Detail

Data

School name

Westfield Primary School

Number of pupils in school

120

Proportion (%) of pupil premium eligible pupils

50%

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

21/22 – 24/25

Date this statement was published

December 2021

Date on which it will be reviewed

December 2022

Statement authorised by

Miss Sandra Pope

Pupil premium lead

Miss Sandra Pope

Governor / Trustee lead

Miss Natalie Abel

Detail

Amount

Pupil premium funding allocation this academic year

£73059.96

Recovery premium funding allocation this academic year

£8700

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

£81,759.96

At Westfield Primary school, we strive for all pupils to branch out, achieve their best and strengthen their emotional, social and physical well-being, irrespective of their background or any barriers they may face. This strategy makes evident our desire to support all our disadvantaged pupils, including most able, to achieve their potential.

It is crucial that there is an early identification of needs in order to establish the correct provision to be mapped out for each child. Through observation and careful planned assessment and monitoring, we will ensure that our disadvantaged children entering in EYFS have their needs recognised within the first half term. There is a key focus on language and communication, as this will build the foundations for learning.

At the centre of our strategy is delivering high quality education with a curriculum that allows our children to cultivate and apply their skills, knowledge and talents.

Through formal and informal robust assessment procedures, teachers will have a clear picture of which children and what priority areas need addressing through targeted support.

Teaching and learning opportunities will be differentiated to meet the needs of all pupils and help our disadvantaged children progress alongside their non-disadvantaged peers. Our strategy will focus on areas in which disadvantaged children require the most support, reading being the key focused priority.  

We understand that some pupils will need support beyond quality first teaching in the classroom. Staff will be trained and given continuous professional development in order to deliver research driven, evidence based, proven interventions in order to plug the gaps, subsequently closing the gap between disadvantaged and non-disadvantaged children. We will be creative in the delivery of these interventions ensuring that all children are receiving the balance of a broad curriculum.

In light of the recent exceptional circumstances and disruption to school based learning, it is imperative that our strategy will focus on the emotional well-being of the children, where evidence has proven that disadvantaged children have suffered the most. Children thrive when they are happy, focused and their needs are being met emotionally. We will work closely with outside agencies to support our disadvantaged vulnerable children, such as those with a social worker.

Where our disadvantaged children are facing barriers to learning, such as poor attendance; we will ensure that approaches are put in place to support families. Furthermore, all children need to feel included and we will ensure that our disadvantaged children are able to participate fully, wear the correct uniform and feel part of our school community.

We acknowledge that some disadvantaged children may not have taken part in wide, rich set of experiences, therefore, we value the importance of providing first hand life experiences for our children, for example, through trips, visitors, resources and extra-curricular activities.

Our strategy is built upon the following principles:

·         All staff have a responsibility and a key role to play in the ensure Westfield Primary School has an exceptional provision for disadvantaged children.

·         All staff have high expectations and aspirations for our disadvantaged children: they will flourish and they can flourish despite any barrier they may face.

·         All staff have a desire to continually improve their own professional development including research conducted by the EEF.

·         Early identification of learning priorities and ensure that teaching and learning opportunities meet the needs of the children.

·         Early identification of potential barriers and think creatively ways to overcome them, which may include outside agencies.  

Challenge number

Detail of challenge

1

Language – From our assessments on entry and at the beginning of each unit across school, it is clear that children have underdeveloped and limited language, communication and vocabulary. The amount on new words that have been learned among our disadvantaged children is noticeably low than the non-disadvantaged pupils. This has an impact on early reading and the ability to learn phonics and poor grammar knowledge in writing.

2

Attendance – Through weekly monitoring of attendance, it is evident that the attendance of our disadvantaged children is lower than the non-disadvantaged children. Percentage of persistent absence is higher in disadvantaged children.

Whole school attendance

Sept 20 – Sept 21 Pupil Premium 93.9% Non Pupil Premium 95.6%

Sept 21 – Dec 21 Pupil Premium 94.2% Non Pupil Premium 97.0%

Lateness

Sept 20 – Sept 21 Pupil Premium 1.1% Non Pupil Premium 0.2%

Sept 21 – Dec 21 Pupil Premium 1.5% Non Pupil Premium 0.8%

Persistent attendance

Sept 20 – Sept 21 Pupil Premium 22.9% Non Pupil Premium 4.7%

Sept 21 – Dec 21 Pupil Premium 26.3% Non Pupil Premium 15.4% (includes children absent due to Covid)

3

Covid-19 – The quality of work and levels of engagement during home schooling differed considerable between disadvantaged and non-disadvantaged children therefore leading to progress data gaps especially in Writing and Maths.

