Detail

Data

School name

Ashurst CE Aided Primary School

Number of pupils in school

53

Proportion (%) of pupil premium eligible pupils

>15%

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

2022 to

2025

Date this statement was published

December 2022

Date on which it was reviewed

September 2024

Next date of review

September 2025

Statement authorised by

Sarah Smith, Headteacher

Pupil premium lead

Sarah Smith and Katy Sansbury, SENDco

Governor lead

Katharine Amaladoss, lead for disadvantaged pupils

Detail

Amount

Pupil Premium Grant allocation this academic year

£13,320.00

Pupil Premium Plus (Adopted/Looked After)

£2,570.00

Pupil Premium Grant carried forward from previous years

£0

Total budget for this academic year

£15,890.00

At Ashurst Church of England Aided Primary School our aim is to ensure that all our children leave us as well-rounded citizens, with a love of learning who are fully prepared for the next stage in their education. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve these aims, including progress for those who are already high attainers.

We aim through early intervention to ensure all our children:

• have the best start in life

• achieve as highly as they are able

• are academically prepared to thrive at their next phase of education, including secondary school

• find joy in success, be it academic, sporting, musical, artistic or another area

• are confident at building and maintaining positive relationships

• demonstrate kindness and respect to all people however different or similar they may be

• understand our school's values and why they are important

• have the beginnings of their own set of personal values

• have the self-esteem and self-confidence to make informed choices, and the most of their gifts and talents

To achieve these aims with our Pupil Premium children, we use the funding we receive in a variety of ways. High-quality teaching, focusing on areas children require most support, is at the heart of our approach as this is proven to have the greatest impact on closing attainment gaps. Some of the interventions we put in place are shared by children who are not in receipt of Pupil Premium in order to make them viable and promote good progress for all children as well as Pupil Premium children.

Many of our interventions relate directly to the curriculum and, in particular, core subjects. It is widely recognised that attainment in these subjects underpins success across the curriculum at all levels:

• we provide additional support through small group teaching, 1:1 teaching and in-class support to accelerate progress in English (specifically in phonics and reading comprehension) and maths (specifically in the acquisition of key skills in the four operations of number) and measure the efficacy of these interventions using regular robust analytical assessment.

•we recognise that many children have experiences that originate from outside of the school environment which impact on their successful development, both emotionally and academically. We work closely with families, carers and outside agencies to provide or facilitate a range of interventions to address the issues and experiences that affect them and their children.

Detail of challenge

1

Internal assessments, observations, and discussions with children indicate underdeveloped phonics skills and vocabulary gaps among some children. These are more prevalent among our disadvantaged children and those with EAL than their peers.

2

Internal assessments, observations, and discussions with children show disadvantaged and EAL pupils may have greater difficulties with phonics than their peers. This negatively impacts their development as readers.

3

Internal assessments observations, and discussions with children show that there are significant gaps in mathematical understanding among some children and these are more prevalent among our EAL and disadvantaged children than their peers.

4

Our assessments and observations (including WSCC Psychology materials and work with outside agencies) reveal that the National partial school, pre-school and nursery closures had a negative impact on the wellbeing of some of our children to a greater extent than for other children. This has impacted on these children’s confidence and ability to be academically successful; there are significant levels of anxiety as well as knowledge gaps leading to children falling further behind age-related expectations, particularly in maths and writing. These findings are supported by national studies.

5

Due to political circumstances some of our disadvantaged and EAL children have not have access to wider artistic, musical and cultural opportunities for learning. Research in school shows that this is more prevalent among our disadvantaged children.

6

Due to political and economic circumstances some of our disadvantaged and EAL children have anxiety and mental wellbeing needs that require additional support outside of the Ordinarily Available Inclusive Practice

7

Numbers of children in school have varied- we welcomed a number of new pupils in the Autumn term of 2024 as new or in year admissions. Some of these children were not yet working at ARE.

