Pupil Premium Strategy Statement Shawclough Community Primary School Academic Year 2019/2020

Pupil Premium Strategy Statement Shawclough Community Primary School Academic Year 2019/2020 1. Principles We ensure that teaching and learning opportunities meet the needs of all of the pupils. We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged. We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.

We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged. Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium.

2. Summary Information Academic Year Total Number of Pupils Date of PP Review

2019 – 2020 421 + 52 Nursery July 2020

Total Pupil Premium (PP) Budget No. Pupils Eligible for PP Date of Next PP Review

ÂŁ112,120 71 (15.01%) July 2020

3. Current Attainment – 2019 There is no published date for 2020 due to the Coronavirus % Achieving expected level or above combined in reading, writing and maths % Expected or better outcomes in Reading % Expected or better outcomes in Writing % Expected or better outcomes in Maths

School Disadvantaged 93.8%

National Disadvantage 51.25%

School All 86.3%

93.4% 93.8% 93.8%

61.9% 67.7% 67.2%

88.2% 92.2% 90.2%

Writing 1.9 0.19 1.47

Maths 1.6 3.6 4.28

4. Progress Measures for Disadvantaged Children – 2019 There is no published date for 2020 due to the Coronavirus 2017 2018 2019

Reading -0.8 1.53 3.4

5. Barriers to Future Attainment (for PP eligible children, including high ability) A B C

Poor speech and language skills on entry, with limited life experiences continuing to limit vocabulary through school Barriers to learning linked to social, emotional and behavioural factors Reading, writing and maths skills are below average linked, lack of exposure to books and enriched environment to gain vocabulary skills and limited experiences outside of the home/school environment

D

Parenting and social issues impacting on a delayed readiness for school such as lack of toilet training, over use of dummies, bottles and prams and poor gross and fine motor skills due to limited play activities.

6. Desired Outcomes Related to Barriers A

Desired Outcome and Measures Improved expressive and receptive language enabling children to access the curriculum

B

Improved social, emotional and behavioural skills

C

Higher rates of attainment through accelerated progress in reading, writing and maths

D

Parents of PP children (and the wider community where necessary) are supported to address issues such as domestic violence, housing issues, debt, mental health, drug and alcohol misuse, nutrition, sleep and behaviour management which will have a positive impact on children’s’ learning behaviours

Success Criteria The majority of pupil premium children age appropriate in speaking and listening skills by the end of KS1

When On entry to end of KS1, monitored termly

Children throughout school continue to develop language skills which enable full access to the curriculum

Monitored three times per year Monitored at the end of Reception, KS1 & KS2 Ongoing

Narrowing the gap in reading Lessons observations and behaviour monitoring demonstrates that children are learning and incidents of poor behaviour are declining over time Percentage of PP children receiving ‘expected’ at the end of each year increases, narrowing the gaps between PP children and non-PP children. Outcomes higher than national average for PP children Attendance of PP children to be at least 95% Lessons observations and behaviour monitoring demonstrates that children are learning and incidents of poor behaviour are declining over time

End of each academic year

Ongoing

7. Planned Expenditure 2018-2019 School will demonstrate how they are using the Pupil Premium in the following areas: A – Quality of Teaching for All, improving classroom pedagogy B – Provide Targeted Support C – Support Whole School Strategies

7.1 Quality of Teaching For All Outcome Action AB Enhance curriculum provision with educational visits, workshops and events which extend children’s vocabulary and communication skills

Rationale To broaden life experiences leading to improved vocabulary

ABC

To give children every opportunity to meet the same expectations as their peers ensuring children fulfil their full potential and to minimise the gap between disadvantaged and nondisadvantaged pupils

Additional TA support throughout school to provide focussed intervention to children who enter school below expected levels and require support to establish basic skills. Individual work to overcome gaps in knowledge and overcome misconceptions. Support for phonics and reading. Hot spot readers, precision monitoring, success at arithmetic and GBAT

Effectiveness Monitoring of visits, workshops and events and quality of writing after.

Communication skills in EYFS Monitoring of writing Intervention observations Monitoring of data of children in receipt of intervention

Review Termly

Termly

Outcome Action AC Additional teachers support across the school to provide smaller group access to English and Maths

A

B

Trained TA in Speech and Language Intervention to improve classroom provision for developing children’s language and communication skills.

