Pupil Premium/Sports Premium
School overview
Detail | Data |
School name | Pear Tree Mead Academy |
Number of pupils in school | 415 (R-6)
41 (Pre/Nursery) |
Proportion (%) of pupil premium eligible pupils | 29% 104+15(R-Y6)
10% 4(Pre/Nursery) |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-2025 |
Date this statement was published | December 2023 |
Date on which it will be reviewed | July 2024 |
Statement authorised by | Christine Peden |
Pupil premium lead | Lacey Davies |
Governor / Trustee lead | Linda Blackburn |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £151,320 + £21,825 =
£173,145 |
Recovery premium funding allocation this academic year | £15,080 |
EY pupil premium | £1,368 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
Tuition premium | N/A |
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 |
£189,593 |
Part A: Pupil premium strategy plan
Statement of intent
Our intention at Pear Tree Mead Academy is to provide all pupils with the opportunity to achieve their full potential. We employ strategies and interventions to remove barriers which can be caused by personal circumstances or learning gaps.
Common barriers to learning for disadvantaged pupils may include:
to build solid relationships with all children, and the parents thereof, who attend Pear Tree Mead We aim to do this through:
Achieving these objectives: Range of provision but not limited to:
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Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | High levels of adverse childhood experiences
Trauma informed schools UK: Increased numbers of children are presenting with mental health difficulties and high adverse childhood experiences (ACEs) impacting on future life chances, mental and physical health and progress and attainment. |
2 | Social and emotional needs, including attachment difficulties, emotional regulation difficulties and conflict resolution difficulties – referrals made to outside agencies and internal provisions (nurture/LM support) remain high |
3 | Oral language and/or communication – 50% on track (at expected) at the start of reception – bridging across to reading and writing delay |
4 | Overall attainment of disadvantaged pupils is lower than non-disadvantaged in reading (30% difference dis/non), writing (88% difference dis/non) and Maths (14% difference dis/non) – KS2 outcomes 2023 |
5 | Lost learning due to Covid-19 pandemic |
Intended outcomes
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 |
Attainment in maths – disadvantaged children achieve, at least, in-line with or above national attainment at the end of EY, KS1 and KS2
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The % of disadvantaged pupils achieving expected in maths is in-line with or above national.
The % of disadvantaged pupils achieving expected in maths is in-line with non-disadvantaged.
Progress of disadvantaged is accelerated.
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Attainment in reading and writing – disadvantaged children achieve, at least, in-line with or above national attainment at the end of EY, KS1 and KS2
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The % of disadvantaged pupils achieving expected in reading and writing is in-line with or above national.
The % of disadvantaged pupils achieving expected in reading and writing is in-line with non-disadvantaged,
Progress of disadvantaged is accelerated.
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Ready to learn – disadvantaged pupils are punctual, equipped and ready to learn.
Continue to improve attendance and punctuality, decreasing persistent absence. |
Affordable uniform with financial support available to disadvantaged learners.
Equipment, such as laptop loans, available to all learners.
Teaching staff are quick to highlight any pupils that need financial support.
Disadvantaged pupils access to breakfast club, are punctual and have energy for their day.
Attendance data is in-line with national data and shows a decrease in persistent absent pupils, narrowing the gap between disadvantaged and all pupils
Disadvantaged (2021/2022) – 91.51% Not disadvantaged (2021/2022) – 92.78% 94.5% National attendance across year
Autumn term 2022 – disadvantaged 92.45% Autumn term 2022 – not disadvantage 94.88%
2022/2023 Disadvantaged was 91.62% Non Disadvantaged was 93.92% National for the year was 92.50%
Disadvantages attendance had increased, however so has non-disadvantaged, making the gap increase between groups. However, disadvantaged is closer to national attendance across the year.
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Embed trauma perspective practice and attachment awareness through a whole school approach towards behaviour – all staff are trained to support complex SEMH needs (all staff and family support team) | Decrease in external suspensions
(2022-2023 totalling 19)
Trauma informed framework is fully embedded and pupils feel supported
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Further support harder to reach families | Greater knowledge of individual children’s backgrounds and appropriate identified support
· Induction meetings · Home visits – EY, on entry to school and throughout time with us when identified as necessary · Wealth of knowledge about local area, groups and charities to offer and signpost support to families that fit their needs and encourage them to engage |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £109,372
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Pupil premium leadership and management
Closely monitor and intervene where the progress of disadvantaged learners is below that of their expected attainment outcomes.
Liaise with SENDco, working together to identify any staff who would benefit from further CPD to support the learning of vulnerable pupils.
QFT/Adaptive teaching CPD and employed by staff |
‘Good teaching is the most important lever that schools have to improve outcomes for disadvantaged pupils’ EEF guide to the PP
Promote positive engagement and teaching strategies for PP pupils
Track PP progress and discuss with teachers, signposting needs for targeted intervention
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3, 4 and 5 |
Dedicated interventions LSAs
Dedicated LSA to analyse data and offer support and guidance |
Using trained teachers and LSAs to provide interventions to pupils who need it in previous years, supporting us in accelerating progress.
Data analysis to support choices and change anything that is not having an impact term on term – suitable for each individual child’s needs |
3, 4 and 5 |
English leads – promotes literacy, provides staff CPD and monitors/supports reading interventions alongside approaches in class
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Reading is a key determiner for academic success. Closing the reading gap leads to greater confidence, engagement and greater outcomes. | 3, 4 and 5 |
Maths lead – promotes numeracy, provides staff CPD and monitors/supports interventions alongside approaches in class
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Numeracy is a key determiner for academic success and financial competency in adult life | 3, 4 and 5 |
Building on last 2 years use of the EFF toolkit, identifying and implementing an evidence-informed approach catered to our pupils – based on last 2 years outcomes for parental engagement, reading comprehension and metacognition strategies.
