Pupil Premium Strategy Statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview

Detail Data
School name Chalkwell Hall Junior School
Number of pupils in school 476
Proportion (%) of pupil premium eligible pupils 14% (67 children)
Academic year that our current pupil premium strategy plan covers 2021/2022

 

Date this statement was published September 2021
Date on which it will be reviewed September 2022
Statement authorised by Mr A Newnham
Pupil premium lead Mr N Hanshaw
Governor / Trustee lead Mr T Moltino

 

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £90,115
Recovery premium funding allocation this academic year £27,198
Pupil premium funding carried forward from previous years £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

£117,313

Part A: Pupil premium strategy plan

Statement of intent

CHJS prides itself on striving to ensure that all students have the support and opportunities to achieve their potential. It is the School’s philosophy that all students regardless of their background should experience and have access to the highest standard of education.

The Pupil Premium is additional funding that is designed to help disadvantaged pupils of all abilities perform strongly and in turn close the gap between them and their peers. The funding is allocated according to the number of students on-roll who meet the eligibility criteria for free school meals (FSM), looked after/in care (LAC) and for children of service personnel. There is no requirement for this money to be spent on individual students if they meet the eligibility rather it is necessary to allocate the funding to this group of students as well as other pupils from lower income families so that these students can be provided the same opportunities to make the same progress as their peers.

All members of staff and the governing body accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment. We hope that each child will develop a love for learning and acquire skills and abilities commensurate with fulfilling their potential and as an adult finding employment. “It is vital that schools get this right. Every child who leaves school without the right qualifications faces a far more difficult path to fulfilling their potential and finding employment.

 

Our ultimate objectives are:

  • To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
  • For all disadvantaged pupils in school to make or exceed nationally expected progress rates.
  • To support our children’s health and wellbeing to enable them to access learning at an appropriate level.

We aim to do this through

·       Ensuring that teaching and learning opportunities meet the needs of all the pupils

·       Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed

·       When making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged

·       We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

·       Pupil premium funding will be allocated following a needs analysis, which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

Achieving these objectives:

The range of provision the Governors consider making for this group include and would not be inclusive of:

  • Ensuring all teaching is good or better thus ensuring that the quality of teaching experienced by all children is improved.
  • Reducing class sizes thus improving opportunities for effective teaching and accelerating progress
  • To allocate a ‘Catch Up’ Enhanced Teacher/HLTA/LSA to each Year Group – providing small group work focussed on overcoming gaps in learning
  • Additional teaching and learning opportunities provided through trained ETA’s or external agencies
  • All our work through the pupil premium will be aimed at accelerating progress, moving children to at least age-related expectations.
  • Pupil premium resources are to be used to target able children on Free School Meals to achieve Age Related Expectations
  • Additional learning support.
  • Support payment for activities, educational visits and residentials. Ensuring children have first-hand experiences to use in their learning in the classroom.
  • Behaviour support

 

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number Detail of challenge
1 Narrowing the attainment and progress gaps across Reading, Writing, Maths and Science

There is a gap between the attainment and progress of disadvantaged pupils and all pupils in reading, writing and Maths.

Analysis has found that some disadvantaged children do not read often enough outside of school and find comprehension difficult. Some disadvantaged pupils have’ limited experiences and this impacts on their vocabulary and understanding.

Pre-Covid data available shows that the percentage of PP children achieving expected standard or above at the end of KS2 in reading is 63%% compared with 88% of all pupils; with a PP progress score of -2.75.

Disadvantaged pupils generally attain less well in writing because they find language processing and retention difficult: they find it difficult to structure and hold sentences; and they do not retain language facts, such as spellings. Limited experiences affect their speaking, language acquisition, and the discussion and practice around basic writing skills is underdeveloped.

Pre-Covid data available shows that the percentage of PP children achieving expected standard or above at the end of KS2 in writing is 81% compared with 93% of all pupils; with a PP progress score of -1.43

There is a gap in attainment between disadvantaged pupils and all pupils in mathematics. Some children have trouble retaining number facts, arithmetic and applying their learning.

Pre-Covid data available shows that the percentage of PP children achieving expected standard or above at the end of KS2 in maths is 78% compared with 90% of all pupils; with a PP progress score of -0.93.

