Detail

Data

School name

Shiney Row Primary School

Number of pupils in school

241

Proportion (%) of pupil premium eligible pupils

46%

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

2022/23

Date this statement was published

December 2022

Date on which it will be reviewed

June 2023

Statement authorised by

Paul Ashton

Pupil premium lead

Paul Ashton

Governor

Judith Whittingham

Detail

Amount

Pupil premium funding allocation this academic year

£115,580

Recovery premium funding allocation this academic year

£11,238

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

£0

Total budget for this academic year

£126,818

All children make the progress required to achieve the highest standards of attainment that they can. High quality, highly effective teaching is a non-negotiable minimum expectation of teachers and staff who work with children at our school – the first step in securing the best possible teaching for all group of learners. The goal is to support all learners progress successfully through school so that they are best prepared for the transition into the next stage of education.

The appointment, deployment and continual professional development of staff forms the foundation of pupil premium planning and whole school improvement planning. Our pupil premium strategy plan is not a ‘bolt on’ approach, it is one that is universal, aimed at creating an ethos/culture in which expert staff are able to identify and respond to the requirements of all learners. Assessment is used diagnostically to pinpoint as accurately as possible any potential barriers to learning and progress. Outcomes from assessments are used to inform any necessary adaptations to curriculum, timetabling and grouping. The intent is to respond quickly, and remain flexible in the approaches taken.

Our underlying principles are:

-       Attainment for all

-       High quality teaching

-       Meeting the individual needs of learners

-       The effective use and deployment of staff

-       Supportive and challenging leadership

-       Attitudes and attendance of learners

-       Data and evidence driven insights to support adaptation

These universal principles take into account that many children who are eligible for pupil premium are not registered, and many children who are not eligible still experience significant challenge and barriers to success.

Challenge number

Detail of challenge

1

Evidence from diagnostic use of assessments identifies for those children not reading at age expected bands, reading fluency is under-developed.

2

Assessment evidence identifies gaps in phonics – for those children in KS1 and Y3 who experienced disruption to the initial teaching of phonics and children in KS2 who experienced disruption to ongoing practice, repetition and application of phonics strategies.

3

Assessments and monitoring outcomes evidence that where children are not fluent at age expected levels in mathematics, the rapid recall of basic number facts and fluency in arithmetic that are the primary issues.

4

Observations and monitoring outcomes evidence when faced with challenge and uncertainty, children not on track to reach age expected outcomes demonstrate less resilience, the ability to persevere and are less able to quickly recall and apply what is already known.

5

A significant proportion of disadvantaged learners have additional SEND needs, and have low prior attainment or very low prior attainment (on entry). Diagnostic assessment identifies reading and general communication as primary issues.

6

There are higher rates of ‘persistent absence’ among disadvantaged learners than for non-disadvantaged learners.

Intended outcome

Success criteria

Improve reading outcomes for all learners by the end of KS2 particularly disadvantaged  learners

Increase the percentage of learners achieving and exceeding expected standards in KS2.

Improve the fluency of oral reading of age appropriate reading stage books.

Book bands, fluency matrix and comprehension assessments evidence all learners making excellent progress with nearly all learners reading age appropriate material fluently. Disadvantaged learners achieve at least as well as their peers. SEND learners make good progress towards individual targets and end of year outcomes.

Improve phonics outcomes in KS1 PSC

Nearly all learners pass the 2023 PSC.

Improve independent use of phonics knowledge and skills in KS2.

Assessments, observations and reading aloud evidence KS2 learners consistently and independently using phonics knowledge and strategies when faced with new and unfamiliar words.

KS1 and KS arithmetic outcomes improve.

Nearly all learners attain high scores in arithmetic assessments and end of key stage tests. Nearly all Y4 learners have mastered their times tables and successfully complete the MTC.

Improve attitudes to learning, resilience and recall of prior learning.

