| Detail | Data |
|---|---|
| School name | Crompton Primary |
| Number of pupils in school | 230 - Including Nursery |
| Proportion (%) of pupil premium eligible pupils | 23% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-2023, 2023-2024, 2024-2025 |
| Date this statement was published | 01.09.2022 Reviewed 01.09.2023 |
| Date on which it will be reviewed | Yearly 01.09.2024 |
| Statement authorised by | Mrs Gemma Croston |
| Pupil premium lead | Mrs Sam Kershaw |
| Governor lead | Mrs Liane Gilligan |
| Detail | Amount |
|---|---|
| Pupil premium funding allocation this academic year | £68,230 |
| Recovery premium funding allocation this academic year | £0 |
| 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 | £68,230 |
At Crompton Primary, we have high aspirations and ambitions for our children and we believe that all learners should be able to reach their full potential. We strongly believe that reaching your potential is not about where you come from, but instead, about developing the necessary skills and values required to succeed. Our pupils in receipt of the Pupil Premium Funding face specific barriers to reaching their full potential, and, at Crompton Primary, we are determined to provide the support and guidance they need to help them overcome these barriers. In addition to this, we aim to provide them with Quality First Teaching from the outset, timely interventions when appropriate and access to a variety of exciting opportunities within a rich and varied curriculum. We are determined to deliver our strategy through an approach that focuses upon inclusivity acknowledging that we want the very best for all the children in our care.
It is our intention - at Crompton Primary School - that all pupils, irrespective of their background or the challenges they face, make good/exceptional progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.
We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.
High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantaged attainment gap and at the same time will benefit the non-disadvantaged pupils in our school.
Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils.
Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage.
The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge Number | Detail of challenge |
|---|---|
| 1 | Language development Assessments, observations and discussions with parents indicate pupils have underdeveloped or delayed oral language skills and vocabulary gaps among many pupils, including those who are disadvantaged. These gaps are evident in Nursery, Reception and Year one children following the pandemic. |
| 2 | Wellbeing development Assessments, observations, and discussions with pupils and families continue to identify social and emotional issues for many pupils. These challenges affect disadvantaged children, including their readiness for school and their ability to focus on learning due to social and emotional difficulties and a lack of resilience. Children requiring support have markedly increased during the pandemic with a rise in school and parental referrals of children to CAMHS |
| 3 | Maths learning Our assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils were impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies. This difference is more pronounced in some year groups Our maths curriculum now includes a mastery approach which supports children’s oracy in maths with specific teaching to increase children’s ability to apply the language of reasoning. This links with the language development in (1) above. |
| 4 | Effective feedback Our pupil voice surveys show that disadvantaged children were adversely affected by our marking and feedback policies and their resilience was reduced as a result. We will continue to develop our effective feedback to children as a whole school approach, including staff training so that children are not disadvantaged and their learning is improved. |
| 5 | Homework Our disadvantaged children can be adversely affected by homework in some formats, not having a quiet place to work and not having confident adults to support them with their work at home. Our homework policy will be readdressed and a stakeholder voice will be completed in order to formulate policies without further disadvantaging children in certain groups. |
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge Number | Detail of challenge |
|---|---|
| 1 | Language development Assessments, observations and discussions with parents indicate pupils have underdeveloped or delayed oral language skills and vocabulary gaps among many pupils, including those who are disadvantaged. These gaps are evident in Nursery, Reception and Year one children following the pandemic. |
| 2 | Wellbeing development Assessments, observations, and discussions with pupils and families continue to identify social and emotional issues for many pupils. These challenges affect disadvantaged children, including their readiness for school and their ability to focus on learning due to social and emotional difficulties and a lack of resilience. Children requiring support have markedly increased during the pandemic with a rise in school and parental referrals of children to CAMHS |
| 3 | Maths learning Our assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils were impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies. This difference is more pronounced in some year groups Our maths curriculum now includes a mastery approach which supports children’s oracy in maths with specific teaching to increase children’s ability to apply the language of reasoning. This links with the language development in (1) above. |
