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2020-21 Report

Hall Green Infant and Nursery School Pupil premium strategy statement.  

School overview

Metric

Data

 School name

Hall Green Infant School

Pupils in school

407

Proportion of disadvantaged pupils

22%

Pupil premium allocation this academic year

£78,010

Academic year or years covered by statement

2020-2021

Publish date

 December 2020

Review date

September 2021

Statement authorised by

Janice Wood

Pupil premium lead

Rose Alyas

Governor lead

Mr Connolly

Disadvantaged pupil performance for the last measured academic year 2018-19

 

Meeting expected standard

Achieving high standard

EYFS  GLD

73%

 

KS1 Reading

73%

32%

KS1 Writing

55%

23%

KS1 Maths

82%

45%

KS1 Phonics YR2

95%

Strategy aims for disadvantaged pupils

 

Measure

Activity

Priority 1

 

 

Quality 1st Teaching

 

This is a research driven priority based around the research conducted by the Sutton Trust- EEF.

 “Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils” (EEF Guide to The pupil Premium June 2019)

 Our SDP supports this through a continued focus on the development of an enquiry based learning approach EBL. Through this training and development teachers will build on creative teaching approaches that support our children in building knowledge over time and in remembering more. 

Through effective enquiry based teaching and learning we will support and build positive engagement and learning behaviours which will impact on our disadvantaged children through not only their outcomes but build skills for life long learning.

Priority 2

 

Phonics & Reading

 

The gap caused by covid-19 means our children have started with a low baseline and are not ready for learning at their current stages.  Rapid catch up is required, especially for our disadvantaged pupils. 

Phonics is intrinsic to the development of early reading and also for writing at EYFS and KS1. A phonics and reading whole school teaching approach will run parallel to create additional opportunities for children to access phonics and reading sessions at their level on a whole school, small group and 1:1 basis.  The strategy is to raise the level of children able to or on-track to pass a phonics screening check in both Year 1 and 2 to 80% by the end of the autumn term in line with previous September 2019. This will provide a stable base for reading and support fluency leading to improved comprehension.

This strategy is supported by our SDP priority 1 “Raise the profile of reading with the whole school community and enable children to catch up by developing early reading skills, fluency and comprehension skills “ (SDP 2020-21)

 

Barriers to learning these priorities address

Low baseline across the school academically and emotionally with children not being ready for learning upon their return to school after 4 months of home learning for most.  Children struggling to remain focused for the full school day in both EYFS and KS1. In KS1 accessing learning with independence is a concern for many more this year due to many children year 1 as a non-reader. This limits their access to lessons without adult support.

Projected spending

£52,815

Teaching priorities for current academic year

Aim

KS1

Our priorities are to close the Covid-19 attainment gap created by the 4 month partial school closure (March – July) by the end of the academic year.

Reading

73%

Writing

70%

Mathematics

82%

Phonics

95%

EYFS GLD

73%

Targeted academic support for current academic year

Measure

Activity

Priority 1

1st Quality Teaching

 

SDP link - priority 5 

Further develop creative teaching approaches that support children in building knowledge over time and in remembering more. (CRC link article 3, 17,28 & 29)

 

“Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils” (EEF Guide to The pupil Premium June 2019)

 

As recommended by the EEF research we will follow a tiered approach to support our disadvantaged learners.

 

Tier 1- Quality 1st teaching through targeted teacher research and development of ‘Enquiry Based Learning’ (EBL) approaches. “The idea that children learn best through doing and actively exploring (1936 Piaget’s cognitive study).

Teacher training and development

External training to develop guided reading explore new authors and explore the use of poetry at EYFS and KS1 level, ensuring high expectations and a rich variety of texts and reading experiences are confidently planned and delivered by practitioners. 

 

Team teaching & lessons study

Additional training for ‘Enquiry Based Learning’ developing planning and doing show lessons suing the approach to support through working together and observing each other’s practice.  Teachers will use this opportunity to reflect and build on their own practice and hone skills.

