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Pupil Premium

See below for information as to how we allocate Pupil Premium Grant funding for this academic year and the impact of that funding for 2019-20.

 

 

Pupil Premium Grant Expenditure Report

 

The pupil premium is additional funding for schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. The Department for Education (DfE) allocates an amount of funding known as the Pupil Premium which is additional to main school funding and is calculated on the number of pupils receiving free school meals (including those that have received FSM over the previous 6 years), children in care and service families.

 

For 19/20 the funding amounts were:

 

  • £1,345 per pupil of primary-school age recorded as Ever 6 free school meals (FSM)  
  • £300 per service family pupil
  • £2,345 for any pupil: identified in the January 2018 school census or the alternative provision census as having left local authority care as a result of:

adoption

a special guardianship order

a child arrangements order (previously known as a residence order)

who has been in local authority care for 1 day or more

recorded as both eligible for FSM in the last 6 years and as being looked after (or as having left local authority care)

Schools are required to report on the expenditure of pupil premium funding and measure the impact on outcomes for disadvantaged pupils.

 

Overview of the school

 

Number of pupils and pupil premium grant (PPG) received

Total number of pupils on roll

568

Total number of pupils eligible for PPG

161 (including children in care and service family children)

Total amount of PPG received

£238,207.00

 

Guiding Principles for Expenditure of Pupil Premium

 

  • To ensure that teaching and learning opportunities meet the needs of all pupils.

 

  • High quality, effective teaching and learning is the most impactful support for disadvantaged learners.

 

  • To ensure that appropriate provision is made for pupils who belong to all vulnerable groups, this includes the needs of socially disadvantaged pupils.

 

  • In making provision for socially disadvantaged pupils, to recognise that not all pupils who receive free school meals will be socially disadvantaged.

 

  • To 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 based on need. Limited funding and resources means that not all children receiving free meals will be in receipt of pupil premium interventions at one time.

 

Impact of Covid-19

 

All areas of society were massively disrupted by the onset of the global pandemic. As a school, we were no different. We had to make extensive and rapid changes to the way in which we supported our pupils and families throughout the period of lockdown, making alterations to provision that are still in place. Consequently, this review of our Pupil Premium grant funding, and indeed the plan for this academic year, looks different to any that have gone before.

 

Analysis has shown that the experiences of our pupils and their families were very diverse during the period of lockdown. We worked hard to ensure as many of our vulnerable learners were accessing school regularly and ensured that for those that were not able to come in, a comprehensive suite of resources was made available for them to access from home. Furthermore, staff made regular contact with these pupils to check in on their wellbeing as well as supporting their academic needs. Some planned interventions were stopped, national testing did not take place and schools developed an online learning platform in response to the crisis.

 

Listed below are the details of provision provided, but in addition to this the school:

Created online learning for all pupils across the school;

distributed hundreds of vouchers for FSM provision, including during holidays;

worked in conjunction with a food charity to provide food parcels for families;

provided additional learning resources, including devices for identified pupils.

 

This year, the PPG strategy will link very closely with the school’s catch up program, to mitigate the effects of the pandemic on our most vulnerable pupils. 

 

Record of provision 2019-20

 

The interventions which have been funded by Pupil Premium Money have seen:

  • All children exposed to daily, high quality teaching and learning.
  • 123 children accessing online maths program to help embed fundamentals.
  • 33 children working with behaviour support to enable them to access learning.
  • 3 children accessing Speech and language support in EYFS.
  • 97 children accessed forest school sessions.
  • 20 children given tailored small group support to improve confidence, self-esteem and communication skills.
  • 27 children accessed additional specialist music and/or drama tuition at AIM.
  • 9 children provided with school uniform due to serious hardship.
  • 8 children provided with funded childcare before and/or after school to support families in crisis. 
  • 12 children able to access school trips, prior to the national lockdown.  
  • 25 children given fully funded cooking lessons after school to enable them to prepare affordable, healthy meals.

 

 

Impact from the previous year – 2019-20

 

Quality of Teaching for All

Impact

Deputy Head teacher (DHT), AHTs, Year Leaders, Maths and English Leaders to ensure high quality teaching and learning in the core subject areas across the school through:

- implementation of best practice,

- effective staff training

- ensuring age related content is taught consistently and effectively.

- monitoring and evaluation of the effectiveness of teaching and learning

 

£64,408.00

- EYFS – PPG pupils progress from baseline assessment was good, with over half the cohort securing a GLD.

- There was a significant increase in the proportion of PPG pupils securing the expected standard in reading, writing and maths at KS1.

- End of KS2 remain strong, continuing the trend of improvement and sustaining the gains made in previous years. 

