Skip to content ↓

Pupil Premium

This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview

Detail

Data

School name

Stokenham Area Primary School

Number of pupils in school

209

Proportion (%) of pupil premium eligible pupils

10.5%

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

£27,915

Date this statement was published

December 2022

Date on which it will be reviewed

December 2023

Statement authorised by

Tess Coulthard

Pupil premium lead

Victoria Page

Governor / Trustee lead

Joshua Garton

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£27,915

Recovery premium funding allocation this academic year

£ 2755

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

£ 30,670

Part A: Pupil premium strategy plan

Statement of intent

At Stokenham Area Primary School, it is our intent to ensure our curriculum is inclusive so that all children, regardless of background or need, may achieve to their full potential. We use our pupils premium funding to improve educational and pastoral outcomes for disadvantaged pupils in our school. Our disadvantaged children can face additional challenges in reaching their potential at school and we ensure barriers are identified early. All members of staff and the governing body accept responsibility for disadvantaged pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment.

Our ultimate objective for our disadvantaged pupils is that they may achieve in-line with those pupils not eligible for pupil premium funding nationally and that on-entry barriers may be reduced whilst pupils progress through our school. For some children this may not be aspirational enough, particularly for those disadvantaged pupils who are more able. It is important that the starting points for each individual are taken note of along with their potential in order to ensure even greater gains in their learning for these children.

In order to do this, we aim to do the following:

  • Ensure all staff, have sufficient understanding of the needs of the children to be able to deliver a curriculum which successfully meets their needs. In particular, as the acquisition of language is a specific barrier for our disadvantaged children, we aim for all staff to have sufficient training to deliver the phonics scheme effectively.
  • Ensure reading practise in Reception and KS1 develops children’s vocabulary and reading skills which include; decoding, prosody and comprehension.  Whole class reading sessions in KS2 continue to develop these skills.
  • Ensure our reading resources (Little Wandle and Accelerated Reader) are used to their  best effect to ensure greater progress in reading. 
  • Ensure all staff receive CPD necessary to deliver high quality first teaching in reading  and in a broad and balanced curriculum. 
  • Ensure that phonics interventions are in place to support early reading following Little Wandle assessment points.
  • Provide extra-curricular opportunities – provision of outdoor and residential  opportunities.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Assessments, observations, and discussions with pupils indicate a language and vocabulary gap between children in every cohort.  These are evident from Reception through to KS2 and in general, is more prevalent among our disadvantaged pupils than their peers. This negatively impacts their acquisition and understanding of vocabulary and their understanding of reading.

2

Assessment, observations and internal school data (both internal and historic) of pupils indicate a lack of reading time at home. This is evident from Reception through KS1 and KS2 and in general, is more prevalent among our disadvantaged pupils than their peers.

3

Our assessments, observations and discussions with pupils and families have identified social and emotional issues for many pupils, notably lower resilience and/or poor self-regulation among our disadvantaged pupils.

4

Our attendance data over the last 3 years indicates that attendance among some disadvantaged pupils has been lower than for non-disadvantaged pupils.

5

Our internal assessments, particularly since the periods of remote learning in 2019-2020 and 2020-2021, indicate that attainment in reading, writing and maths among disadvantaged pupils is below that of non-disadvantaged pupils with knowledge gaps being identified.

Intended outcomes

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 progress and attainment in reading among  disadvantaged pupils.

Exceed national average progress scores  in KS2

Achieve national average in phonics in  Year 1 and Year 2

Improved progress and  attainment in writing among  disadvantaged pupils.

Inline or exceed national average  progress scores in KS2 Writing 

Narrow the gap between disadvantaged and non-disadvantaged children in writing.

Improved progress and  attainment in maths among  disadvantaged pupils.

Inline or exceed national average  progress scores in KS2 Maths 

Narrow the gap between disadvantaged and non-disadvantaged children in maths.

Improve and sustain the attendance of all our pupils, particularly our disadvantaged  pupils.

Improve attendance of disadvantaged pupils

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

Sustained high levels of wellbeing demonstrated  by:

Qualitative data from student voice and teacher observations

A significant increase in participation in  enrichment activities, particularly among  disadvantaged pupils

Activity in this academic year

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: £10,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Mentoring and coaching of phonics support and purchase of our  Synthetic Phonics  programme (Little Wandle) to  embed high quality teaching of phonics.

 

In addition to a proportion of the licensing costs, we will fund teacher release time to carry out CPD and assessment and a teaching assistant given time for keep up covering Reception and Year 1. 

Additional funding allocated for Little Wandle Rapid Catch up/Rapid Catch Up 7+/ Little Wandle SEND training and recourses.

 

Phonics approaches have a strong evidence base that indicates a positive impact on the  accuracy of word reading (though not necessarily comprehension), particularly for  disadvantaged pupils.

Source: EEF Teaching & Learning Toolkit

 

Phonics is an important component in the development of early reading skills. When embedded in a rich literacy environment, 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.