 

2 Pastoral Care. To address the Social/Emotional/behavioural needs of PP children. A proportion of disadvantaged children have a variety of barriers to learning. Parental engagement of disadvantaged children is poorer where factors affecting include poor lines of communication between staff, parent and pupil, historical negative school experiences, negative attitudes and low expectations of outcomes, as well as, high anxieties, poor mental health and struggling without support. A proportion of disadvantaged pupils are on the SEND register compared to their peers. 20%of SEND pupils receive PPG. 20% of EAL pupil receive PPG.
3 Attendance and Punctuality issues. In previous years, pupils eligible for PP compared to non-PP children has been lower in both attendance and punctuality. We are unable to publish data from last academic year due to the inconsistencies of the pandemic. Lower attendance means less school learning time, and persistent lateness is detrimental to a child being mentally and emotionally ready for the day. Both of these can have a negative impact on both progress and attainment.
4 Wellbeing, Equality and Aspirational opportunities. To aim to provide equal opportunities within our school and wider community, by removing socioeconomic barriers to improve aspirational and educational experiences.

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome Success criteria
Attainment and Progress Gap between PP students and their peers continues to narrows. Achieve national average progress scores in KS2 Reading, Writing and Maths
Provide an increasing number of enrichment activities for disadvantaged students. Each PP/Disadvantaged student to be involved in at least one extra-curricular activity and/or opportunity to represent school per year. To experience a residential.
To increase progress in Reading and Writing in middle and higher prior attainment. Closing the gap on PP/Disadvantaged vs Non PP/Disadvantaged in Reading and Writing
Improve attendance of disadvantaged pupils Ensure attendance of disadvantaged pupils is above 95%
Improved attitudes/behaviour to learning Closing the gender gap in assessment in all year groups

 

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 13,300

Activity Evidence that supports this approach Challenge number(s) addressed
To employ a fifth teacher in year 6 for the extra classroom.

 

To employ a fifth teacher in year 5 for extra classroom.

 

 

To employ a fifth teacher to support year 3/4 Maths and English

 

Total allocation £10,100

EEF(+2 months)

As the size of a class or teaching group gets smaller it is suggested that, the range of approaches a teacher can employ and the amount of attention each student will receive will increase, improving outcomes for pupils. This also has a greater impact on reading outcomes.

 

EEF (+ 6 months)

Feedback is information given to the learner about the learner’s performance relative to learning goals and outcomes. Smaller classes allow more feedback to less pupils, increasing greater progress/attainment opportunities. Feedback redirects or refocuses the learner’s actions to achieve a goal, by aligning effort and activity with outcome. It can be about the output or outcome of the task, the process of the task, the pupil’s management of their learning or self-regulation, or about them as individuals.

This feedback can be verbal or written, or can be given through tests or via digital technology. It can come from a teacher or someone taking a teaching role, or from their peers.

 

Targeted interventions with good teaching staff will have a greater impact on those PP children.

1,2,3 & 4
To ensure Quality First Teaching and CPD by continuing Teaching Triads to reflect, refine and apply skills.

 

Collaborative working across the school to monitor, evaluate and feedback QFTL.

 

National College CPD opportunities for teaching staff.

 

Total allocation £3200

 

Quality First Teaching and Learning will have a greater impact on smaller class sizes. This will improve informed planning and effective assessment.

 

Teaching triads help develop QFT&L.

CPD for teaching staff will become more robust and effective through coaching, monitoring, observing and quality feedback.

To allow staff to be more self-critical through professional conversations.

 

 

 

 

 

 

 

 

 

 

1 & 4

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 66,089

Activity Evidence that supports this approach Challenge number(s) addressed
Covid Catch up Funded Intervention Teacher until Nov 2022- (not PP funded but has a positive impact on outcomes for all)

Total allocation £22,754

 

 

 

 

 

EEF (+4)

Small group tuition is defined as one teacher or professional educator working with two to five pupils together in a group. This arrangement enables the teacher to focus exclusively on a small number of learners, usually in a separate classroom or working area. Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind, but it can also be used as a more general strategy to ensure effective progress, or to teach challenging topics or skills.