| 4 | Effective feedback Our pupil voice surveys show that disadvantaged children were adversely affected by our marking and feedback policies and their resilience was reduced as a result. We will continue to develop our effective feedback to children as a whole school approach, including staff training so that children are not disadvantaged and their learning is improved. |
| 5 | Homework Our disadvantaged children can be adversely affected by homework in some formats, not having a quiet place to work and not having confident adults to support them with their work at home. Our homework policy will be readdressed and a stakeholder voice will be completed in order to formulate policies without further disadvantaging children in certain groups. |
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 |
|---|---|
| Improved oral language skills and vocabulary use in disadvantaged pupils and from KS1 an increase in attainment and progress in reading and writing | Children in all year groups will have access to trained staff School will continue to be a Communication Friendly setting Children will have access to quality intervention and high quality language and reading (vocabulary) teaching. Children will have access to quality and consistent teaching of writing at an early level in EYFS and KS1 Phonics will be targeted additionally at a group of pupils in Year 3 who have gaps in their knowledge post pandemic. |
| Improved readiness for lessons and an ability to use self-regulating strategies to build resilience and access learning for all of our learners and particularly our disadvantaged children | There will be a reduction in low level disruption in classes and a reduction in recorded behaviour incidents. Children will access their learning with more confidence and resilience to persevere |
| Improved maths attainment for disadvantaged pupils at the end of KS2 | Attainment in maths will continue to improve at the end of KS 1 and 2. Staff will be confident about teaching maths to all children and to close gaps in maths learning through an improved maths curriculum. Maths lead will have time to carry out training and monitoring. The use of language in maths to explain concepts will be taught more effectively across KS1 and KS2. |
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 3,441
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| CPD for staff on RWI phonics and writing elements in N to Year 3 | Phonics approaches have been consistently found to be effective in supporting younger pupils to master the basics of reading, with an average impact of an additional five months’ progress. Research suggests that phonics is particularly beneficial for younger learners (4−7 year olds) as they begin to read. Teaching phonics is more effective on average than other approaches to early reading (such as whole language or alphabetic approaches). Source :EEF | 1 |
| CPD for all staff on wellbeing and mental health | Evidence on trauma in children from TISUK . TISUK trauma informed practitioner training | 2 |
| CPD for all staff on maths teaching and the maths lesson format from maths lead and NW Maths Hub | EEF research shows that a mastery approach to learning can add 5 months or more to a child’s progress in specific subjects (Teaching and learning toolkit and Mastery learning research) | 3 |
| CPD for all staff on effective feedback to improve learning. | EEF research on quality feedback to children shows that feedback, if done effectively can add 6 months to a child’s progress and learning for very little cost to the organisation | 4 |
| Purchase of standardised diagnostic assessments | EEF research says that using effective methods of assessment and diagnostic tools can accurately pinpoint what children need to learn is a good place to start in order to effectively target the use of pupil premium funding | 1, 3 |
Budgeted cost: £ 24,772 (intervention and materials cost)
Staffing costs £ 39,501
Total £ 64,273
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Language intervention in early years - Wellcomm assessment and intervention BLAST | There is evidence to suggest that pupils from lower socioeconomic backgrounds are more likely to be behind their more advantaged counterparts in developing early language and speech skills, which may affect their school experience and learning later in their school lives. Given that Oral language interventions can be used to provide additional support to pupils who are behind their peers in oral language development, the targeted use of approaches may support some disadvantaged pupils to catch up with peers, particularly when this is provided one-to-one. Oral language interventions can be delivered intensively over the course of a few weeks, but may also be developed over the course of an academic year. Frequent sessions (3 times a week or more) over a sustained period (half a term to a term) appear to be most Source: EEF toolkit | 1 |
| Phonics intervention in Year one, two and three (1:1/ small group provision) | Phonics approaches have been consistently found to be effective in supporting younger pupils to master the basics of reading, with an average impact of an additional five months’ progress. Research suggests that phonics is particularly beneficial for younger learners (4−7 year olds) as they begin to read. Teaching phonics is more effective on average than other approaches to early reading (such as 1 whole language or alphabetic approaches). Source :EEF | 1 |
