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Horizon Academy Trust is an exempt charity regulated by the Secretary of State for Education.

company number 08411590

registered office is C/O Biggin Hill Primary School, Biggin Avenue, Bransholme, Hull, United Kingdom HU7 4RL.

Enter Trust

Cleeve Primary School

2020-2021 Financial Allocation

Our pupil premium allocation for 2020 – 2021:  £310,695

How we identify and address barriers to learning faced by individual pupils:

Barriers to learning are identified through everyday teaching practice and discussed in detail for each Pupil Premium child during regular ‘Pupil Progress meetings’ following assessments in Reading, Writing and Mathematics.  These checks are led by senior leaders, which include the Head of school, deputy head and phase leader. Our SENCo and deputy SENCo also work closely with the teachers to ensure that potential barriers are identified.

  • Pupil Progress meetings ensure that:
    • Progress and attainment of each pupil is discussed;
    • Barriers to learning are identified and recorded;
    • Impact of current interventions is evaluated and strategies/provision re-considered and altered as required;
    • Appropriate targeted interventions and support are instigated

Summary of the main barriers to educational achievement faced by eligible pupils at the school:

  • Identified Special Educational Needs
  • Speech and Language & social communication difficulties
  • Social, emotional and mental health
  • Low parental engagement
  • Low attendance

How pupil premium funding is spent to address identified barriers and the reasons for the approaches

 

1.       Planned Expenditure 2020/2021

Academic Year

 

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support wider whole school strategies. These principles are based on the research carried out by the Education Endowment Foundation (EEF) 2019 – The EEF Guide to the Pupil Premium.

i.                     Quality Teaching for all

Desired outcome

Chosen action/approach

Evidence and rationale for this choice

How will you monitor the implementation

Percentage of PP pupils achieving GLD will be in line with the ‘other’ group of pupils.

·Increased staff to ensure that groups are small.

·Interventions delivered throughout the day to targeted pupils.

87% of ‘other’ pupils are achieving GLD compared with 57% pp.

Liaise with EYFS Executive Leader to ensure high quality provision is accessed by all pupils.

Monitor PP progress across the year to ensure that intervention is accessed to support with meeting targets.

Percentage of PP pupils achieving ARE at the end of KS1 will be in line with the ‘other’ group of pupils.

·High quality first teaching expected in all areas of the curriculum.

·Additional ASA support in class.

66% pp pupils achieved ARE compared with 89% of ‘other’ pupils in reading.

59% pp pupils achieved ARE compared with 85% of ‘other’ pupils in writing.

69% pp pupils achieved ARE compared with 85% of ‘other’ pupils in maths.

 

Increasing the percentage of pp achieving ARE will ensure national standards continue to be met or exceeded.

Learning walks, observations and work scrutinies.

 

Pupil progress meetings.

Progress levels of PP pupils will continue to be in line with the ‘other’ group of pupils in reading, writing and maths at the end of KS2.

 

·High quality first teaching expected in all areas of the curriculum.

·Pupil progress meetings to discuss the progress of pp pupils.

·Additional ASA support in class.

Due to the high percentage of pp pupils in the school, it is essential that they achieve in line with or beyond the ‘other’ group to ensure that the school’s overall figure continues to be in line with national standards.

 

 

Learning walks, observations and work scrutinies.

 

Pupil progress meetings.

Attainment levels of PP pupils will continue to be in line with the ‘other’ group of pupils in reading, writing and maths at the end of KS2.

 

 ·High quality first teaching expected in all areas of the curriculum.

·Pupil progress meetings to discuss the attainment of pp pupils.

Due to the high percentage of pp pupils in the school, it is essential that they achieve in line with or beyond the ‘other’ group to ensure that the school’s overall figure continues to be in line with national standards.

Learning walks, observations and work scrutinies.

Pupil progress meetings.

ii.                   Targeted Academic Support

Desired outcome

Chosen action/approach

Evidence and rationale for this choice

How will you monitor the implementation

Intervention sessions will be accessed by PP pupils if they require support with meeting their target.

 

·All teachers to deliver an after-school intervention session to support pupils with achieving their target.

·ASA led after school clubs to have a ‘core’ focus.

·ASAs to deliver small group intervention sessions throughout the day.

110 children have been identified as requiring support to meet their target. 66% are PP pupils. Providing those pupils with intervention will have a significant impact on the overall data.

Tracking grids which show progress made after each intervention session.

Observe interventions taking place.

SEN pupils who are PP within the year 3 cohort will continue to access small group support within the nurture group.

 

·Pupils with complex SEN needs will continue to be taught in a small nurture group in order to meet their needs.

The nurture group is made up of 15 children – 9 are pp. Their progress will have an impact on the rest of the year group.

SENCo to work alongside the nurture group staff to ensure provision is meeting the needs of the learners.

iii.                  Wider strategies

Desired outcome

Chosen action/approach

Evidence and rationale for this choice

How will you monitor the implementation

Ensure PP pupils receive emotional and well-being support if required.

·Behaviour support/well-being leader employed to support pupils with their well-being.

·Deliver interventions such as ELSA

Emotional support post Covid will help pupils to focus on their work.

Interventions such as ELSA support pupils with their well-being and therefore enables pupils to apply themselves academically.

 

Actions on CPOMs

DSL will monitor which pupils require additional well-being support.

PP pupils’ attendance will be in line with or higher than the national figure.

 

·Incentives offered to reward high attendance

·Attendance bus

The previous year ended with PP pupils’ attendance at 93.4% compared with the ‘other’ group of pupils at 94.6%. Increasing the pp attendance will improve the overall attendance percentage to be more in line with national expectation of 96%.

Weekly attendance figures are analysed.

Attendance is on every phase meeting agenda.

PP pupils will access a range of additional opportunities and experiences.

 

·ASAs to deliver after school clubs

·External providers to offer clubs on the school site.

The school aims to extend the curriculum beyond the school day in order to provide additional opportunities for pupils to achieve in. Clubs allow pupils to participate in areas such as cookery.

The club coordinator monitors the clubs on offer and number of participants.

 

The next strategy review will take place in September 2021.