Detail

Data

School name

Beech Green Primary School

Number of pupils in school

366

Proportion (%) of pupil premium eligible pupils

14%

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

2023 to 2026

Date this statement was published

22.12.2023

Date on which it will be reviewed

01.09.2026

Statement authorised by

Julie Poulson

Pupil premium lead

Julie Poulson

Governor / Trustee lead

Helen Parkinson

Detail

Amount

Pupil premium funding allocation this academic year

£89,654

Recovery premium funding allocation this academic year

£6,453

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

£14,478

At Beech Green our pupils from disadvantaged backgrounds are a small group. Each and every one of them is precious to us. Many of these pupils have additional barriers to learning, some join us from other schools. We intend for all of our pupils from a disadvantaged background to leave Beech Green as confident individuals who are the best person they can possible be. They will read fluently and widely, forming opinions on books and authors. They will write to express their views confidently, solve mathematical problems fluently, gain wider knowledge of the world around them through a carefully constructed curriculum and real-life experiences. They will compete in a team and/or play a musical instrument. They will have experienced the opportunity to be a leader and feel successful.

Desired outcomes:

• Raised attainment of pupils
• Closing any achievement gaps evident between groups of pupils
• Increased engagement of parents with their children’s education and with the school
• Improved attendance & punctuality
• Increased opportunities for pupils and broader experiences
• Foster attitudes of being ‘lifelong learners’ with self-belief and high aspirations

Our school values ‘Respect, Achieve, Belong’ form the foundation of our work, they are guiding principles

We will provide a culture where:

• Staff believe in every child
• Staff encourage, support and expect every child to actively participate by adopting effective strategies for whole class engagement  e.g. talk partners, the use of white boards and strategic questioning
• Staff support children to develop a positive attitude and approach towards learning, and provide opportunities to include every child

Researching Effective Strategies

We will ensure that:

We provide effective continuous professional learning to ensure our staff have strong pedagogy to maximise learning opportunities for all children.

We use research e.g. Sutton Trust Toolkit, teacher-action research, study groups (e.g. involving class teacher, subject leaders, 1:1 tutors, senior leaders, local colleagues and external advisors) to support us in determining the strategies that will be most effective in raising pupil attainment & monitor children’s progress.

All teaching staff are involved in detailed analysis, through discussion with colleagues and specialists as well as reading educational research, identify the most effective strategies and resources.

Increasing Learning Time

We will maximise the time children have to achieve the desired outcomes through:

• Improving attendance and punctuality.
• Providing earlier intervention (in KS1 and EYFS).
• Supporting children’s personal, social and emotional needs, therapeutic mentor, pastoral leader and external support accessed through the Navigation Hub.
• Providing opportunities for parents/carers to learn alongside each other in the Family Tree Café, at teacher led events.

Individualising Support

We will ensure that the additional support we provide is effective by:

• Looking at the individual needs of each child and identifying their specific barriers to learning; e.g. pupil progress meetings (pupil profiles if they have additional SEND needs).
• Tailoring interventions to the needs of the child.
• Ensuring all teaching staff communicate regularly.
• Working with other agencies to bring in additional expertise/opportunities e.g.?private speech and language therapist, play therapy as well as developing in-house expertise.

How we will measure the impact of the Pupil Premium Grant:

• Increase the number of children leaving primary school reaching expectations in reading, writing and maths.
• We aim for the gap in attainment to reduce in each year group, as a result of accelerated progress through timely intervention.
• Pupils are engaged and demonstrate successful learning behaviours in all aspects of the curriculum.
• Increase the number of pupils attending after school clubs.
• Case study of how our school offer has benefitted individual families.

Challenge number

Detail of challenge

1

Induction and support: A high proportion of our disadvantaged pupils may not join at the usual entry points (Reception) and some join during key-stage 2. Some move into the area from outside of the UK and may not have stable living arrangements.

2

Communication and interaction: Reception staff have observed some disadvantaged pupils have lower than typical starting points when entering reception. The gap has widened since the pandemic.