Assessments, observations and monitoring activities evidence improvements in long-term retention of knowledge, fluency in skills and the ability to check approaches to tackling unfamiliar challenges for the first time.  

Increase the number of SEND learners achieving age expected outcomes at the end of KS2.

KS2 assessments and observations evidence pupil outcomes improving with nearly all learners making sufficient progress to achieve the best possible outcomes including age-related expectations.

Improve attendance for all learners with particular focus on disadvantaged learners.

Overall absence figures improve to be above 95% or above. Reduce the number of disadvantaged learners who are persistently absent to be in line with non-disadvantaged learners who are persistently absent.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Increase the range of phonics teaching and training resources to secure improved phonics teaching across school and support at home.

DfE validated SSPP – strong evidence base (EEF), word reading and fundamental requirement of reading comprehension upper strand (Scarborough’s Reading Rope).

Access to printed materials – and not poverty – is the critical variable affecting reading acquisition (McQuillan). Reading aloud at home supports progress made in school - reading books matched to phonic stage available on line for parents

1,2,4,5

Whole school phonics training EYFS, KS1 and KS2 staff. Regular weekly phonics/reading CPD.

EEF – high impact for low cost for younger readers and evidence that it can be a positive approach as some disadvantage learners may not develop phonological awareness at the same rate as others due to variations in exposure to spoken language and books out of school. Reading Framework/Ofsted research EEF identify that all primary teachers should be ‘experts’ in the teaching of reading.

1,2,4,5

Staff trained in the diagnostic use of phonics assessments to identify gaps in phonics in KS2 learners

EEF toolkit phonics – monitoring effectiveness and identifying where older learners are struggling with comprehension possibly due to insecure phonics.

EEF – high quality teaching, diagnostic assessment.

1,2,4,5

Explicit timetabled teaching of reading comprehension strategies in KS2

EEF – combined with phonics is an essential aspect of reading instruction. Benchmarked analysis of school assessment data.

1,2,4,5

Explicit reading aloud assessed using fluency matrix diagnostic.

EEF toolkit – oral language interventions, targeted reading aloud. High quality teaching – informed instruction, modelling, scaffolding and supported practice - targeting prosody to support comprehension. Diagnostic assessment – EEF high quality teaching

1,2,4,5

Recruitment and retention to attract subject leaders.

EEF – emerging evidence that bonuses/enhanced pay to attract/retain high quality staff to schools with high pupil premium numbers has impact. Proven success in school for SLT posts.

1,2,4,5

High quality CPD for ECTs and staff. Use of incremental coaching by senior staff

EEF – tiered approach identifying high quality teaching. International research regarding subject knowledge and subject pedagogical knowledge as being vital for effective teaching and instruction.

1,2,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Reduced group sizes for phonics, KS2 reading and maths.

EEF moderate impact. In school benchmarking evidences good impact due to high quality instruction by senior staff.

1,2,4,5

Reduced group sizes for KS2 reading and maths.

EEF moderate impact. In school benchmarking evidences good impact due to high quality instruction by senior staff.

1,2,4,5

Daily arithmetic intervention and spaced learning.

One to one instruction, targeted challenge and mastery support. EEF toolkit high impact, supports mastery learning again high impact

3,4,5

Phonics catch up for small target groups.

Small group/one to one phonics intervention has high impact - EEF

1,2,4,5

Additional SEND support for individual learners and small groups.

22% of disadvantaged learners are also SEND. High quality teaching complemented with targeted small-group and one-to-one guidance and intervention. EEF guidance report SEND

1,2,3,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Raise the standard of social and emotional teaching and learning (SEL) in everyday practice.

EEF guidance report evidences both explicit teaching of SEL skills and integration into everyday teaching as having effective learning gains, especially for disadvantaged learners

4,6

Employ Early Help Worker to Increase attendance monitoring procedures and direct attendance work with families

In school evidence confirms successful engagement with attendance services reduces rates of persistent absence during the duration of engagement.