Benefits all children in addition to those who receive direct intervention Adventure week aimed at Year 5 children improving self-esteem, collaborative and team working skills which will equip them for Y6 and transitioning to High School

Rationale To give children every opportunity to meet the same expectations as their peers ensuring children fulfil their full potential and to minimise the gap between disadvantaged and nondisadvantaged pupils To develop speech and language achievement of the children, enabling then to fully access the curriculum

Effectiveness Intervention observations Monitoring of data of children in receipt of intervention

Review Termly

Monitoring of achievements of children accessing speech and language provision

Termly

To develop children holistically and to develop their teamwork, physical and social skills

Observation of the children During and after and achievements whilst on the event the event. Reflective writing by the children in terms of how they have grown

7.2 Targeted Support Outcome Action B Learning Mentor support for children whose social, emotional or behavioural difficulties are impacting on their ability to learn.

B

Provision of the ThInc Room, Lego therapy, SULP groups and daily check ins. Provision of work to support children struggling with well-being, self image and self esteem Counselling for targeted pupils

ACD

Free breakfast club places for PP children

B

Provision of alternative lunchtime provision

Rationale To encourage children to manage their social, emotional and behavioural difficulties enabling them to access the curriculum and make accelerate progress

Effectiveness Review Reductions in incidents of poor Half Termly behaviour recorded through monitoring systems

To encourage children to manage their social, emotional and behavioural difficulties enabling them to access the curriculum and make accelerate progress To provide children with a breakfast before school so they are ready to learn and able to concentrate To enable children who struggle to access the playground to have an alternative place for lunch

Impact reports for children attending counselling sessions

Termly

Attainment of PP children

Termly

Reductions in incidents of poor Half Termly behaviour recorded through monitoring systems

Outcome

Action

Rationale provision to ensure they are ready to learn in the afternoon

Effectiveness

Review

7.3 Other Approaches Outcome Action D Free breakfast club places for PP children

D

D

D

Fare Share Scheme and Food Bank vouchers in place

HT and EWO old regular attendance panel meetings and make home visits if children’s attendance is poor of it there are a number of unexplained absences Mentor to address issues including school readiness, parenting welfare, engagement with school, attendance, mental health, domestic abuse, debt, financial support and housing issues

Rationale To provide children with a breakfast before school so they are ready to learn and able to concentrate Some children come to school hungry due to lack of food at home. The majority of these children are from vulnerable families and eligible for PP funding Attendance for PP children is no different to non-PP children

Effectiveness Attendance of PP children

Review Termly

Kitchen has access to food to give to children that are hungry.

Annually

School able to issue Food Bank vouchers for targeted families Attendance reports

Increasingly, family issues are Records of support offered impacting negatively on PP children’s attainment, attendance and behaviour

Termly

Termly

Outcome Action D Programme of parent workshops to build good home school links especially with hard to reach parents.

Improve parental involvement in children’s learning BC Milk and fruit provided for all pupils

ABC

ABC

School clubs focussed on providing access to physical activities Provision of music lessons Access to sporting opportunities and competitions

D

Access to translators ensuring parents understand key messages and information

D

Free school meal online portal

Rationale Parents capacity to support their children’s educational and social development is limited for some PP children Not all children eat breakfast or attend breakfast club. Some children diets are very poor, lacking essential nutrients Parent capacity to provide opportunities is limited

Parent capacity to provide opportunities is limited, allows children to develop self-esteem and excel in alternate areas Some parents have limited English, providing translators allows for effective communication and greater engagement To enable checks to be made to identify families for FSM and remove barriers to access for some families, provide accelerated support and early intervention

Effectiveness Records of workshops offered

Review Termly

Records of children attending

Termly

Records of children attending

Termly

Records of meeting

Termly

Records of checks made

As required

8. Cost Information Area Cost 1.5 Part Time Teachers £71,419.00 2 x TA1 Support £33,070.00 2 x Lunchtime Supervisor £13,508.00 Trip Subsidies £1,500.00 Adventure Week Subsidies £330.00 Learning Mentor/Family Support £29,387.00 Counsellor £4,006.00 Resources £581.00 Fare Share £132.26 Milk & Fruit £500.00 After School Clubs £500.00 Free School Meal Portal £875.00 Total £155,808.26

Published July 2020