July 2021

Reading Pupil premium 45% EXS 71% EXS

Writing Pupil premium 27% EXS 54% EXS

Maths Pupil premium 33% EXS 65% EXS

The % of children achieving greater depth is significantly lower within the pupil premium group.

4

Mental health – Due to the pandemic, disadvantaged children have suffered negatively with regards to their mental well-being. This includes attachment issues, bereavement, adverse childhood experiences, friendships, anxiety, emotionally dysregulation.  

% of children who scored low on Leuven scale of wellbeing

Y6 – 48%

Y2 – 0%

5

Parental engagement – Following discussions with parents, they report a variety of what they see as barriers to their children progressing. Lack of time or opportunities to get involved, their own negative school experiences, lack of own confidence, not been successful in education, deprivation and poverty, isolation in their own community, language and communication, cultural differences, own mental health, broken family structures and lack of resources. Low income and resources can lead to limited life experiences for the disadvantaged children.  

Intended outcome

Success criteria

Improve language, communication and vocabulary ensuring that an increased number of disadvantaged children are achieving EXP and GDS in phonics.

By 2024/25

80% of our disadvantaged children will leave EYFS at ARE for language and communication.

80% of our disadvantage children will pass the phonics screening check.

Improved attendance and minimal lateness for our disadvantaged children.

By 2024/25

Targets set of the disadvantaged children to ensure the children are in line with non-disadvantaged children.

Attendance - 96%+

Lateness – 0.5%

Persistent absence – 5%

Narrowing the gaps in progress between the disadvantaged and non-disadvantaged children. Continued improvements in the Reading, Writing and Maths attainment of our disadvantaged children.

By 2024/25

80% of our disadvantaged children will reach Set 3 of RWI by the end of EYFS.

80% of our disadvantaged children will achieve ARE in Reading, 75% in Writing and 80% in Maths by the end of KS1.

80% of our disadvantaged children will reach ARE in Reading, 75% in writing and 80% in Maths by the end of KS2.

Improved number of disadvantaged children demonstrating positive mental attitudes and behaviour.

By 2024/25

A higher % of disadvantaged children are scoring themselves positively on the well-being scale. Children receive support and there is evidence of success in children receiving mental health intervention.

Parents of disadvantaged children are engaging with school for example, parent workshops or working with their child at home. Disadvantaged children are given the opportunities to develop life skills and enrich their life experiences through trips and clubs.

By 2024/2025

Evidence of parental engagement in family learning with case studies of individual support given to identified families.

High uptake of disadvantaged children involved extra curricular clubs. Evidence of a wide range of clubs being offered to disadvantaged children.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Full time TA for EYFS speech and language

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

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions

1

Attendance support worker 6 hours

https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/attendance-interventions-rapid-evidence-assessment?utm_source=/education-evidence/evidence-reviews/attendance-interventions-rapid-evidence-assessment&utm_medium=search&utm_campaign=site_search&search_term=attendance

2

Full time teacher

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reducing-class-size

3 +4

Activity

Evidence that supports this approach

Challenge number(s) addressed

TA 1-1 Maths

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

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies

3

HLTA Tutoring Maths

3

Tutoring Maths, English and Reading

3

Activity

Evidence that supports this approach

Challenge number(s) addressed

SLA educational Welfare Officer

https://www.gov.uk/government/publications/absence-and-attainment-at-key-stages-2-and-4-2013-to-2014

2

ELSA Nurture support

Joseph Rowntree Foundation research

4

Parental workshops and family learning sessions

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

5

School clubs and visits

Developing cultural capital and wider experiences for the children is proven in developing the whole child.

4

July 2021

Progress in reading – 44% at EXP/GD in reading

Progress in Writing – 27% at EXP/GD in Writing

Progress in Maths – 30% at EXP/GD in Maths

Programme

Provider

Phonics programme

RWI

Measure

Details

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

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

Outcomes for disadvantaged children are a whole school performance management target.