Pupil Premium
In celebration of World Book Day, some of our teachers have shared their favourite stories for you to enjoy at home. These are available on your child’s Google Classroom stream and will soon be available to watch on our school website 🤩🤩📚 pic.twitter.com/PmGv35Ea24— Sowe Valley Primary School (@SoweVPrimary) March 8, 2024
Pupil premium strategy statement
School overview
| Detail | Data |
| School name | Sowe Valley Primary School |
| Number of pupils in school |
191 209 |
| Proportion (%) of pupil premium eligible pupils |
32% 38% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2021-2022 2022-2023 2023-2024 |
| Date this statement was published | December 2023 |
| Date on which it will be reviewed | December 2024 |
| Statement authorised by | Emma White |
| Pupil premium lead | Emma White |
| Governor / Trustee lead | Victoria Seaton |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £103,305.00 |
| Recovery premium funding allocation this academic year | £10,875.00 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £782.00 |
|
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 |
£114,962.00 |
Part A: Pupil premium strategy plan
Statement of intent
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At Sowe Valley Primary School we have high expectations for all pupils in our school and believe that, with high quality teaching, pastoral support, effective engagement with parents and a personalised approach to meeting children’s needs, every child can fulfil their individual academic, social and emotional potential. We employ strategies and interventions to remove barriers which can be caused by personal circumstances or learning gaps. Common barriers to learning for disadvantaged pupils may include; Less support at home Weak language and communication skills Lack of confidence More frequent behaviour difficulties Attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all” plan for support. Our ultimate objectives are: To narrow the attainment gap between disadvantaged and non-disadvantaged pupils at Sowe Valley. For all disadvantaged pupils in school to meet or exceed nationally expected progress rates. To support our children’s health and wellbeing to enable them to access learning at an appropriate level. The range of provision the school consider making for this group include and would not be limited to: Ensuring all teaching is good or better Reducing class sizes thus improving opportunities for effective teaching and accelerating progress. 1-1 support Additional teaching and learning opportunities through training TAs or external agencies. Support payment for activities, educational visits and residentials. Ensuring children have first-hand experiences to use in their learning in the classroom. Support for funding specialist learning software. Use of tutors Behaviour and nurture support Speech and language screening materials and interventions such as Wellcomm Use of Pupil Premium champions to target individual pupils daily Providing ICT equipment and intervention so pupils can access online learning platforms at home Educational Psychologist support and assessments for individuals The list is not exhaustive and will change according to the needs and support our disadvantaged pupils require. All strategies employed at Sowe Valley Primary School are evidence-informed using recommendations outlined by Education Endowment Foundation and The Sutton Trust. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | Attainment gap in Reading, Writing and Mathematics |
| 2 | Oral language skills and limited vocabulary |
| 3 | A number of disadvantaged pupils do not have parental support at home particularly with Reading |
| 4 | Attendance of disadvantaged children is below other children. |
| 5 | Some children have limited life experiences beyond their home and immediate community, creating a ‘cultural capital’ disadvantage. |
| 6 | Support social, emotional and mental health needs |
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 |
| Progress in Reading | Achieve at least expected or above national average progress scores in KS2 Reading (0) |
| Progress in Writing | Achieve at least expected or above national average progress scores in KS2 Writing (0) |
| Progress in Mathematics | Achieve at least expected or above national average progress scores in KS2 Mathematics (0) |
| Phonics | Achieve at least expected or above national average expected standard in Phonics Screening Check |
| Increased attendance | Ensure attendance of disadvantaged pupils is at or above national average |
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: £18,695
