Detail

Data

School name

Windmill C of E Primary School

Number of pupils in school

416

Proportion (%) of pupil premium eligible pupils

15.6%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

3 Years: 2021-22, 2022-23, 2023-24

Date this statement was published

Date on which it will be reviewed

July 2024

Statement authorised by

D. Foulke

Pupil premium lead

D. Foulke

Governor / Trustee lead

A.   Midgely

Detail

Amount

Pupil premium funding allocation this academic year

£93,120

Recovery premium funding allocation this academic year

£9897 (3/4 of full allocation £13196)

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

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

£103,017

1 Corinthians 16:14: Do everything in love

Guided by God’s love, our courage, compassion and advocacy inspire others and nurtures self-belief, resilience and confidence. As one community and one family, we flourish academically, socially, morally and spiritually achieving our dreams and showing the world just who we are.

Our intention is that all vulnerable pupils, including those with a social worker and young carers attend school regularly, make good progress and achieve well. They will flourish academically, socially, morally and spiritually and will have the sense of resilience, belonging and confidence needed to do this.

Our PP strategy is designed to support all disadvantaged pupils, including high attainers, so that they develop a love of learning and develop fluency and mastery within our curriculum. As a fully inclusive school, the strategies outlined in this statement will be applied to all PP pupils in order to fully meet their needs.

We know that quality first teaching (QFT) disproportionately advantages disadvantaged pupils. High quality teaching based on strong formative assessment and adaptation will provide targeted learning where it is most needed. We know that QFT benefits all pupils and we aim to secure sustained and improved progress for non-PP pupils alongside that for their disadvantaged peers.

Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through school-led interventions for pupils whose education has been worst affected, including non-disadvantaged pupils. Access to our curriculum and all our extra-curricular experiences is paramount for all children.

Leaders will identify common challenges and will work with staff so that they can identify individual needs. Diagnostic assessment is central to us being able to identify need and evaluate the impact of our strategies. It is vital that our approaches are complimentary leading to a comprehensive package of support over time which will enable all PP pupils to flourish.

It is therefore expected that

·         PP pupils are challenge and supported at the point of need

·         All staff are responsible for the outcomes of disadvantaged pupils and share our vision of what PP pupils should achieve

·         Monitor and evaluate teaching, learning and the curriculum through the lens of PP pupils. If we are getting provision right for PP pupils we are getting provision right for all pupils

·         Evaluate regularly, ensuring that the school is held to account for the impact of spending

Challenge number

Detail of challenge

1

Proportionally, more disadvantaged children are on the SEN register than non-disadvantaged children. (In 2023 46% of the SEND register are also PP increasing from 28% in 2022). It is vital that QFT and targeted interventions provide timely and effective support for these pupils.

2

Proportionally more disadvantaged pupils require SEMH support. This remains the case but the number of PP pupils requiring SEMH intervention from Thrive and ELSA is reducing.

3

Prior to the pandemic PP pupils had lower attendance and were more likely to be PA. This grew exponentially during the pandemic with PP attendance 4.18% lower than non-PP and PA at 36% for this group compared to 12% for the whole school. In 201-22 PP PA reduced to 20% but attendance remained -1.2% on PP nationally. In 2022-23 this was reversed with  PP attendance exceeding PP nationally by +4.2% at 93.8%. Our PP children exceeded the National attendance rate for all pupils. This continues to be a focus but the strategy is having success.

4

Internal teacher assessments showed that in July 21, 78% of pupils achieved the expected standard in reading at the end of EYFS compared to 21% of PP pupils. In 2022 data shows that this was 70% for all and 20% PP. In 2023 63% of pupils achieved the reading ELG with PP closing the gap with 50%. In Y1 with only 20% of PP pupils achieving ARE in reading in 2021 and 40% in 2022. This increased to 45% in 2023. The gap is closing but there remains a need for additional phonics support for PP children in EYFS-Y2 so that pupils quickly become efficient at decoding and blending and move on to reading for understanding ready for Y2 SATs.

5

Reading outcomes for PP children achieving age related expectation in July 2021 for Y2-6 averaged at 37.5% per year group compared to 67.6% for all children. In 2022 this fell to 36%. In 2023 rose to 49%. The gap is closing but there is a continued need to develop catch up phonics in KS2 as well as language comprehension and fluency through QFT and targeted support.

