Detail

Data

School name

Tudor Primary

Number of pupils in school

Proportion (%) of pupil premium eligible pupils

29%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

 2021- 2024

Date this statement was published

Date on which it will be reviewed

Statement authorised by

Jas Kalra

Pupil premium lead

 Shayla Hafeez

Governor / Trustee lead

Jodie Daine

Detail

Amount

Pupil premium funding allocation this academic year

Recovery premium funding allocation this academic year

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

£0.00

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£ 146,497.50 ( including catch up funding)

STATEMENT OF INTENT.

• All members of staff, governors and teaching assistants accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within the school environment. Careful consideration of Pupil Premium funding is one aspect of this.
• When making decisions about using Pupil Premium funding it is important to consider the context of our school and the subsequent challenges faced. This is considered alongside research conducted by the EEF.
• Pupil Premium funding helps remove barriers to learning so that all our pupils reach their full potential and enables them to fully engage in our curriculum and school life. The governors reserve the right to allocate the pupil premium funding to support any pupils or groups of pupils the school has legitimately identified as being socially disadvantaged.

PRINCIPLES & AIMS

We are committed  :

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils both nationally and within school data.
• To accelerate progress of all  disadvantaged pupils in school to exceed nationally expected progress rates to reach age related expectation
• To address the barriers of social, emotional and mental health needs which impact on learning, behaviour, confidence and resilience
• To address the barriers of low attendance, punctuality and disrupted education amongst PPG pupils
• To broaden experiences and improve access to learning opportunities and resources including books, trips and workshops to increase cultural capital.
• To  increase levels of parental engagement   by endeavouring to confidence,  language and economic barriers
• To  increase parental knowledge of the curriculum to enable parents to support their children
• To address the barriers of low attendance, punctuality and disrupted education amongst PPG pupils
• To promote pupil wellbeing by developing emotional literacy and self-regulation. . This will enable pupils to enhance learning behaviours including resilience, problem solving, concentration, collaboration, communication and confidence.
• To ensure all children have good attendance which is above 96%.

HOW WE AIM TO  ACHIEVE OUR  OBJECTIVES :

• Ensure Quality First Teaching , training, monitoring and support  for staff across the school
• Targeted small group work in class focused on overcoming gaps in learning
• Additional Booster sessions
• Additional tutoring  & learning opportunities delivered by  qualified staff or trained LSAs to provide 1:1 or 1:3 sessions
• Providing access to resources and opportunities to overcome barriers e.g. books, devices, data, educational learning platforms and resources, workshops, school visitors, trips etc.
• Activity Clubs run by internal staff and external agencies to support physical and social development.
• Promoting  the active engagement and participation of pupils with additional needs in  external activities and   opportunities 
• Behaviour and Nurture support during lunchtime through play provision provided by external specialist agencies and internal staff.
• Supporting good mental and emotional health through the provision of professionally and experienced qualified staff e.g.), Play Therapy, Mental Health Support Project etc.
• Encouraging and enabling parents to confidently engage with their child’s education by overcoming barriers of language, confidence and awareness.

Challenge number

Detail of challenge

1

2

  Literacy and communication skills which have been impacted further by a loss of learning time due to school and class closures. This includes the attainment of pupil premium pupils entering the school from March 2020. Assessment shows that most pupils enter school with poor oral language skills- well below the expected standard for their age upon entry to Nursery and Reception class.

3

4

 The high percentage of pupils who  have English as a second language along with high mobility of pupils including  the arrival of pupils new to the country from March 2020  has impacted on pupil progress and attainment.

5

Intended outcome

Success criteria

 Pupils can read with fluency and prosody which impacts on their level of comprehension and stamina for reading .Pupils written and verbal vocabulary has increased to impact on their comprehension level when reading. Pupils achieve national average progress scores in KS2 Reading, across all groups of children including PP and SEND children.    

 Through the voice 21 programme pupils will develop confidence in speaking and are able to communicate effectively with others.  This will also enable them to become active listeners during discussion work. This will support progress across the curriculum.

