Pupil Premium Strategy Statement 2021-2022

Cleeve Meadow School pupil premium strategy statement

2021-2022

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                          

Cleeve Meadow School

Number of pupils in school 

74

Proportion (%) of pupil premium eligible pupils

56%

Academic year/years that our current pupil premium strategy plan covers 

2020- 2022

Date this statement was published

October 2021

Date on which it will be reviewed

July 22

Statement authorised by

Alex O'Donnell

Pupil premium lead

Juliet Morris

Governor / Trustee lead

Peter Smith

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£ 26,740

Recovery premium funding allocation this academic year

£ 8,120

Catch up funding carried forward from previous years 

£ 9,900 carried forward

(COVID recovery budget)

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

£ 44,760

Part A: Pupil premium strategy plan
Statement of intent

Our ultimate objectives at Cleeve Meadow School are as follows:

  1. To poverty proof the school curriculum and the student school experience to ensure that no child is disadvantaged in engaging in any aspect of learning and growing through lack of funds. 

POVERTY PROOFING THROUGH THE A.C.E program - every PP child has a champion to poverty proof their life at school. Working closely with each student to remove barriers to attainment and provide the resources needed for an enriched curriculum, experiences and opportunities to build talents and interests for the future.

  1. That all PP students make the best possible progress with reading:
  2. That all PP students have the opportunity to build confidence with speaking in public and self expression through structured practice. Supporting the students to be able to interact in a range of settings with clarity and confidence.
  3. That all PP students have the opportunity to build their vocabulary in order to develop their conceptual understanding, better access the curriculum and improve their life chances.
  4. That all PP students make the best possible progress with Maths.
  5. Whole school systems and approaches support the development of healthy habits for good mental health.
  6. Intensive work with targeted families to improve resilience for better engagement
  7. Students have full access to enrichment activities including 1:1 music teaching
Challenges

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

Challenge number

Detail of challenge 

1

Access to resources, (school equipment, technology, uniform, enrichment activities). Detailed work supporting students and families in order to peel away any barriers to the student attending school and being able to engage effectively in learning and enrichment activities. TKAT A.C.E program.

This will also include access to 1 terms worth of 1:1 Music teaching.

2

Progress with Reading ages. Narrowing the gap.

3

Progress in Maths attainment. 

4

Self-esteem and motivation through self management and goal setting

5

Attendance (small group of persistent poor attenders)

6

Confidence in communicating, including speaking to others in a range of settings

7

Improving engagement through intensive family work

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

All PP students are able to engage in all learning and enrichment activities with a parity of access to equipment and resources including school trips and careers events.

All students have the equipment and resources required for lessons and homework..

All students are engaging in all enrichment activities with the correct equipment.

All students are able to engage in all aspects of school without any stigma (e.g lunches for school trips in non identifiable bags, all required equipment for trips).

1:1 Music teaching for all PP students funded by the school.

Differentiated support addresses issues presented by individual student need,so that All PP students make progress with their reading ages from their starting points. 

All students reach individual progress targets for reading ages and make at least one level of progress on school attainment scale.

Differentiated support addresses issues presented by individual student needs, so that All PP students make progress with their Maths from their starting points with the aim of narrowing gaps in attainment.

All students reach individual progress targets for Maths and make at least one level of progress on school attainment scale.

School focus on wellbeing and healthy habits for good mental health supports the development of understanding and self management. Leading to students developing a range of support systems, self management strategies and links to support when required.  Students with higher level of need  have individualised support plans. 

All students are able to name at least 8 habits for good mental health. 

All students have a range of strategies to use in class to support them with self- management in relation to the zones of regulation.

All students who need extra support with personal development/ mental health issues have a tailored program of support.

This will be evident in behaviour log, and ‘Impact-ed’ data.

All students have improved goal setting skills and can evidence progress towards self set goals.

Small number of students with persistent absence show a marked improvement in attendance through detailed support work with the families and students using school and external support systems.

Improvement in attendance figures for specific students, with the aim for them to work towards 95%.

Overall school attendance over 95%.

All PP students make at least one level of progress with speaking and listening skills through the whole school focus on speaking skills, speech and language, whole school skill building and targeted support.

All students are provided with the opportunity to perform and be recorded in order to develop confidence.

All students make at least one level of progress with speaking and listening skills in English. All students complete one level of progress in Skills Builder speaking skills.