6

Writing outcomes at the end of the EYFS were low for all children at 52% but 0% PP children achieved the standard in 2021. This rose to 20%  for PP in 2022 and 54% in 2023. The gap is closing but non PP outcomes have also increase over time. This is also rerepeated in Y1 with 59% of pupils achieving standard and only 11% of PP in 2021. This rose to 40% in 2022 but fell back to 20% in 2023 . Y2 was 54% with 20% of PP achieving standard in 2021. In 2022 this fell to 14% for PP in 2022 and rose again in 2023 to 67% . This variable pattern continues in KS2 with low writing outcomes for PP pupils averaging 25% achieving age related expectation in 2022 but rising to 33% in 2023.

7

July outcomes in Maths in 2021 for all pupils were strong in YR-Y6 but PP outcomes were variable between cohorts. PP Pupils in Y2 outperformed the cohort as a whole and 50% of PP pupils in Reception achieved the expected standard in number. In other years 8-40% of PP children achieved ARE. This variable picture remained in 2022 with a fall to 30% in Reception,   a fall to 21% in Y2 and an increase 31% in Y6. In 2023 Reception Maths outcomes rose to 50% for PP children. Y2 PP Maths outcomes rose to 100% and Y6 to 53%. In other year groups outcomes in Maths for PP children are improving but the gap remains wide. There is therefore a continued need for targeted support for PP children.

8

All children, and especially the disadvantaged, experienced a reduction in life experiences during the pandemic and beyond. The current cost of living crises is adversely affecting those with PP.

Intended outcome

Success criteria

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

Sustained high levels of wellbeing demonstrated by:

●        Reduction in the number of children requiring intensive SEMH support

●        Improved Thrive assessments and well-being scores

●        Reduced L2-4 behaviour incidents for PP pupils

●        Qualitative data from student voice, student and parent surveys and teacher observations highlight settled and supported pupils

●        A significant increase in participation in enrichment activities, particularly among disadvantaged pupils and their parents

●        Parents are supported to help their child’s / children’s learning

Improved attendance targeting pupil premium and hard to reach families.

·         Gap between disadvantaged and non-disadvantaged children is reduced

·         Number of PA children is reduced to below 10% by July 23/24

Non-SEN PP pupils receive QFT phonics teaching and targeted support and achieve ARE expectations at the end of EYFS, and in Y1 phonics assessments closing the gap on non-PP pupils

·         Non-SEN PP children achieve the expected standard at the end of EYFS irrespective of their starting points in 2022,2023,2024

·         Non-SEN PP attainment matches non-PP attainment in the phonics screening assessment and their outcomes consistently exceed national in 2022,2023,2024

·         Y2 Non-SEN pupils who do not pass the Y2 Aut phonics screening meet standard by July 2022/23/24

Non-SEN PP pupils in Y2-6 receive high quality reading teaching and focussed reading support around a) phonics and blending b) language c) fluency so that outcomes are comparable to non-PP children

·      By July 2024 the number of Non-SEN  PP children achieving ARE in each Year group has tripled

·      By July 2023/24 the number of Non-SEN PP children achieving ARE in reading matches non-PP children and exceeds national

Non SEN-PP children receive high quality writing teaching, feedback and targeted support focussed on language development, grammar and punctuation leading to improved outcomes that are comparable to non-PP.

·      By July 2024 the number of non-SEN PP children achieving ARE in writing is tripled

·      By July 2023/24 the number of Non-SEN PP children achieving ARE in reading matches non-PP children and exceeds national

Non-SEN PP pupils receive high quality maths teaching , targeted support and feedback and same day maths interventions in order to catch up and keep up with Non-PP children.

·      By July 2024 the number of non-SEN PP children achieving ARE in Maths is tripled

·      By July 2023/24 the number of Non-SEN PP children achieving ARE in reading matches non-PP children and exceeds national

SEN PP children are carefully tracked by the SENDCo and make good progress against their targets

·      By July 2022/23/24 SEN PP children are making good progress and achieving against MSP/EHC targets

Activity

Evidence that supports this approach

Challenge number(s) addressed

Tier 1: High Quality Teaching: Total Budgeted: £40,000

Staff receive high quality training and support to implement high impact low cost teaching and learning strategies (pedagogy):

a)    Metacognition

b)    Rosenshine’s Principles

c)    Diagnostic assessment leading to focussed feedback

d)    Oral language development

1)    The EEF Toolkit cites this as providing a +7mth impact at low cost. Corwin Meta x analysis https://www.visiblelearningmetax.com/Influences shows that this has a positive effect of +0.6 on learning

2)    Feedback based on strong AFL and diagnostic assessment has a +6 month gain at low cost (EEF) and a +0.6 gain according to Meta x analysis.

