Pupil Premium

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

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’ that 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.

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

Attainment – Within this group of pupils, only 10% are on track to be EXS at the end of the year in RWM, a further 10% in 2 subjects and 80% are currently not on track to reach ARE in any of the 3 subjects (reading, writing and maths).

• Reading ARE – 20%
• Writing ARE – 20%
• Maths ARE – 20%

However, 32% of the group are registered as SEND and so pupils should 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.

Priority 1 To improve writing progress for disadvantaged children so that progress is similar to that of non PP group

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

Sustained high attendance from 2022/23 demonstrated by:

Diminishing the number of pupils with below 90% attendance.

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

• EEF learning behaviors research report
• Previous evidence of success with Target Review/TA toolkit (and evidence from rolling out in other schools as a specialist)
• Secrets of success - pupil voice

• EEF high quality teaching research report

• Previous evidence of success with Class Needs Analysis tool (and evidence from rolling out in other schools as a specialist)

• Pupil and staff voice comparison
• Writing assessments – PPM and Class Needs Analysis documents
• Monitoring-Learning walks and observations

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

Intervention data

Attainment and progress data

EEF research into high impact, low cost intervention

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.

If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?