Detail

Data

School name

Stoke Primary School

Number of pupils in school

425

Proportion (%) of Pupil Premium eligible pupils

32%

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

2021-2024

Date this statement was published

December 2021

Date on which it will be reviewed

July 2024

Statement authorised by

Matthew Ascroft

Pupil Premium lead

Matthew Ascroft

Governor / Trustee lead

Elspeth Keating

Detail

Amount

Pupil Premium funding allocation this academic year

£185,610

Recovery Premium funding allocation this academic year

£20,010

Pupil Premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

£205,620

The key intent at Stoke Primary School is to raise outcomes for all children, including those entitled to Pupil Premium support, in core and foundation subjects.

School Context

The IDSR identifies:

• Percentage of FSM6 is within the highest quintile

• Percentage of pupils receiving SEND support is within the second highest

quintile

• Percentage of pupils identified as EAL is within the highest quintile

• Percentage of stability is within the lowest quintile

• The school’s location indicator for deprivation is within quintile 4

Impact Context

Analysis of data demonstrates a generalised small disparity between Pupil Premium children and non-Pupil Premium children.  Data analysis systems have been historically weak (pre 2020) due to leadership limitations and resulted in ineffective strategy management.

This strategy plan has been split into two phases.

Phase 1 – 2021-22 - Key factors within our intent to deliver improved outcomes are

Ø  Detailed analysis of outcomes for all pupils by all leaders, to support learning direction and improvement strategy deployment for PP children

Ø  Robust mobility strategy to ensure rapid transition into effective learning for all new starters

Ø  Development of roles and responsibilities to ensure all staff fully implement effective strategies and systems to enable strong outcomes for pupils

Ø  Securing a curriculum approach that

o   Gives breadth and balance for all children

o   Is easily differentiated in core and foundation subjects

o   That is enabling for PP children

o   That is robustly evaluated by outcomes

Phase 2 – 2022-24 - Key Impact Outcomes

Ø  PP strategies targeting weaknesses identified by robust monitoring and evaluation in reading, writing and maths

Ø  All leaders with skills to review outcomes and evaluate targeted actions

Ø  Close the gap for PP children who are working significantly below their peers

Mobility PP children work rapidly and securely through the Mobility Pathway and into effective age-related curricular learning and associated progress expectations

Pupil Premium Uptake

Despite the socio economic for Stoke the uptake of Pupil Premium in Key Stage 1 is significantly lower than expected.

Pupil Premium cohorts by Year, September 2023

This situation has led to a significant change in the administration of Pupil Premium for 22-23

Mobility and EAL is a key feature of the school context with high in year transition both in and out of Stoke leading to high annual transience figures.  This has a different impact upon individual year groups throughout Stoke.

2020-23 Mobility Data

Many Pupil Premium children are not the stereotype of low achievers, but their ability to progress is masked by EAL complexities.  This is particularly relevant for children new to Stoke with high mobility within the UK and those who arrive with limited time and education in the UK.

Supplementary Documents

Ø  Transience Summary 2021-22 and 2022-23

2022-23 – Pupil Premium

Summary

ATTAINMENT ANALYSIS - (Year 1 & Year 4 – 2 steps Expected / 3 step Enhanced)

·        

• Progress rates lower than 2021-22 however base data sets (SUM2 / AUT2) higher than 2021-22
• KS1
• Continued secure progress
• Y1 – small disparity to ARE
• KS2
• Year 4 data – partially insecure – 2022-23 Data Summary
• Secure progress in Year 6 – reading retained a significant legacy ethos issue with reading over time 

2021-22 – Pupil Premium

Summary

ATTAINMENT ANALYSIS

Challenge number

Detail of challenge

1

% of PP children achieving ARE across years 1 to 6 is significantly below expected standards in reading, wiring and maths.

See 21-22 and 22-23 PP ARE Summary Data

2

Early Years systems have not built a secure foundation of skills for transition into Key Stage 1.  Several key factors influence this

Poor historical leadership

2020-21 – 19% PP achieved GLD (Covid Pandemic)

21-22 Data Analysis

Strong Prime attainment, however Communication and Language is lower in attainment (18.1) and progress (+6.7)

Low uptake of Pupil Premium support

3

KS1 children have limited concrete understanding of their learning creating a barrier to the robust development and application of core skills.

