number of factors - academically and MHEW. The experienced and highly trained individuals have been invaluable in supporting children who struggle. Zones of Regulation has been introduced across the school and learning mentors have taken a lead on developing and supporting other TAs and teachers in implementing this. 1 to 1 sessions with particular children have been successful in giving the children the language and awareness needed to deal with their emotions and behaviour.

Due the lockdown and the cancellation of SATs, the learning mentor role was not used for specific booster groups in Year 6.

B

Difficulty with fluency, reasoning and problem solving in maths

Maths Intervention for KS1 and KS2

£6000

RM Easimaths Subscription

£650

1 x trained TA delivering two sessions, 4 times a week. (16 hours)

Every student has home and school access to the computer programme.

Supporting children with their maths to close the gap.

Gap in PP and non-PP attainment closing.

Review of expenditure

First Class at Number and Success at Arithmetic both ran for the first part of the academic year and progress was seen in sessions when analysing the data – beginning of intervention and end of intervention. Confidence in class mathematics was enhanced in most cases but due to lockdown, impact over time was disrupted.

The subscription to RM Easimaths was very useful when we went into lockdown and all children had a login to access the programme at home.

C

E

A

Children not being able to read and write at ARE

High proportion of children in receipt of PP also SEND

Reading and writing intervention – ECAR and FFT

£5000

T4W continuation

£400

2 x TA four times a week to deliver the FFT (16 hours)

Training and resources

Low attainment in reading has a profound effect on the children’s ability to access the curriculum as a whole.

Writing and spelling key focus for school.

Children make accelerated progress in reading and close the gap. 

Review of expenditure

All children on the programme made progress whilst the intervention took place. Unfortunately, this was disrupted due to COVID and the full impact of the intervention has not been achieved. The Year 1 children who were ECAR are now having additional intervention through FFT. All children are having additional phonics and reading intervention.

TOTAL

£81,000

Total PP Grant

£80,440

Difference

£560