 

Tier 2- Targeted academic support through effective use and training of teaching students, volunteers and support staff to ensure high quality and enhanced engagement in targeted small group sessions.

Revising the monitoring of reading

Streamline and ensure the system for monitoring reading is consistently used across school by practitioners, students TA’s and volunteers and that parents have clear expectations around reading and phonics at home.

 

Tier 3- Removing non-academic barriers through embedding our ‘Learning behaviours’ helping our disadvantaged learners to build the tools for reflective, resilient life-long learning behaviours that ensure they are ready for their next phase in education.

 

 

Priority 2

Reading & Phonics

 

SDP link - priority 1

Raise the profile of reading with the whole school community and enable children to catch up by developing early reading skills, fluency and comprehension skills (CRC link article 3, 17,28 & 29)

 

 

 

Reading is a core basic skill in KS1.  It enables children to access their class learning with increasing independence.  Fluent reading supports good writing and develops deeper understanding of the world around them. 

Tier 1 – Whole class

Run a ‘Catch up’ Programme where we will adjust the timetable to create further opportunity for short, sharp phonic and word recognition sessions. During the autumn term additional guided reading and comprehension lessons to ensure children can make clear links with their phonics and reading a new reading scheme of phonics based books will be used in guided reading sessions.

Use of data and assessment to target and identify gaps

Regular review of groups and target children to ensure children’s learning gaps are filled and are making good progress.

Listening to stories & Story time role play

In building a pleasure to reading teachers to wear the story crown or cape to focus children in. Use of this in lessons also to highlight where they are listening and to transfer their skills across lessons. Vocabulary and comprehension and attention to words and sounds of the week to also link learning together.

 

Tier 2 – Small group targeted support

Small group sessions led by student teachers and TA’s to provide focused additional guided reading sessions.

Coaching and mentoring

Final term student teachers to work alongside our teachers until they are ready to team teach guided reading sessions and take on a group of their own.  Teacher is to rotate with the student and monitor the progress of both children and student teachers.

 

Tier 3 – 1:1 readers

Systematic support for children to read on a 1:1 basis with a volunteer or with a TA throughout the week.  This ensures those children who are not read with at home have that 1:1 reading experience.

Training for volunteers

How to support early reading and use our school systems to communicate and monitor.

 

 

Barriers to learning these priorities address

Building and maintaining engagement from all children for the full school day is a struggle as many have had different routines at home for the past 5 months due to Covid-19 and the school holidays.  Building this focus back will be supported through animated lessons that are varied in their delivery and support children in feeling involved and in-charge of their learning.  An EBL approach will be a tool teachers can use in building this focus back into their classrooms.

Varying levels of parental support can create a gap in reading attainment.  1:1 reading and ensuring all children are read with on a 1:1 basis should support in narrowing this gap.  Small group sessions create an opportunity to focus on targeted skills in a more focused way to plug gaps in knowledge and skills.

Projected spending

£15,470

Wider strategies for current academic year

Measure

Activity

Priority 1

1st Quality Teaching

 

SDP link - priority 5 

Further develop creative teaching approaches that support children in building knowledge over time and in remembering more. (CRC link article 3, 17,28 & 29)

 

Wellbeing of Children & staff

Covid-19 impacted greatly on all our lives.  Wellbeing and giving teachers skills in dealing with stress, anxiety and workload is 

Intrinsic to a happy and healthy learning experience for our children.  SLT and the wellbeing committee work collaboratively to put together resources and strategies that provide respite to support staff in their practice and management of their feelings.  Autumn term curriculum offer for children has been adapted to focus on wellbeing, PSHE and exploring how to recognise and cope with difficult feelings.  This has been done through carefully chosen stories that are centred on these issues, additional lessons for PE, PSHE and RE where children have greater opportunity for collaboration and discussion.

