Detail

Data

School name

Padnell Infant School

Number of pupils in school

256

Proportion (%) of pupil premium eligible pupils

19%

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

December 2022 – done

December 2023

Statement authorised by

Mandy Grayson

Pupil premium lead

Mandy Grayson with Sarah Porter as DT

Governor / Trustee lead

Melanie Tracey

Detail        

Amount

Pupil premium funding allocation this academic year

£50,686

Recovery premium funding allocation this academic year

£4,712

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

£55,398

Challenge number

Detail of challenge

1

Poor communication and language on entry can be a barrier for some children and affects early literacy skills and access to the wider curriculum.

2

Self-regulation – some children have a lack of awareness and control of their emotions, affecting their behaviour for learning.

3

Fine motor skills are not as developed in some cases.

4

Parental confidence and engagement can be affected by their own previous experiences and go on to impact their children’s perception of school.

5

Routines, expectations, diet and sleep can affect ability to concentrate and engage with the learning.

6

Access to enrichment activities can be limited e.g. museums, clubs.

7

Attendance and lateness for some families can affect continuity of provision, friendships and the child’s confidence.

Intended outcome

Success criteria

For all children to be able to articulate sounds in speech correctly and be exposed to a wide range of vocabulary.

The gap between the % of disadvantaged children and non-disadvantaged children achieving GLD including CLL will be narrow and compare favourably with any produced national data going forward.

Language link and or NELI will show improved scores.

For all children to be able to talk about their feelings and express themselves in a regulated way, allowing them to access school effectively.

Behaviour for learning in school for all year groups is good with children able to discuss and utilise the Zones of Regulation. 

Entries in the Red Book will reduce.

For all children to develop strong gross and fine motor control.

Children will be able to control a pencil to record their learning and develop secure writing skills and their gross motor skills will be in line with their peers.

Secure good outcomes in phonics for both year 1 (Summer 2022) and year 2 (December 2021 and Summer 2022)

% of eligible PP children achieve in line with non PP children excluding those with SEND barriers.

Secure good outcomes in maths, writing and especially reading.

% of children achieving age related and greater depth in each area is in line with non-disadvantaged children.

For all children to have the opportunity to experience trips, events and clubs enriching their childhood.

100% of PP children will attend school trips and all PP children will be checked for access to clubs and prioritised for any additional opportunities, which may arise.

Attendance for all PP children to be good or better.

Attendance of all the groups to be above 95% and work towards schools previous target of 97%. (Covid absence will affect this).

Activity

Evidence that supports this approach

Challenge number(s) addressed

Key Early years staff to train in and deliver NELI

State funded programme giving good results and being promoted by DfE. 

1 - Communication

ELKAN trained LSA to deliver speech intervention across the school and to support year R with language groups and individual speech programmes.

EEF show oral language interventions lead to good outcomes.

1 – Communication

Introduction of self-regulation curriculum utilised by whole school and delivered 1:1 where needed by the ELSA.

EEF toolkit shows impact of developing self-regulation.

2 – Regulation

SENCO to support staff in securing their understanding of their impact on pupil progress.

EEF project details that quality deployment of LSAs impacts on children’s learning positively.

1, 2 and 3

English lead and AHT to lead on the support for staff development in phonics, guided reading skills and individual reading.

Quality CPD impacts on pupil outcomes.

1 - Early literacy skills

There has been a whole school CPD focus on developing children’s metacognition, including training from HIAS.

The EEF found can be worth the equivalent of an additional +7 months.

Whole school narrative on equity not equality being a golden thread.

World Health Organisation quote equity as ‘the absence of avoidable or remediable differences among groups of people’.  Schools that prioritise equity are more in tune with their students’ needs.

6 - Equity and access

Activity

Evidence that supports this approach

Challenge number(s) addressed

Tutoring qualified staff member to deliver precision teaching, lift off and fisher family work to target gaps and support retention.

All programmes validated and recommended by EPs.  Previous use shows good outcomes.

1-    Early literacy skills

Key Early years staff to assess and deliver the programme NELI

State funded programme giving good results and being promoted by DfE. 

1 – Communication

Use Solent Children’s Therapy Pack to plan for activities to develop good gross and fine motor control

Solent NHS recommendation

3 – Gross and fine motor skills

Teachers to adapt lesson structure to allow for: break away groups and smaller group work, which supports in the moment feedback.

EEF research shows feedback is more effective when discussed, in the moment and time is given for children to apply feedback.

1,2 and 3

Diagnostic assessments before units support equity, enabling focussed pre-teaching as well as catch-up groups.

High quality inclusive teaching is the best way to impact on progress

1,2 and 3

Continuous provision is used to provide opportunity for pupils to learn through exploration, work collaboratively, gain independence, apply previous learning and support metacognition.

High quality inclusive teaching is the best way to impact on progress

1,2 and 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

ELSA employed to address individual barriers and provide emotional support.

EEF toolkit shows impact of developing regulation and emotional awareness.

2

Dedicated member of staff employed to support the wider family and signpost for additional support

EEF suggests that parental engagement can have a moderate impact on securing good outcomes for children

4 and 5

Head Teacher and PP Gov to monitor provision, attendance and access for all PP children across all aspects of school and fill gaps.

Having a senior leader overseeing this aspect of provision ensures it remains a high focus.

4, 5, 6 and 7

Local authority

Padnell

Pupil premium children

70.7%

69.2%

50%

Subject

All

Pupil Premium

Non Pupil Premium

Maths

81

79

82

Writing

77

71

78

Reading

62

57

63