Further development of the Talbot 20-20 curriculum across school to build children’s knowledge, understanding and retention. Opportunities to revisit, link and consolidate what they have been taught are built in to the curriculum, in core and foundation subjects. Considerable investment in joint professional development and staff training with a specific focus on embedding improvements in Art and the humanities whilst developing PSHE, Science and Music.                £38,297.00

- New curriculum established and enhanced in the humanities, Art, Science, PSHE, Computing and music. (see website) with key knowledge, vocabulary, clear progression and cohesion built in.

- All teachers provided with CPD to enable these elements to be taught effectively and confidently

- RE, English & DT & Languages reviewed, clarity and cohesion improved and published over the academic year 2020-21.

Improving proportion of retention of taught enacted curriculum content to enable pupils to apply their knowledge to different contexts.

 

£38,297.00

- In non-core subjects, deep dives showed pupils were able to recall key knowledge and curriculum content.

- End of KS assessments highlighted strengths in mental mathematics and applying taught strategies.  

Support children’s understanding and knowledge of the world through a specific program to provide access a wider breadth of cultural capital.

 

£15,010.00

Pupil surveys show that PPG pupils recognise and can discuss key cultural places, figures and events – from within and beyond the taught curriculum.

- No PPG pupil prevented from attending a school trip or visit due to financial constraints.

- All PPG pupils accessed forest school provision as part of the curriculum provision.

Targeted Support - Attendance

Impact

Improve attendance to be at least in line with national expectations by providing targeted support for families where the attendance of disadvantaged children is below 90%. Senior leader allocated role and time to work with families to reduce persistent absence. 

 

- Before & after school care provided to pupils to help support attendance.

 

£16,563.00

- Significant improvement in the attendance of children who had support from attendance lead and pastoral team

- 30 families had additional support with visits from school in their home as well as regular meetings in school to provide support from Pastoral Team and outside agencies.  This additional support continued during lockdown where pastoral team conducted regular phone calls and visits to the home to support individual families

Targeted Support – Academic/SEND

Impact

Investigation into and then trialing strategies to enable PPG Pupils with SEND to overcome their barriers to learning. Carefully monitored for effectiveness and adapted as required to meet the needs of the individual learners. Individualised support implemented for pupils with severe or multiple barriers to learning preventing them from making good progress.

 

Investment in SENCo Masters qualification to provide additional expertise and capacity to support PPG Pupils with SEND in EYFS & KS1.

 

Read, Write, Inc English program for PP Pupils (some with SEND also)

 

£30,500.00

- The proportion of PPG pupils SEND working at the expected standard increased at the end of KS2

- SEN Plans used to support, and reviewed by teachers, Year Leaders and SENCo.

- Year Leaders providing focused intervention, using resources such as Maths Masters & RWI to ensure needs met

- Staff training ensured knowledge is clear and shared effectively

- EG completed course in Sep 2020. Ongoing dialogue regarding SEN decisions in school

- RWI interrupted by Covid – restarted Sept 2020.

Targeted Support – Pastoral

Impact

Improved behaviours and attitudes to learning for identified pupils.

 

Pupil Premium Champion (PPC) to provide close pastoral and academic mentoring for identified disadvantaged pupils to reduce barriers to learning.

 

- Behaviour Coordinator – To support vulnerable pupils and families where poor behaviours are barriers to learning. Parental engagement

- Continue to increase parental engagement through proactive communication, careful monitoring and building relationships

- Crisis Fund – Children who may need additional resources or support due to changes in personal circumstances that would otherwise impact on their learning.

- Uniform fund for disadvantaged children                                    £57,269.00

- Surveys and interviews reflect improved attitudes to learning.

- Improved outcomes for PPG pupils in KS2 assessments reflect effectiveness in reducing barriers to learning.

- 33 children have received personalised support, which has enabled them to participate in lessons with their peers and be supported to access learning.

- Families in crisis due to the impact of Covid 19, loss of employment, critical illness and bereavement have been supported by school in a variety of ways, mitigating the impact on the education of these pupils.

- No child is without uniform due to hardship

Targeted Support – Wider Outcomes

Impact

AIM – funded music and/or drama lessons off-site for children showing potential in these areas.

 

Cooking Club – Funded extra-curricular club where selected pupils are taught to cook simple, affordable meals and provided with recipes to take home. Parents and families invited in to enjoy a selection of dishes prepared by the children.                                                              £15,010.00

- 27 pupils worked with AIM. Parental and pupil surveys show very positive impact.

 

- 39 disadvantaged children aged 7 to 11 had cooking sessions.

