Principles
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We ensure that teaching and learning opportunities meet the needs of all of the pupils.
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We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
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In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
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We 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.
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Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals.
Provision
Our use of the pupil premium grant will be aimed at accelerating progress and moving children to reaching the end of year key objectives. Initially this will be in Reading, Writing and Maths.
The range of provision the Governors may consider include:
A. Support to access enrichment activities e.g. music lessons, clubs
B. Small group and 1:1 support during the school day
C. Interventions to support the development of social and emotional literacy skills
D. Support to enable a child to take part in educational school visits
E. Resources to support the Curriculum
F. Breakfast 'club' - resources
G. Learning support -access to online resources @ Internet café
H. Staff training
Pupil premium resources may also be used to target able children who receive the Pupil Premium funding.
How to Claim
Please visit the following website to claim pupil premium funding:
West Berkshire Council - Pupil Premium - Information
Pupil premium strategy statement 23/24
This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 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
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Detail |
Data |
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School name |
Long Lane Primary School |
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Number of pupils in school |
209 |
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Proportion (%) of pupil premium eligible pupils |
8% (17 pupils) |
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Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
23/24 |
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Date this statement was published |
December 23 |
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Date on which it will be reviewed |
December 24 |
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Statement authorised by |
C Allison (Head teacher) |
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Pupil premium lead |
C Allison (Head teacher) |
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Governor / Trustee lead |
S Bamford (Governor) |
Funding overview
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Detail |
Amount |
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Pupil premium funding allocation this academic year |
£27645 |
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Recovery premium funding allocation this academic year |
£2755 |
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Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£0 |
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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 |
£30,400 |
Part A: Pupil premium strategy plan
Statement of intent
Our intention, at Long Lane Primary, is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We do this by providing bespoke support through our strategy to all learners in receipt of PPG, not just those who are under attaining, focusing on progress and outcomes from their last data points.
We will consider the challenges faced by vulnerable pupils, such as those who have a social worker, young carers or are in poverty. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.
High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support such as; learning behaviours and self-confidence. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
Our strategy is informed by the consistent group analysis and provision mapping, through a Class Needs Analysis tool (see appendix 1).
Our strategy is developed from the application of teacher led group tutoring that focuses on a ‘target review’ approach. This establishes the pupil at the centre of learning decisions, builds independence and resilience and empowers the learner to take control of their own learning targets, evidencing the success of these. It is widely publicized and endorsed by ‘EFF practices’ those pupils involved in their own learning, who are encouraged to develop good learning behaviours and are taught by those who know them best as learners, will make rapid and consistent progress over time, thus improving overall outcomes.
As a school we are acutely aware of the emotional disadvantage and need of pupils who have ACES, hold particular hardship or whose basic needs’ may be compromised. This is why a part of our strategy is dedicated to developing and embedding the Therapeutic Approach to behaviour and well-being across the schools and purposeful pastoral support for our pupils and families. We also aim to raise aspirations within this group.
Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment and consistent processes, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
- ensure disadvantaged pupils are challenged in their learning wherever their starting points
- act at the earliest point to identify the need and intervene with the right support using a termly Class Needs Analysis
- adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ progress and outcomes, understand their potential barriers and raise expectations of what they can achieve
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
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Challenge number |
Detail of challenge |
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1 |
Attainment – Within this group of pupils, only 1 is on track to be EXS at the end of the year in RWM.