• This shows in all core subjects
• English is impacted by very low levels of experience significantly narrowing understanding and range of vocabulary / understanding
• Maths development is affected at concrete stage and language development / application / understanding in wider subjects.
• Curriculum is restricted by limited experiences and the ability to build on prior knowledge
• Monitoring demonstrates that children do not retain knowledge and skills to build upon cyclically.

4

KS2 systems for intervention are not rigorously established, implemented and reviewed to ensure necessary progress is made to overcome barriers and inform strategy deployment

5

Strategies for key groups within Pupil Premium cohort in early stages of implementation resulting in limited initial evaluation / analysis to inform ongoing strategy development.  These include

• EAL / Mobility
• More Able

6

Pupil Premium management systems have not routinely driven effective monitoring of provisions to ensure that all strategic approaches achieve desired targets or are adapted as required.  Limited basis of internal evaluation to inform practise.

7

Attendance for PP children is 92.1% which is below the target attendance of 95%.

8

Families on entry are reluctant to share full financial information to enable Pupil Premium funds to be identified.  This is a particular issued in Key Stage 1 further impacted by the Universal Free School Meal.

Intended outcome

Success criteria

PHASE 1 – 2021-22

To establish a school wide strategy encompassing all staff in pursuit of the highest outcomes for PP children.

2021-22 Strategy provides effective CPD and development for all staff to ensure QfT that is at least good

2021-22 Systems strengthen distributed leadership for implementation and evaluation of impact

Rates of progress above expected

Attainment gap closing for all children

PHASE 2 – 2022-24

2022-24 systems utilise the newly developed strength within the staff team and systems to support good outcomes for PP children.

Increase the % of PP children achieving ARE in read, write, maths and in all year groups

Improved outcomes for PP pupils at the end of KS1 and KS2

All strategy implementation evaluated as effective and supporting detailed analysis of PP intent, implementation and impact analysis

Wider leadership team contribute to review and analysis

Progress and attainment for Pupil Premium in line with whole school target setting processes and achieving good outcomes for PP children through internal and external assessment.

All Pupil Premium children make at least 3 steps progress

70% of Pupil Premium children make enhanced progress 2021-24

PP children who make less progress than required have detailed plans to drive support, interventions and learning systems

Outcomes for PP pupils are in line with national comparison at EY, KS1 and KS2

KS1 - 70% PP achieve ARE / 10% PP achieve GD

KS2 – 70% PP achieve ARE / 10% PP achieve GD

Newly implemented QfT systems evaluated as at least good in Read, Write and Maths

Foundation analysis by middle leaders supports delivery of strong and broad curriculum with clear accountability

Early Years Provision to be considered at least Good and is securing a broad foundation of basic skills for all children, including PP.

EY baseline assessment & analysis informs next learning steps and curricular direction

Children make good progress towards key EYFS goals

Progress in Phonics is at least Good

EY - 75% of PP children achieve GLD

Phonics system secures consistently good outcomes for PP pupils in Key Stage 1 and supports rapid progress for mobility children in KS2.

Year 1 PP outcomes are consistently achieving in excess of 80%

Y2 Outcomes show Screening achievement at 90% of cohort

Monitoring & tracking of phonics in KS2 supports rapid skill acquisition and strong phonics for Transience cohort

Mobility PP children work rapidly through the Mobility Pathway and into effective age-related curricular learning

Mobility children make good Pathway progress benefitting from bespoke sessions focussing on early language acquisition and then application.

Mobility children are supported to access whole class teaching through adapted and scaffolded learning.

Core leaders have identified priority skills to be achieved in order to transition children to age related learning as soon as possible.

To achieve and high level of ambition and aspiration in PP children, including improved wellbeing for all pupils in our school.

Qualitive data from student voice demonstrates the strong use of Stoke Values and CofEL to support effective learning culture

Children able to articulate their skillset and how those skills will enable them in their futures

High engagement in enrichment activities

Activity

Evidence that supports this approach

Challenges addressed

2021-22 - 1^st Year

Leadership CPD to ensure that PP progress and outcomes are monitored effectively & used to inform ongoing policy

Ø  Training in Impact Analysis

Ø  Regular Leadership Update meetings

Ø  Systems implemented are reviewed by both PP & non PP outcomes

Internal

-       Development of new systems of implementation and impact review require CPD to ensure they are robust

-       New Leadership team in core subjects

-       Development of new Middle Leadership systems to ensure effective analysis of Foundation Subject provision

