Pupil premium strategy statement
Detail | Data |
School name | Criftins CE Primary School |
Number of pupils in school | 101 pupils |
Proportion (%) of pupil premium eligible pupils | 20% |
Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended) | 2022-2025 |
Date this statement was published | 16th December 2022 |
Date on which it will be reviewed | November 2023 |
Statement authorised by | Governing Body |
Pupil premium lead | Mandy Jones Executive Headteacher |
Governor lead | Elizabeth Edwards, lead for disadvantaged pupils |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £ 33,185 |
Recovery premium funding allocation this academic year | £ 2283.75 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £ 0 |
Total budget for this academic year | £ 35,468.75 |
Part A: Pupil premium strategy plan
It is our intention to create an environment that allows ALL pupils to develop confidence, independence, self-esteem, and respect for all people. We want all pupils to access all that school has to offer and be supported to have high aspirations in all that they do. We aim to give all pupils the best start to their education and ensure that no child is left behind. Targeted support for each pupil is given and reviewed on at least a termly basis. All staff are aware of pupil plans and work together with families to give pupils the best possible start. We have a tiered approach to pupil premium funding. This balanced approach helps us to improve teaching, provide targeted academic support and use wider strategies to support inclusion, equality of opportunity and in turn better outcomes for pupils. Tier one – advance equality of opportunity. Tier two – improve teaching. Tier three – targeted academic support. Support is given so that all pupils, irrespective of background or the challenges they face, make good progress and achieve at least expected attainment across all subject areas. Support is provided for all pupils including those who are already high attainers. It is imperative that we act early to intervene at a point when a need is identified. |
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Equality of opportunity – analysis of access demonstrates that not all pupils are engaging in wider curriculum opportunities and extended school care/clubs. Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils, this is impacting engagement in the curriculum and attainment. |
2 | Aspiration – assessments, observations and discussions with pupils suggest that pupils with significant barriers to education (e.g. poor basic skills) have lower aspirations and generally have greater difficulty engaging in routines which support basic skills such as daily reading, maths programmes and wider reading/life experience. |
3 | Complex additional needs – our assessments and observations over time highlight that pupil needs are much more individualised and due to the small numbers in our school, targeting pupil needs is challenging. Unlocking the barriers for the individual is our aim. |
4 | Intake – due to our rural setting we do not have our own nursery and therefore our intake can lead to teaching groups of children with very diverse starting points. Transition is high on our agenda and making links between home and school is at the forefront. |
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 Due to small numbers on roll in our school and the risk of identifying individual children our success criteria are broad. |
All pupils will be able to access what school offers including curriculum enrichment experiences. | High engagement with families. Pupils accessing the wider curriculum/enrichment opportunities. Attainment of disadvantaged pupils demonstrates individual pupil progress over time. Well-being will continue to grow through the introduction of the ‘Rest Easy’ programme.
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Pupils will have a positive attitude to school and learning. | Above average attendance. Good use of home learning programmes e.g., Maths Whizz to build on learning completed in school (rehearse and consolidate) Aspiration in disadvantaged pupils will be high (qualitative data from student voice, student and parent surveys and teacher observations) In 2022/23 disadvantage pupils KS2 outcome for maths and reading will be above the national picture.
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To target the individual needs of the pupils so they can access the whole curriculum | Pastoral support addresses barriers to learning. Engagement with families is positive and consistent. All pupils make progress from their starting points. Training for staff to assess pupils needs within the curriculum in place and regular targeted training is available.
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To achieve and sustain well-being for pupils as they move into the school | On entrance meetings with parents/carers established Liaison with previous setting comprehensive Pastoral support programme on entry Supportive assessments and observations including pupils voice – consistent practice. Equality information produced for parents to support transition at any point (including reception), therefore parents/carers know what to expect. |
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Budgeted cost: £ 4000
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Equality in provision. All children to access the full curriculum. | High quality consistent teaching is the most important lever schools have to improve outcomes for their pupils. Focus on retrieval practice and adaptive teaching across the curriculum.
| 1,2,3,4 |
Purchase of standardised assessments Partner with Rising stars in trailing new materials
| Standardised tests support the teacher to identify strengths and weaknesses of pupils and ensure they receive the correct support to address the gap. Educational Psychology Team advise precision teach to ensure gaps are addressed in a focused way. Staff training given to deliver.
| 3 |
Enhancement of our maths teaching and curriculum with a DfE approved scheme and support for teacher
Training for all staff not just teachers
| Mastery approach to teaching. Focus on year group expectations. Recommended approach by the DfE Building on the work school have already completed with Gareth Metcalfe on – Visual Mathematics and collaborative learning. Consistent approach to language within the subject so pupils make better progress between classes. In small schools’ relationship are strong due to the length of time spent with teachers in classes, transition to a new teacher and different style can cause a barrier for some pupils in the short term. This approach seeks to eradicate that barrier. Systematic approaches work as an oral intervention bringing language in line for pupils, and ensuring key language is taught.
Consistent scheme across whole school Continued evaluation with Maths Consultant Gareth Metcalfe (Since 2017) | 1,2,3,4 |
| Purchase of additional Phonics materials and continue to expand range reading books for pupils. | Purchase of reading books to supplement our current offer and bridge the gap for pupils as they move from phonics into confident reader. Updating current material to keep reading fresh and exciting for all pupil groups as they progress. | 1,2,3,4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 26,250
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Individual pupil plans with SMART targets
1-2-1 tutoring Small group tutoring | This is targeted support across the curriculum including phonics, reading, number, timetables and much more. Addressing individual gaps as they arise. Early intervention is key to pupil progress. Identifying individual and collective needs so pupils can access targeted tutoring addressing knowledge gaps quickly.
| 1,2,3,4 |
Maths whizz TT Rockstar’s (times tables intervention) Bug Club – online access to books and phonics games
Homework clubs
| Personalised learning. Individualised instruction for pupils on their maths journey. Accessed independently at home or in school so that ALL pupils can access a personal tutor and progress at their own speed. Homework supports the development of fluency in the area of study if engaged with on a consistent basis.
Consistent resource and engagement, removing barriers. Pupils new to school can have access to these resources immediately and assessments can be made, providing strong transition.
| 1,2,3,4 |
Pastoral support – removing barriers to learning | Pupils must feel happy and safe to learn. We invest in emotional support through whole school strategies such as the ‘Rest Easy’ programme and the targeted pastoral support for more specialised support. Oral interventions and adult talk time are a high priority. ELSA support to be added to provision | 1,2,3,4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 12,400
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Equality through access to wider school opportunities | Extended school access
Enrichment through the arts - inspiration for all
Educational visits
| 1,2,3,4 |
Total budgeted cost: £ 42,650
Part B: Review of outcomes in the previous academic year
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.
2021/22 Pupil Premium Review Throughout the pandemic pupils continued to receive individual support, whether that was through additional pastoral care, targeted interventions, support of additional technology, support with transition and individual welfare support.
Where additional support is required.
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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 |
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Measure | Details |
How did you spend your service pupil premium allocation last academic year? | Due to our small numbers of pupils who receive service pupil premium funding we treat them as we do all pupils – targeted support to help them overcome any barriers to learning. Pastoral support provided in school. Gaps in attainment caused by moving schools are addressed. Strategy is always in place for pupils as they arrive. |
What was the impact of that spending on service pupil premium eligible pupils? | We currently have no pupils on roll under the service pupil premium funding allocation. |