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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
2020-2021

1.   Summary Information

School

Gorseybrigg Primary School and Nursery

Academic Year

2020-21

Total PP budget

£24,210

Date of most recent review

June 2020

Total number of pupils

212

No. of pupils eligible

18

Date for next review

Oct. 2020

 

2.   Current Attainment 2018-19 (data for 2019-20 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

33

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 is given in specific areas of the curriculum where the pupil is feeling less confident, or where attainment is low.

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, progress meeting notes

Improved self-esteem, a stronger sense of self and ability to manage emotions and behaviours in order to remain calm

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 useful. Pastoral team to work with PP pupils.

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

Continue to update Maths resources, stationery and additional reading books (in class and in the library) including books of specific interest to PP pupils, dyslexia books and language books

Pupils need a concrete, pictoral and abstract approach to maths, therefore must be able to self-select resources appropriate to the task. At our review of resources, it was clear that these were not always fit for purpose, therefore we have set aside budget to purchase new ones on a yearly basis until stocks are fully replenished.

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.

All staff

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

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.

Teachers, SLT

Ongoing through monitoring

Pupils increase knowledge and recall of times tables

Times Table Rockstars introduced. Pupils supported in the use of this and improvements monitored.

Creating an enjoyable game for learning tables as well as usual classwork, will make what can be a very dry subject more interesting for learners. PP pupils will be more directly monitored to make sure that they engage with the programme

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.

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

Positive play has been successfully monitored in 2018-19. Staff have seen the impact of this on a number of children and continue to run the programme according to specific need.

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.

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

Ongoing, plus full review Dec. 2020

Targeted support in areas needed

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

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

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

All staff, SLT

September 2020 and ongoing through the year

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 2020/21

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, SBOs

March 2021

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 2021