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Barriers that can be faced by PP children

National research shows that many PP children face increased difficulties or barriers to educational achievement.

 

Pupil premium funding is spent in school, as the school feel best supports both the academic attainment and well being of Pupil Premium children. 

 

The table details the main barriers faced by some PP children within our community.

 

PP Barriers and How Greasley Beauvale Primary are Working to Overcome Them:

A. Below Age Related Expectations for Social and Emotional Intelligence

Children should be able to talk about their feelings in a controlled way and acknowledge that problems can be solved. We aim for all children to be resilient to failure and able to talk about ways in which to develop their social and emotional skills and overcome difficulties as a way to impact on learning and general attitudes towards school. 

B. Less Well Developed Behaviours Towards Learning

It is apparent that some Pupil Premium children have a fixed mindset about learning, believing that effort and perseverance are irrelevant in the classroom - giving the false belief that you can either do learning or not. This can lead to children who are passive in class, worry about making mistakes, prefer to remain silent, rely heavily on adult or peer support - rather than developing own skill set.

At Greasley Beauvale we believe that all children should make expected or better attainment, and progress, and talk with enthusiasm about their academic future. Learned behaviours that could be negatively impacting on learning are unpicked and addressed with children and parents. Opportunities are planned for pupils to extend their own learning through increased independence, improved incentive to succeed and high expectations of the most able. Growth mindset skills such as independence, resilience and perseverance are taught and developed. 

C. Lower Attainment in Reading Comprehension Skills (compared to peers)

We expect the reading progress for all children to be at least good as they progress through school. Key reading strategies are explicitly taught and embedded into the reading curriculum. We are working towards ensuring that Pupil Premium children’s reading attainment improves so it is at least in line with the national average for their age. Where Pupil Premium children are seen to be, or at risk of, falling behind with progress or attainment, swift and efficient interventions are put in place.

D. Lower Attainment in Writing Across the School Curriculum (compared to peers)

As a school we plan opportunities for children to write across the curriculum, for authentic purposes, and to improve motivation, quality and attainment in writing for all children. We expect the writing progress for all children to be at least good as they progress through school.

Writing strategies, support materials and the specific teaching of vocabulary are embedded into the writing curriculum. Where Pupil Premium children are seen to be, or at risk of, falling behind with progress or attainment, swift and efficient interventions are put in place.

E. Lower Attainment in Reasoning and Problem Solving Skills in Maths (compared to peers)

PP children’s maths attainment is in-line with national average. Children show increased confidence and competence to tackle reasoning and problem solving questions in assessments.

Maths progress is at least good for PP children.

Mastery approach is embedded into the maths curriculum for PP children.

F. Additional Special Educational Needs (SEN)

Some Pupil Premium children may also face additional barriers to learning due to special educational needs. As a school we ensure that the Pupil Premium Lead works closely with the Special Education Needs Coordinator, class teachers and families. This ensures an inclusive and collaborative approach to support children based on their individual needs and circumstances.

G. Reduced or Inconsistent School Attendance and Punctuality (compared to peers)

Children need to be in school where possible, ready to learn for other approaches to supporting learning to make the most difference. Nationally, research shows that Pupil Premium children can achieve less well academically in part due to poor school attendance and punctuality. As a school, attendance and punctuality is not currently a barrier to learning for the vast majority of our Pupil Premium children. The attendance policy aims to maintain at least good (95%) attendance figures for all children. Attendance and punctuality continues to be monitored closely for all of our children. Families at risk of poorer attendance are communicated with to raise awareness of  the importance of attendance and punctuality. Support and challenge are provided to families as appropriate, in-line with school policy – including referral to Early Help for attendance monitoring and enforcement where appropriate. 

H. Lack of Routine and Stability

Research shows that nationally a large number of children face instability in their lives. Children’s early experiences shape who they are and affect lifelong health and learning. To develop to their full potential, children need safe and stable housing, adequate and nutritious food, access to medical care, secure relationships with adult caregivers, nurturing and responsive parenting, and high-quality learning opportunities at home, in child care settings, and in school. As a school we work closely with children and families, alongside external services. This ensures we are positively influencing consistent routines and stability for children both in school and at home, in line with school Child Protection, Behaviour, Mental Health and Well Being and Early Help policies.

I. Lack of Parental Engagement

Nationally a lack of parental involvement with school and education has been seen to be a barrier that impacts negatively on children's academic outcomes.  It is found that where families value and actively engage with education, outcomes are better for children.

Generally parents engage well when specifically invited to attend events such as parents’ evenings and parental events. School offers a variety ways in which relationships with families can be further developed online and face to face. Greasley Beauvale Primary School actively contacts to further encourage families to become more involved where parents are not actively engaged with school and their child's learning.

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