Pupil Premium Strategy Statement 2021-2022
Detail | Data |
School name | Manston Primary School |
Number of pupils in school | 209 (no Nursery) |
Proportion (%) of pupil premium eligible pupils | 75 - 36% |
Academic year/years that current strategy covers | 2021-2024 |
Date this statement was published | December 2021 |
Date on which it will be reviewed | December 2022 |
Statement authorised by | James Clay |
Pupil premium lead | James Clay |
Governor lead | Darren Scotland |
Funding overview
Detail | Amount | ||||||||||||||||||||||||||||||||||||
Pupil premium funding allocation this academic year | £120,080 (increased deprivation indicators) | ||||||||||||||||||||||||||||||||||||
Recovery premium funding allocation this academic year | £4,930 | ||||||||||||||||||||||||||||||||||||
Pupil premium funding carried forward from previous years | £0 | ||||||||||||||||||||||||||||||||||||
Total budget for this academic year | £125,010 | ||||||||||||||||||||||||||||||||||||
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Year Group Numbers 2021-2022
Children were ranked in each year group in the summer term 2021 with best fit teacher assessment. This information will be reviewed in December 2021/January 2022, using formal assessments along with ongoing teacher assessment. The lowest 20% data might change.
The most recent IDSR showed that phonics, attendance, and exclusion data, needed some explanation. This is now provided, and targeted support is making positive impact in these areas.
Part A: Pupil Premium Strategy Plan
At Manston Primary School our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas, discovering and developing talents and interests that they will pursue in later life. The following contextual information gives a good flavour of the eclectic mix within the school. The catchment area is varied and wide. Two thirds of our children come from the Grimes Dyke and Swarcliffe areas, which are not directly next to the school, and one third come from a more affluent estate in Crossgates. The range of living situations tends to lie at two extremes. “Unemployment is prevalent in some parts of the local area with high levels of social deprivation and increasing incidents of domestic violence and mental health issues. Aspiring families move from the area when the opportunities arise. To address this, we:
We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and/or are Children Looked After (CLA). The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not. High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This 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. Implicit in the intended outcomes detailed below is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
Our strategy is also integral to wider school plans for Covid education recovery, notably in its targeted support through tutoring programmes within school for pupils whose education has been worst affected, including non-disadvantaged pupils. Our approach will be responsive to common challenges and individual needs, rooted in robust assessment. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
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This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge | Detail of challenge |
1 | Due to not having a school Nursery, children arrive in Reception class from different settings. This makes the low starting points of some children even lower. Many are living in language poor contexts and limited life experiences.
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2 | Reading skills are hampered by lack of vocabulary. Assessments, observations, and discussions with pupils indicate underdeveloped oracy skills that are evident from Reception through to KS2.
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3 | Maths can be a struggle for some children who cannot use basic recall to help them tackle maths learning. There is also a lack of confidence and fluency in some pupil premium girls, which can be exacerbated by negative feelings about Maths at home. |
4 | Attendance – despite a massive range of strategies used to improve attendance, there are still some disadvantaged children with persistent absence. Some of these children have multiple vulnerabilities, that can negatively affect their attendance. |
5 | Lack of parental support and confidence, stemming from their own educational experiences and other pressures in their lives. |
6 | Some families have difficulty paying for extra-curricular activities such as day trips in all year groups and residential experiences in Y5 and Y6 |
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
Reading & writing attainment and/or progress will be accelerated as soon as children start school, to aid their academic achievements. | From very low starting points, most pupil premium will children reach expected standards by the end of KS2. Data shows how these children make accelerated progress during their academic journey in school. |
Maths attainment and/or progress will be accelerated as soon as children start school, to aid their academic achievements. | From very low starting points, most pupil premium children will reach expected standards by the end of KS2. Data shows how these children make accelerated progress during their academic journey in school. |
To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils. | Sustained, improved attendance demonstrated by: The overall absence rate for all pupils being as near as possible to the current national average, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being narrowed. The percentage of all pupils who are persistently absent being below the current national average, and the figure among disadvantaged pupils being no more than their peers. |
Activity in this academic year (2021-2022)
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Budgeted cost: £
Activity | Evidence that supports this approach | Challenges |
Recruitment and retention processes are strong and rigorous. Time is spent well ensuring that the best teachers join the team at Manston | All forms of monitoring teaching and learning such as: lesson visits, pupil voice, work scrutiny and triangulation should show the high calibre of classroom staff. All classes have substantial numbers of adults to pin-point extra teaching when needed. | 1, 2, 3 |
CPD linked to the curriculum and Quality First Teaching | Evidence by the EEF into its tiered approach model for quality teaching shows how important this is to effective pedagogy and the provision of an enriched curriculum:
particularly among disadvantaged pupils
residentials, visitors; accessed by all through school
| 1, 2, 3 |
The school uses the Floppy’s Phonics scheme in its entirety and with fidelity throughout school. This has been well supported by the Jerry Clay Hub. | Floppy’s Phonics training is always being refreshed so that it is delivered in line with the scheme’s directives. The impact on children’s reading is already showing good results. ‘Reading strategies’ has a high impact on pupil outcomes (+6 months) for a relatively low cost according to EEF research. | 1, 2 |
Frequent time release is given to staff members for them to improve the curriculum offer to all children.
| All cover is provided by internal staff who the children are familiar with – more settled behaviour and focused learning attitudes. Subject leaders, ECT teacher, RQT, well-being time, reading/ phonics leader have time to focus on these areas on a rolling program. | 1, 2, 3 |
Targeted academic support
Budgeted cost: £
Activity | Evidence that supports this approach | Challenges |
Wide range of school interventions in house, delivered during the school day and some after school for Y6 Maths booster groups. | Assessment information Tracking progress of intervention impact Data analysis | 1, 2, 3 |
To provide interventions and support behaviour there is high staffing in all classes to target children during QFT and improve learning focus. | EEF research: ‘Behaviour interventions’ has a high impact of (+4 months) for a moderate cost. | 1,2,3,5 |
Phonics interventions are in place for lowest 20% children regardless, but most are disadvantaged. Tracking in place throughout the school (Y3-Y6) | ‘Reading strategies’ has a high impact on pupil outcomes (+6 months) for a relatively low cost according to EEF research. | 2 |
Interventions from outside school eg. SEMH workers and playworker sessions. Referrals are made by the safeguarding/wellbeing leader in school. | EEF research: ‘social and emotional learning’ which has high impact (+4 months) for relatively small cost. | 1, 2,4, 5 |
The Tutor Trust charity is used for reading (school led) for 12 Year pupils (8 of whom are disadvantaged, and they are all the PP children in the class). This will continue to target children in Y3-Y5 later in the year.
| EEF: ‘Tutoring’ has an impact of +5 months for 1:1 tuition, and +4 months ‘small group tuition’ | 1 , 2 |
Speech and Language therapist working in school weekly for 0.5 | EEF research: ‘Oral Language interventions’ has a high impact +6 months with moderate-to-low cost. | 1 |
Wider strategies
Budgeted cost: £
Activity | Evidence that supports this approach | Challenges |
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To provide enhanced attendance support (and other forms of support) to families in order to achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.
| Sustained high attendance demonstrated by:
| 4, 5 |
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Activity | Evidence that supports this approach | Challenges |
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Lack of parental support and confidence, stemming from their own educational experiences and other pressures in their lives.
Shine charity works with target parents with younger children. They showed how to play games (pm session) and gave them things to go home with. Established relationships between staff and community. Remote learning provision and home learning |
EEF ‘parental engagement’ research: high impact (+4 months) for relatively low cost. Covid disruption has hindered contact, but a good number engaged with Y1 phonics meetings recently. EYFS stay and play sessions have been reintroduced. attendance numbers will give engagement information EEF: ‘Homework’ and remote learning research shows an impact of +5 months for children. |
5 |
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Residential Visits Y5 – Bewerly Park Y6 – Bewerly Park Partly subsidised | Research on ‘outdoor and adventure learning’ and ‘metacognition and self-regulation’ has significant impact (+7 months) justifying the high cost. | 6 | ||
Educational visits, visitors Life skills experiences Partly subsidised
| Research on ‘Outdoor and adventure learning’ and ‘metacognition and self-regulation’ has significant impact (+7 months) justifying the high cost. | 6 | ||
Breakfast club is offered to families who need targeted places on an individual basis | Hunger poverty can be a barrier to learning. | 4, 5 | ||
Part B: Review of outcomes in the previous academic year 20-21
Due to Covid lockdown some impact measures cannot be reviewed as initially intended. This is either because no pupil progress data is available or other planned assessments could not be completed. Where possible we have still reviewed the impact of actions as below in red.
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021.
Tier 1 Teaching | |||||||||||||||||||||||||||||||
Barriers to Learning Strategies / actions | Cost | Projected Impact (data where possible) | Actual Impact Annual Review | ||||||||||||||||||||||||||||
Ensuring teaching is of the highest quality through strong recruitment, early carer support and ongoing CPD. Including:
| Eteach license - £1000
Additional leadership time for recruitment processes - £2000
In class support from experienced teachers £15,000
| Large number of applications allowing for high standard of shortlisting etc.
Additional time ensures best candidates are selected and process highlights teaching quality
Teachers receive high level support from experienced staff and continual CPD.
| Successful induction of NQT 20/21
Large number of applicants for teaching vacancies led to a full recruitment for a new member of staff.
Experienced staff continue to support and provide non-contact time for teachers. | ||||||||||||||||||||||||||||
Ensuring teaching is of the highest quality through dedicated leadership time for the school English Lead, Phonics Lead and Maths Lead weekly. This time is spent:
| Release time £6,000
| PSC - % KS1 - % Maths – KS1% - KS2%
| Year 2 PSC June 2021 80% achieved the expected standard
Year 2 December 2021 86 achieved the expected standard
No other statutory assessments took place in 20/21. Leadership actions were focused on CPD linked to recovery and remote learning
Monitoring undertaken by leaders provided support and challenge | ||||||||||||||||||||||||||||
Ensuring teaching is of the highest quality through high LSA staffing levels throughout school and focused CPD for LSAs who:
| £23,000 | As above | High levels of staffing maintained. In lower school this is directly evidenced by our PSC outcomes and ongoing internal phonic data. Despite restrictions due to Covid many interventions took place in school and some virtually. | ||||||||||||||||||||||||||||
Tier 2 Targeted Academic Support | |||||||||||||||||||||||||||||||
Barriers to Learning Strategies / actions | Cost |
Projected Impact | Actual Impact Annual Review | ||||||||||||||||||||||||||||
Disadvantaged pupils need additional support and input to close the gap through:
| £2,000 (Covid catch up funding will cover main part of cost – not included costs of experienced teachers)
| Data – Specific pupils/class targets will be set in January 2021 during pupil progress meetings when the impact of school closure is better understood and more ‘rounded’ assessments of pupils have been completed.
| Impact not measurable due to Covid | ||||||||||||||||||||||||||||
Speech and language therapy (SALT) | £2500 | Pupils development against key targets – Feedback from SaLT | Remote session were provided for key pupils. In school sessions continued when possible. 3 PP pupils have been reported to be making rapid progress in the Autumn 21 term. | ||||||||||||||||||||||||||||
Additional Boosters for Year 6 after school & Lunchtimes
| £2000
| Outcomes – as above for January 21 data targets
| Boosters completed with 5 number of PP achieving EXS and 1 achieving GD on internal assessments | ||||||||||||||||||||||||||||
Intervention resources and staff training for interventions such as – Talk boost, ALK and Units of sound, SPaG.com
| £6750
| Individual outcomes as tracked through interventions.
| Pupils completed interventions where possible. | ||||||||||||||||||||||||||||
Tier 3 Wider Strategies | |||||||||||||||||||||||||||||||
Barriers to Learning Strategies / actions | Cost |
Projected Impact | Actual Impact Annual Review | ||||||||||||||||||||||||||||
Poor attendance of pupils is a significant barrier to learning. Having a clear and challenging attendance policy including:
| £18,000 | Improved attendance | Attendance data below shows the positive impact of staff on PP attendance including the number of PP pupils who were PA. | ||||||||||||||||||||||||||||
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*Persistence absence is based on a pupil having attendance of less than 90%.
Under performance of CLA/SEND pupils – Staffing and leadership time (SENDCo, SGWO and LM) to ensure
£18,500
Individual progress of key pupils
SEND pupils given additional/alternative remote learning resources.
Learning mentor time to address SEMH issues and provide support to pupils
£2000
Improved academic outcomes for pupils
SDQ analysis show positive impact on SEMH issues
SDQs show improvement for key pupils. Case studies evidence individual progress.
Additional Interventions such as 1:1 counselling, play therapy and other targeted support
£7000
Improved academic outcomes for pupils
SDQ analysis show positive impact on SEMH issues
SDQs show improvement for key pupils. Case studies evidence individual progress.
Additional support from SGWO at breakfast club to allow school to host pupils in need and provide short term support (attendance, SEMH, home issues…)
£2000
Pupils are supported to come to school happily and barriers to learning are removed.
See attendance data for evidence of improved attendance overall and for PA PP pupils.
Lunchtime nurture provision for vulnerable pupils
£1500
Behaviour records show reduction in issues at key times
Ongoing. Several pupils have returned to regular provision, others continue to access. Behaviour records for pupils shows positive impact of provision.
KS2 outcomes 2019
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KS2 Subject 2019 | Progress Measure |
Reading | -0.48 |
Writing | 0.04 |
Maths | -0.06 |
This data mirrors the progress journey from entry in Reception to exit from Y6. Low starting points in EYFS show the lack of basic skills and how learning is steadily accelerated through KS1. This progress then continues through KS2 until most children reach national expectations. The PP gaps are larger in KS1 because early intervention helps. Then in KS2 tests pupil premium attain even better.
Programme | Provider |
TT Rockstars | Maths Circle |
Numbots | Maths Circle |
Bugclub books | Pearson |
Units of Sound -license | Units of Sound |
Floppy’s Phonics | Oxford Press |
Maths No Problem | Maths no Problem |
Measure | Details |
How did you spend your service pupil premium allocation last academic year? | N/A |
What was the impact of that spending on service pupil premium eligible pupils? | N/A |
Further information
In planning the new pupil premium strategy, past activities undertaken in previous years were evaluated to judge whether they had a positive impact on pupil outcomes, which had not, and the reasons why. It is also very important to appreciate that many of our pupil premium children have multiple vulnerabilities such as SEMH, absence issues, SEND. Our whole child approach caters for every child’s needs. |
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