Detail

Data

School name

Hall Green Infant School

Number of pupils in school

408 (includes 44 nursery pupils)

Proportion (%) of pupil premium eligible pupils

19.2% (69)

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2022-2023, 2023-2024

2024-2025

Date this statement was published

January 2024

Date on which it will be reviewed

January 2025

Statement authorised by

Janice Wood

Pupil premium lead

Rosina Alyas

Governor / Trustee lead

Miss Haworth

Detail

Amount

Pupil premium funding allocation this academic year

£ 101,105

Recovery premium funding allocation this academic year

£ 8,196

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£ 0

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

£ 109,301

Challenge number

Detail of challenge

1

Readiness for the next phase of learning has been impacted on and children have started with lower baselines across the school academically. This is a combination of disrupted learning and gaps in core knowledge.

2

Children’s learning behaviours are not in line with their current stage of education. Pupils require ongoing support to develop and build on their positive learning behaviours, build confidence around their learning and regain a resilient approach that they can sustain throughout the day.

3

Reading outcomes have been impacted due to pupils’ limited exposure to the wider world. This has in turn, impacted on their ability to comprehend on a word and whole text level.

4

Underdeveloped and weaker language and communication skills in the EYFS due to reduced opportunities to develop and rehearse oral skills. A lack of early language skills within the early years’ impacts pupil’s ability to hear sounds and build phonic knowledge.

5

Pupils’ emotional intelligence and resilience has been impacted on due to previous lockdowns. There has been limited opportunities to develop social skills and conflict resolution due to disruptions in learning environments such as stay and play sessions, nurseries or schools.

Intended outcome

Success criteria

Improved attainment in phonics

Children’s current gaps in phonic knowledge are addressed and phonics data continues with an upward trend in the year 1 pass rate. Pupils continue to achieve above national expectations regardless of their starting points or barriers.

All pupils without additional needs or complicating factors are confident readers by the end of KS1

Internal and external data indicates that pupils make good progress and are working on ARE books in readiness for their next phase.

The gap for PP and non-PP children for phonics is closing within internal and national data.

Barriers to learning created by poverty, family circumstances and backgrounds are removed and children and families are engaged in all aspects of school life.

Data for phonics, reading, writing and maths indicates that the gap between PP and non- PP pupils is closing.

Our PP children/families engage and attend a range of wider school clubs and events.

Parent voice and engagement is positive.

Improved oral language skills and vocabulary among PP pupils.

Assessments and observations indicate improved oral language among PP pupils. This is evident in line with other sources of evidence, including engagement in lessons, ongoing formative assessment and contribution to pupil’s voice.

Improved and sustained wellbeing for ALL pupils in school, with a focus on PP children.

An increase in participation in enrichment activities, such as extra-curricular clubs for PP pupils.

Pupils engagement and confidence in contributing to class discussions and pupil voice.

Internal data and assessments show progress for PP pupils.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Early reading CPD

The DfE Early Reading framework states the importance of the pre-cursors to reading and the impact these can have on children’s reading skills, reading for pleasure, vocabulary skills and writing outcomes. Therefore, teachers need to have effective CPD to ensure they are able to implement key learning and skills development in their lessons.

1, 3, 5

£5000

Writing CPD & Team planning meetings

Teacher collaboration positively impacts student achievement, and allows us as educators to explore new territory. NEA article ‘Benefits of Collaboration, (18/102018)

4,5,3,1

£750

TIASS & emotion Coaching CPD

‘schools have a central role to play in enabling their pupils to be resilient and to support good mental health…Research indicates that staff in schools feel more confident managing behaviour when they have increased knowledge of the link between behaviour and emotion.

Inclusion for All. BCC Guidance document ‘A Relational Approach to Behaviour Regulation’ March 2021

5,1, 5

£750

Grammar, Spelling and Punctuation CPD

- progression

Promote fluent written transcription skills by encouraging extensive and purposeful practice and explicitly teaching spelling. EEF recommendation 6 ‘Improving Literacy in Key Stage’ (September 2020)

1,2,3

£750

White Rose Maths – Self directed CPD & team planning meetings

Ensuring teachers understand the mathematical concepts underpinning the upcoming learning

£750

Phonics CPD

Team teaching, coaching and mentoring support to build good and outstanding teaching of phonics.

Monster Phonics official training for staff.

1, 3, 4, 5

£2500

STAR vocabulary CPD

EEF recommendations 1 & 2 ‘Improving Literacy in Key Stage’ (September 2020) Language acquisition is a key foundation for reading, writing and communication development. Using an evidence-based

1, 3, 4, 5

£750

STEM sentences CPD

1, 3, 4, 5

approach ensures consistency across all phases of EYFS and KS1.