4,6

Detail

Data

School name

Shiney Row Primary School

Number of pupils in school

241

Proportion (%) of pupil premium eligible pupils

46%

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

2022/23

Date this statement was published

December 2022

Date on which it will be reviewed

June 2023

Statement authorised by

Paul Ashton

Pupil premium lead

Paul Ashton

Governor

Judith Whittingham

Detail

Amount

Pupil premium funding allocation this academic year

£115,580

Recovery premium funding allocation this academic year

£11,238

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

£0

Total budget for this academic year

£126,818

All children make the progress required to achieve the highest standards of attainment that they can. High quality, highly effective teaching is a non-negotiable minimum expectation of teachers and staff who work with children at our school – the first step in securing the best possible teaching for all group of learners. The goal is to support all learners progress successfully through school so that they are best prepared for the transition into the next stage of education.

The appointment, deployment and continual professional development of staff forms the foundation of pupil premium planning and whole school improvement planning. Our pupil premium strategy plan is not a ‘bolt on’ approach, it is one that is universal, aimed at creating an ethos/culture in which expert staff are able to identify and respond to the requirements of all learners. Assessment is used diagnostically to pinpoint as accurately as possible any potential barriers to learning and progress. Outcomes from assessments are used to inform any necessary adaptations to curriculum, timetabling and grouping. The intent is to respond quickly, and remain flexible in the approaches taken.

Our underlying principles are:

-       Attainment for all

-       High quality teaching

-       Meeting the individual needs of learners

-       The effective use and deployment of staff

-       Supportive and challenging leadership

-       Attitudes and attendance of learners

-       Data and evidence driven insights to support adaptation

These universal principles take into account that many children who are eligible for pupil premium are not registered, and many children who are not eligible still experience significant challenge and barriers to success.

Challenge number

Detail of challenge

1

Evidence from diagnostic use of assessments identifies for those children not reading at age expected bands, reading fluency is under-developed.

2

Assessment evidence identifies gaps in phonics – for those children in KS1 and Y3 who experienced disruption to the initial teaching of phonics and children in KS2 who experienced disruption to ongoing practice, repetition and application of phonics strategies.

3

Assessments and monitoring outcomes evidence that where children are not fluent at age expected levels in mathematics, the rapid recall of basic number facts and fluency in arithmetic that are the primary issues.

4

Observations and monitoring outcomes evidence when faced with challenge and uncertainty, children not on track to reach age expected outcomes demonstrate less resilience, the ability to persevere and are less able to quickly recall and apply what is already known.

5

A significant proportion of disadvantaged learners have additional SEND needs, and have low prior attainment or very low prior attainment (on entry). Diagnostic assessment identifies reading and general communication as primary issues.

6

There are higher rates of ‘persistent absence’ among disadvantaged learners than for non-disadvantaged learners.

Intended outcome

Success criteria

Improve reading outcomes for all learners by the end of KS2 particularly disadvantaged  learners

Increase the percentage of learners achieving and exceeding expected standards in KS2.

Improve the fluency of oral reading of age appropriate reading stage books.

Book bands, fluency matrix and comprehension assessments evidence all learners making excellent progress with nearly all learners reading age appropriate material fluently. Disadvantaged learners achieve at least as well as their peers. SEND learners make good progress towards individual targets and end of year outcomes.

Improve phonics outcomes in KS1 PSC

Nearly all learners pass the 2023 PSC.

Improve independent use of phonics knowledge and skills in KS2.

Assessments, observations and reading aloud evidence KS2 learners consistently and independently using phonics knowledge and strategies when faced with new and unfamiliar words.

KS1 and KS arithmetic outcomes improve.

Nearly all learners attain high scores in arithmetic assessments and end of key stage tests. Nearly all Y4 learners have mastered their times tables and successfully complete the MTC.

Improve attitudes to learning, resilience and recall of prior learning.