3

Multiple barriers to learning, including low self-worth, some disadvantaged pupils also have a SEND, SEMH needs, are adopted from care or a child in care; a higher proportion have speech and language difficulties.

4

Attendance and punctuality: Regular punctual attendance is a challenge for a small minority of our disadvantaged pupils This has been exacerbated by the pandemic, the gap has widened. The aim is for persistent absence to be reduced to below 1% and for attendance to be in line with all pupils.

5

Access and engagement gap: children whose families are in receipt of pupil premium funding do not typically access extra-curricular clubs or activities (see monitoring sheet)

6

Identification: despite continued efforts, we do not yet believe that all of our disadvantaged children have been identified or are in receipt of Pupil Premium Funding.

Intended outcome

Success criteria

Improved rates of progress and attainment in reading, writing and maths.

On-going assessment data for all groups of pupils analysed every term (3 times a year) shows improvement over time for pupils receiving additional support.

Specialist support provided as needed, including speech and language therapy, therapeutic groups, SEND interventions and links with external agencies.

Records show evidence of specialist provision, additional support and targeted interventions.

Class teachers are aware of the range of needs of pupils and generate a report to analyse gap.

Low Skills Quiz (LSQ) collected and show that pupils in receipt of pupil premium are accessing all areas of the curriculum and retaining knowledge.

Barriers to learning identified, support in place.

Pupil progress meetings

Parental feedback shows that teaching staff have listened and responded to concerns raised.

Additional provision identified as needed (see above).

Specialist support evident.

Any lack of provision is identified and recognised as a potential continued concern.

Pupil Review meetings provide a systematic approach/individual case study of pupils who:

• Are in receipt of pupil premium

All staff are aware of pupils in receipt of PP, know and understand the level of need and concerns for each family.

Staff training logs show that all staff have attended TWILIGHT training on supporting groups of pupils – using evidenced research EEF.

Teaching staff use a range of strategies to adapt learning to meet a range of needs; scoop groups, pre-teach and re-teach is evidenced in class plans.

Attendance at school and extra-curricular activities

Attendance monitoring shows no gap between groups of pupils.

Parents and carers of pupils with low attendance are contacted after routine monitoring; letters, contracts and meetings have a positive impact – there is evidence of improved attendance.

Pupils in receipt of PP are prioritised for after school clubs – there is evidence of engagement. 

Money is available and used to support families in receipt of PP evidence of this enabling pupils to attend additional activities.

For disadvantaged pupils who do not have a cognitive SEND need to reach age-related expectations in reading, writing and maths

Year 1 & 2 phonics check and Year 4 multiplication check

100% of non-SEND disadvantaged pupils make good progress and achieving Age Related Expectations:

End of KS2 (Year 6) Reading, Writing and Maths

Evidence of ARE being achieved by pupils with no cognitive SEND throughout the school – Insight data tracking

Year 4 Multiplication Test

Year 1 and Year 2 phonics

Year 2 end of KS1 outcomes

Additional barriers to learning are addressed.

Pupil Review (PR) and Pupil Progress (PP) meetings provide a systematic approach/individual case study of pupils who:

• have a SEN/D
• subject to a CIN/CP plan
• are CIC or Adopted from Care
• SEMH needs
• Are FSM or in receipt of PPG

These meetings are held 3 times a year to ensure steps in progress can be identified, barriers recognised with the intention to overcome challenges.

This could include

• Access to therapeutic mentor
• Individual mentor for all disadvantaged pupils to be their ‘champion’ (follows them throughout their school journey at Beech Green)
• Navigation Hub referral for external support
• Pastoral lead
• SEND – My Plan or My Plan +
• Attendance at a club or selected for a sporting event

Access and Engagement Barriers are recognised; proactive opportunities overcome challenge

Outcomes for disadvantaged pupils will continue to rise through opportunities for pupils to be recognised as confident members of their class, with some representing the school at a sport, Arts or academic event or attaining a leadership role.