However, 59% (10 pupils) of the group are registered as SEND, with a further 12% (2 pupils) new to the country (EAL) and so pupils need to make accelerated progress in order to reach higher attainment in these areas. As this ties in with learning behaviours and engagement it is likely that bespoke support using precise booster objectives and assessment for learning techniques would be most effective such as; addressing misconceptions, individual target based work and intuitive apps. Progress – We will focus on progress for supporting PP pupils to reach their full potential. |
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2 |
Engagement/resilience – In the evaluation of these pupils across the school in the Class Needs Analysis, it was observed that within this group there is a lack of engagement in lessons, teachers observe some ‘passive’ learning and low aspirations when compared with their classmates. This means there is a need for high priority to be placed on intrinsic learning behaviours and aspirational purpose for these individuals. Pupils in this group have high SEND needs and are receiving a bespoke curriculum where possible. |
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3 |
Attendance – Pupils within this group have varied absence (whole group data 93.3% against non-PP group 96.8%). However, 20% of PP pupils sit below 95% and 35% below 90% attendance. Teachers are aware of this and are working with parents to support greater attendance for these individuals. |
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4 |
Home Engagement/opportunity – It is acknowledged that 41% of this group are currently receiving internal pastoral support or are involved with early support safeguarding. These pupils can be disadvantaged at home with regards to resourcing and managing homework and home learning. Pupils with pastoral need will be supported by ELSA and other outside agencies to ensure that there are no additional emotional barriers to learning. |
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5 |
Extra-curricular opportunities – Pupils within this group have proved that they thrive on outdoor and active activities and are well represented within sports and active learning throughout the school. They thrive on the many opportunities provided in and out of school (some of which need funding to support their participation). |
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.
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Intended outcome |
Success criteria |
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Priority 1 To improve writing progress for disadvantaged children so that progress is similar to that of non PP group
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Pupils writing outcomes will be in line with non-disadvantaged peers |
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Priority 2 To improve the delivery and impact of personalised support leading to pupils in this group being able to display good learning behaviours, making the most of their learning capacity through a ‘Target Review’ approach
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Pupils are able to actively articulate their learning, becoming more independent learners and show positive learning behaviours using the Secrets of Success model. |
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Priority 3 To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils |
Sustained high attendance from 2023/24 demonstrated by: Diminishing the number of pupils with below 90% attendance. |
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Priority 4 To improve outcomes through bespoke home learning opportunities that require independence and support class learning and over learning. |
Pupils are demonstrating higher rates of completing home learning independently and are proud of their achievements |
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Priority 5 To support pupils with their well-being through a number of pastoral support services available in school and through outside agencies. Ensuring this support is closely linked to their class experience and strategies in class to support this. |
Pupils are able to achieve highly regardless of any ACES or pastoral barriers
Pupils are confident within class and within their social friendships, demonstrating intrinsic values |
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Priority 6 To ensure that PP pupils are able to receive the same opportunities as their peers for outdoor learning, paid trips and sporting events. |
Pupils are included in these events as financial subsidies are made by school in order for them to attend. |
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Priority 7 To improve reading attainment through incentivising reading and supporting parents with home reading |
Pupils reading outcomes are in line with their peers. Pupils demonstrate a ‘love of reading’ |
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
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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Develop and embed learning behaviours through the targeted support – target review approach, assemblies, staff training and coaching, special awards, TA tool kit and additional training for independence |
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1,2,3 |
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Development of high quality teaching and learning behaviours through staff training, individual staff coaching and monitoring. |
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1,2,3 |
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Develop approach to bespoke learning through the Class Needs Analysis – analysing data, looking at support for vulnerable groups (see appendix 3) and evaluating success of this. |
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1,2,3 |
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Development of whole school writing process and editing process across the school. English core group to review progression of curriculum, engagement of texts and supporting resources for independence building. |
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1,2,3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £18,892
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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Provide Maths and English Booster groups, reflecting gaps in learning – Year 2 and Year 6 (Led by teachers and senior leaders within the school) |
EEF best interventions that work research (high impact/low cost interventions) |
1,2 |
