Pupil premium strategy statement This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview Detail School name Number of pupils in school Proportion (%) of pupil premium eligible pupils Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) Date this statement was published Date on which it will be reviewed Statement authorised by Pupil premium lead Governor / Trustee lead
Data Herringthorpe Junior 348 38% 2021 - 2024 October 2021 April 2022 Mandy Adams Sarah Meaburn Tony Trueman
Funding overview Detail
Amount
Pupil premium funding allocation this academic year
£130,465
Recovery premium funding allocation this academic year Pupil premium funding carried forward from previous years (enter £0 if not applicable) 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
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£16,530 £0 £146,995
Part A: Pupil premium strategy plan Statement of intent You may want to include information on: ● What are your ultimate objectives for your disadvantaged pupils? ● How does your current pupil premium strategy plan work towards achieving those objectives? ● What are the key principles of your strategy plan?
38% of our pupils are Pupil Premium recipients. We understand the challenges that many of these pupils face, and these are detailed below. We appreciate that some of our disadvantaged pupils will not have access to the experiences that non-disadvantaged pupils may have, due to economic and social factors. We intend to provide profound primary experiences to all of our pupils, to inspire them to become curious and engaged learners with high aspirations for the future. Our Pupil Premium Strategy plan aims to support our disadvantaged pupils in accessing the same profound experiences and having the same high aspirations for their future. In addition to this, our Pupil Premium Strategy is intended to narrow the attainment gap between disadvantaged and non-disadvantaged pupils, ensuring that all children achieve the highest possible standard of academic success. We know that the Covid pandemic has had an impact on the mental health of many of our pupils. We understand how important good mental health is on the general health of children and on their academic success. Our Pupil Premium Strategy aims to support our pupils in receiving timely support at the first signs of mental health challenges, in turn supporting their overall health and wellbeing, as well as academic achievement.
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Challenges This details the key challenges to achievement that we have identified among our disadvantaged pupils. Challenge number
Detail of challenge
1
Lower than good attendance.
2
Children do not have access to extra curricular experiences or clubs.
3
Healthy lifestyles
4
Gap of attainment between PP and non-PP at EXS and GDS.
5
Lack of resources available at home
6
The mental health of pupils has been affected by Covid 19 and other social factors
Intended outcomes This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved. Intended outcome Promote good levels of attendance.
Success criteria
Support children with SEMH needs.
Children will have timely access to SEMH support. Number of incidents of children going into crisis will reduce (CPOMs) Children will confidently articulate SEMH strategies and support in school.
Provide children with profound primary experiences which they otherwise would not enjoy.
All children will have the opportunity to learn an instrument. All children will have the opportunity to experience a residential visit. All children have access to our cultural and creative opportunities.
Promote healthy lifestyles.
Children will have access to regular and high quality sport opportunities - in and out of school.
Children will have 96%+ attendance level (currently 92.3%)
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Children will know how to stay fit and healthy. Promote high standards of academic outcome, matched to high aspirations.
All children will achieve aspirational targets set at the start of the academic year. The gap between PP and non-PP children achieving EXS and GDS within and at the end of the key stage will narrow.