Neli

.Nuffield Early Language Intervention (NELI) is an evidence based intervention for Nursery and Reception children who need additional support for oral language skills.  Results from studies around the intervention show improved expressive language skills, including the use of vocabulary and grammar. Their letter-sound knowledge and spelling also improved, indicating the foundations of phonics were in place.

1, 2, 3, 4, 5

£5700

Wellbeing and resilience training for teachers

Research shows that teacher wellbeing is of national significant concern with up to 40% of teachers leaving the profession within the first five years. A growing amount of research reveals serious issues around teacher wellbeing, where high levels of stress, anxiety and burnout are becoming more common (Teacher Wellbeing Index, 2019; OCED, 2013; DfE, 2018;

Perryman and Calvert, 2020; Kidger et al, 2015).

In response to this, the DfE have recently launched a teacher recruitment and retention strategy, an advisory wellbeing group and a wellbeing charter (DfE, 2019; DfE, 2021). In addition, staff wellbeing now forms part of the Ofsted inspection framework (Ofsted, 2019).

1, 2, 3, 4, 5

£2700

Mastering Number

(We are part of the regional trial)

Mastering Number is a new programme offered in 2021/22 by the National Centre for Excellence in the Teaching of Mathematics (NCETM) and the Maths Hubs Network. It aims to develop solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children. It also involves high-quality professional development for teachers.

2023-24

We continue to engage with this as it is a 2-year trial.

1, 2, 3, 4, 5

£1358

Sustaining Mastery 2023-24 – Continued

EEF study ‘Mastery Learning’ (September 2021)

‘The impact of mastery learning approaches is an additional five months’ progress, on average, over the course of a year. There is a lot of

1, 2, 3, 4, 5

£1700

variation behind this average. It seems to be important that a high bar is set for the achievement of ‘mastery’ (usually 80% to 90% on the relevant test). By contrast, the approach appears to be much less effective when pupils work at their own pace.

Rosenshines Principles

To develop 1^st quality teaching school have adopted Rosenshine's Principles of Instruction.  The principals are based on three sources of research which support their efficacy. They help improve teacher performance by applying the most effective strategies of teaching when the main objective is to master a skill or a piece of knowledge

£750

Autism and Speech and language CPD for teachers

A significant number of our Pupil Premium children are on the SEND register. Speech and language needs were identified as a barrier.  The training supports teachers to remove or reduce the barriers that speech, language and communication needs (SLCN) present to childrens learning to impact on pupil outcomes.

£2000

Oracy CPD

Oracy improves academic outcomes: Engaging in high-quality oracy practices during lessons deepens understanding and is linked with improved test scores and exam grades as well as greater knowledge retention, vocabulary acquisition and reasoning skills.

£750

Activity

Evidence that supports this approach

Challenge number(s) addressed

NELI intervention

The NELI programme has been evaluated through three randomised control trials funded first by the Nuffield Foundation and then the Education Endowment Foundation. The latest, and largest, published May 2020 involved 193 primary schools. This found that children receiving the NELI programme made the equivalent of 3+ additional months in oral language skills compared to children who did not receive NELI.

3, 4, 5

£2074

Early Talk Boost

Children show improved dispositions for learning, for example confidence, resilience and curiosity, and ability to access the curriculum, following the intervention….70% of the children who take part in Early Talk Boost will be judged to be ‘school ready’….Well- being and participation behaviours increased. Early Talk Boost / Evaluation Report 2015

1,3,4,5

£2074

Precision Teaching

A tailored, focused 1:1 teaching intervention based around the child’s identified gaps. Repetition supports fluency and automaticity in the words/sounds taught.

3, 4, 5

£15,000

1:1 reading

EEF recommendations ‘Improving Literacy in Key Stage’ (September 2020) Modelling and discussions around language and comprehension 1:1 supports the development of early reading skills.

1, 3, 4, 5

£3527

Additional teaching group – yr. 1 and 2

Smaller group support, using qualified and highly trained teachers, has a

1, 3, 4, 5

£5,000

positive impact on progress and attainment for all pupils. It ensures that children from disadvantaged backgrounds have access to early intervention through evidenced-based means. Outcomes for pupils improve through effective quality first teaching. Therefore, PP pupils will benefit from small group work but with a qualified and experienced teacher.

