Detail

Data

School name

Thorpe Acre Junior School

Number of pupils in school

187

Proportion (%) of pupil premium eligible pupils

34.24%

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

2021/2022 to

2024/2025

Date this statement was published

October 2022

Date on which it will be reviewed

July 2023

Statement authorised by

Jo Beaumont

Executive Headteacher

Pupil premium lead

Jo Beaumont

Executive Headteacher

Governor / Trustee lead

Sue Hunt

Detail

Amount

Pupil premium funding allocation this academic year

£84,735

Recovery premium funding allocation this academic year

£9,135

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

£4,405

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

£98,275

At Thorpe Acre Junior School, we put the child at the centre of our caring school and have high expectations of all our learners including those who are disadvantaged; looked after or vulnerable, such as those who have, or have had, a social worker or are a young carer. Our intention is that all pupils, irrespective of their background or the challenges they face, make expected or better progress and achieve high attainment across all subject areas, including those pupils who are more able. We have considered our school context and this statement is intended to support all our pupils’ needs. Our approach will be responsive to common challenges and individual needs and is based on research (EEF Pupil Premium Guide) and assessment, not on assumptions about the impact of disadvantage.

Our curriculum is ambitious, designed to meet pupils' needs and aims to prepare pupils for the next stage of their education. Quality first teaching is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. We have an absolute focus on the quality of teaching and learning opportunities to meet the needs of all our pupils, and especially those who are disadvantaged and/or vulnerable. Lessons are carefully planned and sequenced to enable pupils to gather the necessary knowledge and skills for future learning, to assist them to be 'next year' ready and to enable them to make successful, positive contributions to the world. Above all, we aim for our curriculum to give all learners, especially those who are disadvantaged or vulnerable, the best possible education and allow every pupil to aspire to reach their next, and future, goals.

We recognise the limited life experiences of some our disadvantaged and vulnerable pupils and we consider the extent to which we provide all learners, particularly our most disadvantaged and vulnerable, with enriching experiences that equip them with the essential knowledge they need to succeed in life. We recognise the importance of investing in their cultural capital, our core values and the vital information they need to be educated citizens, introducing them to the best that has been thought and said and helping to generate an appreciation of human creativity and achievement.

Our strategy is also to provide targeted support through our Academic Mentor and Tutor-Led teacher for those pupils, including non-disadvantaged pupils, whose education has been worst affected by the school’s forced partial closures during the Coronavirus pandemic.   

Challenge number

Detail of challenge

1

Our assessments, observations and discussions with staff and parents

indicate that, despite the school’s best efforts, some pupils did not engage in home learning during the school’s forced partial closures owing to the Coronavirus pandemic. Although the school is working hard to address these gaps, we are still seeing the negative impact of this on the education and wellbeing of many of our disadvantaged and vulnerable pupils. This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in English and Maths.

2

Observations and discussions with staff, pupils and families have identified some of our children have experienced a number of Adverse Childhood Experiences (ACEs) resulting in social and emotional challenges for some pupils. Families often request support from school for SEMH issues and welfare support. These challenges particularly affect our disadvantaged and vulnerable pupils and their attainment.

3

Observations and discussions with pupils and families have identified a lack of enrichment opportunities, beyond the locality. This has resulted in limited life experiences; general knowledge and vocabulary needed to access the curriculum, especially for many of our disadvantaged and vulnerable pupils.

4

Discussions with pupils and families indicate limited access to books at home and difficulties finding a quiet, suitable space to access homework. Some parents tell us they find it challenging to support their child’s learning.

5

Our assessments and observations indicate that absenteeism is negatively impacting on the progress of some of our disadvantaged pupils.

6

Admissions data indicates high mobility, with the number of mid-year transfers increasing. Although the school has systems in place to manage this, it can impact on pupil attainment.

Intended outcome

Success criteria

1. Quality first teaching

QFT is consistently delivered across all year groups and all subjects. Pupils are taught how to work collaboratively and a growth mindset approach is adopted to build resilience and confidence. Pupils are encouraged to “have a go” and feel safe to do so. They recognise that you learn from your mistakes. We aim to provide effective feedback to improve pupil learning, by redirecting or refocusing pupils’ actions to achieve a goal. Feedback can be verbal, at the time of learning, or written.

This will:

Reduce, and close, the attainment gap

between the school’s disadvantaged pupils and others nationally

Raise the in-school attainment of both

disadvantaged pupils and their peers

Narrow and close the gap between the achievement of disadvantaged pupils and their peers.