 

 

 

1,2 & 4
English, Maths and 11+ Booster Tuition

Once per week in school for year 5 11+ Booster in spring/summer terms

 

Externally, once per week with Crown Vanilla Tutoring in Maths, English and 11+ through Drama: Year 6 for 2x terms (30 hours @ £450 per child)

Year 5,4 and 3  for 3x terms (39 hours @ £585 per child)

 

Total allocation £35055

 

EEF (+3 months)

Extending school time involves increasing learning time in schools during the school day or by changing the school calendar. This can include extending core teaching and learning time in schools as well as the use of targeted before and after school programmes (including additional small group or one to one tuition).

 

EEF

Aspirational interventions mean the things children and young people hope to achieve for themselves in the future. To meet aspirations about careers, university and further education, pupils often require good educational outcomes. Raising aspirations is therefore often believed to incentivise improved attainment.

Aspiration interventions tend to fall into 3 categories:

1.interventions that focus on parents and families

2.interventions that focus on teaching practice

3.out-of-school interventions or extra-curricular activities, sometimes involving peers or mentors.

 

Having analysed our cohorts we have identified that the Year 5 cohort want the same opportunities to develop high aspirations academically due to the education settings in the locale for KS3/4. External tuition not only provides this but also develops confidence and resilience through the use of drama in Crown Vanilla’s approach.

The Year 6, 4 &3 cohorts have the option for maths and English booster sessions that are tailored and supported with online homework as they progress throughout the year.

 

1,2,3 & 4
To hold Progress and attainment meetings with teachers from each year group to assess and evaluate class practice, QFTL and interventions of disadvantaged/ vulnerable pupils.

 

Total allocation £3080

EEF (+2 months)

Embedding formative Assessment and sharing best practice help develop a consistent approach to monitoring progress and attainment. Regular meetings (informal weekly and formal once a term) gives opportunity to measure impact and build on success or change to allow each pupil to reach their full potential academically, be it through in class grouping attainment grouping (EEF +2), LSA Interventions (EEF +4), Small group Tuition (EEF +4), Individualised instruction (EEF +4) or setting/streaming.

1
NTP part funded Tutoring programme for targeted Year 3 children.

 

Total allocation £5200

 

 

 

EEF (+6)
One to one tuition involves a teacher, teaching assistant or other adult giving a pupil intensive individual support. It may happen outside of normal lessons as additional teaching – for example as part of extending the school time.
1 & 4

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £37,924

Activity Evidence that supports this approach Challenge number(s) addressed
 

Bi-Monthly Pastoral Meetings to review welfare of monitored disadvantaged/vulnerable children, which help support and increase parental contact, engagement and support.

 

Total allocation £0

(Directed time)

 

 

 

EEF (+3 months)

We define parental engagement as the involvement of parents in supporting their children’s academic learning. It includes:

  • approaches and programmes which aim to develop parental skills such as literacy or IT skills;
  • general approaches which encourage parents to support their children with, for example reading or homework;
  • the involvement of parents in their children’s learning activities; and
  • more intensive programmes for families in crisis.

 

1, 4
To employ 1 x Learning Mentor/Counsellor full time on site.

 

Total allocation £24,793

EEF (+4 months )

Social and Emotional Learning – interventions which target social and emotional learning seek to improve pupil’s interaction with others and self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning.  SEL interventions might focus on the ways in which students work with (and alongside) their peers, teachers, family and community.  These include specialised programmes that are targeted at students with particular social or emotional needs.

2,3 & 4
Financial support for parents to allow children to take part in Residential experiences.

 

Total allocation £1800

To allow equal access to opportunities

EEF (low evidence to measure impact)

Outdoor adventure learning typically involves outdoor experiences, such as climbing or mountaineering; survival, ropes or assault courses; or outdoor sports, such as orienteering, sailing and canoeing. These can be organised as intensive residential courses or shorter courses run in schools or local outdoor centres.

Adventure education usually involves collaborative learning experiences with a high level of physical (and often emotional) challenge. Practical problem-solving, explicit reflection and discussion of thinking and emotion may also be involved.

Outdoor Adventure Learning might provide opportunities for disadvantaged pupils to participate in activities that they otherwise might not be able to access. Through participation in these challenging physical and emotional activities, outdoor adventure learning interventions can support pupils to develop non-cognitive skills such as resilience, self-confidence and motivation (our core values).

2 & 4
To employ a Peripatetic Music Teacher to provide weekly musical instrument tuition for Year 3,4,5 & 6 pupils in small groups.

