Pupil Premium
Bearwood Primary and Nursery School
At Bearwood Primary and Nursery School, we believe that all our children have an equal entitlement, and should have an equal opportunity to:
- Develop imagination and creativity through an enriched curriculum
- Acquire knowledge, skills and personal qualities
- Become a lifelong successful learner
The school receives funding from the Government to support it in trying to meet this aspiration. This is known as the Pupil Premium.
Pupil premium is additional funding, from the government, provided to schools for supporting more pupils from low income families to ensure they benefit from the same opportunities as all other children.
Principles
- We seek to ensure that teaching and learning opportunities meet the needs of all of the pupils;
- We seek to ensure 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;
- In 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 in need of intervention and support;
- Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals.
Reporting
- It will be the responsibility of the Headteacher, or the pupil premium lead, to report to the Governors on:
– the progress made towards narrowing the gap, for socially disadvantaged pupils;
– an outline of the provision that was made since the last meeting;
– an evaluation of the cost effectiveness and impact of the provision in terms of the progress made by the pupils receiving a particular provision.
- The Governors of the school will ensure that there is an annual statement to parents on how the Pupil Premium funding has been used to address the issue of ‘diminishing the difference’, for socially disadvantaged pupils. This task will be carried out within the requirements published by the Department for Education and will appear on our school website
- The impact of the pupil premium funding and work towards each area of development on the PP plan is reviewed termly. Spending is carefully analysed against end of year attainment data, attendance data and through pupil conferencing. The needs of individual children are reflected upon during half termly meetings between the Headteacher and class teachers to ensure resources can be allocated as needed throughout the year, recognising that individual needs change rapidly.
- In these unprecedented times of the COVID 19 lockdown on the 20th March 2020,we have aimed to show the impact up until this date and share with you the provision we put in place after this time.
Pupil Premium: Report to Parents
Impact 2022/2023
| Intended outcomes | Impact evidence | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1. Improved oral language skills and vocabulary use |
• Assessments and observations across all subject areas show improved oral language among disadvantaged pupils. This will be evidenced through lesson observations, work scrutiny, pupil conferencing and moderation sessions. |
Impact of NELI and WELCOM intervention
WELCOM intervention was put in place in the first term of Autumn 2022 and by October half term all children had progress from section 4 to section 9 which is where children should be who are entering reception. The one child who did not achieve GLD after initial WELCOM intervention is EAL/Summer born- August/ did not achieve PSED. Out of the 4 children that did not achieve GLD after a year of NELI intervention. 1. SEND – SALT and Autism referral 2. EAL – Summer born (August born) 3. Summer born – Referral to SALT Foundation subjects have focused on key vocabulary and ensuring pupils are able to explain their learning by knowing more and remembering more. This has been documented in the curriculum reports to governors at the end of the academic year 2022-2023. The next stage for the disadvantaged pupils is to ensure that strategies are in place so that all pupils can orally explain without cognitive overload. This is part of the SDP 2023-2024. |
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| 2. Pupils will develop a toolkit of a range of scaffolds and broader strategies to enable self-efficacy. | • Pupils can work independently by applying a range of key metacognition strategies. This will be evidenced through lesson observations, pupil conferencing and work scrutiny. | Staff CPD has facilitated the intent, implementation, and impact to enable all pupils to become self-efficient. This is evidenced through book scrutiny where all pupils, including SEN and PP can work independently with scaffolds. The governing body have written notes of visits which has evidenced the impact of the CPD in pupil books and by talking to pupils. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3. Quality first teaching and effective interventions enable pupils who have not met GLD or KS1 expectations to attain age related expectations by the end of KS2, to be secondary ready | High Quality first teaching in all subjects best enables pupils to diminish the difference • Early identification of learning gaps are addressed through Quality first teaching and effective assessment • Effective recovery and interventions in phonics, reading, writing and maths enable children to diminish the difference • Quality first teaching enables children to overcome delays and acquire a language rich environment and curriculum. | Year 6
Year 5
Year 4
Year 3
Year 2
Year 1
EYFS – 71% PP achieved GLD (5/7)
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| 4. Pupils who are eligible for PPG have attendance which is at least in line with national expectations, in particular children eligible for FSM | • Attendance is at least in line with national. • Effective attendance systems and interagency partnerships support good attendance for pupils eligible for PPG) |
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| 5. Pupils thrive through the development of additional skills and experiences | All children eligible for FSM will access extra-curricular activities which inspire them to develop a broader range of skills – gardening, cooking, sports, biking, as well as developed through community events – such as fundraising and choir. | PP clubs 2022-2023 – 75% of PP in funded clubs. 60% autumn tern, 70% Spring and 75% Summer. 25% chosen not to take up a club due to outside commitments. 11 PP children attend PP club weekly. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||