 

 

 

Pupil Premium Provision 2020/2021

 

Desired outcomes and how they will be measured

Actions

Success Criteria

Quality of Teaching for All

A

Development of the Talbot Blended Learning offer to ensure that pupils who have to self-isolate for any period of time are provided with the best quality of education possible when working at home.

 

£39,393.44

- Blended Learning Lead appointed. (SR)

- Training given to all teachers on how to provide blended learning.

- Subject leaders analyse the quality of national online resources by providers such as Oak Academy, White Rose Maths Hub and The BBC, making recommendations to Year Leaders over suitably matched lessons.

- Year Leaders ensure there is a two-week suite of online lessons which can be accessed remotely by children that are as closely matched to the curriculum in school as possible.

- Regular time provided for Year Leaders and their teams to update the online lessons to maintain a mirror curriculum for pupils working at home.

- Zoom training for teachers to ensure regular secure face to face contact and support with learning can be provided.

- Training provided for teachers on how to make the best use of J2E (school virtual learning platform) to further enhance blended learning and the effectiveness of communication between pupils and staff during periods of isolation.

- All children that have to self-isolate from school will have access to high quality blended learning.

 

- The shadow curriculum (that which is offered remotely) will be closely matched to the curriculum offer in school.

 

- In school technology will be used effectively to ensure face to face contact and teaching where appropriate is available for pupils who are self-isolating.

B

Consolidation and development of school online learning resources to support blended learning and reinforce core skills in school.

 

£731.83

- Spelling Shed purchased for all pupils to access to help drive improvements in spelling across school.

- TT Rockstars & Numbots subscriptions to enable children to improve their mental maths from number bonds to the most challenging times tables.

- The accuracy of spelling in children’s independent work will improve from baseline.

 

- Automaticity of year specific tables and speed of recall will increase.

 

- Number bonds and early mental maths will have improved from baseline measures.

 

- Improved accuracy of written calculations evident in pupil work

C

Additional reading materials to support Early Reading and fluency across KS2

 

£12,500.00

- Phonetically matched early reading stock increased to meet the increased demand for first readers due to impact of Covid.

- Additional library stock to ensure that Accelerated Reader program has sufficient quality texts for all pupils to access reading materials at the right level for their stage of fluency.

- All pupils have access to phonetically matched reading books appropriate for their stage of fluency.

 

- There are sufficient quality fiction books across school to maximise the effectiveness of AR and ensure all pupils have books well matched to their reading levels.

C

Development of a strategic catch-up plan to mitigate the impact of the pandemic on disadvantaged learners.

(See Catch Up Plan) 

- Catch Up lead appointed (MS)

- Catch up programme formulated and shared with governors. (See Catch up programme for details)

- Year Leaders to monitor effectiveness of Catch up provision.

- Assessment from baseline to ongoing measures show that pupils make accelerated progress to at least match their attainment level prior to lockdown.

 

B/C/D

Further improvement in the teaching of knowledge and skills.

 

Enhancement of children’s ability to retain, recall and apply what they have learnt, independently through CPD for teachers on efficient instruction methods, the importance of regular opportunities to retrieve previously taught information and to be able to successfully apply knowledge in a variety of ways.

 

 

 

 

£51,662.05

- DHT to lead training to ensure that all staff, especially those new to Talbot, are able to provide high quality teaching and learning in the core subject areas across the school.

 

This will be monitored by the HT, DHT, AHT, Year Leaders, Maths and English Leaders to ensure:

 

the implementation of best practice,

 

 

age related curriculum content is taught consistently and effectively.

 

monitoring and evaluation of the effectiveness of teaching and learning

Observed lessons & reviews of pupil work will show:

 

- All teachers providing new material with clarity, in small chunks, using a high level of questioning to ascertain understanding.

- A lot of opportunities for pupils to be successful whilst embedding new knowledge.

- Clear, analytical feedback provided at the point of learning as required.

- Pupils provided with scaffolds where required and challenged to apply skills in various ways.

- Regular recaps of taught content with children being asked to retrieve knowledge and skills from different intervals of elapsed time.

- Learning environment which supports the acquisition of skills and knowledge, whilst facilitating independence.

B

(F)

Continue curriculum development embedding improvements, whilst developing English, R.E., Science and D.T.

£12,104.85

DHT drives ongoing development of the Talbot 2020 curriculum across the school to help build children's knowledge, understanding and retention. 

Opportunities to revisit, link and consolidate what they have been taught built into the curriculum, in core and foundation subjects. 

Observed lessons and reviews of pupil work will show

- The enacted curriculum matches the intended curriculum. 