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|
Teacher appointed to allow Year 6 cohort to be split into two small classes for Maths and Literacy £17,195
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EEF (+3) As the size of a class or teaching group gets smaller it is suggested that the range of approaches a teacher can employ and the amount of attention each pupil will receive will increase, improving outcomes for pupils. |
1,2 |
|
All relevant staff to receive phonics training for new phonics scheme to deliver the phonics scheme effectively. £1500
EYFS and KS1 staff to take part in the NCETM ‘Mastering Number programme’ |
Evidence from the EEF, ‘Teaching and Learning Toolkit’: Mastery learning (+5 months) Phonics (+5 months)
Evidence from EEF, ‘Early Years Toolkit’: Early Numeracy approaches (+6 months) Early Literacy approaches (+4 months) Communication and Language approaches (+6 months) |
1, 2
1 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £64,495
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|
Additional support for children requiring intervention (1:1 and small group support) led by skilled TAs (£5000) PP Champion TAs to provide daily 1:1 interventions (£48,973) |
Evidence from Education Endowmnent Foundation – ‘Teaching and Learning Toolkit’: – Individualised instruction (+4 months) One to one tuition (+4 months) Small group tuition (+4 months) Teaching assistant interventions (+4 months)
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|
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1, 2, 3, 6
1, 2, 3, 6 |
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Wellcomm screening and delivery for EYFS and Year 1 pupils £100 screening materials £2742 SENCO time allocation Early intervention TA £7680 £10,522 |
Evidence from Education Endowmnent Foundation – ‘Early Years Toolkit’: – Communication and language approaches (+6 months)
|
1, 2 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £30,860
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
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Well targeted and effective pastoral care ensures that our most vulnerable disadvantaged pupils are fully engaged in all aspects of school life £27,360 |
Evidence from Education Endowment Foundation – The Guide to Pupil Premium: A tiered approach to Spending. Evidence from Education Endowmnent Foundation – ‘Teaching and Learning Toolkit’: – Behaviour interventions (+4months) Social and Emotional learning (+4 months) |
1, 4, 5, 6 |
|
Employ Education Welfare Officer to support families with attendance and acute need. £1500 |
Evidence from Education Endowment Foundation – The Guide to Pupil Premium: A tiered approach to Spending. Evidence from Education Endowmnent Foundation – ‘Teaching and Learning Toolkit’: – Parental engagement (+4 months) |
1, 4, 6 |
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Specialist Educational Psychology preventative and reactive support to improve outcomes £1000 |
Evidence from Education Endowment Foundation – The Guide to Pupil Premium: A tiered approach to Spending. Evidence from Education Endowmnent Foundation – ‘Teaching and Learning Toolkit’: – Behaviour interventions (+4months) Social and Emotional learning (+4 months) |
1, 2, 6 |
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Work with vulnerable families and improve parental engagement (Reading and phonic workshops for parents, reading initiatives) £500
|
Evidence from Education Endowment Foundation – The Guide to Pupil Premium: A tiered approach to Spending. Evidence from Education Endowmnent Foundation – ‘Teaching and Learning Toolkit’: – Parental engagement (+4 months) |
1, 2, 3, 6 |
|
Uniform, snacks, clubs, trips and residential costs £500 |
5 |
Total budgeted cost: £114,050
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 2022 to 2023 academic year.
Priority 1 – Attendance improved for Pupil Premium Children
Attendance for PP children was maintained – 90.6%
Persistent absence has decreased from 15.5% to 14.7%
Priority 2 – Increase number of children achieving progress in line with National
EYFS
7 out of 10 PP children achieved GLD
Year 1 Phonics screening
83% – 5 out of 6 children passed their phonics screening check (This was 71% previously)
KS1
66% (6/9) PP children met standard in Reading, Writing and Maths (Previously 56% (5/9) PP children met standard in Reading, Writing and Maths)
Children who didn’t meet standard are on our SEN register
KS2 (12 pupils)
7 out of the 12 pupil premium children were on the SEND register
Reading – 42% PP met standard (Previous year 25% of PP children met standard)
Writing – 42% PP children met standard (Previous year 25% of PP children met standard)
