Arden Primary Pupil Premium 2021/2022

Detail

Data

School name

Arden Primary School

Number of pupils in school 

703

Proportion (%) of pupil premium eligible pupils

37%

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

December 2021/July 2022 to July 2025

Date this statement was published

December 2021

Date on which it will be reviewed

1^st October 2022

Statement authorised by

Mrs G Shergill

Pupil premium lead

Mr A. Banner

Governor / Trustee lead

Mr Z Ahmed

Detail

Amount

Pupil premium funding allocation this academic year

£332,215

Recovery premium funding allocation this academic year

£35,815

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

£0

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

£368,030

At Arden Primary School our aim is to give every child the best possible learning experience we can, to help us deliver the citizens and leaders of the future.  We want our pupils to be able to apply their learning in any given situation to overcome the problems that they might experience. We continue to develop our links with parents and the community for the benefit of all concerned.

We want our disadvantaged pupils to be indistinguishable from our non-disadvantaged ensuring that there are no gaps in knowledge or understanding for either parties.

Our strategy for 2021-25 has been drawn up following an evaluation of last year’s pupil premium strategy, our data and a review of current research. Some actions have been extremely successful and these will be continued. Research shows us that highly effective teaching disproportionately benefits disadvantaged children. So, if there is good teaching and learning for all children, the gap should narrow. The most effective resource is always quality teaching, so much of our pupil premium money is spent on the deployment of staff. We have chosen a range of strategies, some of which are continued from last year as they were successful. The strategies fall into three groups of: quality teaching for all; targeted support and pastoral support:

• ensure disadvantaged pupils are challenged in the work that they’re set ·  
• act early to intervene at the point need is identified  
• adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve ensuring that all children are catered for, from Nursery through to Year 6.

Challenge number

Detail of challenge 

1

A high (74.8%) percentage of PP children have English as an additional language and a high (Would be approximately 75% or higher) percentage of parents also have English as an additional language; therefore, find it hard to support children at home with their learning. For example, reading at home and commenting in reading diaries, supporting with homework.

2

Assessments and observations suggest that our disadvantaged pupils have greater difficulties with their phonics than their peers.  This impacts their learning across the curriculum.

3

A limited opportunity for enrichment activities outside the school environment limits pupils’ life experiences and the ability to relate first hand experiences when accessing the national curriculum.

4

Attendance figures for Pupil Premium children in 2020/2021 was 93.4%.  Late

0.8%      Authorised Absence – 4.5%     Unauthorised Absence – 2.1% 

5

Our assessments and observations indicate that the education and well-being of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations,

6

With the absence of SATs tests in 2020 and 2021 linked to the issues of learning during COVID we are unsure of the effect upon the SATs in the next two years.  We therefore will continue to build upon our intervention/support model that has been in place for a few years.

Intended outcome

Success criteria

Improved attainment in SATs tests.

•     Levels for Pupil Premium children are in line with non PP children in KS2.

Improved progress and attainment in termly assessments.

In our termly/yearly assessments we aim to see for all children:

• 80% of children making expected (3 points) progress and 20% of that group making greater than expected progress (4 points or more)
• All of our PP children to have the same level of attainment as their non PP counterparts.

All children will have the opportunity to experience enrichment opportunities outside school.

Pupil Premium children throughout the school will experience at least one enrichment opportunity per year through:

• Trips and visits throughout each school year.
• During their school time at Arden, overnight stays in school/activity evenings.  Residential visits will also be arranged for Year 6 children and

other year groups depending upon availability.

• After school clubs (both sport and non-sport based).
• Residential trip in Year 6

Improved attendance for Pupil Premium children.

The attendance figures for 2020/21 were:

• Pupil Premium 88.7%
• Late 0.3%
• Authorised Absence 5.3%
• Unauthorised Absence 6.0%

Increased interaction with our parents including our Pupil Premium and EAL children

Increased interaction with parents through:

• Parent’s Evening.
• Meet the Teacher events for specific subjects.
• Our Parent Support Advisor (Mrs Saira Ahmed)
• Learning Mentor (Mr Parvez Khan)
• Our EAL teacher works with children across the school on a timetabled basis.  Work is given to children and enables them to access all areas of the curriculum as soon as possible

Activity

Evidence that supports this approach

Challenge number(s) addressed

(1) Improved SATs results for Pupil Premium children in Year 6. A proportion of disadvantaged children to reach ARE in Year 6

We expect the impact for Pupil Premium children to be to be:

•     More Pupil Premium children make expected or greater than expected progress from their KS1 test results.