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Provide bespoke intervention and fluid groups for closing any gaps in learning through class needs analysis planning – one to one target review supported in tutoring sessions from teacher that is integral to High quality teaching and Assessment for Learning. |
EEF research into high quality teaching and best interventions |
1,2 |
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Provide support for PP pupils to catch up through remote learning facilities such as; IT programmes and interventions – IXL, times tables rock stars, etc Provide a homework club in school for pupils to complete homework with a teacher. |
Previous experience of buy in from parents and pupils Pupil/parent and staff survey comparison Percentage of pupils engaged in home learning |
1,2,4 |
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Interventions – specific interventions targeted at PP pupils within the targeted group. Staff will be trained in these interventions to deliver across the school. |
Intervention data Attainment and progress data EEF research into high impact, low cost intervention |
1,2 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £6,348 + £10,000 (ELSA)
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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Monitoring attendance discussions take place and adaptions and plans put into place to support attending school every day. Rigorous identification and early support for pupils and families where attendance is an issue – this could involve solving problems, signposting or resources provided, working with EWO. |
‘Every day counts’ evidence to support that good attendance can improve outcomes |
1,3 |
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Thorough identification and early pastoral support for pupils and families where needed through rigorous pastoral support triage – this could include parenting or pupil intervention and resources (also social support at high quality teaching level) |
Previous evidence that shows that pupils have reached potential when basic needs are supported and pupils are in a good place to learn |
1, 2, 5 |
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Continue to develop a therapeutic approach to support learners emotional development and increase engagement within class and learning, including Lunchtime clubs – sports, (run by specialists), Y6 pupil clubs, other therapeutic clubs. |
Evidence supported through this approach developed by Therapeutic Thinking national approach |
2, 5 |
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Benevolent fund for PPG families to ensure that they are able to engage with all activities as their peers – uniform, resources for school, furniture for studying or transport, support with transport, discount for trips, etc. |
Pupils are able to access learning when their basic needs are being met |
4, 5, 6 |
Total budgeted cost: £ 40,240
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
Attainment – Closing the Gap
Y1 - Gaps between PP and non PP are narrowing (1 pupil gaining). In Y1, gaps are closing significantly in Reading, writing and Maths (however, this is 1 pupil and the small numbers distort the data)
Y2 - Gaps between PP and non PP remain significant in Reading and writing but have narrowed in maths (small numbers - 1). In Y2, progress has been made and gaps are closed for Maths (again this is 1 pupil).
Y3 - Gaps between PP and non PP remain significant in all 3 subjects. In Y3 (2 pupils - 1 is SEND), gap remains significant.
Y4 - Gaps between PP and non PP remain significant in all 3 subjects, In Y4 gaps are widening as non PP cohort continue to make progress.
Y5 - Gaps between PP and non PP remain significant in all 3 subjects.
Y6 - Some gaps are closing in Reading and maths but are still significant. Y6 - In Reading and Maths gap is closing with PP and PP cohort data has risen. In Writing both boys and girls have made significant accelerated progress and so the gender gap has remained. (for context – larger numbers of pupils within this cohort – 9 pupils)
Reading - 50% of PP pupils in Y6 gained ARE
Writing – 38% of PP pupils in Y6 gained ARE
Maths – 38% of PP pupils in Y6 gained ARE
Progress Data
This marks the percentages of pupils making progress, expected progress and accelerated progress. This is a mixed picture and will need further support next year through an individualised support programme.
47% of the PP cohort also have significant SEND. 25% of this SEND group made expected progress.
Attendance Impact
The average attendance for the PP group for 22-23 is;
This is higher/lower than that of the previous year
59% of PP pupils identified with attendance below 95% have increased their attendance in school this year. This is due to a new framework to support parents with early help. A number of pupils have received support through ELSA/FSW to ensure that anxiety is not a factor in attending school and so that positive routines are in place to get to school on time and ready for learning.
Behaviour and Aspirations Impact
It is reported by teachers that pupils within this group have been more engaged in learning through the ‘Target Review’ programme and other focus given on their understanding of the learning provided. PP pupils have attended Booster groups and after school sessions. They have been engaged and motivated to do well in these.
Summary
As this is the first year of the two-year strategy, we feel that we are on track to make the necessary raise in attainment and progress for this group of pupils. It is difficult to track such a small group of pupils against their peers when small numbers look distorted in the data (For instance, 1 pupil in a class can only equate to 0% or 100%). Many of the children within this group are also in other vulnerable groups such as; EAL or SEND and this creates additional disadvantage.
Therefore, in the coming academic year, more emphasis will be put on how each individual is progressing from their starting points and measuring their attitudes to learning through the bespoke ‘Target Review’ approach in order to support this in the coming year.
Externally provided programmes
Please include the names of any non-DfE programmes that you used your pupil premium (or recovery premium) to fund in the previous academic year.
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Service pupil premium funding (optional)
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For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year |
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The impact of that spending on service pupil premium eligible pupils |
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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, implementation and evaluation, or other activity that you are delivering to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.