3)    Oral language interventions link closely to Metacognition and Feedback and can improve progress by +6mths (EEF). This year staff will work with Voice 21

1,3,4,5,6,

Staff receive ongoing training, monitoring and support enabling them to identify when a pupil is experiencing difficulties with phonics and to teach RWI effectively to all pupils

1)    Phonics approaches have a strong evidence base that indicates a +5mth gain on the EEF toolkit and a positive effect size of +0.57 (Meta x). It is indicated by the EEF that this is achieved at low cost but commercial programmes like RWI require significant investment in ongoing training and consultancy to ensure that all staff receive initial and ongoing support.

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

4

Staff receive ongoing training, monitoring and support enabling them to be able to assess and develop reading fluency

1)    Reading fluency aids language comprehension. The STA states that this should be 90 words per minute but can be slower for some children. Staff receive training and resources to enable them to develop pupil’s fluency on GPC texts for younger pupils and those still decoding and age specific texts for those secure with phonics and blending and are developing ‘at a glance’ word recognition reading. Met x sees re-reading approaches as providing a +0.53 gain. The EEF Guidance Report (Improving Literacy at KS2) suggests that this can be done in 2 ways: a) Guided Oral Reading: Teacher Modelling fluent reading b) Repeated Reading of a short, meaningful passage:

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks2

5

Staff receive ongoing training, monitoring and support enabling them to be able to assess and develop language and reading comprehension

1)    The EEF Guidance Report (Improving Literacy at KS2)  states that pupils learn comprehension by teaching specific strategies. These strategies need to be modelled before, practise and feedback. Careful text selection is key and there is some evidence that close reading strategies like Reciprocal Reading are highly effective. Meta x report a +0.57 gain for reading comprehension programmes and +0.39 for reading strategies. There EEF reports that these strategies can have as much as a +6 mth impact

2)    This year KS2 teachers will be trained on Reading for Understanding

3)    Year 1/2 staff are trained in Reading for Understanding and need to embed this

5

Staff receive ongoing training monitoring and support enabling them to be assess and develop writing outcomes for PP children. PP pupils are always selected for internal and external moderation

1)    The EEF guidance reports Improving Literacy in KS1/ Improving Literacy in KS2 section 7 states that high quality up to date information on current writing capabilities are needed to facilitate targeted teaching. Therefore, staff will access moderation events with BBEST and look at next step targets for PP pupils.

2)    The EEF guidance reports Improving Literacy in KS1/ Improving Literacy in KS2 section 7 also states that staff require training on using diagnostic assessments is required to ensure targeted teaching. PP books will be identified and marked first.

3)    All staff will access BBEST moderation and school will train 2 LA moderators to support staff in making accurate assessments.

6

Staff receive ongoing training on Mastery Maths enabling them to deliver high quality teaching to PP pupils. Staff are working with the Y&H Maths Hub

1)    The EEF toolkit cites Mastery learning as having a +5mth impact: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mastery-learning

Meta X has a +0.61 effect size from Mastery teaching.

7

Tier 2: Targeted Academic Support: Total Budgeted: £30,000

Pupils are identified for targeted phonics support in all year groups. This support is delivered by a trained practitioner using high quality programmes

1)    FFT Lightning Squad Reading delivered though the NTP. 1:1 tuition can yield gains of up to +5mth

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition

2)    In-school phonics support delivered in a small group/1:1 setting using RWI/Fresh start programmes. Phonics can yield +5mth gains (EEF) and an effect size of +0.57 (Meta x). Small group tuition can add +4mths (Meta x) and an effect size of +0.47 (Hattie).

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

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

4,5

Pupils are targeted for fluency support. This support is delivered by a trained practitioner using high quality programmes

1)    FFT Lightning Squad Reading delivered though the NTP develop phonics and fluency. 1:1 tuition can yield gains of up to +5mth

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition

2)    Buddy readers are used to develop reading fluency. Peer tutoring has an effect size of +0.51 (Meta x) and a +5mth gain (EEF)

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/peer-tutoring

5

Pupils are targeted for comprehension support. This support is delivered by a trained practitioner using high quality programmes.

