Detail

Data

School name

Wilby CEVC Primary School

Number of pupils in school

94

Proportion (%) of pupil premium eligible pupils

15%

Academic year/years that our current pupil premium strategy plan covers

2024-25

Date this statement was published

Date on which it will be reviewed

3.1.24

Statement authorised by

R.Wiseman

Pupil premium lead

R.Wiseman

Governor / Trustee lead

S.Apps

Detail

Amount

Pupil premium funding allocation this academic year

£20,720

Recovery Premium Funding (RPF) allocation this academic year.

not confirmed

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

£0

Total budget for this academic year

£20,720

Overcoming barriers to learning is at the heart of our Pupil Premium Grant use. We understand that needs and costs will differ depending on the barriers to learning being addressed.

As such, we do not automatically allocate personal budgets per student in receipt of the Pupil Premium Grant. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly. Our Priorities Setting priorities is key to maximising the use of the Pupil Premium Grant.

Our priorities are as follows:

· Ensuring all students receive quality first teaching(QFT) each lesson

· Closing the attainment gap between disadvantaged pupils and their peers

· Providing targeted academic support for students who are not making the expected progress

· Addressing non-academic barriers to attainment such as attendance, behaviour, mental health and well-being and cultural capital

· Ensuring that the Pupil Premium Grant (PPG) reaches the pupils who need it most

Challenge number

Detail of challenge

1

High level of specific learning difficulties-with increased incidence of ASD (including symptoms of ADHD and ADD) and Dyslexia (implications that Covid absence/isolation have discernably exacerbated symptoms)

2

Limited home support for pupil learning due to a wide-range of reasons relating to capacity and pupil behaviour issues/emotional need

3

Complex home arrangements (past and present) continue to impact on pupil progress and well-being

4

Deterioration of social skills, decreased self-esteem and ability to make and sustain peer-group friendships as a result of lockdown/Covid 19 related absence.

5

Impact of social isolation on early speaking and writing skills

6

High emotional needs including lack of self-esteem and behavioural issues which impact negatively on progress for both PPG children and non PPG children

7

Financial constraints-parents difficulty in financing equipment purchase /affording inclusion in school trips including residential trips etc.-impacting negatively on cultural capital

Intended outcome

Success criteria

All pupils are provided with pre and over learning experiences ensuring that gaps in learning are filled and concepts well embedded

Pupils are able to access classroom teaching and work at expected levels alongside their peer group. Intervention support is provided both within and beyond the school day to enable pupils to 'keep up' rather than 'catch-up'

Pupils’ emotional well-being, and as far as is possible, that of their parents/carers, is supported enabling them to focus in school, become emotionally robust and develop the correct mind-set to access learning

Pupil absence/persistent lateness due to deteriorated well-being is decreased and time in class accessing QFT is increased/maintained. Pupil progress and attainment is positively impacted upon

Pupils social skills are developed enabling them to communicate effectively, developing self-esteem and enabling them to develop/sustain peer group relationships

Incidences of poor behaviour are decreased. Pupil perception interviews reflect pupils positive well-being and fuller engagement in school life

All pupils are enabled to fully participate in every aspect of the curriculum

All pupils will be receive appropriate funding for additional equipment needed/ to enable them to take part in all activities that have additional costs attached

Activity

Evidence that supports this approach

Challenge number(s) addressed

ELS phonic support ('Enable' same day intervention support)

EEF Planning Toolkit

Language intervention identified as very high impact for low cost based on extensive evidence

27% of PPG children and 15% of SEN pupils.

One to one support (TA)used to supplement QFT

EEF Planning toolkit intervention of this nature identified as effective provided that it is delivered in addition to QFT and does not diminish the amount of high quality interactions that they have in the classroom

27% of PPG children and Additional SEN Pupils 

Activity

Evidence that supports this approach

Challenge number(s) addressed

Nurture group Support

Evaluations indicate that nurture groups are successful. A 2015 review of studies into the effectiveness of nurture groups by Hanna Bennett* found an increase in social, emotional and behavioural outcomes in the majority of children

*E.g: ‘Results of the systematic review on nurture groups' effectiveness', The International Journal of Nurture in Education, Vol. 1 Issue: 1, pp.3-8.

Over 25% of PPG pupils receive support. Other non PPG pupils receive support as required

Lego group Intervention

Extensive research identifies the positive impact of this group intervention on      development of social skills and Outcome of social skills intervention based on interactive LEGO play**

**E.g:Daniel B Legoff ¹, Michael Sherman2006 Jul;10(4):317-29. doi:10.1177/1362361306064403.

Over 25% of PPG pupils receive support. Other non PPG pupils receive support as required

Individual play therapy

Extensive research*** reflects the positive impact on pupil general  well-being, identification/understanding of emotions and ability to self-regulate/use self-expression

***E.g: Philips RD. ‘How firm is our foundation? Current play therapy research’. Int J Play Ther. 2010;19:13–25

Baggerly J, Bratton S. Building a firm foundation in play therapy research: response to Philips. Int J Play Ther. 2010

Focussed support for a minimum of 2 pupils over a 6 month period

Play leadership scheme

Keeping the children engaged means less accidents and incidents occur whilst encouraging children to improve their social skills. Engagement of PPG children increases their confidence and leads to decrease in playground incidents 

School feedback has suggested that children who partake in structured play return to class focussed and on task.

https://journals.humankinetics.com/view/journals/jpah/15/10/article-p747.xml

Play leader (TA) appointed. Pupils receive play leader training

New equipment purchased and organised so that children can independently lead activities.

Reward system in place

25% of PPG children appointed as leads.

Wrap Around Care

Pupils are able to come into school early ('eases' them into the school day and promotes social interaction-decrease in absence/late attendance' Homework support provided in before and after school wrap around care). Pupils are provided with breakfast and more likely to concentrate in class-https://www.independent.co.uk/news/education/education-news/children-who-eat-breakfast-before-school-twice-as-likely-to-perform-well-in-tests-a6736496.html

Breakfast is provided and homework support has really impacted on pupil outcomes. Parents report that it is easier to get children to school on time