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Gorseybrigg Primary School and Nursery

Pupil Premium

The Pupil Premium is funding provided to schools which is additional to main school funding.

It is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM), a smaller amount allocated according to the number of children of service families, and an allocation for each pupil who has been ‘Looked After’(in care) for 6 months or more.

In 2012, funding was extended to include pupils who have been eligible for free school meals within the past 6 years.

It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are held accountable for how they have used the additional funding to support their pupils. Please see below for information regarding the plans for future spending in 2018-19 and how the pupil premium was spent in the last financial year.

Gorseybrigg Primary School and Nursery
Pupil Premium Strategy Statement 21-22

  

1.   Summary Information

School

Gorseybrigg Primary School and Nursery

Academic Year

2021-22

Total PP budget

£20,175

Date of most recent review

Sept 2021

Total number of pupils

212

No. of pupils eligible

15

Date for next review

Sept 2022

 

2.   Current Attainment 2018-19 (data for 2019-20 and beyond was not submitted, due to coronavirus)

 

Pupils eligible for PP (school)

Pupils not eligible (school)

National

2018

EYFS

1

29

 

% achieving GLD

100

83

73

Key Stage 1

3

27

 

% achieving the expected standard in Reading

100

83

75

% achieving greater depth in Reading

67

30

26

% achieving the expected standard in Writing

100

83

70

% achieving greater depth in Writing

67

27

-

% achieving the expected standard in Maths

100

83

76

% achieving greater depth in Maths

67

27

22

Key Stage 2

4

27

 

% achieving the expected standard in Reading

100

81

75

% achieving greater depth in Reading

25

26

28

% achieving the expected standard in Writing

100

87

78

% achieving greater depth in Writing

25

32

25

% achieving the expected standard in Maths

100

94

76

% achieving greater depth in Maths

0

42

24

% achieving the expected standard in Grammar, Punctuation & Spelling

100

87

78

% achieving greater depth in Grammar, Punctuation & Spelling

25

26

33

% achieving the expected standard in Reading, Writing and Maths

100

81

64

% achieving greater depth in Reading, Writing and Maths

0

23

9 (2017)

Average scaled score in Reading

Awaiting release

105

100

Average scaled score in Maths

Awaiting release

108

100

Average scaled score in Grammar, Punctuation & Spelling

Awaiting release

106

100

Progress score in Reading

Awaiting release

- 1.3

0.0

Progress score in Writing

Awaiting release

+0.7

0.0

Progress score in Maths

Awaiting release

+1.1

0.0

 

3.   Barriers to future attainment (for PP pupils)

a)    Ensuring that support in given in specific areas of the curriculum where the pupil is feeling less confident, or where attainment is low due to the impact of the coronavirus crisis

b)    Attitude to learning, low self-esteem, low confidence, emotional health and well-being

c)    Attendance

 

4.   Desired Outcomes

Outcome

Success Criteria

Clear overview of pupil need and where support needs to be given

Detailed assessments, questionnaires, pupil and parent conferences, progress grids, pupil progress meeting notes

Improved self-esteem, a stronger sense of self and ability to manage emotions and behaviours in order to remain calm and engage with learning and social situations

Children are able to discuss their mindset, how it affects their learning and how it impacts on their feelings. Mentors will be assigned where seen as useful. Pastoral team to work with PP pupils using a range of nurture support as appropriate

Pupil has attendance of above 96%

Records of attendance, meetings with parents and actions identified where required

5.   Planned Expenditure

a)    Quality of teaching for all

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Ensuring that all pupils have high quality resources, including reading books and stationery

Purchase of laptops and Ipads and the decommissioning of our IT room. This has allowed ongoing tasks to be completed in class and has engaged PP pupils in a wider range of activities.

 

Bespoke response to individual pupil need. Provide all school resources needed to support each PP child.

Continue to update maths/English resources on a rolling programme, stationery and additional reading books (in class and in the library), including books of specific interest to PP pupils, dyslexia books and language books

Resources available to pupils are now at a higher level than previously. Gaps have been identified and items purchased where needed. IT equipment has been updated to enable children to have a greater access to a wide range of useful resources

 

Staff work with the child and family to ensure that specific needs are met (e.g. sloping writing boards). PP pupils can request particular books for our school library or classes

Monitor outcomes through data analysis

 

Ensure that maths sessions are more practical and that PP pupils are engaged in their learning through observations and comparisons of previous work.