 

Source: Education Endowment Fund, Phonics

Teaching and Learning Toolkit | EEF  (educationendowmentfoundation.org.uk)

Improving Literacy in Key Stage 2 | EEF  (educationendowmentfoundation.org.uk)

Choosing a phonics teaching programme - GOV.UK (www.gov.uk)

 

1, 2, 3, 5

Professional  development and staff  CPD relating to  formative assessment, responsive teaching and quality first provision.

Little Wandle

Maths Hub project

Developing Reasoning

Tom Sherrington – WalkThrus- incremental coaching

Devon Education Services

Whole class reading with Ashley Booth.

South West Institute for Education

The National College

 

• EEF Guide to Pupil Premium Point 3:  Quality teaching helps every child

• Staff survey data collected show staff feel  CPD had a positive impact on their 

quality of teaching. 

Teaching and Learning Toolkit | EEF  (educationendowmentfoundation.org.uk)

Responsive Teaching – Improving Teaching

Assessment and feedback | EEF  

(educationendowmentfoundation.org.uk)

1, 2, 3, 4, 5

Developing high quality  teaching, assessment  and curriculum through  subject leader release  time.

EEF Guide to Pupil Premium Point 3:  Quality teaching helps every child

Teaching and Learning Toolkit | EEF  (educationendowmentfoundation.org.uk)

 

Embed the high quality teaching of reading– Group practise and the purchase Little Wandle decodable texts.

 

The Implementation of Accelerated Reader for KS2

Reading comprehension strategies are high  impact on average. Alongside phonics it is a  crucial component of early reading instruction.

Through group practise we are developing decoding, prosody and comprehension.

EEF Teaching & Learning Toolkit  strategies

Teaching and Learning Toolkit | EEF  (educationendowmentfoundation.org.uk)

Improving Literacy in Key Stage 2 | EEF  (educationendowmentfoundation.org.uk)

1, 2, 3, 5

Develop children’s oral language and vocabulary.

 

Fund part of the implementation CPD and teacher release time to embed good practice.

 

 

A review of T4W (UCL Institute of Education 2015) noted “that elements of T4W appear to be impacting upon school practices in ways that teachers find effective and that pupils find appealing.”

 

The 16 T4W Training Schools show an increase of 10% in writing attainment at the end of KS2 compared to 4% nationally and 12% in SPaG attainment compared to 5% (2016-2019 data).

 

Source: Education Endowment Fund, Oral language interventions.

 

1, 3, 5

Enhance our maths teaching and curriculum planning.

 

Embed key elements of DfE and EEF guidance in school

Access Maths Hub resources and CPD.

 

 

The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches: Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk).

 

 The EEF guidance is based on a range of the best available evidence: Improving Mathematics in Key Stages 2 and 3

 

5

Purchase of additional  Maths resources to ensure pupils are able  to access concrete  resources to embed their understanding of  the maths curriculum.

Government guidance published in the Ready to Progress documents show the  use of concrete, pictorial and abstract  representations helps to develop pupils  understanding of mathematical concepts.  Furthermore, NCETM and White Rose, our  chosen professional development materials, use  these strategies and resources to embed  the mathematical understanding needed.

Mathematics guidance: key stages 1 and 2  (covers years 1 to 6)  

(publishing.service.gov.uk)

Improving Mathematics in Key Stages 2 and  3 | EEF  

(educationendowmentfoundation.org.uk)

Mathematics | EEF  

(educationendowmentfoundation.org.uk)

5

Mentoring and coaching in providing high quality teaching of our knowledge curriculum.

 

Fund teacher release to allow subject leaders to develop and ensure high quality teaching of their subject across all key stages.

 

We have looked at the capacity of staff within the school and recognise that we need to release staff to be able to support less experienced teachers and to ensure that the newly structured curriculum is implemented effectively.

 

Source: Education Endowment Fund Guide to Pupil Premium – tiered approach – teaching is the top priority, including CPD.

 

Teaching and Learning Toolkit | EEF  (educationendowmentfoundation.org.uk)

 

3, 5

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 12000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted academic  support for reading through the implementation of Little Wandle programme.

 

Targeted academic support for decoding reading comprehension in Upper KS2.

Reading comprehension strategies are high  impact on average. Alongside phonics it is a  crucial component of early reading 

instruction.

EEF Teaching & Learning Toolkit 

Teaching and Learning Toolkit | EEF  (educationendowmentfoundation.org.uk)

Improving Literacy in Key Stage 2 | EEF  (educationendowmentfoundation.org.uk)

 

 

Fluent readers can read quickly, accurately and with appropriate intonation. Fluent reading supports comprehension as cognitive resources are freed from word recognition to comprehending the text.

 

Source: Education Endowment Fund, Improving Literacy in KS2

 

1,2,3

Targeted academic support for maths, to develop core maths understanding as well as pre/post teaching of key concepts.

