EYFS - Despite the disruption brought about by the pandemic, some interventions did still take place in early years. GLD rose significantly (to 72%) from the dip we saw in 2020. Pals, speech link and Neli interventions from the highly trained additional LSA made an impact.
Key Stage One - Additional support within the afternoon sessions enabled more pupils to read more than three times a week. This is more than offered in previous years and although may not have immediate impact on results, it has prepared pupils for the next phase of learning after time off in lockdown.
Year 1 teachers did complete a phonic test from a previous year and 52 met the threshold pass mark. This cohort will be a focus in the next plan.
Key Stage Two - Interventions and tuition was used to catch up on learning. In year 6, 47% of the year group are eligible for PP. 52% of the pupils eligible for PP are on the SEND register. 7 diagnosis of ASD. Those PP without SEND are performing well at the expected level showing that the interventions went some way to close the gap.
With the creative methods facilitators have developed online to deliver training, many staff completed courses to broaden their knowledge of creating a challenging curriculum. 16 teachers took part in CPD to aid in quality first teaching to enhance their delivery.
Intervention staff were redeployed to ensure support could be offered, even when we worked in closed bubbles.
Peripatetic teachers also altered their schedules to cater for bubbles but have now returned to normal groups. Over 40 pupils attended music lessons. Only 2 had previously played an instrument and questionnaires from pupils reported that many would like to continue with the instrument.
30% of pupils in KS2 accessed support from the Learning Mentors and Councillors, during the summer term 2021. This came in the form of 1 to 1 sessions, small group support groups and class yoga. Pupil well-being remains high priority and parents also took support from the team. This enabled a smooth transition back into school for anxious families.
Of the pupils who attended the 11+ lessons, 8 took the exam and 5 gained a place at Grammar school.
With the disruption caused by the pandemic, our interventions and assessments did not take the path planned. With the reopening of schools, care has been taken to minimise cross bubble interactions and some intervention teachers are now limited to certain year groups. The new 2020-2021 Pupil Premium Action Plan reflects this.
For half of the academic year the plans laid out in the Pupil Premium Action Plan did have some impact on the pupils eligible for the funding. In June 2020 half off our year 6 pupils returned to school. Teachers did make assessments and of those taking part in home learning and of the PP eligible pupils with no SEND, 77% achieved the expected standard or higher. This was a 6% higher than their peers who were not eligible for PP funding. At the greater depth level, they were in line with their peers.
The Pupil Premium funding has been used to narrow and close the gaps between the achievement of eligible pupils and their peers. The funding was used to provide additional educational support to improve the progress and raise the achievement for these pupils.
In reviewing the September 2018 to September 2019 action plan, senior leaders have noted the following impact-
An improvement in learning in the curriculum. Forest School has developed the engagement and attention of all and most significantly the boys. Introducing it into year 2 has been effective.
Valuable support for pupils’ social and emotional state. A highly effective Pastoral support team, recognised by parents as helping to break down barriers to learning. Their records show some improvement in persistent absence and has also reduced some pupils’ late attendance.
Extra-curricular enrichment. School has provided opportunities for pupils to have new experiences to maximise their potential academically and in developing their independence for the wider world. Such as ‘more able’ workshops (with Colham Monor Primary and Brunel University), experience days at events (such as open air museums) and residential trips.
We have a strong and supportive ethos that drives achievement and celebrates success.
Staff and children present and optimise positive messages that have high expectations for all, especially the disadvantaged.
We do not stereotype and believe that every child can overcome the barriers to achieve successful learning.
We have an definite commitment to high quality teaching and learning to meet the needs of our pupils.
Where barriers are identified we look to provide a personalised programme to optimise achievement.
Evidence from the research of the Education Endowment Foundation is used to identify best practise.
We deploy staff effectively to support those children who are struggling to overcome barriers.
We have systems in place to monitor attendance, reward achievement and encourage good behaviour.
Progress is routinely monitored and any gaps are narrowed by the rapid use of interventions.
Children and parents are aware of their targets by means of Assertive Mentoring and we are fully empowered to address any learning obstacles.
Opportunities for extra curricular enrichment activities are promoted and offered to children eligible for Pupil Premium, to enhance their learning experiences.