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:    Maths consultant £5000  Maths Mastery £4000   = £9,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Maths Mastery enhanced package to support CPD

Maths Mastery research

3

Specialist Maths Consultant

Coaching impact

3

Specialist CPD from SALT, O.T Educational Psychologist

Impact seen in quality of differentiation 

6

 

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

Budgeted cost: £  Literacy £10,000. SALT  £11,000 . Bike workshop £4680= £25,680

Activity

Evidence that supports this approach

Challenge number(s) addressed

Literacy intervention targets small group

Ruth Miskin RWI

Reading intervention

2

Literacy intervention 1:1 from a specialist Literacy teacher (SPLD L&)

phonics

1:1 and small group  tuition

2

SALT group and  1:1

As evidenced in individual student speech and language review reports

6

SALT activities whole school

As evidenced in individual student speech and language review reports

6

Bike workshop

EEF

4

SALT 

Using speech and language therapies to train staff and provide whole school practice

6

 

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

Budgeted cost: £ 22,400

Activity

Evidence that supports this approach

Challenge number(s) addressed

School enrichment activities program linked to Skills Builder

£2000

EEF

Skills Builder

1, 4, 5

School funded 1:1 music lessons for all Pupil Premium students

every child a musican

1,

Intensive family support for students with persistent absence

£6000

parental engagement

4, 5

Whole School wellbeing focus through ‘Action Your Potential’ program

£2400

AYP

Metacognition

1, 4, 5

Small group and 1:1 support for wellbeing and mental health

£6000

Metacognition

zones of regulation

4, 5

ACE program ‘ A Champion for every Child’. 

£8, 000

A.C.E report 

1, 4, 5

Charlton Athletic Coach mentoring

£0

EEF

1, 4

 

Total budgeted cost: £ 57,080

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. 

For the last academic year our focus for students was on the ‘Ambition Tutor’ project (Now called ACE). The role of the Ambition Tutors is to be the advocate for students who may otherwise struggle in silence, for students who may be juggling an array of responsibilities, for students who may just need someone to believe in them. This was a particularly powerful tool to be using during lockdown as it helped to establish and maintain an effective home-school dialogue which provided individualised support for students and families.

This type of support is valuable because:

  • It provided bespoke support for students’ individual needs
  • Ambition Tutors can unpick student issues in the classroom and any barriers to learning.
  • Targeted support was arranged for students who need academic intervention 
  • Support for students was signposted before small issues develop into bigger issues.
  • Through COVID especially the project enabled staff to develop strong relationships with Pupil Premium families who were difficult to reach
  • Parental engagement was engaged through weekly phone calls and shared problem solving
  • The schools’ attendance strategy was improved by developing a strong relationship between home and school
  • Students moved away from the deficit model and started to plan towards aspirational goals carving pathways to the future

Process- Each child on the Pupil Premium register has a named member of staff who makes a weekly phone call to the family and meets the student for at least 15 minutes a week. Through this approach the ambition tutor develops a working relationship with parents and the student in order to be able peel away any barriers to learning. The ambition tutor works with the student to identify goals and interests as well as looking at aspects of their life and learning that are holding them back.

Findings in March 21

  • Uniform and equipment concerns are easily sorted- school planned off timetable days so that students do not have issues with fancy dress costumes, Christmas jumper day etc
  • Some internet problems at home- laptops were delivered to all families that needed them. Allowances for homework if using google classroom.
  • 4 families with food issues during lockdown- Families were supported initially with food packages and then with seeking support in the community to help them to access needed resources.
  • Students with specific interests such as mechanics, cooking, music were to be catered for by the curriculum, with off timetabled events, individual careers and enrichment opportunities, clubs.
  • Student Super Goals were reviewed in order to assist in providing clear pathways for students, this will impact on our careers and enrichment curriculum 2021-22.
  • Students were supported with goal setting and celebrating achievement.

A Champion for Every child  A.C.E report  

Reading intervention 

Student progress was tracked through the Accelerated Reader programme STAR reading test in the Autumn, Spring and Summer term. Students who were failing to make progress received one to one and small group intervention using Read Write Inc, phonics interventions and fluency reading practice. All staff were trained in reading fluency practice. A temporary librarian was hired and a complete library restock was put in place in conjunction with conversations with students about their areas of interest and favourite books. A reading competition was set up. 

Reading Data

Writing intervention

Student progress was tracked through writing assessments and book looks. Due to concern about lack of student progress with extended writing tasks a whole school focus which offered more opportunities for writing practice in subjects. Small group intervention was put in place using a Primary Specialist teacher.

Writing data

The department invested in Maths Mastery to provide a curriculum program with a strong evidence base and high level of training input. Maths meetings took place weekly to support challenge. A skilled teaching assistant was assigned to classes to support with small group work. The Maths department also ran a times table contest on return to school in March- May through times tables Rock Stars.

Maths data

 

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme

Provider

Action Your Potential, Neuro Ninja program

Action Your Potential

Accelerated Reader Program

Renaissance Learning

Timetables Rock Stars

https://ttrockstars.com/

English Mastery

ARK

Maths Mastery

ARK

 

Further information (optional)

In addition to the above strategies, we are adopting a whole school approach which ensures that for every action we undertake as a school, pupil premium students are at the front of the queue. This stance encompasses not only academic approaches but also opportunities to increase the experiences of all pupil premium students. 

Examples below:

Marking pupil premium students first.

Student progress discussions, always discuss pupil premium students first.

School responsibility areas. Make sure that pupil premium students have priority roles across the school such as school council. 

Pupil premium students are selected first for small group interventions such as SALT as much as possible.

Interviewing prospective staff and showing visitors around. Pupil premium students are always the first to be selected when it comes to having the opportunity to meet a wide range of people and develop skills and confidence in interaction.