| Mastery maths approach in school Y1 to 6 including purchase of training and whole school materials | Mastery learning approaches aim to ensure that all pupils have mastered key concepts before moving on to the next topic - in contrast with traditional teaching methods in which pupils may be left behind, with gaps of misunderstanding widening. 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. In order for mastery approaches to be effective for pupils with gaps in understanding, it is crucial that additional support is provided. Source: EEF toolkit | 3 |
| Trauma Informed Practitioner interventions and Forest School intervention | There is some evidence to suggest that disadvantaged pupils are less likely to use self-regulatory strategies without being explicitly taught these strategies. Explicit teaching of self-regulatory strategies could therefore encourage such pupils to practise and use these skills more frequently in the future. With explicit teaching and feedback, pupils are more likely to use these strategies independently and habitually, enabling them to overcome challenges themselves in the future. Source EEF Metacognition and self-regulatory strategies In addition TISUK evidences the impact of an emotionally available adult in supported children to self-regulate and cope better with learning (TISUK) | 2 |
| ELSA support and Passport intervention for identified children re wellbeing | There has been consistent feedback from schools across the UK that the introduction of ELSAs has made a significant positive impact on the emotional wellbeing of children and young people and their ability to manage better at school - socially, emotionally and academically. source: ELSA network Evidence suggests that children from disadvantaged backgrounds have, on average, weaker Social and Emotional Learning (SEL) skills at all ages than their more affluent peers. These skills are likely to influence a range of outcomes for pupils: lower SEL skills are linked with poorer mental health and lower academic attainment. SEL interventions in education are shown to improve SEL skills and are therefore likely to support disadvantaged pupils to understand and engage in healthy relationships with peers and emotional self-regulation, both of which may subsequently increase academic attainment. | 1, 2, 3 |
Budgeted cost: £ 2,921.00
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Trauma informed practitioner time to support identified children Wellbeing days across whole school Five ways to wellbeing resources | Social Emotional Learning (SEL) interventions in education are shown to improve SEL skills and are therefore likely to support disadvantaged pupils to understand and engage in healthy relationships with peers and emotional self-regulation, both of which may subsequently increase academic attainment. There is some evidence to suggest that disadvantaged pupils are less likely to use self-regulatory strategies without being explicitly taught these strategies. Explicit teaching of self-regulatory strategies could therefore encourage such pupils to practise and use these skills more frequently in the future. With 2 explicit teaching and feedback, pupils are more likely to use these strategies independently and habitually, enabling them to overcome challenges themselves in the future. Source EEF Metacognitio | 2 |
Children in the early years who were targeted for language interventions - NELI, Wellcomm and BLAST, all made progress from their starting points. All of the targeted children were at an age appropriate language level when they left Reception.
There has been an improvement in the number and percentage of disadvantaged children achieving a pass on the phonics screening check since last year. We believe that this is because of the consistent way that phonics is taught and the training which all staff receive. Children are assessed regularly and teaching groups are changed according to the needs of the children. Tracking is effective as is the use of the 1:1 intervention which staff are trained to carry out in a very consistent manner - employing the ‘little and often’ mantra, staff deliver phonics to children who need extra support throughout the day in short sharp bursts which supports them to embed their learning.
The DfE says, “Primary schools do not need to publish their 2022 key stage 2 results as DfE is not publishing that data. We strongly discourage comparing your school’s 2022 performance data with data from previous years. The impact of COVID-19 makes it difficult to interpret why the results are as they are. You can compare your school’s disadvantaged pupils’ performance data to local and national averages, with caution.”
Whilst there is no requirement to publish our 2022 performance data, our teacher assessment indicates that our disadvantaged children did very well in maths, reading and writing. Overall in Key stage one more children achieved the expected level than in previous years. In Key stage two the disadvantaged children improved in reading and maths but there was a decline on previous years in writing. This will be a focus in the next school year and was not a focus this year as we concentrated on filling gaps in learning for maths and reading following COVID closures.