Assessments, observations and monitoring activities evidence improvements in long-term retention of knowledge, fluency in skills and the ability to check approaches to tackling unfamiliar challenges for the first time.  

Increase the number of SEND learners achieving age expected outcomes at the end of KS2.

KS2 assessments and observations evidence pupil outcomes improving with nearly all learners making sufficient progress to achieve the best possible outcomes including age-related expectations.

Improve attendance for all learners with particular focus on disadvantaged learners.

Overall absence figures improve to be above 95% or above. Reduce the number of disadvantaged learners who are persistently absent to be in line with non-disadvantaged learners who are persistently absent.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Increase the range of phonics teaching and training resources to secure improved phonics teaching across school and support at home.

DfE validated SSPP – strong evidence base (EEF), word reading and fundamental requirement of reading comprehension upper strand (Scarborough’s Reading Rope).

Access to printed materials – and not poverty – is the critical variable affecting reading acquisition (McQuillan). Reading aloud at home supports progress made in school - reading books matched to phonic stage available on line for parents

1,2,4,5

Whole school phonics training EYFS, KS1 and KS2 staff. Regular weekly phonics/reading CPD.

EEF – high impact for low cost for younger readers and evidence that it can be a positive approach as some disadvantage learners may not develop phonological awareness at the same rate as others due to variations in exposure to spoken language and books out of school. Reading Framework/Ofsted research EEF identify that all primary teachers should be ‘experts’ in the teaching of reading.

1,2,4,5

Staff trained in the diagnostic use of phonics assessments to identify gaps in phonics in KS2 learners

EEF toolkit phonics – monitoring effectiveness and identifying where older learners are struggling with comprehension possibly due to insecure phonics.

EEF – high quality teaching, diagnostic assessment.

1,2,4,5

Explicit timetabled teaching of reading comprehension strategies in KS2

EEF – combined with phonics is an essential aspect of reading instruction. Benchmarked analysis of school assessment data.

1,2,4,5

Explicit reading aloud assessed using fluency matrix diagnostic.

EEF toolkit – oral language interventions, targeted reading aloud. High quality teaching – informed instruction, modelling, scaffolding and supported practice - targeting prosody to support comprehension. Diagnostic assessment – EEF high quality teaching

1,2,4,5

Recruitment and retention to attract subject leaders.

EEF – emerging evidence that bonuses/enhanced pay to attract/retain high quality staff to schools with high pupil premium numbers has impact. Proven success in school for SLT posts.

1,2,4,5

High quality CPD for ECTs and staff. Use of incremental coaching by senior staff

EEF – tiered approach identifying high quality teaching. International research regarding subject knowledge and subject pedagogical knowledge as being vital for effective teaching and instruction.

1,2,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Reduced group sizes for phonics, KS2 reading and maths.

EEF moderate impact. In school benchmarking evidences good impact due to high quality instruction by senior staff.

1,2,4,5

Reduced group sizes for KS2 reading and maths.

EEF moderate impact. In school benchmarking evidences good impact due to high quality instruction by senior staff.

1,2,4,5

Daily arithmetic intervention and spaced learning.

One to one instruction, targeted challenge and mastery support. EEF toolkit high impact, supports mastery learning again high impact

3,4,5

Phonics catch up for small target groups.

Small group/one to one phonics intervention has high impact - EEF

1,2,4,5

Additional SEND support for individual learners and small groups.

22% of disadvantaged learners are also SEND. High quality teaching complemented with targeted small-group and one-to-one guidance and intervention. EEF guidance report SEND

1,2,3,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Raise the standard of social and emotional teaching and learning (SEL) in everyday practice.

EEF guidance report evidences both explicit teaching of SEL skills and integration into everyday teaching as having effective learning gains, especially for disadvantaged learners

4,6

Employ Early Help Worker to Increase attendance monitoring procedures and direct attendance work with families

In school evidence confirms successful engagement with attendance services reduces rates of persistent absence during the duration of engagement.