1)    The FFT see that Reciprocal Reading can add as much as +4mths progress to a targeted group but in their Research,  project saw that this gained +2mths for PP children. This training is delivered by the FFT which cites gains as much as +16mths in comprehension

https://literacy.fischertrust.org/overview/rr/

2)    This year we are part of a reciprocal reading control group and will gain training in 2024 subsidised by the EEF

5

Staff released  to provide writing boosters.

1)    Individualised instruction is seen by the EEF as having a +4mth impact

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/individualised-instruction

6

Pupils are targeted form maths Catch up interventions. This support is delivered by a trained practitioner using a high quality programme

1)    Catch Up maths is a structured 1:1 intervention. The programme claims a +11 month gain over a 5 mth period:

https://www.catchup.org/interventions/numeracy.php

2)    Same Day Intervention is seen as being best able to keep children in line with peers rather than relying on Catch Up. The EEF states this adds 0mths but the focus of this intervention is keep up and not catch up.

7

Activity

Evidence that supports this approach

Challenge number(s) addressed

Social and emotional support (as and when needed) by a trained Thrive/ELSA practitioner. Each session is approximately 30 minutes long.

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/primary-sel

2

Emotional and behavioural support is given to some parents by a trained counsellor/External provider.

An important part of whole school strategies is our school’s engagement with families to ensure that social and emotional skills that are taught and practised at school are reinforced in the home environment. Weekly coffee mornings and after school workshops will be used to support this.

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/primary-sel

https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit/parental-engagement?utm_source=/education-evidence/early-years-toolkit/parental-engagement&utm_medium=search&utm_campaign=site_searchh&search_term

2

Funded Trips /Clubs and Music Lessons visits for children in receipt of pupil premium funding

Limited life experiences act to compound difficulties with social and academic progress. Funding trips, clubs and events raise aspirations.

8

SEN PP pupils receive quality first teaching and timely support from external agencies including Speech and Language, SEMH, Educational Psychology etc.

The SENDCo will track the targets, support and progress of SEND PP pupils. This information will be used to identify effective practice and support to disseminate widely.

1

PP Attendance is tracked by the Safeguarding officer and timely intervention leads to reduced PA and improved attendance for PP pupils

A tiered attendance policy is embedded and fully implemented with support from SLT so that intervention letters and panel meetings are timely leading to improved attendance.

1

The Pupil Premium strategy had a positive impact in 2023-24

Challenge 1: QFT for SEND/PP Pupils
The quality of education for all pupils is increasing. Work on the curriculum has been impactful. The teaching and learning profile is consistently good as a result of high quality staff training (Diocesan Pathways, Voice 21 etc.) and access to subject leader networks.

Challenge 2: SEMH Support
A high proportion of PP pupils received support from the Thrive/ELSA team. This fell form 45% of the PP population in 21-22 tom 35% in 22-23 to 28% 23-24. The falling caseload shows that PP children required less SEMH support in order to access learning and wider school life.

Challenge 3: Attendance
PA rose from 20% for PP in 2022 to 29% in 2023 and again rose to 33% in 24.  The PP absence rate but remains stubbornly high and increased. Attendance for PP children was -1.2% compared to FFT National averages for 21-22 but exceeded PP children nationally in 2023 by 2.2%. This fell again to -1.2% in 23-24. More focussed work is still required to remove PP barriers to attendance. The majority of the PP children attended well but the attendance of 1/3 of the cohort remains a concern and will be part of the 24-27 strategy.

Challenge 4: Early Reading
The proportion of PP children meeting the Reading ELG in EYFS increased year on year to 63% in 2023 but then fell back to 40% in 2024. The Y1 phonics check gap is also closing with PP children more likely to pass the screening than 2 years ago with 70% passing in 2024 but this gap remains wide. This is an ongoing focus.

Challenge 5: Reading Fluency and Comprehension
The targeted support for PP children in order to increase the amount of teaching time dedicated to developing vocabulary, inference and explanation was impactful in Year 2 with 80% pf PP children achieving age related expectations in reading, exceeding that for non PP children in 2023 (no data for 2024 due to the removal of statutory tests). More pupil premium children across KS2 also achieved the expected standard in reading by the end of the academic year 22-23 but the gap between PP and non PP reading outcomes had closed to 10%. This gap widened in 23-24 and remains an ongoing focus.