 

Movement of classrooms, transitions of teachers

The 2019 Year 1 annex converted to the 2020 Year 2 annex. Meaning the year 1 children remained in their precious building on their return after the Covid- 19 partial closure of schools.  Reception did move to Year 1 classes however their previous reception teacher worked alongside their new teacher to support with the lack of transition.

 

Safeguarding

All teachers trained to carry out a safeguarding baseline for each child.  A baseline of children’s emotional wellbeing was taken (using a variation of 3 houses).  All children given time to discuss their home circumstance whilst in lockdown.  CPOMS purchased to ensure accurate recording of parental, child or teacher concern.

 

Priority 2

Reading & Phonics

SDP link - priority 1

Raise the profile of reading with the whole school community and enable children to catch up by developing early reading skills, fluency and comprehension skills (CRC link article 3, 17,28 & 29

Resources to support engagement

New library areas, digital books, books and reading schemes purchased. Schemes coordinated across year groups to ensure children have access to a range of books at their level.

 

Home Learning, website and parental support

Compile and deliver parent workshops and information to support high quality learning at home. Ensure the home learning available for any children who have to isolate or shield, has a high phonics and reading focus, alongside high quality resources that the children understand and access.

 

 

Barriers to learning these priorities address

Adjusting to being in a large social setting when some children have been at home for the last 5 months possibly with just adults or older children could be a challenge.  Socialising and building friendships can hinder the enjoyment of school and impact on engagement and ultimately on children’s progress. For teachers, when working collaboratively in a supportive setting they are better equip and more confident in building new practice and skills.  Teachers with the right training are able to support children’s worries and anxieties and have the tools and mind-set to facilitate lessons around this.  Covid-19 is still also in our community and the possibility of a child needing to isolate is high.  Our home learning scheme and parental understanding of how to access the learning is imperative to children maintaining their progress whilst in isolation.  In school building a team of volunteers and student teachers to support enables year groups to read with all children consistently however, information needs to be communicated effectively to monitor and ensure children are targeted effectively to support progress. 

 

  Projected spending

£9725

 

 

 

 

Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Planning and implementation of a structured curriculum tailored to fill the gaps identified due to partial-no schooling over the Sumer term.

 

Baseline assessment done for academic. Gaps analysis drawn up to inform planning.

 

 

Maintain good practice and continue to build on new pedagogy and practice.

 

 

Quality CPD around EBT research and creative systems that have a positive impact on the teaching.

Children are targeted in a timely fashion and progress is maintained.

 

Regular monitoring and review of progress

 

Targeted support

Coach, mentor and train student teachers to lead small group teaching and target progress.

 

 

 

 

Final term student teachers to work alongside our teachers until they are ready to team teach guided reading sessions and take on a group of their own.  Teacher is to rotate with the student and monitor the progress of both children and student teachers.

 

Developing volunteer and TA expertise to ensure quality provision for all groups.

 

Ensure high quality induction for all support leaders of small groups including volunteer helpers.

 

Ensure there is a consistent and systematic approach to the monitoring and communication of reading progress between teachers, TA’s student teachers and volunteers.

Streamline and ensure the system for monitoring reading is consistently used across school by practitioners, students TA’s and volunteers and that parents have clear expectations around reading and phonics at home.

Wider strategies

Wellbeing of Children & staff

 

 

 

 

 

 

Monitor through baseline emotional well-being survey for the whole school.  Continue to monitor wellbeing through child and teacher questionnaires.  Liaise with the well-being committee set up throughout school. Act on feedback and analysis of child, family and teacher voice.

 

Home learning planning, engagement

Measure impact through monitoring online attendance and collection of work, child, and parent and teacher voice.

 

Review: last year’s aims and outcomes

Due the school closure in March 2020 for most children learning transformed to online access.  Being an infant school this was particularly challenging for parents.  Online home learning was provided and phone calls home made to support however, due to this our outcomes have been impacted and some actions implemented could not be measured for impact.