Additional educational support to improve progress and raise attainment for targeted pupils, including our disadvantaged and

vulnerable pupils, is based on up-to-date research evidence on the most effective teaching and learning strategies and

interventions

Timely, appropriate provision is in place

Targeted intervention addresses and closes gaps in learning

Pre-teaching provides pupils, including our disadvantaged and vulnerable pupils, with the

confidence to actively engage in learning

Movement between teaching groups is fluid and in response to pupils’ needs

Progress is expected or better in all subjects.

2. Mental Health and Well-Being

Achieve, and sustain, improved wellbeing for all pupils in our school, particularly our disadvantaged and vulnerable pupils. Pupils’ social, emotional and mental health needs are met.

Pupils, including our disadvantaged and vulnerable pupils, feel well supported and experience positive mental health and well-being resulting in raised attainment and accelerated progress

ELSA intervention and Art therapy  for identified pupils supports their well-being so as pupils are emotionally ready for learning

3. Bridging the Cultural Capital and Vocabulary Gap

Our curriculum will provide pupils with a wide range of cultural experiences and

enrichment opportunities that widen their general knowledge and life experiences. Discussions, conversations about language and new vocabulary will support pupils widening their vocabulary.

Pupils, including our disadvantaged and vulnerable pupils, participate fully in school life and will have the necessary vocabulary to access learning

High expectations of pupils, especially in reading, encourages them to read widely and often for pleasure

Classic books and culturally significant books will increase vocabulary and add to cultural capital.

4. Reducing inequalities

As far as powers allow, any underlying

inequalities between disadvantaged,

vulnerable pupils and others will be addressed.

Additional funding reaches the pupils who need it most and it makes a significant impact on their education and lives

Barriers to learning which negatively impact on progress are removed

Parents feel able to support their child’s learning

Staff and pupils, including our disadvantaged and vulnerable pupils, have high expectations and raised aspirations.

5. Attendance

Pupils, including our disadvantaged and vulnerable pupils, enjoy learning and want to attend school

Parents value education and recognise the impact of poor attendance on outcomes and life chances for children

Robust systems and procedures to address poor attendance; identify barriers and offer support are in place

Monitoring of attendance data indicates improved levels of attendance

Decrease in the number of referrals made to the EWO and LA

6. Mobility

Historically the school admits a significant number of pupils at times other than the usual start times, many of these are PP pupils or pupils with SEND. New intakes with will feel well supported and ready for learning.

Data shows expected or better progress from on entry data

Pupils and their families have the necessary information prior to starting school.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Teachers to embed Maths Mastery

Staff meetings to disseminate practice

Embed Powermaths

Purchase Star Maths subscriptions

A teacher to complete Primary Mastery Specialist Training

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

Maths_guidance_KS 2.pdf (publishing.service.gov.uk)

Improving Mathematics in Key Stages 2 and 3

1

Visits, visitors to school

Enrichment activities

Offer a range of lunchtime and after school clubs including Commando Joe’s

Recorder lessons  

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF

3

Purchase NFER group reading tests; Rising Stars assessments;

Accelerated Reader subscription

Leics Library Lending Service subscription

Increase library books –fiction and non-fiction 

Pupils select books

CPD for teachers and TAs on poetry

Reading framework

4

New admissions packs

Peer buddy

Assessment on entry

6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Employ 0.5 Academic mentor

EEF pupil premium guide

1

Employ 0.5 Pupil Led Tutor  

Employ TAs to support identified pupils

Activity

Evidence that supports this approach

Challenge number(s) addressed

2x TAs to complete ELSA supervisory session

Purchase resources to support ELSA work

Art therapy

https://www.elsanetwork.org/about/

EEF_Social_and_Emotional_Learning.pdf

https://mentallyhealthyschools.org.uk/resources/

2

EWO attendance surgeries

EWO/LA referrals where/when appropriate

DfE “Working Together To Improve Attendance”

5

KS2 Outcomes May ‘22 Non PP v PP

58% of PP pupils achieved the standard in Reading compared with  77% of non-PP pupils

43% of PP pupils achieved the standard in GPS compared with 75% of non-PP pupils

16% of PP pupils achieved the standard in writing compared with 35% of non-PP pupils

43% of PP pupils achieved the standard in Maths compared with 67% of non-PP pupils

Programme

Provider