SPAG – 33% of PP children met standard (Previous year 50% of PP children met standard)
Maths – 33% of PP children met standard (Previous year 25% of PP children met standard)
Priority 3 – Improve oral language skills
WellComm – Summary of outcomes for Year 1
| Below |
Section 7 (3.5 years+) |
Section 8 (4 years+) |
Section 9 (5 years+) |
|
| Autumn 2021 |
4/20 20% |
8/20 40% |
8/20 40% |
0/20 0% |
| Summer 2022 |
2/20 10% |
4/20 20% |
11/20 55% |
3/20 15% |
| Spring 2023 |
3/21 14% |
1/21 5% |
7/21 33% |
10/21 48% |
WellComm – Summary of outcomes for Reception
| Number of Pupils | Percentage | |
| Green | 18 | 62% |
| Amber | 6 | 21% |
| Red | 5 | 17% |
Training
Phonics Training for all staff from Supersonic Phonic Friends – 1st September 2023
WellComm training for Teaching Assistants
This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
- All staff have received phonics refresher training, our Year 1 phonics results for 2021/2022 was 86.7% (75.5% National) and Year 2 was 66.7% (44.7% National)
Year 1 WellComm screening data
| Below |
Section 7 (3.5 years+) |
Section 8 (4 years+) |
Section 9 (5 years+) |
|
| Autumn 2021 |
4/20 20% |
8/20 40% |
8/20 40% |
0/20 0% |
| Summer 2022 |
2/20 10% |
4/20 20% |
11/20 55% |
3/20 15% |
| Autumn 2022 |
3/21 14% |
1/21 5% |
7/21 33% |
10/21 48% |
PP Champions Impact – 2021-2022
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Year Group
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Reading | SPAG | Maths | |||
| Summer 21 | Summer 22 | Summer 21 | Summer 22 | Summer 21 | Summer 22 | |
| Year 1 (1/4 SEND) | ||||||
| At expected standard | 0% | 50% | 25% | 50% | 0% | 50% |
| Progress | 50% | 50% | 75% | |||
| Year 2 (5/5 SEND) | ||||||
| At expected standard | 20% | 20% | 20% | 60% | 0% | 20% |
| Progress | 0% | 40% | 20% | |||
| Year 3 (No SEND) | ||||||
| At expected standard | 60% | 60% | 20% | 60% | 60% | 60% |
| Progress | 20% | 80% | 40% | |||
| Year 4 (1/5 SEND) | ||||||
| At expected standard | 60% | 80% | 40% | 20% | 40% | 20% |
| Progress | 20% | 0% | 0% | |||
| Year 5 (4/8 SEND) | ||||||
| At expected standard | 12.5% | 50% | 37.5% | 37.5% | 0% | 0% |
| Progress | 37.5% | 37.5% | 0% | |||
| Year 6 (5/7 SEND) | ||||||
| At expected standard | 0% | 0% | 14.3% | 42.9% | 14.3% | 14.3% |
| Progress | 0% | 85.7% | 14.3% | |||
| Whole school impact | ||||||
| At expected standard | 23.5% | 41.2% | 26.5% | 44.1% | 17.6% | 23.5% |
| Progress | 20.6% | 52.9% | 20.6% | |||
Our Pupil Premium Champion intervention increased the number of pupil premium children who are age related expectations
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
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Desired outcome – Increased attainment through focused intervention Impact – Intervention data Pupil Premium Champions (%increase on the amount on track from end of Spring to end of Summer 2021)
English Interventions On track English Year 3 – +20% increase in number of children on track from end of Spring Term to end of Summer term 2021 Year 4 – +25% increase in number of children on track from end of Spring Term to end of Summer term 2021 Project X Year 2 – +40% increase in number of children on track from end of Spring Term to end of Summer term 2021
Desired Outcome – Increased attainment and progress though smaller class size (Year 5) Impact – class split Year 5 – +30% increase in number of children on track from end of Spring Term to end of Summer term 2021 In Reading Year 5 – +34% increase in number of children on track from end of Spring Term to end of Summer term 2021 in Writing Year 5 – +30% increase in number of children on track from end of Spring Term to end of Summer term 2021 in Maths
Desired Outcome – Narrowing of vocabulary gap in EYFS Impact – Wellcomm Desired outcome – Increased attendance of PP children Impact of targeted support |
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
| Programme | Provider |
| Catch up Literacy Intervention Programme | Rising Stars |
| Project X upgrade | Oxford University Press |
Further information
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Our Pupil Premium offer for all of our Pupil Premium children:
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If your child does not have Free School Meals, but may be eligible because of your family’s income level, please contact the office (in confidence) to register them. Even if you do not wish them to have the meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child.
Click here to access the CCC website to see if you are eligible for Free School Meals.
Pupil Premium Spend and Grant Documents