Aim

Outcome

Reading:

 

 Focus on developing secure early reading skills

 

 

 

 

CPD provided good teaching for reading at teacher, student teacher TA and volunteer level (monitored by reading lead and SLT).  Due to the improved adult to child ratio, small group and 1:1 reading support successfully supported good progress for children in those target groups.  The use of ‘Rising Stars’ reading scheme online and in school has enabled a seamless reading library for children when on and off site (supporting during isolation or home schooling periods).  Online Reading workshops supported parents and additional instructions and guidance support home learning.

 

 

Improving phonic knowledge and skill.

The use of phonics based schemes like dandelion readers created strong phonetic and reading links supporting children to make good progress across the board.  Additional phonic whole class, small group and 1:1 phonic sessions led to tailored support also impacting on progress for the 1st 3 half terms.

Supporting the acquisition of vocabulary for our target children.

 

Story telling as whole school drive was showing success with children demonstrating in pupil voice that they knew a range of authors and their books and enjoyed hearing stories.  The use of props by teachers has drawn focus to the sessions and children are using it as a visual cue for deeper engagement.  Vocabulary exploration during sessions is more consistent across year groups however, the impact of this is pending due to the unforeseen closure of schools in March 2020.

Supporting through attendance

Our inclusion lead supported families through attendance meeting and the offer of early help which impacted on engagement and outcomes for those who engaged in the autumn term.  Overall we are unable to measure impact due to an incomplete academic year.

Writing:

 

Focus on building secure grammatical accuracy, and spelling for our target children.

 

 

 

Writing outcomes were showing improvement for disadvantaged children from their starting points.  Additional SPaG learning opportunities were timetabled, CPD delivered to support practice and our spelling system closely monitored for consistency across whole school.  Children identified through data were targeted by SLT.  1:1 parent meetings were held to discuss barriers and ways to support.  Children given a home ‘Sparkly Writing book’ which was monitored and praised weekly by the SLT.  However, the full impact of our whole school focus and new initiatives cannot be measured due to school closure.

 

Handwriting

For handwriting ‘Letter Join’ was embedded and parents did access this learning not only when children were onsite but during lockdown which supported children who engaged with it.

 

2019-2020 Report

Hall Green Infant and Nursery School Pupil premium strategy statement.  

School overview

Metric

Data

 School name

Hall Green Infant School

Pupils in school

412

Proportion of disadvantaged pupils

20.14%

Pupil premium allocation this academic year

£85,760

Academic year or years covered by statement

2018-19.

Publish date

 December 2019

Review date

December 2020

Statement authorised by

Janice Wood

Pupil premium lead

Rose Alyas

Governor lead

Mr R Connelly

Disadvantaged pupil performance overview for last academic year

 

Meeting expected standard

Achieving high standard

EYFS  GLD

47%

 

KS1 Reading

73%

32%

KS1 Writing

55%

23%

KS1 Maths

82%

45%

KS1 Combined

59%

18%

KS1 Phonics

95%

Strategy aims for disadvantaged pupils

 

Measure

Activity

Priority 1

Reading: Focus on developing secure early reading skills and improving phonic knowledge and skill. Supporting the acquisition of vocabulary for our target children.

Priority 2

Writing: Focus on building secure grammatical accuracy, handwriting and spelling for our target children.

Barriers to learning these priorities address

We have a high number of children who have English as an additional language and struggle with both vocabulary, grammar and writing. Home reading for our target children is not consistent and there is currently an in house attainment gap between our PP and non PP children reaching ARE  in reading and writing.

Projected spending

£9,200

Teaching priorities for current academic year

Aim

Target

Target date

Progress in Reading

Narrow the gap by 10% between school and national ARE levels.

Sept 2020

Progress in Writing

Narrow the gap by 5% between school and national ARE levels.

