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What is the Impact of PP funding?

Pupil Premium Strategy Outcomes for 2020-21?

 

 

Overview of PP Provision in School:

  • The provision for PP children continues to take a 3-tiered approach.
  • The main focus, the first tier, for all children including those eligible for PP, being quality teaching and learning in classrooms as part of an engaging and broad curriculum. As a school, we prioritise ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving.
  • The second tier to the PP strategy is to offer targeted academic support. Targeted interventions and support are allocated according to school data and is research led. Interventions are both small group and 1:1 with either the class teachers, teaching assistants or through national tutoring programme.
  • The third tier covers wider strategies that address the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support.

 

 

Monitoring & Evaluation

  • Termly governors report shared at FGB meetings
  • Cohort profile for whole school PP children – updated termly
  • PP lead and PP link governor meetings 3 x yearly
  • Staff voice through barrier mapping twice yearly
  • Pupil progress dialogue meetings termly
  • Intervention reviewed and logged termly
  • Reading, writing and maths data analysis termly
  • PP expenditure review termly by PP lead, SMT and business manager.

 

CPD

  • Ongoing research to inform changes in strategy and approach to PP (PP Lead and Link governor)
  • Attendance at PP network meetings as available.
  • Cohort profile updated and shared with team and link governor
  • PP Barriers reviewed updated and shared with team and link governor
  • PP strategy updated and shared with team, link governor and wider community via website.
  • PP audit to allow teachers to identify current good practice in their PP provision and areas for further development
  • PP friendly classroom practice ideas sharing staff meeting at start of academic year
  • CPD for PP Lead - Pupil Premium Reviewer Training- NCTL West Midlands      Regional Training
  • Ongoing training for whole staff team to continue to develop quality teaching and learning, intervention provision offered and understanding the needs of our children and community (e.g. attachment training, behaviour management)

 

Impact of PP Expenditure

  • The schools approach to PP has positively impacted on some of the softer data & some of the hard data collected internally.
  • Some planned provision was unable to take place due to Covid19 restrictions this has negatively impacted on the PP cohort and progress that was previously being made.

 

Data Headlines

  • Previous positive trend for PP attainment for reading and maths for PP cohort
  • This was impacted negatively by pandemic, especially for writing
  • Less progress seen in writing over time
  • Largest increase in PP attainment seen in maths
  • Gap not closing between PP and non-PP children

     

     

    NexNext steps for PP following previous review:

     

    • Prior to the pandemic, the attainment gap between PP and non PP children whilst still present was diminishing. Review how best to now address the gap in light of the changing circumstances so that PP pupils make accelerated progress in order to catch up with non-PP pupils in relation to their academic attainment.
    • Update both the in-school and external barriers for children and families in light of changes in school, locally and nationally.
    • Align priorities of School Improvement Plan (SIP), Catch Up Funding Strategy, SEND Action Plan and Pupil Premium (PP) Strategy to ensure most efficient and effective approaches across school leading to best outcomes for children and families.
    • With significant overlap between PP and SEND, consider how to maximise impact of interventions and targets set.
    • Further development of mental health and wellbeing – to be led by a Mental Health Lead
    • Reintegration of full nurture provision and identification of children who would most benefit from spaces
    • Consider how to further engage PP children with wider world issues/context and broader life experiences through an enriching and challenging curriculum, targeted interventions and school clubs/visit opportunities – cultural capital
    • Zumos subscription to be cancelled as not having desired impact on children – potentially due to usage rather than app itself
    • Class sociograms to be further embedded and utilised to support social and emotional interactions in each class/year group
    • Continue and further develop use of Canoville coaching as positive impact seen on MH & W of children involved
    • Consider how to further utilise NTP as positive impact seen on maths data where tutoring was in place.

     

     

    Some planned provision was unable to take place due to Covid19 restrictions and national school closures. This has been seen to negatively impacted on the PP cohort and progress that was previously being made.

      What is the impact of the expenditure on other pupils?

       

      Often, all of the children in a class will reap some benefit from how the school spends its Pupil Premium. At Greasley Beauvale Primary School, we feel that children who do not receive the Pupil Premium funding still benefit from the grant in the following ways:

       

      • A focus on consistent quality first teaching positively impacts on teaching and learning for all pupils;
      • Rainbow Den (nurture provision) and in-school counselling accessed by all who will benefit;
      • Interventions that work for eligible pupils can also be implemented and used with other children, especially SEND;
      • When eligible pupils receive interventions and support (especially pre-teaching) they are more likely to understand objectives and are therefore more likely to demonstrate good learning behaviours in class and contribute to shared learning;
      • Where eligible pupils receive emotional and social support, this has a positive impact on their friendship groups and leads to happier play times for all;
      • When adults spend time working with eligible pupils in class, other children on the tables benefit.
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