Intended outcome

Success criteria

Improved phonics skills among EAL/ disadvantaged pupils.

Internal and statutory assessments and observations indicate significantly improved phonics among disadvantaged pupils. This is evidenced through observation and engagement in lessons, book scrutiny/ moderation and ongoing termly formative assessment using the schools own tracking.

Improved reading and comprehension attainment among disadvantaged and EAL pupils.

Instilling a passion for, and achievement in reading and writing - we are raising standards in writing by engaging children in a broad, balanced and relevant curriculum that provides children with regular teaching in strategies for reading and purposeful writing opportunities.

 Y1 Phonics, KS1 and KS2 reading outcomes in 2023/24 show thatmore children than in previous years included in this strategy meet the expected standards, and that there is no significant difference in attainment for those who are disadvantaged.

Improved maths attainment for disadvantaged and EAL pupils at the end of EYFS, KS1 and KS2.

KS1 and KS2 maths outcomes (including Y4 times tables test) in 2023/24 show that more children than in previous years included in this strategy met the expected standards, and that there is no significant difference in attainment for those who are disadvantaged.

To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged and EAL pupils.

Sustained high levels of wellbeing from 2023/24 demonstrated by:

·          data from pupil voice, pupil and parent surveys, teacher and outside agency observations

·         a significant increase and sustained participation in all activities, particularly among disadvantaged children   

Activity

Evidence that supports this approach

Challenge(s) addressed

Embedding use of OIAP and increasing the understanding of metacognition and self-regulation across the school curriculum to support children to articulate key ideas, consolidate understanding and extend vocabulary.

Staff attending additional meetings to discuss enhanced practice.SENDCo time and supply cover to attend OAIP review mtgs and discussions

£453

There is good evidence that learners who are able to self-regulate are aware of their strengths and weaknesses and the strategies they use to learn. They can motivate themselves to engage in learning and develop strategies to enhance their learning and to improve. Whilst it will look different for learners of different ages, and for different tasks, these characteristics are evident in the most effective learners.

educationendowmentfoundation.org.uk/public/files/Publications/Metacognition/EEF_Metacognition_and_self-regulated_learning.pdf

1,2,3,4

Purchase of resources to further support children’s mathematical factual fluency and mathematical mastery learning in line with DfE and EEF guidance.

Eg: Place value counters

Coaching programmes eg:  Power of 2, Perform with times tables, Andrew Jeffrey resources

Supply cover to cover costs of teachers attending Mastering Numeracy Project Training and webinars

£678.00

Mastery learning approaches aim to ensure that all pupils have mastered key concepts before moving on to the next topic. Mastery learning approaches could address these challenges by giving additional time and support to pupils who may have missed learning, or take longer to master new knowledge and skills.

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mastery-learning

KS2_KS3_Maths_Guidance_2017.pdf (educationendowmentfoundation.org.uk)

3,4

Purchase of resources to develop parental engagement to support mathematical factual fluency eg: Numicon sets

£100

There is evidence to suggest that by providing practical strategies with tips, support and resources, learning at home is of a higher quality and may be more beneficial to pupil outcomes than without these.

educationendowmentfoundation.org.uk/education-evidence/guidance-reports/supporting-parents

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/parental-engagement

3,4

Purchase of resources to further support children’s phonetical understanding, segmenting and syllable division for reading and spelling

Eg: Toe-by-toe, phonics resources, dual language resources

£55.20

EAL and disadvantaged pupils may not develop phonological awareness at the same rate as other pupils, having been exposed to fewer words spoken and books read in the home. Targeted phonics interventions may therefore improve decoding skills more quickly for pupils who have experienced these barriers to learning.

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics

1, 2,4,7

Activity

Evidence that supports this approach

Challenge(s) addressed

Experienced staffto support intervention targeted at EAL/ PPG/ disadvantaged pupils who require further support with mathematical factual fluency in particular times tables and number bonds 

£6783

There is strong evidence that providing targeted support for children that are identified as having low prior attainment or are struggling in particular areas is very effective at improving pupil outcomes.