Improved confidence and self-belief to tackle expectations of Year 6 and SATs

5, 6

(2) Improved progress and attainment results for Pupil Premium

• More children make expected or greater than expected progress. (80% to make expected progress

1, 2, 5, & 6

children across all Year Groups

with 20% of those children achieving Greater Depth.  Improved confidence and self-belief thus positive impact on other areas of curriculum.

•

Breaking down barriers to learning (eg mental health and well-being) 

•

Teachers on long term supply will assist as and where there is an identified need, assisting in removing gaps in children’s understanding.

(3) Improved understanding of assessment

• •

•

•

•

Ongoing AFL

Formative Assessment through

INSIGHT

Termly summative assessments

(NTS &GPS)

Moderation meetings

Termly pupil progress meetings.

6

(4) Improved resources for assessing the progress of children throughout the school

• • •

•

•

Staff CPD

Training Recording systems. Improve the impact of quality led planning

NTS

INSIGHT Assessment System.

1, 2, 5, & 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

(5) Raising Pupil

Premium Attainment in

Year 6 SATS

We aim to encourage our Year 6 Pupil Premium children to attend weekly revision sessions to close the gaps in their learning.  These sessions after school will enable identified children to work in smaller groups to enable them to get a better understanding. 

These will continue during this year for Year 6 to enable children to catch up with lost learning during the pandemic.  

5 & 6

(6) Raising Attainment in Year 6 SATS

Staff to encourage children to attend lessons during the holiday, with the aim of developing both skills and closing gaps in their understanding.

5 & 6

(7) Whole school

Interventions

Teachers across the school to raise attainment and progress

• Evidence in Year 1 phonics
• SATs – improved attainment in KS1 and KS2 SATs
• Improved progress and

Attainment in NTS assessments across the school

• Identified gaps resulting in targeted support.
• Accelerated Reading Scheme - 
• In EYFS resources have been purchased to assist in the leaning of Reading, Phonics and Maths.
• In EYFS funding has also been included to enhance the provision of gross and fine motor skills 

5 & 6

(8) Intervention Rooms/Resources

To assist in quality teaching for our groups of children, we have developed small teaching areas throughout the school to teach groups of up to 16 children.

• General Resources 
• Interactive Whiteboards 

1, 2, 5 & 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

(9a) Improved Pupil Premium attendance.

Although there has been a significant increase in the attendance. The effect that Covid had upon attendance was considerable, especially in our local community where several of our families lost relatives to the pandemic. We continue to address issues that affect all

1, 3 & 4

(9b) Improved links between Pupil Premium parents and school, discussing needs, issues and barriers to learning for Arden

families

Pupil Premium children so that they achieve 96% attendance or greater (in 2018/2019 this figure was 94.7%), we appreciate that there are still a significant number of Pupil Premium children who due to difficulties at home (and due to instances of Covid in their families and periods of isolation) find it difficult to attend school on a regular basis.

• Meetings with parents
• Parent support worker support.
• Providing laptop computers to enable families to access on line learning

The role of this individual is to liaise with parents, to work alongside members of staff, carry out home visits, organise meetings/lessons for the parents of Pupil Premium children.

(10) Improved Pupil

Premium attainment and progress of pupils needing pastoral support/mentoring.

Pupil Premium children identified by class teachers to receive pastoral support to enable them to overcome barriers and then achieve the necessary ARE in Reading, Writing and Maths.

5 & 6

(11) Improved attendance & support for pupils

After discussions with parents and obtaining nationally produced data it was felt that a number of our Pupil Premium children would benefit from a daily Breakfast Club (8:00am – 8:40am).  We have targeted parents with children with poor attendance (focussing on lower attending Pupil Premium Children) This will encourage children to arrive punctually for school, receive a nutritious meal and provide social interaction.  Activities include art, sport and reading skills.  

Throughout 2020 – 2021 Staff focussed upon the number of PP children attending Breakfast Club.  Again, we will on encouraging even more PP children to attend this year As of 27.9.21 PP children attending was 42.5%.

•     Children from all year groups are encouraged to attend and a particular focus has been placed

3 & 4

on EYFS as traditionally only children from older year groups attended.

•     Encouragement is given by our Parent Support Worker.

(12) Improved Pupil Enrichment across the curriculum, enabling all Pupil Premium children to engage in the new Cornerstones curriculum.

Subsidising all experiences undertaken by the children to allow them to access the curriculum. For all children throughout the school from Nursery to Year 6

3

(13) EAL

The role of this individual is to work across the school:

• Small group work usually newly arrived children.
• Work enabling these children to access the curriculum as soon as possible.

1 & 2

(14) Educational

Psychologist

This individual will work with those children identified by the SENDCO

•     Issues raised post Covid as well as any other issues identified by the SENDCO

1, 2 & 5

Programme

Provider

Measure

Details 

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

No children at Arden receive this allocation of funds.

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