4,6

Detail

Data

School name

Shiney Row Primary School

Number of pupils in school

241

Proportion (%) of pupil premium eligible pupils

46%

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

2022/23

Date this statement was published

December 2022

Date on which it will be reviewed

June 2023

Statement authorised by

Paul Ashton

Pupil premium lead

Paul Ashton

Governor

Judith Whittingham

Detail

Amount

Pupil premium funding allocation this academic year

£115,580

Recovery premium funding allocation this academic year

£11,238

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

£0

Total budget for this academic year

£126,818

All children make the progress required to achieve the highest standards of attainment that they can. High quality, highly effective teaching is a non-negotiable minimum expectation of teachers and staff who work with children at our school – the first step in securing the best possible teaching for all group of learners. The goal is to support all learners progress successfully through school so that they are best prepared for the transition into the next stage of education.

The appointment, deployment and continual professional development of staff forms the foundation of pupil premium planning and whole school improvement planning. Our pupil premium strategy plan is not a ‘bolt on’ approach, it is one that is universal, aimed at creating an ethos/culture in which expert staff are able to identify and respond to the requirements of all learners. Assessment is used diagnostically to pinpoint as accurately as possible any potential barriers to learning and progress. Outcomes from assessments are used to inform any necessary adaptations to curriculum, timetabling and grouping. The intent is to respond quickly, and remain flexible in the approaches taken.

Our underlying principles are:

-       Attainment for all

-       High quality teaching

-       Meeting the individual needs of learners

-       The effective use and deployment of staff

-       Supportive and challenging leadership

-       Attitudes and attendance of learners

-       Data and evidence driven insights to support adaptation

These universal principles take into account that many children who are eligible for pupil premium are not registered, and many children who are not eligible still experience significant challenge and barriers to success.

Challenge number

Detail of challenge

1

Evidence from diagnostic use of assessments identifies for those children not reading at age expected bands, reading fluency is under-developed.

2

Assessment evidence identifies gaps in phonics – for those children in KS1 and Y3 who experienced disruption to the initial teaching of phonics and children in KS2 who experienced disruption to ongoing practice, repetition and application of phonics strategies.

3

Assessments and monitoring outcomes evidence that where children are not fluent at age expected levels in mathematics, the rapid recall of basic number facts and fluency in arithmetic that are the primary issues.

4

Observations and monitoring outcomes evidence when faced with challenge and uncertainty, children not on track to reach age expected outcomes demonstrate less resilience, the ability to persevere and are less able to quickly recall and apply what is already known.

5

A significant proportion of disadvantaged learners have additional SEND needs, and have low prior attainment or very low prior attainment (on entry). Diagnostic assessment identifies reading and general communication as primary issues.

6

There are higher rates of ‘persistent absence’ among disadvantaged learners than for non-disadvantaged learners.

Intended outcome

Success criteria

Improve reading outcomes for all learners by the end of KS2 particularly disadvantaged  learners

Increase the percentage of learners achieving and exceeding expected standards in KS2.

Improve the fluency of oral reading of age appropriate reading stage books.

Book bands, fluency matrix and comprehension assessments evidence all learners making excellent progress with nearly all learners reading age appropriate material fluently. Disadvantaged learners achieve at least as well as their peers. SEND learners make good progress towards individual targets and end of year outcomes.

Improve phonics outcomes in KS1 PSC

Nearly all learners pass the 2023 PSC.

Improve independent use of phonics knowledge and skills in KS2.

Assessments, observations and reading aloud evidence KS2 learners consistently and independently using phonics knowledge and strategies when faced with new and unfamiliar words.

KS1 and KS arithmetic outcomes improve.

Nearly all learners attain high scores in arithmetic assessments and end of key stage tests. Nearly all Y4 learners have mastered their times tables and successfully complete the MTC.

Improve attitudes to learning, resilience and recall of prior learning.

