Pupil Premium Strategy Statement
2021-2024
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 |
Funding overview
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 | |||||||||||||||||||||||||||
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Year Group Numbers 2022-2023
Historic IDSRs showed that phonics, attendance, and exclusion data, needed some exploration and development. This data now routinely explored and used to inform school development. Targeted support is making positive impact in these areas and is evidenced in the school SEF and was shared with Ofsted in November 2022.
‘Staff and parents work together to ensure that every pupil succeeds.’
Ofsted 2022
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 sometimes 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 (2022-2023)
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: £16,000
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. | 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: £104,000
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 |
Wider strategies
Budgeted cost: £21,000
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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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 |
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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 | ||
Part B: Review of outcomes in the previous academic year 21-22
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 | |||||||||||||||||||||||||||||||||||
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:
particularly among disadvantaged pupils
residentials, visitors; accessed by all through school
| £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. | |||||||||||||||||||||||||||||||||||
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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.
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| Sustained high attendance demonstrated by:
| 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 |
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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.
Research on ‘Outdoor and adventure learning’ and ‘metacognition and self-regulation’ has significant impact (+7 months) justifying the high cost.
| £1500 |
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Breakfast club is offered to families who need targeted places on an individual basis
Hunger poverty can be a barrier to learning.
| £1500 |
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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 |
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*Persistence absence is based on a pupil having attendance of less than 90%.
KS2 outcomes 2019 (Last Published Data)
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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.
Keystge 2 Data 2022 (unpublished)
Indicator | School (8) | LA (3,397) |
Source: Perspective Lite
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 so that no child is overlooked. |
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