Talk Boast

On average, children make six months’ progress after the nine-week intervention, helping them to narrow the gap between them and other children their age. Talk Boost Evaluation Paper 2015

1,4,5

£1000

HLTA support Reception

Pupils in the EYFS benefit from higher staff to pupil ratios. Small, targeted groups using highly trained staff are effective in improving outcomes for pupils. EEF recommendation 8 ‘Improving Literacy in Key Stage’ (September 2020)

1, 3, 4, 5

Additional teacher led groups & 1:1 support in KS1

1, 2,3,4,5

£15,808

Activity

Evidence that supports this approach

Challenge number(s) addressed

TIAAS training for teachers

TIAAS is an evidence-based, whole school approach to upskill teachers and TAs with the knowledge and skills to support children with trauma and attachment needs caused by a variety of different triggers. ‘schools have a central role to play in enabling their pupils to be resilient and to support good mental health…Research indicates that staff in schools feel more confident managing behaviour when they have increased knowledge of the link between behaviour and emotion.

Inclusion for All, BCC Guidance document ‘A

Relational Approach to Behaviour Regulation’ March 2021

1, 2, 5

£1500

Nurture groups – led by TA’s

Small groups to support children in building confidence, social skills and positive friendships to support their wellbeing and develop positive

relationships in school impacting on

1, 2, 3, 4, 5

£5697

their enjoyment of learning in the school environment.

Attendance Leader

To manage attendance and ensure intervention and support is offered in a timely manner to families before attendance begins to significantly impact children’s learning.

1, 2, 3, 4, 5

£12,372

Family Support Worker

To support our vulnerable families through the offer of Early Help and signposting them to local external agencies who can support.

1..2. 3,4,5

£12,041

Educational Visits, extra-curricular clubs and other activities/resources

Supporting our children in accessing and experiencing events as part of the wider curriculum and as extra-curricular activities has shown to have a positive impact on their development and in closing the gap. It increases their wider experiences, exposure to the wider community/area, as well as developing their cultural capital.

1, 2, 3, 4, 5

£7000

Programme

Provider

Monster Phonics – Model School CPD Training Package for Practitioners

Monster Phonics

White Rose Maths CPD resources package

White Rose Maths (Glow Maths Hub)

Peacemakers

Pecemakers

Activity

Evidence that supports this approach

2022-23 Review

NELI intervention

The NELI programme has been evaluated through three randomised control trials funded first by the Nuffield Foundation and then the Education Endowment Foundation. The latest, and largest, published May 2020 involved 193 primary schools. This found that children receiving the NELI programme made the equivalent of 3+ additional months in oral language skills compared to children who did not receive NELI.

A supportive 1:1 intervention which was successful not only for our target children but for our EAL children.

We will continue to use this programme to develop early language for 2023-24 through utilising our trained TA’s and teacher.

Precision Teaching

A tailored, focused 1:1 teaching intervention based around the child’s identified gaps. Repetition supports fluency and automaticity in the words/sounds taught.

YR1 PSC 2022-23

94%

End of KS1 Reading 84% at expected and 48% at greater depth.

Due to the impact we will build on this and

1:1 reading

EEF recommendations ‘Improving Literacy in Key Stage’ (September 2020) Modelling and discussions

around language and comprehension 1:1 supports the development of early reading skills.

continue both interventions for 2022-

23

Additional teaching group – yr. 1 and 2

Smaller group support, using qualified and highly trained teachers, has a positive impact on progress and attainment for all pupils. It ensures that children from disadvantaged backgrounds have access to early intervention through evidenced-based means. Outcomes for pupils improve through effective quality first teaching. Therefore, PP pupils will benefit from small group work with a qualified and experienced teacher.

Children are more confident and able to learn at their pace.

We have seen improved engagement in lessons which has impacted on progress. This has been evidenced through pupil and teacher voice and KS1 outcomes.

HLTA support Reception

Pupils in the EYFS benefit from higher staff to pupil ratios. Small, targeted groups using highly trained staff are effective in improving outcomes for pupils. EEF recommendation 8 ‘Improving Literacy in Key Stage’ (September 2020)

Additional teacher led groups & 1:1 support in KS1

Activity

Evidence that supports this approach

2022-23 Review

TIAAS training for teachers

TIAAS is an evidence-based, whole school approach to upskill teachers and TAs with the knowledge and skills to support children with trauma and attachment needs caused by a variety of different triggers. ‘schools have a central role to play in enabling their pupils to be resilient and to support good mental health. Research indicates that staff in schools feel more confident managing behaviour when they have increased knowledge of the link between behaviour and emotion. Inclusion for All, BCC Guidance document ‘A Relational Approach to Behaviour Regulation’ March 2021

Teachers are equipped with the skills to support children with attachment issues. This training has been particularly useful post-covid, in supporting our reception and nursery cohorts during the settling in periods.

Nurture groups – led by TA’s

Small groups to support children in building confidence, social skills and positive friendships to support their wellbeing and develop positive relationships in school impacting on their enjoyment of learning in the school environment.

This approach continues to support a range of children who have been identified as not only vulnerable but where teachers or parents feel pastoral support is needed.