Assessments, observations and monitoring activities evidence improvements in long-term retention of knowledge, fluency in skills and the ability to check approaches to tackling unfamiliar challenges for the first time.  

Increase the number of SEND learners achieving age expected outcomes at the end of KS2.

KS2 assessments and observations evidence pupil outcomes improving with nearly all learners making sufficient progress to achieve the best possible outcomes including age-related expectations.

Improve attendance for all learners with particular focus on disadvantaged learners.

Overall absence figures improve to be above 95% or above. Reduce the number of disadvantaged learners who are persistently absent to be in line with non-disadvantaged learners who are persistently absent.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Increase the range of phonics teaching and training resources to secure improved phonics teaching across school and support at home.

DfE validated SSPP – strong evidence base (EEF), word reading and fundamental requirement of reading comprehension upper strand (Scarborough’s Reading Rope).

Access to printed materials – and not poverty – is the critical variable affecting reading acquisition (McQuillan). Reading aloud at home supports progress made in school - reading books matched to phonic stage available on line for parents

1,2,4,5

Whole school phonics training EYFS, KS1 and KS2 staff. Regular weekly phonics/reading CPD.

EEF – high impact for low cost for younger readers and evidence that it can be a positive approach as some disadvantage learners may not develop phonological awareness at the same rate as others due to variations in exposure to spoken language and books out of school. Reading Framework/Ofsted research EEF identify that all primary teachers should be ‘experts’ in the teaching of reading.

1,2,4,5

Staff trained in the diagnostic use of phonics assessments to identify gaps in phonics in KS2 learners

EEF toolkit phonics – monitoring effectiveness and identifying where older learners are struggling with comprehension possibly due to insecure phonics.

EEF – high quality teaching, diagnostic assessment.

1,2,4,5

Explicit timetabled teaching of reading comprehension strategies in KS2

EEF – combined with phonics is an essential aspect of reading instruction. Benchmarked analysis of school assessment data.

1,2,4,5

Explicit reading aloud assessed using fluency matrix diagnostic.

EEF toolkit – oral language interventions, targeted reading aloud. High quality teaching – informed instruction, modelling, scaffolding and supported practice - targeting prosody to support comprehension. Diagnostic assessment – EEF high quality teaching

1,2,4,5

Recruitment and retention to attract subject leaders.

EEF – emerging evidence that bonuses/enhanced pay to attract/retain high quality staff to schools with high pupil premium numbers has impact. Proven success in school for SLT posts.

1,2,4,5

High quality CPD for ECTs and staff. Use of incremental coaching by senior staff

EEF – tiered approach identifying high quality teaching. International research regarding subject knowledge and subject pedagogical knowledge as being vital for effective teaching and instruction.

1,2,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Reduced group sizes for phonics, KS2 reading and maths.

EEF moderate impact. In school benchmarking evidences good impact due to high quality instruction by senior staff.

1,2,4,5

Reduced group sizes for KS2 reading and maths.

EEF moderate impact. In school benchmarking evidences good impact due to high quality instruction by senior staff.

1,2,4,5

Daily arithmetic intervention and spaced learning.

One to one instruction, targeted challenge and mastery support. EEF toolkit high impact, supports mastery learning again high impact

3,4,5

Phonics catch up for small target groups.

Small group/one to one phonics intervention has high impact - EEF

1,2,4,5

Additional SEND support for individual learners and small groups.

22% of disadvantaged learners are also SEND. High quality teaching complemented with targeted small-group and one-to-one guidance and intervention. EEF guidance report SEND

1,2,3,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Raise the standard of social and emotional teaching and learning (SEL) in everyday practice.

EEF guidance report evidences both explicit teaching of SEL skills and integration into everyday teaching as having effective learning gains, especially for disadvantaged learners

4,6

Employ Early Help Worker to Increase attendance monitoring procedures and direct attendance work with families

In school evidence confirms successful engagement with attendance services reduces rates of persistent absence during the duration of engagement.

