Pupil Premium

Click here to read the Catch up Premium Statement.

School overview

Metric

Data

 School name

Crook Primary School

Pupils in school

368

Proportion of disadvantaged pupils

48%

Pupil premium allocation this academic year

£209,760

Academic year or years covered by statement

2021-22

Publish date

September 2021

Review date

July 2022

Statement authorised by

Antonella Lupton (Head teacher)

Pupil premium lead

Louise Robinson (Deputy Head teacher)

Governor lead

Sue Smith

Disadvantaged pupil progress scores for 2019 (Last set of data published due to COVID)

Measure

Score

Reading

-4.5 (LA 0.4, National 0.3)

Writing

-1.6 (LA 1, National 0.3)

 

Maths

-3.6 (LA 0.5, National 0.4)

Disadvantaged pupil performance overview for last academic year

Measure

Score

Meeting expected standard at KS2

29% (LA 74%, National 71%)

Achieving high standard at KS2

0% (LA 14%, National 13%)

Strategy aims for disadvantaged pupils

Aim

Target

Target date

Progress in Reading

Achieve national average progress scores in KS2 Reading and recover attainment lost through COVID throughout the school

July 2022

Progress in Writing

Achieve national average progress scores in KS2 Writing and recover attainment lost through COVID throughout the school

July 2022

Progress in Mathematics

Achieve national average progress scores in KS2 Mathematics and recover attainment lost through COVID throughout the school

July 2022

Phonics

Achieve national average expected standard in PSC and develop early reading so that children increase reading attainment lost through COVID

July 2022

Teaching priorities for current academic year

Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.

Measure

Activity

Priority 1

To ensure all staff provide appropriate and consistent feedback to all children to increase attainment

Priority 2

To ensure metacognition and self-regulation are embedded in all teaching and learning

Priority 3

To improve whole class shared reading comprehension strategies

Barriers to learning these priorities address

Ensuring staff use evidence-based whole-class approaches (EEF)

Ensuring staff follow the process of feedback to give pupils the skills to manage their learning, self-regulate and provide guidance on the output of the activity.

Ensuring that our reward system is used effectively to promote independence and collaboration between pupils.

Ensuring there are enough suitable, engaging texts to allow staff to deliver effective shared reading

Pupils are unable to talk about how they learn.

Pupils need to develop their vocabulary and comprehension skills

Pupils have limited access to reading books at home

Access to a wide variety of non-fiction texts is needed to improve cultural capital.

Projected spending

£104,705

Targeted academic support for current academic year

Measure

Activity

Priority 1

To develop mastery learning across the curriculum including developing opportunities for small group tuition.

Priority 2

To develop collaborative learning within the new curriculum

Barriers to learning these priorities address

Ensuring staff subject knowledge and understanding of mastery learning is planned across their teaching

Ensuring that our reward system is used effectively to promote independence and collaboration between pupils

Pupils lack in independence and motivation to learn.

Pupils prefer to be passive in the learning process.

Staff’s preferred teaching style particularly as a result of lockdown has become teacher led.

Projected spending

£46,328.40

Wider strategies for current academic year

Measure

Activity

Priority 1

To improve attendance of pupil premium by providing challenge and support to families.

Priority 2

To improve oral language skills particularly in the Early Years.

Priority 3

To improve social and emotional learning for pupil premium through the use of occupational health and emotional wellbeing support.

Barriers to learning these priorities address

Parental engagement of persistent absentees.

Improving the attendance of pupil premium who have ‘broken weeks’.

Pupils with a delay or who have lost motor skills and speech and language development due to COVID

Poor language development in the home

Reduced cultural capital

Lack of resilience and self-help skills

High proportion of SENPP pupils

High proportion of pupils with multiple risk factors

Projected spending

£58,726.60

Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Ensuring enough time is given over to allow for staff professional development.

Use non-class based deputy headteacher to provide weekly coaching cycles across school.

Use google classroom to provide weekly training

Purchase a range of engaging texts and online reading schemes to improve reading fluency and comprehension

Targeted support

Ensuring enough time is given over to allow for staff professional development.

Ensuring staffing of teaching assistants is effective.

Use non-class based deputy headteacher to provide weekly coaching cycles across school.

Additional support within each year group

Wider strategies

Ensuring professionals are employed within schools to provide appropriate support for pupils and families

Employment of PSA and attendance office to support families

Employment of SENCO, emotional wellbeing teacher, speech and language therapist and occupational therapist

Additional TA in Early Years to assist with the development of speech and language

Review: last year’s aims and outcomes

Aim

Outcome

Improve the progress made by PP pupils in reading, writing and maths with a focus on vocabulary across all areas of the curriculum

During the autumn term 2020 following first lockdown staff concentrated on a recovery curriculum to improve progress in reading, writing and maths.

Pleasing progress was made with end of autumn term data showing gaps closing however due to second lockdown progress has regressed.

Close gaps in attainment for PP children in reading, writing and maths.

Gaps between PP and NONPP groups have not increased. However due to COVID data is not completely reliable.

Enable PP pupils to access year group expectations and therefore attain the expected standard and greater depth whenever possible.

Due to lockdown it has not been possible to ensure PP pupils attain greater depth (this is the same for all pupils). Disruption to learning despite our best efforts of remote learning has impacted attainment.

PSA to work with vulnerable families to reduce external barriers, reduce persistent absences and increase parental involvement in their children’s progress

Attendance prior to COVID had improved. During the last lockdown remote learning attendance was monitored closely by SLT and PSA was tasked to reach out to vulnerable families.

 

 

Click here for historical pupil premium information.