Menu
search translate locked locked-1

Southover CE Primary School

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Southover CE Primary School

 

Pupil Premium Report 2020-2021

 

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 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

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.

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. 

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.

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.

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.

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. 

 

TOTAL

£98,403

 

 

 

 

Total PP Grant

£94,000

 

 

 

 

Difference

4,403

(overspend to be reviewed in April 21)

 

 

 

 

 

 

Southover CE Primary School

 

Pupil Premium Report 2019-2020

including

Review of Expenditure

 

 

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

 

 

 

 

 

 

 

 

 

Top