Beormund Primary School

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

MetricData

Metric

Data

School name
Beormund Primary School
Pupils in school35
Proportion of disadvantaged pupils71%
Pupil premium allocation this academic year£32,315
Academic year or years covered by statement2020-2021
Publish dateJuly 2021
Review dateJuly 2022
Statement authorised by
Lisa Butcher
Pupil premium leadAllison Holness
Governor leadGareth Hegarty

Strategy aims for disadvantaged pupils – academic achievement

AimEvidence of impactTarget date
Upskill all teachers in SoundsWrite phonics,SoundsWrite phonics interventions are taught during Basics and are explicit personalised sessionsSpring Term 2
An additional day of Speech and Language sessions to meet the SLCN needs as specified in EHCP’sSaLT to deliver group and whole class sessions. 2 members of support staff trained in Lego therapyOngoing
All class teachers to be trained in iReadiWriteiStories interventions.Readiness to Reintegration scoresSummer Term 2

Strategy aims for disadvantaged pupils – wider outcomes (e.g. independence)

MeasureActivity
Two days per week of Art Therapy interventionsChildren 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 feelAll children make progress in their average Shillings data, reduction in the number of children attending Thinking Time
Barriers to learning these priorities addressEmotional literacy, self-regulation, SLCN
Projected spending£32,315

Teaching priorities for current academic year

AimEvidence of impactTarget date
SoundsWrite phonics interventionsFor children to make accelerated progress in reading. 50% of children meet ARE in readingSummer Term 2
Lego therapy
Readiness to Reintegration scores (emotional behaviours)
Summer Term 2
iReadiWriteiStoriesProgress made in writing, Readiness to Reintegration scores and emotional literacyNext academic year

Targeted academic support for current academic year


Measure
Activity
Priority 1SoundsWrite interventions to take place in 3 classes (Bubble 1)
Priority 2All five teachers are trained in iReadiWriteiStories in preparation for the next academic year
Barriers to learning these priorities addressEmotional literacy, SLCN
Projected spending£5,350

Monitoring and implementation

AreaChallengeMitigating action
Teaching
Ensure enough time is given to teachers to embed SoundsWrite training
Provide working from home opportunities
Targeted supportEmbed iReadiWriteiStories structure, philosophy and outcomes in order to provide opportunities for extended writingTeam teachings/peer support
Wider strategiesTo appoint competent and passionate therapistsDeputy 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 pandemicDouble the capacity for the number of children who could attend virtual and face to face therapy sessions
Additional staff SoundsWrite trainedChildren 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