4,6

Detail

Data

School name

Shiney Row Primary School

Number of pupils in school

241

Proportion (%) of pupil premium eligible pupils

46%

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

2022/23

Date this statement was published

December 2022

Date on which it will be reviewed

June 2023

Statement authorised by

Paul Ashton

Pupil premium lead

Paul Ashton

Governor

Judith Whittingham

Detail

Amount

Pupil premium funding allocation this academic year

£115,580

Recovery premium funding allocation this academic year

£11,238

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

£0

Total budget for this academic year

£126,818

All children make the progress required to achieve the highest standards of attainment that they can. High quality, highly effective teaching is a non-negotiable minimum expectation of teachers and staff who work with children at our school – the first step in securing the best possible teaching for all group of learners. The goal is to support all learners progress successfully through school so that they are best prepared for the transition into the next stage of education.

The appointment, deployment and continual professional development of staff forms the foundation of pupil premium planning and whole school improvement planning. Our pupil premium strategy plan is not a ‘bolt on’ approach, it is one that is universal, aimed at creating an ethos/culture in which expert staff are able to identify and respond to the requirements of all learners. Assessment is used diagnostically to pinpoint as accurately as possible any potential barriers to learning and progress. Outcomes from assessments are used to inform any necessary adaptations to curriculum, timetabling and grouping. The intent is to respond quickly, and remain flexible in the approaches taken.

Our underlying principles are:

-       Attainment for all

-       High quality teaching

-       Meeting the individual needs of learners

-       The effective use and deployment of staff

-       Supportive and challenging leadership

-       Attitudes and attendance of learners

-       Data and evidence driven insights to support adaptation

These universal principles take into account that many children who are eligible for pupil premium are not registered, and many children who are not eligible still experience significant challenge and barriers to success.

Challenge number

Detail of challenge

1

Evidence from diagnostic use of assessments identifies for those children not reading at age expected bands, reading fluency is under-developed.

2

Assessment evidence identifies gaps in phonics – for those children in KS1 and Y3 who experienced disruption to the initial teaching of phonics and children in KS2 who experienced disruption to ongoing practice, repetition and application of phonics strategies.

3

Assessments and monitoring outcomes evidence that where children are not fluent at age expected levels in mathematics, the rapid recall of basic number facts and fluency in arithmetic that are the primary issues.

4

Observations and monitoring outcomes evidence when faced with challenge and uncertainty, children not on track to reach age expected outcomes demonstrate less resilience, the ability to persevere and are less able to quickly recall and apply what is already known.

5

A significant proportion of disadvantaged learners have additional SEND needs, and have low prior attainment or very low prior attainment (on entry). Diagnostic assessment identifies reading and general communication as primary issues.

6

There are higher rates of ‘persistent absence’ among disadvantaged learners than for non-disadvantaged learners.

Intended outcome

Success criteria

Improve reading outcomes for all learners by the end of KS2 particularly disadvantaged  learners

Increase the percentage of learners achieving and exceeding expected standards in KS2.

Improve the fluency of oral reading of age appropriate reading stage books.

Book bands, fluency matrix and comprehension assessments evidence all learners making excellent progress with nearly all learners reading age appropriate material fluently. Disadvantaged learners achieve at least as well as their peers. SEND learners make good progress towards individual targets and end of year outcomes.

Improve phonics outcomes in KS1 PSC

Nearly all learners pass the 2023 PSC.

Improve independent use of phonics knowledge and skills in KS2.

Assessments, observations and reading aloud evidence KS2 learners consistently and independently using phonics knowledge and strategies when faced with new and unfamiliar words.

KS1 and KS arithmetic outcomes improve.

Nearly all learners attain high scores in arithmetic assessments and end of key stage tests. Nearly all Y4 learners have mastered their times tables and successfully complete the MTC.

Improve attitudes to learning, resilience and recall of prior learning.