Sept 2020

Progress in Mathematics

Narrow the gap by 10% between school and national ARE levels.

Sept 2020

Phonics

Narrow our in-house gap by 10%

Sept 2020

Other

Broaden the wider opportunities for our PP children through our curriculum.

Sept 2020

Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.

Targeted academic support for current academic year

Measure

Activity

Priority 1

Tailored CPD for all staff and volunteers around reading interventions and developing positive learning behaviours around reading for children.  Small group interventions delivered for targeted children.  TA support to lead additional small reading groups.  Additional adult support to 1:1 readers. Parent workshops to support home learning. Research into new reading initiatives, community projects and new pedagogy to ensure creative teaching approaches.  CPD around storytelling to support practitioners in building engagement and excitement around stories and support creative practice.

Priority 2

Review and close monitoring of writing progress for our targeted children. Review of intervention timetabling. Consistent use of the new handwriting scheme and effective small group implementation.  TA support to run small target group intervention.  Parent writing workshops and 1:1 meeting for target children to support early writing. 

Barriers to learning these priorities address

Skilled staff are available to teach small targeted groups. Target children can take ownership of their learning and feel confident in their reading and writing skills.  Children with physical difficulties or delayed fine motor skills have access to targeted intervention to support good progress. Parents will know how to support early reading and writing at home.  Children will have access to good models of reading and have more opportunities to explore wider vocabulary. 

Projected spending

£62,660

Wider strategies for current academic year

Measure

Activity

Priority 1

Inclusion lead to support families with attendance issues through early help.  Continue to provide financial support for targeted children to engage them in enrichment activities such as:  trips, clubs, music lessons and wrap around care support. 

Priority 2

Enhance the curriculum opportunities through buying in theatre workshops, play leaders, lunch time MFL club and specialist whole class music sessions to target children who don’t take up after school activities.

Barriers to learning these priorities address

Exposure to the arts and building aspirations around the arts is limited for some of our children.  

Projected spending

£13,900

Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Maintain good practice and continue build on new pedagogy.

Quality CPD around research and creative systems that have a positive impact on the teaching of key reading and writing skills.

Targeted support

Developing volunteer and TA expertise to ensure quality provision for all groups.

Ensure high quality induction for all support leaders of small groups including volunteer helpers.

Wider strategies

Engagement with target families and enhanced pupil engagement with wider school experiences.

Inclusion lead in place to support families.  Provision mapping in place to monitor.  Financial assistance planned for and in place with the school business manager.

Review: last year’s aims and outcomes

Aim

Outcome

TA / Teacher Specialist Intervention Targeted Support

To continue to close the gap for attainment in core subjects with small targeted groups.

Out target groups made good progress and were more confident in class.

Employment of Pastoral Support/PP Strategic Lead

Continue to report to stakeholders about PP provision, progress and attainment ins school.

To monitor and analyse impact of Teaching and Learning for PP children. To identify pupils not making good progress and put provision in place.

Continue to support improving attendance for PP pupils

More focused tracking ensured that interventions were targeted which positively impacted on progress and engagement.

All stakeholders have had an accurate strategic summary of PP children’s provision, progress and attainment in school across the year.

LAC/POST LAC Pupils

Continue to support POST LAC/LAC pupils and their families with resources and interventions which support academic progress and attainment and SMSC development.

Pupils showed increased confidence levels and felt happy and safe in school.  Nurture and friendships groups had a positive impact on target children’s well-being.

Enabling Enterprise Visit

Continue to support PP pupils in developing practical enterprise, leadership and teamwork skills and experience.

 

Improved communication, teamwork and leadership skills. Evidence of risk-taking ability which impacted on children building a positive view of themselves as learners..

Paid Clubs for PPG pupils

Continue to give all PP pupils the opportunity to access extracurricular activities and develop secure personal, social and emotional skills.

 

PP pupils and their families feel supported as part of the school community and enabled to have equal access to enrichment opportunities in school.

 

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