- Teacher confidence and ability to deliver the new curriculum content is improved. 

- In assessments, pupil work and discussions with pupils, the learned curriculum is closely matched with the intended curriculum. 

- Over time the knowledge pupils learn will be consolidated and built upon. 

Targeted Support – SEND

C/D/G

 

(G)

Accelerate progress of children with SEND, who are eligible for the Pupil Premium Grant.

 

£18,240.80

In class support adjusted to ensure maximum impact on progress and attainment. (Senco led program)  

 

Raise standard of attainment SEND pupils in reading through tailored, well matched phonics teaching and additional support.

 

Read, Write, Inc English program for PP Pupils with SEND who did not reach the required standard in phonics to be confident early readers in Y2, Y3 & Y4.

 

Tailored key skills provision for pupils with most significant SEND.

- The proportion of PPG pupils with SEND working at the expected standard will increase.

 

- Greater attainment in reading across the school for PPG pupils with SEND

 

- Early reading for most vulnerable pupils in Y4 is secured.

Targeted Support – Wider Outcomes

B/E

 

(H)

Support children’s understanding and knowledge of the world through a specific program to provide access a wider breadth of cultural capital.

 

£28,756.00

2020 Curriculum developed to incorporate specific cultural capital and reflect diversity in society. (B/ E)

 

Whole school virtual assemblies used to highlight important people, places and events. (B/E)

 

Forest school closely matched to curriculum content to embed skills and knowledge through outdoor and experiential learning. (B/E) 

 

Subsidised school trips ensure that children are not disadvantaged by social circumstances (B/E)

 

AIM – funded music and/or drama lessons off-site for children showing potential in these areas. - (E)

 

 

Variety of extra-curricular clubs in year group bubbles provided by teaching staff to enable pupils to identify an interest and experience music, dance, art, drama, sport and technology. (E)

-

- All trips, visits and experiences will reinforce and supplement the taught curriculum.

 

- Assemblies used to inform pupils on important cultural events, figures and places, pupils able to recall information and make links with other knowledge.

 

- Forest school, extra-curricular provision and subsidised to enable all PPG pupils to experience a broad variety of experiences.

 

- No PPG pupils are restricted from attending enrichment activities due to financial considerations

Targeted Support – Pastoral

E/F

 

(I)

Improved behaviours and attitudes to learning for identified pupils.

 

£60,436.00

Pupil Premium Champion (PPC) to provide close pastoral and academic mentoring for identified disadvantaged pupils to reduce barriers to learning. (F)

 

Behaviour Coordinator – To support vulnerable pupils and families where poor behaviours are barriers to learning. Parental engagement (F)

 

Crisis Fund – Children who may need additional resources or support due to changes in personal circumstances that would otherwise impact on their learning. (F)

 

Uniform fund for disadvantaged children (F)

- Reduction in logged behaviour incidents and improvement from baseline measures of behaviour and attitudes.

 

- Learning walks show improved behaviours to learning of key pupils and groups.

 

- No child is left without uniform due to financial hardship of families.

G

 

(J)

Improve attendance to be at least in line with national expectations by providing targeted support for families where the attendance of disadvantaged children is below 90%

 

£16,828.50

 

Senior leader allocated role and time to work with families to reduce persistent absence.  (G)

 

Creative strategies deployed and attendance promise upheld by senior leaders to support families where attendance is below 90% (G)

 

To provide before and after school care for selected pupils to help support attendance. (G)

% <90% attendance mirrors national levels

 

Significant improvement in attendance of children who had previously been below 90% after intervention led by AHT

 

- Impact of pandemic on mental health of families & pupils mitigated to an extent to not adversely impact on pupils’ attendance.

 

Contingency    

£10,000

To be directed as required to support PP pupils.  

 

 

POTENTIAL BARRIERS

      A.

Low levels of concentration, motivation and poor working memory amongst pupils. / Lack of consistency of approach amongst all teaching staff.

      B.

Sufficient time to develop curriculum areas. / Sufficient time to provide high quality CPD to accompany the development and delivery of the new curriculum content.

C.

Cognitive difficulties./ Emotional and behavioural needs which impact on ability to learn. / Lack of parental support and/or challenging home circumstances.

       D.

Cognitive overload for pupils / Low levels of concentration, motivation and poor working memory amongst pupils. / Lack of consistency of approach amongst all teaching staff.

E

Poor behaviour amongst pupils. / Funding.

 

F

Lack of boundaries / Poor attitude towards school and learning / Emotional and behavioural needs / Parental challenge towards school

G.

Ill health (pupils and parents) / Poor attitude towards school and learning

 

Pupil Premium Pupils Key Data

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