One to one tuition | EEF (educationendowmentfoundation.org.uk)

3,4

Experienced teacher to support phonics and reading through sessions targeted at disadvantaged EYFS/KS1 pupils who require further phonics support.

Weekly autumn 2024 spring and summer term 2025

£3156

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks

One to one tuition | EEF (educationendowmentfoundation.org.uk)

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics

1,2

Activity

Evidence that supports this approach

Challenge(s) addressed

Increase the variety of after school clubs on offer and offer a range across the school year.

£1056

There is evidence to suggest that involvement in art, music and cultural experiences benefits and increases children’s positive attitudes to learning and improves behavioural, social and emotional outcomes. Increased well-being has consistently been reported.

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation

educationendowmentfoundation.org.uk/guidance-for-teachers/life-skills-enrichment

6

Flute lessons/ flute hire/ exam fees for EAL/ PPG /disadvantaged children to enable them to access wider curriculum opportunities.

£778

There is evidence to suggest that involvement in art, music and cultural experiences benefits and increases children’s positive attitudes to learning. Increased well-being has also consistently been reported.

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation

6

Purchase of additional technology/ chrome books to ensure that EAL/ disadvantaged children have the opportunity learning on individual devices

£400

Research shows that technology has the potential to increase the quality and quantity of practice that children undertake, both inside and outside of the classroom and can increase retention of key ideas and knowledge. When all learners have the skills, they need to use it effectively, it is likely to reduce the risk that technology becomes a tool that widens the gap between successful learners and their peers.

Additional purchase of laptops has increased Children’s engagement with reading has increased following the introduction of Accelerated Rader, individual laptops across the school enables children to take quizzes promptly, be successful and make progress towards individual reading targets.

educationendowmentfoundation.org.uk/education-evidence/guidance-reports/digital

5

Purchase of additional reading books to extend the variety on offer and to support EAL/PPG /Disadvantaged pupils access Accelerated Reader.

£100

EAL and disadvantaged pupils may not develop phonological awareness at the same rate as other pupils, having been exposed to fewer words spoken and books read in the home. Targeted reading interventions may therefore improve decoding skills more quickly for pupils who have experienced these barriers to learning.

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics

Trips and visits fund to support EAL/disadvantaged/ PPG children to access school trips and residentials alongside their peers

£1300

There is evidence to suggest that involvement in art, music and cultural experiences benefits and increases children’s positive attitudes to learning. Increased well-being has also consistently been reported.

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation

Contingency fund for exceptional circumstances to include support for mental wellbeing for EAL/ disadvantaged children

£1000

We have identified an amount of funding to be set aside to respond quickly to needs that may arise.

All

·         National and internal assessments took place in 2023/24, evidence from these revealed that disadvantaged children all made progress from individual starting points in reading, writing and maths.  Some children’s progress was significant from November starting points to end of Y6

·         All children’s learning has been disrupted during their formative years to some extent. School closure was detrimental to most of our children as they were not able to benefit from skilled teachers, peer support, and wider learning opportunities in pre-school and nursery settings. 

·         We have continued to adapt the interventions to include more individuals and groups as the need becomes apparent.

·         Purchase of more up to date computing equipment has enabled children to access the curriculum on individual machines rather than shared ones. This has benefited all learners and enables children to quickly gain access to programmes and sites used regularly such as Accelerated Reader.

·         Children in receipt of the funds to support the hire, lessons and examination fees for flutes (in addition to the school flute) have taken part in whole school Christmas celebrations.

·         Some of our pupils have high levels of anxiety about attending school which compromises their capacity to learn and disadvantages them amongst their peers. Pupil premium funding was used to provide wellbeing support for all pupils, and targeted interventions where required.