Pupil Premium/Sports Premium
Statement of Intent
At Pear Tree Mead Academy, our core intention is to create an inclusive learning environment where every pupil can achieve their full potential. We adopt a pedagogy-driven approach that prioritizes equity, high expectations, and responsive teaching. Our strategies are grounded in research and aim to remove barriers to learning caused by personal circumstances or gaps in prior knowledge.
Common barriers to learning for disadvantaged pupils may include:
- High levels of adverse childhood experiences (ACEs)
- Social and emotional needs, including attachment difficulties, emotional regulation difficulties and conflict resolution difficulties
- Oral language and/or communication skills, bridging across to reading and writing
- Parental engagement in education
- Limited outdoor space
- Lost learning due to COVID19
There may also be complex family situations that prevent children from flourishing. We recognize that these challenges are varied and require individualized, adaptive support rather than a one-size-fits-all approach.
Our teaching and learning objectives are to:
- Close the attainment gap between disadvantaged and non-disadvantaged pupils through targeted, high-quality instruction.
- Ensure full access to a rich, challenging curriculum for all learners.
- Address barriers related to SEMH, self-regulation, and metacognition through explicit teaching strategies.
- Act early by using formative assessment and timely interventions.
- Build strong, trust-based relationships with pupils and families to foster engagement and belonging.
How We Achieve This
We implement a tiered approach to support, aligned with evidence-based pedagogy:
Assessment-Informed Practice
- Frequent monitoring of qualitative and quantitative data to identify needs early.
- Use of diagnostic tools to inform targeted interventions.
High-Quality Teaching
- Adaptive teaching strategies that differentiate for diverse needs.
- Embedding oracy, phonics, and metacognitive strategies across the curriculum.
- CPD for staff on attachment theory, trauma-informed practice, and positive behaviour approaches.
Targeted Interventions
- Structured programmes for literacy and numeracy gaps.
- SEMH support through learning mentors and family liaison team.
- Oracy-focused interventions such as Welcomm and Colourful Semantics.
Pastoral and Practical Support
- Breakfast club and provision of uniform/equipment to ensure readiness to learn.
- Mental health support through Learning Mentor and Councillors, and access to safe spaces.
- Parent workshops to strengthen home-school partnerships.
Enrichment and Outdoor Learning
- Outdoor classroom sessions, OPAL play provision, and allotment/pond activities to pro-mote holistic development.
We aim to do this through:
- frequent monitoring of qualitative and quantitative data to ensure accurate and timely identification of pupils in need of support
- ensuring that teaching and learning opportunities meet the needs of all the pupils and that where pupils have specific needs that these are addressed through high quality, evidence-based interventions led by appropriately trained staff
- ensuring all vulnerable learners are ready to learn through access to breakfast club and equipment and uniform provision
- ensuring that vulnerable learners have access to high quality pastoral care and mental health support · having a clear induction process to the school that involves a parents meeting to divulge information on any previous experiences we need to be aware of
- identifying children with additional SEMH needs – pastoral care through our learning mentor and family support team
- imploring interventions which work for our children and meet their needs
- when making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged and not all pupils who are socially disadvantaged are registered, or qualify for free school meals. We reserve the right to allocate pupil premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
Achieving these objectives:
Range of provision but not limited to:
- frequent monitoring of progress and attainment (PSM)
- class provision and intervention forms for all pupils – monitored frequently
- interventions tracked half termly to ensure impact (EduKey)
- English and maths support which includes in class support and withdrawal
- Lower fees for breakfast club to all disadvantaged pupils, ensuring vulnerable pupils are prepared for the day
- frequent contact with parents regarding uniform, equipment, extra curricular trips, and further support
- regular workshops for parents e.g. early phonics, early numeracy, welcome to reception, year group meetings etc
- providing priority for any child needing learning mentor support
- allocating high quality learning support assistants to support wellbeing
- training and CPD on behaviour, attachment and TPP
- interventions concentrating on oracy/speaking and listening in EY - Welcomm (developed into Y1 where necessary) and colourful semantics across the school
- Phonics, reading and writing interventions
- Opportunities for all pupils to take part in outdoor learning sessions; woodland area, use of the pond area and allotment
- OPAL outdoor provision used across Reception, KS1 and KS2
Principles Underpinning Our Pedagogy
- Equity over equality: Resources and support are allocated based on need.