Assessments, observations and monitoring activities evidence improvements in long-term retention of knowledge, fluency in skills and the ability to check approaches to tackling unfamiliar challenges for the first time.  

Increase the number of SEND learners achieving age expected outcomes at the end of KS2.

KS2 assessments and observations evidence pupil outcomes improving with nearly all learners making sufficient progress to achieve the best possible outcomes including age-related expectations.

Improve attendance for all learners with particular focus on disadvantaged learners.

Overall absence figures improve to be above 95% or above. Reduce the number of disadvantaged learners who are persistently absent to be in line with non-disadvantaged learners who are persistently absent.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Increase the range of phonics teaching and training resources to secure improved phonics teaching across school and support at home.

DfE validated SSPP – strong evidence base (EEF), word reading and fundamental requirement of reading comprehension upper strand (Scarborough’s Reading Rope).

Access to printed materials – and not poverty – is the critical variable affecting reading acquisition (McQuillan). Reading aloud at home supports progress made in school - reading books matched to phonic stage available on line for parents

1,2,4,5

Whole school phonics training EYFS, KS1 and KS2 staff. Regular weekly phonics/reading CPD.

EEF – high impact for low cost for younger readers and evidence that it can be a positive approach as some disadvantage learners may not develop phonological awareness at the same rate as others due to variations in exposure to spoken language and books out of school. Reading Framework/Ofsted research EEF identify that all primary teachers should be ‘experts’ in the teaching of reading.

1,2,4,5

Staff trained in the diagnostic use of phonics assessments to identify gaps in phonics in KS2 learners

EEF toolkit phonics – monitoring effectiveness and identifying where older learners are struggling with comprehension possibly due to insecure phonics.

EEF – high quality teaching, diagnostic assessment.

1,2,4,5

Explicit timetabled teaching of reading comprehension strategies in KS2

EEF – combined with phonics is an essential aspect of reading instruction. Benchmarked analysis of school assessment data.

1,2,4,5

Explicit reading aloud assessed using fluency matrix diagnostic.

EEF toolkit – oral language interventions, targeted reading aloud. High quality teaching – informed instruction, modelling, scaffolding and supported practice - targeting prosody to support comprehension. Diagnostic assessment – EEF high quality teaching

1,2,4,5

Recruitment and retention to attract subject leaders.

EEF – emerging evidence that bonuses/enhanced pay to attract/retain high quality staff to schools with high pupil premium numbers has impact. Proven success in school for SLT posts.

1,2,4,5

High quality CPD for ECTs and staff. Use of incremental coaching by senior staff

EEF – tiered approach identifying high quality teaching. International research regarding subject knowledge and subject pedagogical knowledge as being vital for effective teaching and instruction.

1,2,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Reduced group sizes for phonics, KS2 reading and maths.

EEF moderate impact. In school benchmarking evidences good impact due to high quality instruction by senior staff.

1,2,4,5

Reduced group sizes for KS2 reading and maths.

EEF moderate impact. In school benchmarking evidences good impact due to high quality instruction by senior staff.

1,2,4,5

Daily arithmetic intervention and spaced learning.

One to one instruction, targeted challenge and mastery support. EEF toolkit high impact, supports mastery learning again high impact

3,4,5

Phonics catch up for small target groups.

Small group/one to one phonics intervention has high impact - EEF

1,2,4,5

Additional SEND support for individual learners and small groups.

22% of disadvantaged learners are also SEND. High quality teaching complemented with targeted small-group and one-to-one guidance and intervention. EEF guidance report SEND

1,2,3,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Raise the standard of social and emotional teaching and learning (SEL) in everyday practice.

EEF guidance report evidences both explicit teaching of SEL skills and integration into everyday teaching as having effective learning gains, especially for disadvantaged learners

4,6

Employ Early Help Worker to Increase attendance monitoring procedures and direct attendance work with families

In school evidence confirms successful engagement with attendance services reduces rates of persistent absence during the duration of engagement.

4,6