Pupil Premium
Strategy Statement 2023/2024
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 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
|
School name |
Kings Avenue Primary School |
|
Number of pupils in school |
143 |
|
Proportion (%) of pupil premium eligible pupils |
59.5% |
|
Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended) |
3 years |
|
Date this statement was published |
November 2023 |
|
Date on which it will be reviewed |
July 2024 |
|
Statement authorised by |
The Governing Body |
|
Pupil premium lead |
Edison David/ Joy Clarke |
|
Governor / Trustee lead |
Matthew Bryant |
Funding Overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£ 141,863.00 |
|
Recovery premium funding allocation this academic year |
£ 8,319.00 |
|
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£ 0.00 |
|
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 |
£ 150,182.00 |
Part A: Pupil Premium Strategy Plan
Statement of intent
Our key objective in using the Pupil Premium Grant is to narrow the gap between pupil groups. As a school we have an excellent track record of ensuring that pupils make good progress, and in the last three years have been successful in bridging the gap in the levels of attainment between FSM and non-FSM pupils.
A significant amount of additional funding has been allocated to the school and we are determined to ensure that it has maximum impact. Careful analysis of internal and external pupil-level data, historical attainment and progress rates, and huge amount of qualitative data will be undertaken regularly to ensure that these funds are used to maximum effect. Our robust self-evaluation procedures and a number of case studies we have produced guided us in deciding where and how to spend our pupil premium allocation.
We have also used existing researches and publications including those from the OFSTED Good Practice series, and findings of studies undertaken by the SUTTON TRUST to enable us to make decisions relating to provisions. Materials published by Lambeth’s Research and Statistics Unit also helped us understand the systems and approaches that work in relation to the attainment of specific minority ethnic groups.
We have invested heavily in ensuring that the success of our reading programme is sustained by ensuring 100% of our staff (teachers and support staff) receive comprehensive training, and that high-quality reading materials are updated. We also deploy additional personnel time to implement necessary 1:1 reading intervention.
We have sought external organisations and identified opportunities for children to have an enriched and enhanced experience of the curriculum. Investigate projects in mathematics, artistic and musical performances, sporting experiences are just a few of the curriculum enrichment areas we focused on this year.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
The COVID-19 pandemic has created a gap between the achievement of our disadvantaged pupils and of other pupils |
|
2 |
The COVID-19 pandemic has resulted to heightened concerns around our pupils’ mental health and well-being, particularly of pupils deemed disadvantaged. |
|
3 |
Socio-economic factors oftentimes create gaps in pupil’s development of social and cultural capital |
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 |
Success criteria |
|
Early identification of underachievement of pupils in the Early Years and Foundation Stage, particularly of the disadvantaged pupils, and effective interventions |
% of disadvantaged pupils achieving GLD by the end of the EYFS in line with national |
|
Narrow the gap between disadvantaged pupils and other pupils in all areas, in Key Stage 1 by 2024 |
% disadvantaged pupils achieving expected standards in Reading, Writing, and Maths well within national by the end of Key Stage 1. This includes Year 1 pupils passing the Phonics Screening Check. |
|
Narrow the gap between disadvantaged pupils and other pupils in all areas, in Key Stage 2 by 2024 |
% disadvantaged pupils achieving expected standards in Reading, Writing, and Maths well within national by the end of Key Stage 2. |
|
Disadvantaged pupils have the same access to, and enjoyment of, activities for cultural capital development as other pupils |
Proportion of disadvantaged pupils engaging in, participating in enrichment and enhancement activities similar to those of other pupils |
|
Pupils, including those deemed disadvantaged receive support in mental and emotional health and well-being development |
Disadvantaged pupils requiring additional support accessed therapists, ELSA, counsellors. |
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: £ 5,000.00
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Targeted CPD |
Various CPD on pedagogy and effective interventions |
1,2,3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 95,182
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Small group and 1:1 tuition |
High impact, moderate cost EEF |
1,2 |
|
Phonics groups (additional) |
High impact, moderate cost |
1,2 |
|
Use of Power Maths to support those needing catch up in Mathematics |
Effectiveness of Mastery approach in the teaching of Mathematics |
1,2 |
|
Use of Synthetic Phonics to develop early reading |
Read Write Ink |
1,2 |
|
Active Reading |
Reading comprehension strategies EEF Findings Very Low Cost, High Impact |
1,2 |
|
Booster lessons for Years 6 |
EEF Extending school time |
2 |
|
Therapists to support pupils’ mental and emotional Health and well- being |
EEF Self-regulation strategies
|
1 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 50,000.00
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Financial support for trips |
EEF Social and emotional Learning |
3 |
|
Use of Academic Mentors |
EEF Social and Emotional Learning |
3 |
|
Therapists and use of other external agencies |
EEF Social And emotional learning |
3 |
|
Enhanced Sport and Physical education Offer |
EEF on Physical activity |
3 |
|
Dedicated Pastoral team |
EEF on Social and emotional learning |
3 |
|
Employment of specialists in the teaching of the creative arts- music and art specialist teachers |
Suggested activities by the Impact on Urban Health organisation via the Healthy Schools Fund |
4 |
|
Share of the salaries of Pastoral Manager who supports families of pupils in receipt of the Pupil Premium |
EEF evidence on parental engagement Impact on safeguarding disadvantaged pupils |
1,2,3 |
Total budgeted cost: £ 150,182.00