-       Impact analysis by PP/NonPP enables improved strategy development

External

-       EFF - Pupil_Premium_Guidance.pdf

-       CfBt Self Improvement guidance 2021-11-08 17_51_37.pdf

ALL

Enhanced Leadership provision through DHT Secondment to lead on CPD

Internal

-       Enhanced capacity to meet CPD needs and establish effective self-review

o    Core and Middle Leadership

External

-       EFF - Pupil_Premium_Guidance.pdf

-       CfBt Self Improvement guidance 2021-11-08 17_51_37.pdf

ALL

Enhanced Leadership through SBM support to ensure school systems are fully accountable

Internal

-       Incomplete Financial accountability impacts on effective analysis of impact of PP spend

-       Effective accountability will support a process driven strategy to be developed

External

-       EFF - Pupil_Premium_Guidance.pdf

-       CfBt Self Improvement guidance 2021-11-08 17_51_37.pdf

ALL

Purchase and use of Summative Assessments systems

Internal

-       Assessment systems have been reviewed and developed.  Assessments support improved accuracy

External

-        

1 > 6

Year 2022 – 24 – 2^nd / 3^rd Year

Enhanced provision in Early Years through an HLTA

Internal

-       Enhanced staff provision will improve range and opportunity from targeted learning approaches

-       Enhanced Small group provisions

External

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

1, 2, 3, 5

External CPD support for Reading to enable new leader to implement comprehensive reading strategy

Internal

-       New Reading strategy implemented

-       21-22 Data Analysis – Gap to ARE disparity between boys and girls of 0.5

External

-        

1,2, 3, 4, 5 & 6

Enhanced Non-contact time for Teachers with a Data focus – Assessment hour

Internal

-       Number of ECT1 and ECT 2 teachers

-       Places data as the key driver for all learning

-        

1, 2, 3, 4, 5, 6

Additional Reading target session with enhanced staffing

Internal

-       Improved capacity and time to target reading groups in line with Data reviews.  Lowest 20% and others identified as target children

-       Enhanced Teaching Assistant Reading Interventions

External

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

3, 4, 6

Whole staff Learning & Development with metacognition foci

Internal

-        To strengthen staff skillset and responsiveness to adaptive provisions to enable improved learning focus

External

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

-       Metacognition and self-regulation | EEF (educationendowmentfoundation.org.uk)

Activity

Evidence that supports this approach

Challenges addressed

2021-22 - 1^st Year

CPD & ongoing monitoring meetings to support intervention evaluation

Internal

-       Development of HLTA / LSA roles

External

-       EFF - Pupil_Premium_Guidance.pdf

-       Small group tuition | EEF (educationendowmentfoundation.org.uk)

1 > 5

Establish evidence based catch up intervention systems to target historical and Covid gaps in maths and English

Internal

-       Analysis indicates Staff team upskilling to fulfil effective planning and implementation of strategies and systems

-       QfT not consistently Good

External

-       Phonics | EEF (educationendowmentfoundation.org.uk)

-       Mathematics guidance: key stages 1 and 2 (covers years 1 to 6) (publishing.service.gov.uk)

1 > 5

2022-24 - 2^nd / 3^rd Year

Implement a range of data informed interventions that target specific skills as identified in the data analysis

Internal

-       Full staff team skilled to drive implementation and analysis of strategies

External

-       Phonics | EEF (educationendowmentfoundation.org.uk)

-       Mathematics guidance: key stages 1 and 2 (covers years 1 to 6) (publishing.service.gov.uk)

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

1 > 6

Tutoring Programme 2022-23

Adapted Tutoring provision 2023-24

Internal

-       Data Analysis 21-22 – Tutoring to target years 4 and 6 during 22-23 academic year

-       System to ensure transition from tutoring into the classroom

External

-       National Tutoring Programme: guidance for schools 2022 to 2023 - GOV.UK (www.gov.uk)

-       National Tutoring Programme | EEF (educationendowmentfoundation.org.uk)

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

3,4, 5, 6

Implementation of SuperSonicPhonicFriends

Internal

-       Phonics catch up had been robust for year 2’s in 2020-21 and 21-22 however the old scheme was not supporting strong EY and Year 1 phonics progress.  New scheme purchased and implemented to support core delivery and catch up strategy.