 

Monitor reading outcomes for PP pupils to ensure that they make expected or accelerated progress.

Teachers and TAs

Ongoing through monitoring

Pupils are all able to access learning at all times, and make at or above expected progress

Timetable ensures that pupils experience pre-teaching and same day interventions where needed.

 

PP pupils are known to all staff and targeted to improve rates of progress

Staff have identified that adjusting the timetable will allow for a more flexible approach to delivering interventions earlier

 

We continue to train staff in new intervention programmes (e.g. FirstClass@Number) and ensure that those PP pupils who need to access these do so.

Interventions are reviewed regularly and then analysed through pupil progress meetings. Groups are fluid on a daily/weekly basis and staff respond to specific need, ensuring that pupils are engaged.

 

PP pupils are identified and discussed specifically in all PP meetings. Staff complete additional tracking for PP pupils

Teachers, SLT

Ongoing through monitoring

Pupils increase knowledge and recall of times tables

Times Table Rockstars introduced and beginning to embed. Pupils supported in the use of this and improvements monitored. This target is ongoing from last year.

PP pupils are more directly monitored to make sure that they engage with the programme. Additional sessions are held during the school day to make sure they all have access to the internet

The programme records how many pupils access it and for how long. We will also compare in school data and data from the external multiplication tests, comparing it with results year on year

 

 

 

 

b)    Targeted support

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Improved self-esteem and confidence

Continuation of Positive Play intervention for children needing support.

 

Addition of new strategies to support pupils (e.g. Anger and Anxiety Gremlins)

 

Continued expansion of our pastoral team, who engage in ongoing training to offer a range of bespoke approaches to support emotional health and wellbeing.

Staff delivering Positive Play have seen the impact of this on a number of children and continue to run the programme according to specific need. Parents also report improvements on this programme

 

Pupils report feeling less stressed, angry or anxious after nurture sessions. They are able to engage more readily with their learning.

 

Pastoral reviews will take place through the year to streamline and adapt the service as needed. School have identified that this is an aspect of in school support that is needed in view of the changes to the Early Help service in recent years

Pastoral Lead/staff will continue to meet every half term to share best practice and discuss the needs of individual pupils and if changes need to be made. These conversations will also involve the Class Teacher, the TAs and the SENco if appropriate.

HB, HF, BR, AW, KM, KC, SS, MB

Ongoing, plus full review Dec. 2021 (carried forward from last year)

Targeted support in areas needed

The employment of a Family Support Worker for the school.

 

A bespoke package of support for each child, utilising TAs, HLTAs and teachers in the delivery

This enables any wider issues to be dealt with outside the school setting.

 

Gap analysis of specific pupil skills, and timely intervention is shown to improve MHWB.

 

Staff tailor programmes according to need and purchase any additional resources needed to do this so that PP pupils are given the best of care.

Pupil progress meetings which specifically focus on disadvantaged pupils and check their progress through the year

All staff, SLT

September 2021 and ongoing through the year (carried forward due to covid

Improve ability to manage behaviour and responses and develop strength and flexibility

Yoga sessions run by a trained member of staff

Research into Yoga and mindfulness has shown positive impact for children and adults. School is committed to improving the emotional health and wellbeing of all stakeholders

Member of staff received accredited training.

PP pupils selected for the programme and monitored to gauge impact. Programme widened further during 2021/22 as this was stopped during covid

SS, SLT

Termly

c)    Other approaches

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Pupils engage in the wider curriculum, including extended schools

Support for PP pupils to attends clubs, trips and residentials

Pupils who experience all aspects of a wide and exciting curriculum are much more likely to be engaged in their learning

Through monitoring of trips and clubs, pupil/parent questionnaires and 1:1 discussions with PP pupils

SLT, SBM

March 2022

Pupils cope well with transition across all phases

Mentor programme

Pupils have a chosen adult to meet when they need to discuss any issues they have

Pupil/parents feedback – follow up actions of mentor and outcomes

All staff

May 2022

Pupil Premium Strategy Statement 20-21