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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 School are Working to Overcome Them:

A. Mental Health and Well-Being

It has been widely reported that the Covid19 pandemic and resulting school closures had a negative impact on the mental health and wellbeing of many children. Now returning to school, whilst still enduring the longer term impacts of the ongoing pandemic, it is clear that ensuring and maintaining positive mental health and wellbeing of children and their families is key to ensuring children thrive socially, emotionally and academically. School are mindful that some social emotional and mental health needs may need long term support and may be an indicator of SEND. Having an up to date working understanding of children’s mental health and wellbeing can inform responses to recovery, implemented at school policy level and by those working directly with the children.

B. Learning Behaviours

The school continues to further opportunities for pupils to extend their own learning through an engaging curriculum, topic based menu of homework activities, increased independence and resilience, improved incentive to succeed and high expectations for all. Whole school approach to this through school vision, motto (Paint your own rainbow) and values:

R - Respect and Acceptance            A - Active Body and Active Mind           I - Inclusive yet Individual

N - Nurture, Develop and Grow        B - Believe in Yourself                          O - Overcome your Obstacles       W - Wonder and Curiosity

In light of the pandemic leading to prolonged periods of home and blended learning, this barrier for PP children especially has been further exacerbated and highlighted as an area of need. The Rainbow Values and school rules are at the heart of the ethos of Greasley. These will be a key in promoting positive behaviour outcomes for all. Upon returning to school it is evident that work is needed around developing children’s ability to access altered school routines, re-establish high expectations for learning and build up levels of focus and concentration, as well as developing children’s independence around learning behaviours.

C. Reduced Time in School Due to Covid19 (impact on learning and social interactions)

The physical attendance of PP children in school is impacted in several ways due to the current pandemic. Firstly, due to periods of self-isolation either whilst awaiting test results or following contact with a positive case. Children with positive test results are also in periods of isolation at home. Changes in guidance over time may result in children not being in school, for example if classed as Clinically Extremely Vulnerable (CEV). In some cases, parents and carers may have concerns or anxieties about children being in school during the pandemic.

When accessing learning from outside of school, there has been a reduction in engagement and completion of learning for some children.

There has also been a negative impact associated with fewer opportunities to socialise and complete usual activities that would take place as part of school life. Some behaviours that were prevalent before have been amplified and some new behaviours have emerged. It has been especially difficult for some children to transition into a new year group having missed out on time in school. We believe that all behaviour is communication.

It is our aim to successfully identify and address gaps in key learning and support children in understanding their behaviour and emotions, so that they are able to achieve and enjoy school and home life, successfully access blended learning, as well as wider world opportunities.

D. Special Educational Needs and Disability (SEND)

14 out of the 59 PP children (22%) also have specific SEND needs registered in school. It is important that provision for PP children, who are also on the SEND register, addresses all barriers to learning specific to the child, including the use of a range of effective specific, measurable strategies and interventions. Regular communication between all parties involved in supporting the child’s needs is crucial. Consistency and a common approach, will be most effective in increasing progress rate and raising attainment. Systematic reviews of strategies in place to ensure of most effective practice for child. SEND accountability documents are updated and shared at least termly with parents.

E. Attendance and Punctuality

Issues addressed as and where they arise – Whilst attendance for PP is not currently a specific barrier to learning for the majority of our PP children, attendance last year showed a slight difference between overall school attendance and that of PP pupils. Although this was more difficult to measure from March 2020, in light Covid19 school closures. The attendance policy aims to maintain and bring about further increase in attendance figures. Attendance and punctuality continues to be monitored closely. Families with poorer attendance are challenged and supported in-line with policy – including referral to Early Help for attendance monitoring and enforcement.

F. Parental Engagement

Generally PP parents engage well when specifically invited to events such as parents’ evenings, 1:1 meetings and wider school parent events. School offers a variety ways in which home-school communication takes place. Where lower engagement is evident, school actively encourage families to engage further. During the pandemic, home-school engagement has been evolving to allow for safe, effective & regular contact within current national & local guidelines.

G. Ongoing Covid19 Pandemic and Associated Local and National Issues

The ongoing pandemic has seen the lives of all within the school community significantly changed. Prior to the pandemic 22 out of 59 PP children already had confidential files in place for a variety of reasons. When attending school regularly, Greasley Beauvale provides stability and structure in a safe environment for children. For some children, school closures due to the pandemic has meant a lack of routine and stability over a prolonged period of time.

New restrictions and changing guidance at national and local levels has also led, and continues to lead, to uncertainty and anxiety for many families with regards to financial security and health. These changes impact on jobs, family support and network systems, as well as access to many provisions families rely upon. Ultimately, this negatively impacts upon the protective factors in place for many children in school and well-being across the school community.

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