Pupil Premium
The Pupil Premium was introduced in April 2011. Funding is allocated to schools for children from low-income families who are eligible for free school meals, looked after children and those from families with parents in the Armed Forces. This funding is used to raise achievement for disadvantaged pupils.
Pupil premium strategy statement
| Metric | Data |
|---|---|
Metric Data School name | Beormund Primary School |
| Pupils in school | 35 |
| Proportion of disadvantaged pupils | 71% |
| Pupil premium allocation this academic year | £32,315 |
| Academic year or years covered by statement | 2020-2021 |
| Publish date | July 2021 |
| Review date | July 2022 |
| Statement authorised by | Lisa Butcher |
| Pupil premium lead | Allison Holness |
| Governor lead | Gareth Hegarty |
Strategy aims for disadvantaged pupils – academic achievement
| Aim | Evidence of impact | Target date |
|---|---|---|
| Upskill all teachers in SoundsWrite phonics, | SoundsWrite phonics interventions are taught during Basics and are explicit personalised sessions | Spring Term 2 |
| An additional day of Speech and Language sessions to meet the SLCN needs as specified in EHCP’s | SaLT to deliver group and whole class sessions. 2 members of support staff trained in Lego therapy | Ongoing |
| All class teachers to be trained in iReadiWriteiStories interventions. | Readiness to Reintegration scores | Summer Term 2 |
Strategy aims for disadvantaged pupils – wider outcomes (e.g. independence)
| Measure | Activity |
|---|---|
| Two days per week of Art Therapy interventions | Children are given the creative space and use Art as a medium to address attachment and trauma that may be confusing and distressing |
| One day per week of Dramatherapy | Children are given the therapeutic space to explore using drama, story making, movement and play in verbal and non-verbal ways |
| Pupils make expected progress in academic social and emotional behaviours | We will aim for 85% of children to increase by 5 points |
| Children will be able to verbalise how they think and feel | All children make progress in their average Shillings data, reduction in the number of children attending Thinking Time |
| Barriers to learning these priorities address | Emotional literacy, self-regulation, SLCN |
| Projected spending | £32,315 |
Teaching priorities for current academic year
| Aim | Evidence of impact | Target date |
|---|---|---|
| SoundsWrite phonics interventions | For children to make accelerated progress in reading. 50% of children meet ARE in reading | Summer Term 2 |
| Lego therapy | Readiness to Reintegration scores (emotional behaviours) | Summer Term 2 |
| iReadiWriteiStories | Progress made in writing, Readiness to Reintegration scores and emotional literacy | Next academic year |
Targeted academic support for current academic year
Measure | Activity |
|---|---|
| Priority 1 | SoundsWrite interventions to take place in 3 classes (Bubble 1) |
| Priority 2 | All five teachers are trained in iReadiWriteiStories in preparation for the next academic year |
| Barriers to learning these priorities address | Emotional literacy, SLCN |
| Projected spending | £5,350 |
Monitoring and implementation
| Area | Challenge | Mitigating action |
|---|---|---|
| Teaching | Ensure enough time is given to teachers to embed SoundsWrite training | Provide working from home opportunities |
| Targeted support | Embed iReadiWriteiStories structure, philosophy and outcomes in order to provide opportunities for extended writing | Team teachings/peer support |
| Wider strategies | To appoint competent and passionate therapists | Deputy headteacher ensures a collective and cohesive therapy team/provides line management |
Review: last year’s aims and outcomes
| Aim | Outcome |
|---|---|
| Increase Dramatherapy in response to the Covid-19 pandemic | Double the capacity for the number of children who could attend virtual and face to face therapy sessions |
| Additional staff SoundsWrite trained | Children did make accelerated progress in Maths but unable to be specific in data due to Covid-19. 3 trained members of staff subsequent left August 20 |
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