 

To purchase new musical equipment, and the maintenance and repairs of musical equipment.

 

Total allocation £7481

EEF (+3 months)

Arts participation is defined as involvement in artistic and creative activities, such as dance, drama, music, painting, or sculpture. It can occur either as part of the curriculum or as extra-curricular activity. Arts-based approaches may be used in other areas of the curriculum, such as the use of drama to develop engagement and oral language before a writing task.

Participation may be organised as regular weekly or monthly activities, or more intensive programmes such as summer schools or residential courses. Whilst these activities, of course, have important educational value in themselves, this Toolkit entry focuses on the benefits of Arts participation for core academic attainment in other areas of the curriculum particularly literacy and mathematics.

Arts participation approaches can have a positive impact on academic outcomes in other areas of the curriculum.

1,2 &4
To offer financial support to parents with:

-School travel

-School uniform

-Conkers After School Club (wraparound care)

-Day trips/Sporting events

 

Total allocation £3850

 

EEF (+4 months)

Parental support and engagement.

By building communications and breaking down barriers where school can support parents in a variety of ways: financial for wrap around care, school uniform, participation in residentials and school trips, learning workshops to support your child with reading, maths, writing, homework etc.

To offer children an opportunity to improve well-being and social interaction.

To support disengaged/disadvantaged parents.

 

2 & 4

 

Total budgeted cost: £ 117,313

 

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

**Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.**

Our internal assessments during 2020/21 suggested that the performance of disadvantaged pupils was lower than in the previous years in key areas of the curriculum.

Despite being on track during the first year (2018/19), the outcomes we aimed to achieve in our previous strategy by the end of 2020/21 were therefore not fully realised.

  READING WRITING MATHS
Cohort School National Difference School National Difference School National Difference
All Cohort 120 82% 73% +9% 93% 78% +15% 90% 79% +11%
Dis-advantaged Pupils (PP) 26 63% 62% +1% 81% 68% +13% 78% 67% +11%
Non Pupil Premium 94 87% 78% +9% 96% 83% +13% 94% 84% +10%

Disadvantaged pupils’ SATs results 2018/19 (@Expected age-related standard).

  GPS RWM COMBINED
Cohort School National Difference School National Difference
All Cohort 120 88% 78% +10% 78% 65% +13%
Disadvantaged Pupils (PP) 26 70% 67% +3% 56% 51% +5%
Non Pupil Premium 94 92% 83% +9% 84% 71% +13%

Our assessment of the reasons for these outcomes points primarily to Covid-19 impact, which disrupted all our subject areas to varying degrees. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree we had intended. The impact was mitigated by our resolution to maintain a high quality curriculum, including during periods of partial closure, which was aided by use of online resources, such as those provided by Oak National Academy, Maths No Problem and MyMaths. We also offered a variety of remote learning options, ranging from providing laptops prior to the government scheme, bespoke hand-delivered work packs, and communication options for pupils o Microsoft Teams and for Parents via a dedicated class email.

We aim to close the gap on PP versus Non-PP attendance, where PP children are consistently on average 4% lower attendance and are less punctual than their peers are.

Our assessments and observations indicated that pupil behaviour, wellbeing and mental health were significantly impacted last year, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils, and targeted interventions where required. We are building on that approach with the activities detailed in this plan.

Summary of 2021 approaches and their impact:

The 2 x Learning mentors made calls to every PP child/family to support with wellbeing and to build/maintain relationships throughout the pandemic. The SLT and Learning Mentors made door to door deliveries of work packs, hardware, food parcels as well as mental health check ins.
Vulnerable children were offered school places alongside Key Worker children spaces to help with child/parent anxieties and family pressures. The SLT, attendance officer, Learning Mentors and SENCo offered support to parents by maintaining regular communication routines/check-ins to help understand what further external assistance could be provided to ensure that children and families felt safe and healthy, both physically and mentally, as well as providing financial support.
Support from our uniform charity has ensured equal opportunities and financial support to families.

Externally provided programmes

Programme Provider
N/A

Service pupil premium funding (optional)

Measure Details
How did you spend your service pupil premium allocation last academic year?  

 

There were no eligible pupils for Service Pupil Premium at Chalkwell Hall Junior School in 2020-21

What was the impact of that spending on service pupil premium eligible pupils?