External

-        Phonics | EEF (educationendowmentfoundation.org.uk)

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

1, 2, 5, 6

Targeted Language support through enhanced SALT

Internal

-       Enhanced targeted S:ALT to support access to the curriculum

External

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

Development of Aviary Provision and Hive Provision

Internal

-       Adaptive provision for children working significantly below ARE

-       Linked with SEND

Activity

Evidence that supports this approach

Challenges addressed

2021-22 – 1^st Year

Development of the Family Team to analyse, support and address attendance challenges

Internal

-        

External

-        

ALL

Development of Houses system as key driver for school success and celebration

Internal

-       Analysis indicated school comprising a number of classes rather than a secure sense of community

-       Children have sense of belonging and associated desire to support success of House

1, 7

Implementation of Youth Well Being Team, comprising the Youth MHFA’s to develop well being strategies and systems

Internal

-       Safeguarding Review (2020) identified change in ethos.

External

-       Promoting children and young people’s mental health and wellbeing (publishing.service.gov.uk)

ALL

CPD for two staff members (Teacher / LSA) in Forest School Leadership

Internal

-       Trials in forest school (all year groups) demonstrated the very limited exposure to the outdoors, nature and the living world Stoke children have.  Science lessons demonstrated the limited understanding of the natural world.

External

-       30357_Pages (forestschooltraining.co.uk)

ALL

2022-24 – 2^nd / 3^rd Year

Purchase and implementation of StudyBugs to improve attendance communication

Internal

-       Attendance 2020-21 for PP children was 93% 2021-22 and equal to whole school attendance there is embedded PA within the PP cohort

-       App process will build on significantly improved attendance communication culture

External

-       Improving school attendance: support for schools and local authorities – GOV.UK (www.gov.uk)

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

7

In house Play Therapy strategy supported by HLTA to provide tailored development for PP with complex needs

Internal

-       PP cohort presents with range of need to include attachment complexity alongside SEMHL need.  In house provision and support will improve the timescale for support and intervention

External

-        

1, 2, 3, 4, 6

Implementation of Meta-cognition Learning and development

Internal

-       Cognitive overload is a reoccurring cause of challenge for children

-       Strong meta cognitive skillset creates an empowering learning environment rather than a disabling one

External

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

Enhance Forest School strategy with additional HLTA Forest School Leader

Internal

-       Forest School has been used to support Widening Horizons across all year groups and as a stimulus for topic learning to good success – writing attainment 21-22

External

-        

Ensure access to full curricular opportunities and experiences beyond the curriculum through Hardship Fund and targeted Residential funding support.

Internal

-       Children have very limited out of school opportunities and experiences

-       Vocabulary and experiences to inform language are a significant barrier to age related communication and children making progress.

-       Stoke Widening Horizons Strategy to challenge this barrier

-       Strong uptake of clubs and wider opportunities.  Not all vulnerable children achieve access due to financial constraints

-       Finance is a key barrier to children accessing residential opportunities

External

-       Life skills and enrichment | EEF (educationendowmentfoundation.org.uk)

-       Outdoor adventure learning | EEF (educationendowmentfoundation.org.uk)

ALL

Full financial support for Year 6 Residential

Internal

-       Post Covid lack of independence and basic skills beyond the curriculum

-       Residential will not take place due to parental in ability to self fund

External

-       Life skills and enrichment | EEF (educationendowmentfoundation.org.uk)

-       Outdoor adventure learning | EEF (educationendowmentfoundation.org.uk)

Extension of FULL and Youth Mental Health Fist Aid team to strengthen ethos, culture and support

Internal

-       Post Covid enhanced vulnerability throughout the school community – financial and emotional

External

-       Social and emotional learning | EEF (educationendowmentfoundation.org.uk)

ALL

Programme

Provider

Reading

Supersonic Phonic Friends Phonics

SSPF

Writing

TheWriteStuff

Maths

Maths Hub

KS1 – Mastering of Number

KS2 – Mastery Development Programme

WhiteRose Maths

MathsHubsOrigins – Tudor Grange Academy

Early Years

Continuous provision in Reception and Year 1Drawing Club

Greg Bottril

SEND

Edukey Provision Mapping

Edukey

Precision Teach

Educational Psychologist

Circle of Friends

Educational Psychologist

Emotion Coaching

Educational Psychologist

Speech and Language therapy

NHS (1x morning a week)

Pepper therapy (1x morning a week)

Complex communication Team

Coventry SEND support (1x morning a week)

Social, emotional, mental health and learning

Coventry SEND support (1x morning a week)

Educational psychologist

Coventry SEND support (60 hours a year)

Well Being

Mental Health First Aid

About Mental Health LTD

Youth Mental Health First Aid

About Mental Health LTD

Play therapy

HLTA had external training