Activity in this academic year This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention) Budgeted cost: £17,352.48 Activity
Evidence that supports this approach
Challenge number(s) addressed
Live and Learn
Being active is not just good for you physically, it has the power to do so much more – it can, for example, help prevent or manage medical conditions, reduce anxiety or stress, improve a person’s confidence or self-esteem, or bring people from diverse backgrounds together. (https://www.sportengland.org/why-were -here#thebenefitsofbeingactive-12094)
2,3,5,6
Music Service instrument teaching
Music education prepares students to learn 1. Enhances fine motor skills 2. Prepares the brain for achievement 3. Fosters superior working memory 4. Cultivates better thinking skills B Music education facilitates student academic achievement 1. Improves recall and retention of verbal information 2. Advances math achievement 3. Boosts reading and English language arts skills (https://files.eric.ed.gov/fulltext/ED5410 70.pdf)
4,5
ECT enhancement opportunities
The best available evidence indicates that great teaching is the most important lever schools have to improve pupil attainment. Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all pupils, particularly the most disadvantaged
4
Sport and Wellbeing Coach
4
2,3,5,6
among them. (https://educationendowmentfoundation.org. uk/support-for-schools/school-improvementplanning/1-high-quality-teaching)
Targeted academic support (for example, tutoring, one-to-one support structured interventions) Budgeted cost: £22,420.40 Activity
Evidence that supports this approach
Challenge number(s) addressed
GDS tutoring in Maths (Y6)
A recently released meta-analysis of close to 100 studies of tutoring in literacy and mathematics has found that tutoring programmes consistently produced large improvements for students, with tutoring programmes conducted during school hours tending to have larger impacts than those conducted after. Tutoring programmes led by teachers or school staff members, undergraduates in education and other education professionals were generally more effective than those using non-professional volunteer or parent tutors. Effects of tutoring programmes tend to be strongest among students in earlier year groups, although certain secondary level programmes were also found to be effective. Tutoring programmes conducted during school tend to have larger impacts than those conducted after school. (https://nationaltutoring.org.uk/news/lear ning-lessons-from-new-global-evidenceon-tutoring/)
4
See evidence above on tutoring and evidence on residentials detailed below.
4
EXS tutoring in Maths (Y6) Structured interventions in Y3 - Y5
GDS Maths Residential
4 4
Wider strategies (for example, related to attendance, behaviour, wellbeing) Budgeted cost: £92,003.40
5
Activity
Evidence that supports this approach
Challenge number(s) addressed
SEHM practitioner (attendance included within this role)
On average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (on average around three to four months additional progress). Improvements seem more likely when approaches are embedded into routine educational practices, and supported by professional development and training for staff. In addition, the implementation of the programme and the degree to which teachers were committed to the approach appeared to be important. SEL programmes appear to benefit disadvantaged or low-attaining pupils more than other pupils, though all pupils benefit on average. (https://www.nurtureuk.org/what-we-do/ research-and-evidence/impact-and-evi dence/eef-toolkit-and-nurture-groups)
1,3,4,5,6
Parental engagement has a positive impact on average of 4 months’ additional progress. (https://educationendowmentfoundation. org.uk/education-evidence/teaching-lear ning-toolkit/parental-engagement) Catherine Roche, Chief Executive of Place2Be, said: “This study reinforces our evidence that high quality school-based mental health support not only helps children to get the most out of their education, but can also prevent problems from growing over time – impacting children’s life chances. Schools are on the frontline and have the opportunity to make mental health services easily accessible for families.” (https://www.exeter.ac.uk/news/researc h/title_859054_en.html) A study into the benefits of residential visits on social and academic outcomes of pupils. http://learningaway.org.uk/wp-content/u ploads/Learning-Away-Interim-Evaluati on-Summary-2-_September-2014.pdf
1,3,4,5,6
Review of Magic Breakfast breakfast club review summarises the anecdotal
1,2,3,4
Nurture Support Assistant Behaviour for Learning Lead
Family Engagement Lead and Resources
With Me in Mind Counselling
Residential subsidies
Breakfast Club
6
1,3,4,5,6
2,4,5
evidence to support breakfast club attendance, particularly around ensuring children have had breakfast in the morning and increased punctuality. https://assets.publishing.service.gov.uk /government/uploads/system/uploads/a ttachment_data/file/603946/Evaluation _of_Breakfast_Clubs_-_Final_Report.p df Sport Provision before school Children’s University Extended provision
Research shows that participation in extra-curricular activities can positively impact on attainment, increase a pupil’s positive identification with school, and build self-confidence and resilience. Research also shows that children that do not have access to these opportunities fall behind, lack confidence, and fail to develop career aspirations. The resulting attainment gap is so significant that 25% of children from the most disadvantaged backgrounds achieve below expected attainment levels. (https://www.childrensuniversity.co.uk/ about-us/what-we-do-and-why/)
Total budgeted cost: £131,775.88
7
1,2,3,4,5 2,4,5 2,3,4,5
Part B: Review of outcomes in the previous academic year Pupil premium strategy outcomes This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year. see https://herringthorpejuniors.com/for-parents/pupil-premium/ for 20/21 allocation and evaluation. Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales. If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?
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Further information (optional) Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.
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