 

We will fund the time required for a trained and experienced teaching assistant to pre-teach and fill gaps in knowledge and understanding.

 

Tuition targeted at specific needs and  knowledge gaps can be an effective method  to support low attaining pupils or those falling behind.

Source: EEF Teaching & Learning Toolkit 

5

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 8670

Activity

Evidence that supports this approach

Challenge number(s) addressed

Embedding principles of good practice set out in the DfE’s Improving School Attendance advice.

 

This will include training and release time for staff to develop and implement new procedures and appointing time for attendance analysis to improve attendance and communication with parents.

Meeting with the EWO to ensure correct procedures are in place for persistent absentees.

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence.

 

School attendance guidance May 2022  (publishing.service.gov.uk)

3, 4

Supporting the wellbeing,  behavioural needs and  emotional stability of our  pupils through Memorable experiences.

These include: music lessons, school visits + residentials, outdoor learning

 

The DfE states (in Using pupil premium:  guidance for school leaders) that you should  also develop an understanding of any non academic challenges that pupils are facing that  are negatively affecting their education and  impact their access to teaching, for example: ∙ wellbeing, mental health and  safeguarding concerns access to technology and educational  materials.

Learning behaviours | EEF  

(educationendowmentfoundation.org.uk)

3,4

Targeted counselling,  access to Eco-Therapist to   develop pupils social and  emotional skills.

 

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):

EEF_Social_and_Emotional_Learning. 

pdf(educationendowmentfoundation.org.uk)

3,4

Total budgeted cost: £ 30 670

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2021-2022 academic year.

The progress scores from KS2 SATs 2019

Measure

Average Score

7 children – 14% per child

Reading

102.8      84% off PP cohort    6/7 children

Writing

72% off PP cohort    5/7 children

Maths

104.7      84% off PP cohort    6/7 children

 

Pupil Performance

Measure

Score KS2 SATs 2019

Meeting expected standard at KS2

70% Combined RWM

Achieving high standard at KS2

14% Combined RWM

 

The results above show the outcomes for the statutory assessments returned prior to the Covid-19 Pandemic. In June 2021, children completed standardised teacher administered tests. Children in Year 6 completed past SATs tests and children in Year 2 completed 2018 SATs tests.

The DfE is not publishing data for this year (2022).  This is a transitional arrangement for one year only, and DfE plans to publish key stage 2 school performance data for 2023.

Summer 2022 Year 6 children completed the SATs tests.

During 2020-2021, following the implementation of quality first teaching of synthetic phonics in EYFS and KS1, children made rapid progress regardless of their starting points and the periods of lockdown.  This continued into the 2021-2022 academic year.

100% of Pupil Premium children passed the Phonics Screening Test in Summer 2022. The phonics screening results are in line with previous school results and national averages.

The progress scores from KS1 SATs 2022

Measure

5 children – 20% per child

Reading

80% - 4/5 children

Writing

80% - 4/5 children

Maths

80% - 4/5 children

 

In 2021 Years 3 to 5, outcomes in reading, writing and maths were lower than in previous years, this attainment gap has narrowed during the 2021-22 academic year.

In 2020-21 Writing showed a decrease in standards. The impact of Covid-19 was assessed as being the primary reason for this, since it disrupted all subject areas. This is reflective of national figures and demonstrates the additional impact of COVID-19 on disadvantaged pupils. 

In 2021-22 the decrease in standards narrowed due to the implementation of targeted academic support through pre-teaching as well as quality first teaching facilitated by CPD.

Many children were able to fully benefit from the targeted intervention and improvements to teaching funded by the pupil premium grant, as well as the maintenance of a high quality, broad curriculum.

Our assessments and observations indicate that pupils’ wellbeing and mental health have been impacted by Covid-19 related issues such as lockdowns and isolation and these are deep rooted and have continued during this academic year. This impact has been especially acute for disadvantaged pupils. We are therefore expanding our programmes to provide support (through our wider strategies) and targeted interventions where required.

Our attendance is monitored monthly, including Pupil Premium children.  Since the start of the academic year (2022-23) the attendance rate has increased across all year groups. 

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme

Provider

Little Wandle

Little Wandle Letters and Sounds

Language Link

SpeechLink Multimedia Ltd

Target Tracker for Data Analysis

Juniper Education

Accelerate Reader

Renaissance

Motional

Motional

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:

Measure

Details

How did you spend your service pupil premium allocation last academic year?

Money was allocated and contributed towards the following provisions:

Academic support. Pupils in need of intervention within this group were targeted and supported as needed.

Monetary contributions to enrichment activities such as residentials, music lessons

What was the impact of that spending on service pupil premium eligible pupils?

Upon analysis of internal data, all service pupils achieved as expected in our internal assessments (comprising NfER assessments and teacher assessment). This will continue to be monitored to ensure all pupils continue to achieve as expected.

Teacher feedback commented on positive wellbeing amongst service children.