Challenge 6: Writing
Writing outcomes increased at Year 2 (2023 data)  with 67% of PP children achieving the expected standard. In KS2 the gap between PP and all pupils is reducing but remains variable e.g. 67% of Y6 PP pupils met the required standard in writing compared to 81% of all pupils (2024 data)

Challenge 7: Maths

Y2 PP Maths outcomes rose to 100% (2023 data) and Y6 to 59% in 2024. The gap is reducing but is still significant.

Challenge 8: Life Experiences

PP children received funded places on trips and after school activities and take up was comparable to non PP pupils.

Programme

Provider

NTP Tutoring Teaching Personnel FFT Lightning Squad

FFT

Recovery Premium

Strategy

Rationale

Impact

FFT Lightning Squad Reading

This was a successful Catch Up premium Intervention in 2020-21 and  2-21-22 having a positive impact on standardise reading scores for participants.

The intervention ran for 1 term and pupils made an average +2 points on standardised tests with the average score moving from 101 to 103

School Led Tuition Grant

Reading/Writing and Maths Tuition

This will be delivered by trained ETAs and teachers. The pupils will be identified following data analysis and will receive either maths, reading or writing tuition. This focissed on Y3-6 in 2023-24

Y6:

The tuition sessions successfully increased Y6 outcomes. PP outcomes at Y6 were more variable but writing tuition had a positive impact with 10% more PP children at Windmill achieving the standard compared to the LA.

Y5:

Reading Average Standardised Scores rose by +2.25 to over 112. Maths scores rose by +4 to 111

Y4:

Reading tuition maintained the Average Standardised Score at 107. Maths tuition maintained the Average Standardised Score at 106

Y3:

Reading Tuition increased the Average Standardised Score by +8 to 112. Maths tuition increased the Average Standardised Score by +10 to 114.

Intended outcome

Success criteria

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

Sustained high levels of wellbeing demonstrated by:

●        Reduction in the number of children requiring intensive SEMH support

●        Improved Thrive assessments and well-being scores

●        Reduced L2-4 behaviour incidents for PP pupils

●        Qualitative data from student voice, student and parent surveys and teacher observations highlight settled and supported pupils

●        A significant increase in participation in enrichment activities, particularly among disadvantaged pupils and their parents

●        Parents are supported to help their child’s / children’s learning

Improved attendance targeting pupil premium and hard to reach families.

·         Gap between disadvantaged and non-disadvantaged children is reduced

·         Number of PA children is reduced to below 10% by July 23/24

Non-SEN PP pupils receive QFT phonics teaching and targeted support and achieve ARE expectations at the end of EYFS, and in Y1 phonics assessments closing the gap on non-PP pupils

·         Non-SEN PP children achieve the expected standard at the end of EYFS irrespective of their starting points in 2022,2023,2024 (This remained variable but increased from 43% in 22 to 67% and then 80% achieving GLD)

·         Non-SEN PP attainment matches non-PP attainment in the phonics screening assessment and their outcomes consistently exceed national in 2022,2023,2024

·         Y2 Non-SEN pupils who do not pass the Y2 Aut phonics screening meet standard by July 2022/23/24

Non-SEN PP pupils in Y2-6 receive high quality reading teaching and focussed reading support around a) phonics and blending b) language c) fluency so that outcomes are comparable to non-PP children

·      By July 2024 the number of Non-SEN  PP children achieving ARE in each Year group has tripled

·      By July 2023/24 the number of Non-SEN PP children achieving ARE in reading matches non-PP children and exceeds national (This remains variable)

Non SEN-PP children receive high quality writing teaching, feedback and targeted support focussed on language development, grammar and punctuation leading to improved outcomes that are comparable to non-PP.

·      By July 2024 the number of non-SEN PP children achieving ARE in writing is tripled

·      By July 2023/24 the number of Non-SEN PP children achieving ARE in reading matches non-PP children and exceeds national ((This remains variable)

Non-SEN PP pupils receive high quality maths teaching , targeted support and feedback and same day maths interventions in order to catch up and keep up with Non-PP children.

·      By July 2024 the number of non-SEN PP children achieving ARE in Maths is tripled

·      By July 2023/24 the number of Non-SEN PP children achieving ARE in reading matches non-PP children and exceeds national (This remains variable)

SEN PP children are carefully tracked by the SENDCo and make good progress against their targets

·      By July 2022/23/24 SEN PP children are making good progress and achieving against MSP/EHC targets