Progress in Mathematics 

The teaching of problem solving and reasoning through the white Rose programme .The use of key visuals and resources to support mathematical understanding .Pupils achieve national average progress scores in KS2 Mathematics, across all groups of children including PP children.  

 90% of Yr. 1 pupils and 95% of Year 2 pupils achieve 32+ in summer 2023

Activity

Evidence that supports this approach

Challenge number(s) addressed

 Improving the Quality of teaching and subject knowledge  linked to Reading 

Improve quality first teaching in Reading. Staff will be trained in developing Fluency and Prosody in Reading to support reading for meaning and comprehension. By developing fluent readers, children are able to access other contexts, subjects and reading tasks.

 EEF: Developing comprehension strategies – high impact for low cost.

2 & 4

An oracy champion will be in place to provide training to all staff linked to the voice 21 programme. The oracy champion will attend training through 4 development days. Staff will apply strategies across the curriculum to enable pupils to communicate effectively. The approach used will be through trailblazers who will then support staff within their year group and phase.  

2 & 4

Staff will receive training and support to help them to strengthen the EY Curriculum In order to ensure GLD is in line with national data.

2 & 4

Read write Inc. training   for all staff. ( KS1 Ks2 and support staff)  Purchase of decodable books for EYFS and KS1 pupils Support staff training for 1:1 tutoring. Reading Lead to also access training and support via development day’s .Cover for assessments and mentored meetings on a termly basis.  

EEF evidence  Phonics High impact for very low cost (+5 )

4

Staff receive training and support in identifying and managing emotional needs of pupils.

Training also informs and supports the teaching of mental health and emotional regulation in order to support metacognitive practices.

Release teaching staff weekly for coaching based weekly PiXL and assessment meetings. This has proved beneficial for all staff allowing instructional coaching and reflection to take place.

2,4.5

2.4.5

(EEF) – Pupil Premium Guidance (2019) supports a focus on CPD and training

Activity

Evidence that supports this approach

Challenge number(s) addressed

EEF (+4). EEF key findings

Small group tuition has an average impact of four months’ additional progress over the course of a year.

This is supported by the phonics lead who will observe, team-teach and monitor teaching and assessment. EEF evidence supports this approach.

EEF (+4)

EEF Toolkit on Extended School time. Well attended, well-structured session with staff that understand the needs of the children. Groups no bigger than 6. Impact is greater at 4-11 years and most evidence is based in Literacy and maths.

EEF (+4)

On average oral language, approaches have high impact on pupil outcomes (+6 months EEF)

EEF (+4) Parental Engagement has a positive impact on pupils' learning. Encouraging parents to support pupils at home  and to become involved of parents in children’s learning activities

 Parent workshops linked to supporting younger children in Phonics and reading

Activity

Evidence that supports this approach

Challenge number(s) addressed

Curriculum enhancements

All pupils who are PP will be offered the opportunity to attend trips, and experiences for free.

1 and 3

EEF (+4)

Social and Emotional Learning – interventions which target social and emotional learning seek to improve pupil’s interaction with others and self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning.

1 and 3

Extra administration support for attendance monitoring and follow up led by attendance lead   

Increasing attendance with attendance contracts and rewards.

 UCL evidence pupils who do not attend school when school is open (uncoordinated absences) see a small decline in their academic achievement. Each day of individual pupil absence results in around 0.3-0.4% of a standard deviation reduction in achievement.

1

Clubs to support fitness and health alongside combating child obesity.

 EEF Extending the school day for physical activities (+1). This has important benefits for health and wellbeing.

3 and 5

Forest schools will support pupils in using and understanding materials outside of their own environment and their ability to use these creatively. This will support language acquisition as well as collaborative skills.

EEF (+5) Collaboration supports pupils learning and working together and is a cost effective approach to raising standards.

1, 3 and 5

Enabling parents to learn English and develop ICT skills in order to support their children’s learning.

Programme

Provider

Times tables Rock stars

Tricksters

Education City

Measure

Details

How did you spend your service pupil premium allocation last academic year?

What was the impact of that spending on service pupil premium eligible pupils?

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.