|Total number of pupils:||209 pupils (Yr R – Yr 6)||Amount of catch-up premium received per pupil:||£28|
|Total catch-up premium budget:||£6,000|
|· To identify pupils within each year group who gaps in skills and knowledge September 2021
· To ensure that the attainment gap which widened as created by Covid 19 for specific pupils is reduced.
· To reduce the attainment gap of the bottom 20% pupils whose progress has been affected by Covid -19 school closures.
· To continue to reduce the attainment gap between disadvantaged pupils and their peers.
Barriers to learning
23% of children at Bearwood Primary and Nursery School are in receipt of pupil premium funding. We strive to ensure that the individual needs of our pupils are met, including our most vulnerable pupils. We ensure that appropriate provision is made for pupils who belong to our vulnerable groups, ensuring that the needs of such pupils adequately assessed and addressed. Our focus through the Catch Up Premium Strategy will be aimed at accelerating progress and overcoming barriers, in order to address any gaps in learning as a result of COVID-19.
Due to the continual nature of the teacher, assessment and learning cycle, pupils whose progress is being impacted as a result of COVID -19 will be identified and Catch Up provision will be provided.
The vast majority of our pupils engaged in home learning during lockdown’s and when classes were isolating however, we recognise that the level of engagement did vary due to personal circumstances of families. Though we ensured that all pupils had access to laptops, tablets and internet dongles and where appropriate paper packs the learning environment for pupils at home hugely varied which led to some pupils not making the same progress as others. Eg overcrowding, parental work commitments etc
|barriers to future attainment|
|A||Year 2 30% of the cohort are working below expectations in phonics which will have a direct impact on reading and writing attainment.|
|B||A group of pupils have been identified across the school as having fallen behind in attainment and/or progress in Reading Writing and/or Maths.|
|C||Year 4 pupils have been identified as having a higher number of pupils vulnerable to Social and Emotional needs.|
|D||Lowest 20% in each cohort working below ARE in Reading, GPS & maths.|
|E||KS2 30% of pupils are working below expectations in maths, reading and writing|
Planned expenditure for current academic year
|Quality of teaching for all|
|Action||Intended outcome and success criteria||What’s the evidence and rationale for this choice?||How will you make sure it’s implemented well?||Staff lead|
|Whole staff CPD to ensure that all pupils are given the tools they need to develop independence as learners.
Staff CPD on using strategies to develop independent learning – Scaffolding – task design, modelling, learning environment, sequence of lessons, pupil engagement
|Planning will demonstrate a range of strategies dependent on the needs of the pupils and the subject area.
Learning walks demonstrate that strategies are being implemented and pupils are accessing and engaging in learning independently.
Pupils make rapid progress and close the attainment gap which is the result of COVID 19.
|As a result of lockdowns we have identified that pupils are less independent as learners and look to the adult to provide answers. Pupils are less confident to grapple with challenging learning and ‘give up’.||· Whole school inset to introduce strategies.
· Half termly focus on each strategy.
· Monitoring through learning walks and lesson observations.
Monitoring of planning
Coaching to support staff who need support to develop further.
Resources purchased to support independence e.g. extra class texts, IT equipment
|HT – initial inset.
SENCO and ENG/Maths leads to promote strategies through their role.
|Total budgeted cost:||Resourcing £500|
|Action||Intended outcome and success criteria||What’s the evidence and rationale for this choice?||How will you make sure it’s implemented well?||Staff lead||When will you review this?|
|Recap training in phonics – whole class approach with targeted support.
Recap reading sequence – adjust proportion of decoding /comprehension according to pupils’ identified gaps.
Half termly phonic screening.
Target group identified:
Assessment of specific needs for each pupil.
1:1 catch up tuition to address the phonic gaps.
Introduce Phonic Shed for EYFS to ensure that there is a coherent approach to phonics moving forward across the school.
Implement firstclass@number to close the gap in maths
|All pupils rapidly recover reading skills (including phonics) so that they meet ARE.
End of Autumn 2 phonnics test 87%
12-18 months progress made by pupils who complete the first class @ number programme.
|Autumn term reading and phonic assessments which demonstrated that 30% of the pupils were working below ARE.
COVID and lockdown has enhanced the need to ensure that wwe are tackling pupils who have difficulties with basic maths concepts.
|· Half termly phonic screening.
· Half termly pupil progress meetings.