- Evidence-based practice: Interventions are chosen for proven impact.
- Relational pedagogy: Strong teacher-pupil relationships are central to engagement.
- Metacognitive development: Pupils are taught to plan, monitor, and evaluate their own learning.
- Cultural capital: Opportunities are provided to broaden experiences and aspirations
Pupil Premium Strategy Statement 25-26
Pupil Premium Strategy Statement 24-25
Pupil Premium Strategy Statement 23-24
Pupil Premium Strategy Statement
Sports Premium
“Schools must spend the additional funding on improving their provision of PE & sport, but they will have the freedom to choose how they do this.”
Possible uses for the funding might include:
· Hiring specialist PE teachers or qualified sports coaches to work with primary teachers when teaching
· Supporting and engaging the least active children through new or additional Change4Life clubs
· Paying for professional development opportunities for teachers in PE and sport
· Providing cover to release primary teachers for professional development in PE and sport
· Running sport competitions, or increasing pupils’ participation in school games
· Buying quality-assured professional development modules or materials for PE and sport
· Providing places for pupils on after school sports clubs.
Accountability
From September 2013, schools will be held to account over how they spend their additional, ringfenced funding. Ofsted will strengthen the coverage of PE and sport within the ‘Inspectors’ handbook’ and supporting guidance so that both schools and inspectors know how sport and PE will be assessed in future as part of the school’s overall provision.”
Purpose of the Funding
Schools must use the funding to make additional and sustainable improvements to the quality of physical education (PE), physical activity and sport they offer.
This means that schools should use the premium to:
· develop or add to the PE, physical activity and sport activities that their school already offers
· build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years.
How to use the PE and Sport Premium Funding
Schools should use the PE & Sport Premium to secure improvements in the following 5 key indicators:
· Engagement of all pupils in regular physical activity
· Profile of PE and sport is raised across the school as a tool for whole-school improvement
· Increased confidence, knowledge and skills of all staff in teaching PE and sport
· Broader experience of a range of sports and activities offered to all pupils
· Increased participation in competitive sport
Schools should not use their funding to:
• employ coaches or specialist teachers to cover planning preparation and assessment (PPA) arrangements – these should come out of the school’s core staffing budgets
• teach the minimum requirements of the national curriculum – with the exception of top-up swimming lessons after pupils’ completion of core lessons (or, in the case of academies and free schools, to teach your existing PE curriculum)
• fund capital expenditure – the Department for Education does not set the capitalisation policy for each school. School business managers, school accountants and their auditors are best placed to advise on a school’s agreed capitalisation policy.
Active Miles
Where schools choose to take part in an active mile, they should use their existing playgrounds, fields, halls and sports facilities to incorporate an active mile into the school day and develop a lifelong habit of daily physical activity.
Raising attainment in Primary School swimming
Schools are also required to publish the percentage of pupils within their Year 6 cohort in the 2020 to 2021academic year who met the national curriculum requirement to:
• swim competently, confidently and proficiently over a distance of at least 25m
• use a range of strokes effectively
• perform safe self-rescue in different water-based situations
Attainment data for year 6 pupils should be provided from their most recent swimming lessons. This may be data from Years 3, 4, 5 or 6, depending on the swimming programme used by their school. It is therefore essential to retain attainment data from swimming lessons in Years 3 to 5 to be able to report this accurately in Year 6.
For the 2020-2021 academic year, Pear Tree Mead will receive £19,400 of PE & Sport Premium funding.
Our intended outcomes for Sport Premium expenditure are as follows:
• Increased skill set of teaching staff including: understanding of how to teach technical aspects of games; ability to differentiate; ability to ‘talent spot’
• Increase in number of children taking part in competitive sport during school time (inter & intra)
• Increase in number of children taking part in competitive sport outside of school
• Development of parental understanding of impact of diet & exercise on child development and their capacity to learn
How the funding will be spent:
• Employ specialist coach to support PE subject leaders lead the development of provision (10 hours per week)
• Specialist coach to work alongside teachers with particular focus on assessment, differentiation
• Implement a wide range of sports activities before, during and after school
(after Covid restrictions have been lifted)
• Include PE lesson observations as part of SLT’s monitoring schedule
You can take a look at how we spent our budget and the impact it has made over the years: