Detail

Data

School name

Manston Primary School

Number of pupils in school

208 (no Nursery)

Proportion (%) of pupil premium eligible pupils

72 – 34.6%

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 / 2023 / 2024

Statement authorised by

James Clay

Pupil premium lead

James Clay

Governor lead

Darren Scotland

Detail

Amount

Pupil premium funding allocation this academic year

£110,690

Recovery premium funding allocation this academic year

£13,050

Pupil premium funding carried forward from previous years

£0

Total budget for this academic year

£123,740

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 sometimes move from the area when the opportunities arise. To address this, we:

• Form close, supportive, and open relationships with families, allowing appropriate challenge. This is   especially true for families of vulnerable learners
• Ensure that our school has staff dedicated to supporting our pupils and family’s needs
• Overcome barriers to learning through school-based support, supportive and challenging relationships with parents\carers and excellent work with external agencies
• Give children an aspirational outlook for the future.
• Excite and enthuse children to learn through a creative curriculum and the development of enterprise skills.” School SEF document 2021-2022

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:

• ensure disadvantaged pupils are challenged and supported in their learning
• act early to intervene at the point need is identified
• adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve

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.

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.

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

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

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:

• increased participation in enrichment activities,

particularly among disadvantaged pupils 

• increased enhancement opportunities – trips,

residentials, visitors; accessed by all through  school

• a large variety of activities undertaken by pupils throughout the year

1, 2, 3

The school uses the Floppy’s Phonics scheme in its entirety and with fidelity throughout school.

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

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 half day

EEF research: ‘Oral Language interventions’ has a high impact +6 months with moderate-to-low cost.

1

Activity

Evidence that supports this approach

Challenges

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:

• the overall absence rate for all pupils being no more than the current national average, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers narrowing.
• 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.

4, 5

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

Home learning (especially reading) has been covered in ‘meet the teacher’ presentations at the start of the year including a specific  ‘reading’ meeting for new Reception parents.

EEF: ‘Homework’ and remote learning research shows an impact of +5 months for children.

5

Residential Visits

Y5 – Bewerly Park

Y6 – Bewerly Park

Partly subsidised  elements of trips

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

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

All

Tier 1 Teaching

Barriers to Learning

Strategies / actions

Cost

Projected Impact

(data where possible)

Actual Impact

Annual Review

Recruitment and retention processes are strong and rigorous. Time is spent well ensuring that the best teachers join the team at Manston.

£4,000

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.  

Successful recruitment of new DHT from a broad range of candidates following a rigorous process. Successful recruitment of maternity cover teachers. Linked in part to phonics outcomes.

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:

• increased participation in enrichment activities,

particularly among disadvantaged pupils 

• increased enhancement opportunities – trips,

residentials, visitors; accessed by all through school

• a large variety of activities undertaken by pupils throughout the year

£3,500

CPD linked to the curriculum and Quality First Teaching is evidenced in pupil engagement is measured through progress and outcomes for pupils.

Ongoing success, evidenced by outcomes in school which were strong for 2022.

A range of trips, workshops and visitors took place in 2021/22. These were very positive experiences for pupils and enhanced learning and learning behaviours throughout school.

New NCTEM maths approach ‘ Mastering Number’ for R – Y2. Training and release planed for all staff to implement this research based approach.

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.

£2,000

The school uses the Floppy’s Phonics scheme in its entirety and with fidelity throughout school.

Year 1 achieved 97% pass score in the PSC. Only 1 pupil did not achieve the pass score. This pupil is pupil premium but also fits other categories.

Tier 2 Targeted Academic Support

Barriers to Learning

Strategies / actions

Cost

Projected Impact

Actual Impact Annual Review

Wide range of school interventions in house, delivered during the school day and some after school for Y6 Maths booster groups. 

Wide range of school interventions in house, delivered during the school day and some after school for Y6 Maths booster groups. 

 £34,000

Assessment information

Tracking progress of intervention impact

Data analysis

KS2 maths levels are high, especially so at greater depth for 2022.

New NCTEM maths approach for R to Y2 being introduced 21 which will also be used for target support.

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.

To provide interventions and support behaviour there is high staffing in all classes to target children during QFT and improve learning focus. 

£34,000

Behaviour is at least good throughout school.

Where behaviour needs are identified these are met proactively and improved behaviour is seen over time.

Behaviour supervision data, exclusion data and monitoring all evidence good or better behaviour through school.

Behaviour case studies and suspension data show the positive impact of enhanced support for pupils with behavioural needs.

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.

£16,000

Phonics interventions are in place for lowest 20% children regardless, but most are disadvantaged. Tracking in place throughout the school (Y3-Y6)

Disadvantaged children perform as well as non-disadvantaged pupils in phonics.

Phonics interventions are in place and remain highly impactful. See above for Phonics data which evidences highly positive impact.

Tracking of all interventions shows a positive impact and is constantly reviewed.

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.

£10,000

Interventions from outside school eg. SEMH workers and playworker sessions. Referrals are made by the safeguarding/wellbeing leader in school.

That SEMH needs are met and that this ensures learning is not negatively impacted.

Evidence from behaviour monitoring, data and case studies shows needs are met and that social and emotional learning needs are met. This process is ongoing for our school with new needs identified early. However, elevation to specialists can often have a significant wait time. This only reinforces the need for school to focus on early identification and support.

Tier 3 Wider Strategies

Barriers to Learning

Strategies / actions

Cost

Projected Impact

Actual Impact

Annual Review

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.

• £18,000

 Sustained high attendance demonstrated by:

• the overall absence rate for all pupils being no more than the current national average, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers narrowing
• 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.

See attendance data below. External review shows systems are strong and working as policy. Work to improve attendance is ongoing. Unauthorised holidays in term time are currently having a large impact on overall attendance and especially for pupil premium pupils.

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.

EEF: ‘Homework’ and remote learning research shows an impact of +5 months for children.

NA

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.

Research on ‘Outdoor and adventure learning’ and ‘metacognition and

self-regulation’ has significant impact (+7 months) justifying the high cost.

£1500

Breakfast club is offered to families who need targeted places on an individual basis

Hunger poverty can be a barrier to learning.

£1500

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

£2000

KS2 outcomes 2019 (Last Published Data)

KS2 Subject 2019

Progress Measure

Reading

-0.48

Writing

0.04

Maths

-0.06

Indicator

School (8)

LA

(3,397)

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

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 so that no child is overlooked.