· Half termly reading conference with identified pupils to assess progress.
|DHT/ English lead||Ongoing – end of year impact below|
|Total budgeted cost:||Tuition costs £500
Phonic Shed – £650
First class@number – £720
(Keep Up approach – Little Wandle)
Year 2 Phonics –
(Keep Up approach – Little Wandle)
First Class at Number Intervention – Year 2 pupil
First Class at Number Intervention – Year 3 and 4 pupils
|To provide catch up for the identified pupils who have fallen behind in attainment and progress in R,W and/or maths.
To provide high skilled provision to all and intervention for pupils in bottom 20%.
|Identified group of pupils to make rapid progress and recover writing skills to make ARE.||End of year teaching assessments and baseline assessments
Book scrutiny demonstrates that a significant group were not on track from their starting points.
|· Book scrutiny’s
· Lesson observations
· Pupil progress meetings half termly
· Year group action plans to close gap for lowest 20%
|Total budgeted cost:||£2150|
|Monitoring of lessons have shown that the provision for the bottom 20% is secure and interventions have been put in place as appropriate. Please see above for impact.
TA’s have all attended training with Hamwic Education Trust in order to understand and develop their skills of scaffolding and supporting independent learning in class.
Please see below for an example of how we target the pupils and expectations:
*Example of next steps ‘catch up’ Year 2 pupils going into Year 3
Fallen behind in all three subjects Should achieve by the end of Year 3
|Pupils in identified vulnerable groups supported socially and emotionally to ensure they are in the optimum state to learn.
Pupil engagement officer working with identified pupils to provide additional support and teaching of managing emotions.
Pupil engagement officer to work with families so that they can support their own child outside of school.
|Year 4 pupils to be more skilled at managing their emotions, enabling them to be more focused on their learning.||Year 4 pupils have been identified as having a higher number of pupils vulnerable to Social and Emotional needs. Intervention and support was provided during year 3 and this had a positive impact on the cohort. However, there remains a small number of pupils who remain vulnerable and by providing continued support they will make good progress.||· Class teacher to be familiar with the EP report from last year and familiar with strategies which are currently in place.
· Weekly meetings with Pupil engagement worker who review progress.
· Half termly pupil progress meetings.
· Monitoring of behaviour logs half termly.
· Classroom observations
|Total budgeted cost:||£1000|
|The Pupil and Family engagement worker has worked with pupils in need and this has supported their engagement in learning. The number of behaviour incidents have dramatically reduced from 16 incidents to 2 incidents.|
|To provide targeted intervention in reading, GPS and maths for pupils in the bottom 20%.
Use of Shine program to assess R, GPS and M.
Use of Mark to identify gaps
Shine to provide intervention materials to close specific gaps.
|Target group of pupils to make rapid progress in R,GPS & M to close the gap between themselves and their peers.||Following end of year teacher assessments and baseline assessments have identified a group of pupils whose progress is not in line with peers.
|· Baseline assessment Autumn 1 to identify gaps and interventions.
· Termly monitoring progress of pupils (SLT)
· CT to track the smaller steps in progress to ensure that intervention is having an impact.
|Total budgeted cost:||£800|
|NTS assessments have been used to inform planning and next steps for whole class, groups and individuals. The interventions above as well as the phonics, end of KS1 and end of KS2 results show that the school is broadly in line with the LA and National or better. This is a result of QFT and intervention|
|Tuition provided through Century Tech
Staff inset on Century Tech (2.9.21)
Identifies gaps in knowledge and provides a personalised learning pathway to address misconceptions.
|To enable pupils to work on knowledge gaps and make rapid progress.||End of year teacher assessment in R,W & M has shown that 30% of pupils are working below ARE and this is a reduction from baseline.
Pupils are not achieving their potential.
|· Baseline assessment and exit assessments to measure progress.
· Book scrutiny
· Pupil progress meetings
|HT||Half termly pupil progress data evaluate impact of Century Tech.|
|Total budgeted cost:||Computer package and training £1,200|
|This has been used as a homework tool and specific intervention for individuals in class. The impact of this has been seen in the results and the accountability meetings on a termly basis.|
|· Half termly pupil progress meetings – action plans to close the attainment gaps of pupils
· Pira, Puma, Salford and phonic screening assessments – data to be used to inform pupil Progress meetings
· Staff and pupil questionnaires about mental health
· Advice and guidance from EP and outreach