Pupil Premium

Additional funding, to diminish the differences between the achievement of disadvantaged pupils and others, is used effectively. Leaders ensure that disadvantaged pupils receive timely support in order to achieve high standards. As a result, disadvantaged pupils achieve at least as well as others and in some cases outperform their peers.

Ofsted 2017

 

 

Please find below relevant information regarding our provision for children who receive Pupil Premium Grant funding. In addition to focused teaching and wide-ranging curricular opportunities, all Pupil Premium children are invited to join our ‘Pupil Panel’. The Pupil Panel meet regularly with school leaders to share their thoughts about the curriculum provision in their year team, discuss the impact of recent initiatives and ensure that they have a space to share their views on school. This is led by Mrs Tighe, our Pupil Premium champion.

 

 

Mill Rythe Infant School Catch Up Premium Statement 2020-21

COVID-19 catch-up premium spending: summary

summary information
Total number of pupils: 183 Amount of catch-up premium received per pupil: £80
Total catch-up premium budget: £14,640 Total Amount Committed by the School £17,391

 

strategy statement

Mill Rythe Infant School is committing the Catch Up Premium to supporting those children who were assessed as off the pace for ARE+ in September when they were baselined.

The school has also identified those children who have additional vulnerabilities within these groups as they have the highest priority.

The core approach that we are implementing is the employment of an experienced teacher in a 0.6 capacity. This teacher will work across the school within class supporting small groups as well as delivering finely tuned interventions based on children’s individual needs that will take place 1:1.

The overall aim is to raise the attainment of all pupils who are off the pace with a particular focus on those who are also disadvantaged.

 

Baseline data and Phase 1 Data
Year 1 Total Number of Children Working at Below ARE Number of Disadvantaged or Vulnerable Children Working at Below ARE
 

Sept Baseline

(51 Children)

November Data

(50 Children)

Sept Baseline

(14 Children)

November Data

(14 Children)

Reading

14 children

27%

13 children

25%

6 children

43%

6 children

43%

Writing

7 Children

14%

12 Children

24%

3 Children

21%

6 Children

43%

Maths

7 Children

14%

3 Children

6%

4 Children

29%

3 Children

21%

 

Year 2 Total Number of Children Working at Below ARE Number of Disadvantaged or Vulnerable Children Working at Below ARE
 

Sept Baseline

(71 Children)

November Data

(71 Children)

Sept Baseline

(19 Children)

November Data

(19 Children)

Reading

16 Children

23%

13 Children

18%

6 Children

32%

5 Children

26%

Writing

19 Children

27%

20 Children

28%

8 Children

42%

6 Children

32%

Maths

8 Children

11%

7 Children

10%

5 Children

26%

3 Children

16%

 

 

 

 

 

Year R

Total Number of Children off the pace for Listening and Attention, Understanding and Speaking ELGs.

Baseline Data

  Below 40-60 months 40-60 b
Listening and Attention

1 child

2%

12 children

20%

Understanding

1 child

2%

9 children

15%

Speaking

3 children

5%

8 children

13%

 

 

 

 

Planned Approach          
Action Intended outcome and success criteria What’s the evidence and rationale for this choice? How will you make sure it’s implemented well? Staff lead When will you review this?
AHT release x 1 day weekly

KS1 staff will be confident identifying and dismantling barriers for children identified as off the pace.

Consolidation pathways will be planned taking into account missed learning.

Additional adults will be clear about the children who require additional support during whole class inputs and strategies to use.

Planning will ensure time to learn, practice and apply.

Learning pathways will be clear.

Phonics teaching in Year 2 will be quality assured.

 

 

Core subject leads reviewed the existing curriculum offer in light of the requirements of a catch up curriculum in July. This was shared with staff during INSETs in September.

AHT is an experienced teacher and moderator who is able to coach and mentor new staff in order to ensure consistency of provision.

AHT will work with Ma lead (based in Y1) and En Lead (based in Y2) to look at planning so that teaching is finely tuned to the needs of the children returning to school after a prolonged absence.

 

SLT will focus on a year group weekly with the En and Ma leads feeding back about work in books, planning and next steps required.

Progress will be included in HT reports termly.

AHT and SENCo along with the HT will review provision following PP meetings.

 

AHT Every half term.
0.6 Teacher to be employed to teach across KS1

Children who are off the pace and vulnerable (SEMH and/or disadvantaged) will be supported in class or with 1:1 sessions focusing on their specific needs.

This will lead to the gap closing between this group and their peers, with a greater proportion reaching ARE+.

EEF research states;

“To be most effective, creating a three-way relationship between tutor, teacher and pupils is essential, ensuring that tuition is guided by the school, linked to the curriculum and focused on the areas where pupils would most benefit from additional practice or feedback”

And

“Tuition delivered by qualified teachers is likely to have the highest

Impact”

The 0.6 teacher is an experienced member of the school staff who will be line managed by the AHT and SENCo to ensure targeted support is given to those in most need.

Progress will be monitored every 6 weeks as well as through regular dialogue with the AHT and SENCo.

Monthly Inclusions meeting will review ELSA and FEIPs provision as well as Lego Therapy and the Gardening Group in Year R.

Children raised as having SEMH concerns will be fed into the SEND flowchart to ensure time limited support is put into place.

SBr, AHT and SENCo Every month
NELI language intervention Children who are identified as in need of targeted language support will make progress to reach the ELGs in Listening and Attention, Understanding and Speaking.

EEF is exploring NELI as one of its “Promising Projects”.

Children receiving the NELI programme made the equivalent of +3 additional months’ progress in oral language skills, on average, compared to children who did not receive NELI. This result has a very high security rating: 5 out of 5 on the EEF padlock scale. Children receiving the NELI programme also made additional progress in early word reading and on a teacher administered language assessment.

Early Years Lead and SENCo are both to be trained in the delivery of NELI and will scrutinize the progress made in comparison with historic progress data from using Early Talk Boost. Reviewed as part of Pupil Progress and SLT meetings. EYFS Lead and SENCo.
Total budgeted cost: £17,391