All disadvantaged pupils will attend a trip to a popular destination, to widen knowledge and experiences to be in line with their peers. Eg museum trip, or cultural trip, linked to learning a skill or growing knowledge

All key stage 2 disadvantaged pupils will take part in Year 4 and Year 6 residential visit

Year 6 staff to talent spot and mentor pupils in class to apply for leadership roles in school including, play maker, house captains, librarian, digital leader, school council.

For all disadvantaged pupils to attend school regularly and on time, attendance in line with all pupils.

There will be a consistently sharp focus by teachers on the attendance and punctuality of disadvantaged pupils.

Attendance and punctuality of targeted pupils will improve to be in line with all pupils.

Persistent absence will reduce.

Activity

Evidence that supports this approach

Staff training throughout the year

Using the EEF to identify provision which has a positive impact on learning and progress for all pupils

Specialist training for staff to identify and adapt for a range of barriers including speech and language, SEMH and early reading and phonics

Implement a CPL programme for all teaching staff including teaching assistants to develop pedagogy and practice which supports the inclusion and quality first teaching for all pupils

See EEF Sutton Trust Teaching and Learning Toolkit – see Further Information

In school evidence of impact (RWI), CPOMS, INSIGHT

EEF Tiered Model

Published 23rd April, 2021

Activity

Evidence that supports this approach

Senior leaders as PP champions; the leader meets with the class teacher, child and parents – discuss barriers to learn and how to address them, review academic progress, share any concerns, provide guidance and resources inc. improving attendance

EEF – feedback

One to one tuition offered to all pupils including those who are in receipt of PPG

Class teachers to take responsibility for additional one to one and small group tuition in the spring term (January 2023)

EEF – one to one and small group tuition

Ongoing teacher and teaching partner academic support in class; additional and extra work based on gap analysis pre-teach and re-teach

EEF

Structured specialist interventions and assessment from an education psychologist which promote good academic progress including speech and language, dyslexia support

Peer reviewed, published research

Specialist analysis from Education Psychologist (Ed Psych) to identify specific barriers to learning for pupils in receipt of PPG

Peer reviewed published research

Activity

Evidence that supports this approach

Structured parenting programme to engage and educate parents and carers including Emotion Coaching

Peer reviewed, published research

Positive promotion of clubs to all pupils

Peer reviewed, published research

Therapeutic practitioner, pastoral support providing SEMH programmes. Thrive one to one and group work

In-school research CPOMS

Additional opportunities including ‘Growing Hope’ project

Individual peripatetic music tuition e.g. Rock Steady and drumming

Peer reviewed, published research

Activity

Evidence that supports this approach

Additional financial support for pupils to access extra-curricular activities, school trips

EEF

Support for families to buy items for school including uniform

Peer reviewed, published research

Learning and progress from 2022 to 2023 was evidenced by in school assessments, these show that overall children in receipt of pupil premium attained below other groups.

Children in receipt of pupil premium do not attend as well, have more time off and there are a high proportion of late arrivals.

No children in receipt of pupil premium were permanently excluded; there were six fixed term temporary exclusions linked to pupils in receipt of pupil premium.

Programme (Costs)

Read Write Inc (RWI) training and resources                                                                 £1,211

Thrive training and Thrive subscription                                                                          £1,188.00

Growing Hope Project                                                                                                       £150.00

External peripatetic music costs                                                                                     £1,592

Whole class instrument tuition                                                                                           £900,00

Measure

Details

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

Additional support in school from key staff including one to one reading; Thrive work and where needed academic intervention (pre-teach and re-teach)

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

Pupils in receipt of service pupil premium are attaining in line with other groups.

Funding allocation

Pupil premium £1345.00

Pupils who have been adopted from care £2345.00

Children who are looked after by the LA £2345.00

Service pupil premium £310.00

Strategy

Impact (months)

Strategy

Impact (months)

Mastery learning

+5

Behaviour interventions

+3

Social and emotional learning

+4

Collaborative learning

+5

Digital technology

+4

Early years interventions

+5

Feedback

+8

Small group tuition

+4

Meta-cognition and self-regulation

+7

One to one tuition

+5

Oral language intervention

+5

Peer tutoring

+5

Phonics

+4

Reading comprehension strategies

+6