The progress of children is assessed from Year one to six using internal, standardised test materials, RWI assessment materials (Years 1 and 2) and formal assessment using Phonics screening check, SATs tests (Years 2 and 6) and progress is tracked using O’Track. In Reception assessments are made using Reception baseline, an internal school baseline and the EYFSP throughout the year.
Children’s wellbeing is recorded / assessed using a variety of methods - face to face with SLT and surveys at different points in the year. Children who access specific interventions will have an entry and exit questionnaire to record any positive improvement and areas for further development or to inform more specialist referrals.
| Activity | Outcome / Evaluation |
|---|---|
| CPD for all staff on wellbeing and mental health | All staff received training on wellbeing and mental health in a whole school INSET day and at further staff meetings led by the Head teacher and/or AHT for inclusion. Staff understanding of this is improved but school will continue its trauma informed approach to education. |
| CPD for all staff on maths teaching and the maths lesson format | All teachers received training from the maths lead and an SLE from another school. The format of the maths lesson has changed and ‘maths meetings’ have been introduced. These are designed to recap on previous teaching and teach to gaps in children’s knowledge. We will work with the NW Maths Hub next academic year to further develop our mastery approach with a specific focus on vocabulary and oracy so that children’s reasoning improves. |
| CPD for all staff on effective feedback to improve learning. | Feedback and marking changed - reducing teacher workload but also the amount of notation on books. Children say they prefer this as feedback is given in the lesson and children know what they need to do to improve. Further training on effective feedback will continue to be given. |
| Purchase of standardised diagnostic assessments | Diagnostic tests were purchased for reading and maths across school (Year 1 to 6) and are used termly in an assessment week. School will continue to purchase these in the future as they have helped staff to standardise assessments. |
| Language intervention in early years - Wellcomm assessment and intervention BLAST | All children targeted for language intervention left Reception at an age appropriate level last year. We will continue to assess using Wellcomm and deliver interventions in year one if children begin to fall behind again in the new academic year. In Nursery and Reception, these language interventions will continue in 22 23 |
| Phonics intervention in Year one (1:1/ small group provision | Children who were targeted for the intervention made rapid progress from their starting points. There were 2 children in the disadvantaged group who did not pass the phonics screening check. These will continue to be supported through 1:1 and working on RWInc scheme. They may also be referred to the SENCo if progress slows. |
| Maths intervention and maths clubs in KS2 | All KS 2 staff ran clubs for identified children. The maths outcomes have improved across school and this coupled with the new approach to maths is supporting a closing of gaps in children’s knowledge. |
| Relax kids small group intervention for self-esteem and Forest School intervention | Relax kids provided a whole class and small group intervention across the academic year. School feels that although it has been very successful, this intervention has reached its natural end. All children have learned approaches and strategies and staff are able to support appropriately. In the next academic year, school will use different approaches for targeted / identified children. The cost of Relax Kids as an intervention approach is not sustainable. Forest school is an extremely successful intervention with children reporting improved self-esteem. In future years we will run this for its full 8-12 week cycle rather than the shorter version we ran this year. This decision was made in order to allow more children to access the benefits of Forest School after COVID but such improvements in children’s wellbeing means that we can now focus on extending the benefits for a longer time period for children who have been identified. |
| ELSA support and Passport intervention for identified children re wellbeing | ELSA support is highly effective. The ELSA has been able to work in both a targeted and a reactive way. Some children have been identified and accessed an intervention of approximately 6 weeks and some have been supported as and when need arose for them e.g. a sudden bereavement or other issue. The ELSA has supported approximately 4 children each half term in a planned way and all have seen improvements in their difficulties. |
| Relax kids - whole class sessions to develop strategies for self-regulation | Relax kids provided a whole class and small group intervention across the academic year. School feels that although it has been very successful, this intervention has reached its natural end. All children have learned approaches and strategies and staff are able to support appropriately. In the next academic year, school will use different approaches for targeted / identified children. The cost of Relax Kids as an intervention approach is not sustainable. |
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