Parental workshops continuously offered to engage parents – varied (ACL) Tapestry – parental engagement with child’s learning EY Specified weekly news letters to parents to support engagement and organisation (EYFS/Y1) Fun homework – maps Children teach parents sessions Class emails to support communication
Individual implementation plans in place – outlined on class forms |
EEF teaching and learning toolkit (EY and Primary)
EY – Parental engagement EEF R-Y6 – Reading comprehension (oral language) EEF R-Y6 – Metacognition and self-regulated learning EEF
Positive parental response to parent view – engagement, education and communication
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1, 2, 3, 4 and 5 |
Continue to develop high quality teaching around language development and communication.
Training in place for identified staff on intervention programmes within EY – Wellcomm
Phonics lead/Phase leaders – embed phonics approach. EY and KS1 to have extra phonics sessions (2 per day)
English leads to monitor the development of language
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Essex disadvantaged strategy – Marc Rowland
Language development and comprehension
Oral language intervention EEF- very high impact for very low cost based on extensive evidence+6 months /Reading comprehension EEF – very high impact for very low cost based on extensive evidence R-Y6, bridging into writing – Class disadvantaged forms
Sharing good practice across schools
Metacognition and self regulated learning EEF (YR-6) – very high impact for very low cost based on extensive evidence |
3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £33,186
Activity | Evidence that supports this approach | Challenge number(s) addressed |
LSA booster ‘tutor’ groups
Identification of children who need further support in reading, writing or maths
Paired class tuition – 6 sessions a term. Maths focus for the year to develop tutors. Pairing of classes older with younger.
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Small group tuition EEF – Moderate impact for low cost based on moderate evidence
Peer tutoring EEF – high impact for very low cost based on extensive evidence |
3, 4, and 5 |
Embed regular focused pupil standards meetings from EYFS to Y6 to identify barriers to learning and ensure these are addressed.
Lead by DHT
Identify support for individuals (including overall provision and intervention), changeable throughout the year – put onto the class disadvantaged forms and EduKey
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EEF
Behaviour – Essex Therapeutic Thinking Approach /Paul Dix Interventions – range Reading comprehension – class based, interventions and EEF strategy focus Small group tuition EY interventions |
1, 2, 3, 4, 5 |
Interventions – consistently delivered
Do not impact on core subjects and are varied to ensure impact does not occur on broader curriculum subjects
Training given to staff who are to deliver (teachers and LSAs)
Wellcomm Rapid reading Writing – SC led and gaps in knowledge (end of KS outcomes) Precision monitoring Phonics – Letters and Sounds Nurture group 1stClass@number (arithmetic element) Numicon
Working in-line with evidence based work schemes:
Wordsmith Primary stars White Rose
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All interventions have been chosen due to previous success within the intervention or evidence base is high
DfE approved |
3, 4 and 5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £47,025
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Continue to embed our Essex Steps – therapeutic thinking approach to behaviour
Embedding trauma informed practice – whole school approach
TPP training completed for all staff and upskilled (2 current trainers in school/elements 1-8 training completed but consistent return)
Attachment Awareness school – train the trainer, again led by SLT
Regular support for SLT trainers through Essex
Learning mentor to support SEMH |
Trauma informed schools UK: Increased numbers of children are presenting with mental health difficulties and high adverse childhood experiences (ACEs) impacting on future life chances, mental and physical health and progress and attainment.
Trauma halts the capacity to learn. Multiple adverse childhood experiences disrupt neural development and impair social, emotional and cognitive development. Neural pathways are needed for empathy, reflection and the ability to concentrate and learn.
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1 and 2 |
Pastoral team expertise is developed to support complex SEMH needs – SENDco, assistant SENDco and learning mentor, HT/DHT/AHT
Referrals for external and internal services remain high – LM register % disadvantaged
TPP training from Essex and with guided support
Early identification of need and level of vulnerability – early help (FST)
Children as wellbeing champions – supporting other pupils with mental health needs (supported by the Onegoal initiative)
Play leaders Play leader mentors– supporting younger pupils to engage in play and model positive social interactions
Outdoor space and experiences: Allotment Pond Gym Adventure Woodland school Sensory spaces across the school Swimming pool (lessons, fun swims and gala)
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High quality provision for children with complex SEMH needs – EEF toolkit
Benny Kuruvilla – Role and impact of Learning Mentors: The findings indicated that although not measurable in quantitative terms, mentoring support has a positive impact on the social and academic outcomes of the mentees, as it provided them with an opportunity to realise their potential.
Social and emotional benefits: Children’s academic development is closely linked to the consistency and quality of their social interactions (Mulryan-Kune,2014). Many advocates stress the benefits of playtimes for social and emotional wellbeing and development, including learning how to negotiate and problem solve; to deal with conflicts, falling out and teasing; and learn how to compromise; to deal with fear and take risks, and to develop friendships (eg American Academy of Pediatrics, 2013; Baines and Blatchford, 2011; Goudreault and Guimont, 2017; Jarrett et al., 2009). Opal initiative – research
Lots of pupils in our school do not have gardens, and/or are constantly limited by indoor activities and restrictions. 11% of our school population has SEND needs, provision for this group and other groups who need to physically move around and have outdoor space to learn benefit – Outdoor learning environments are less structured and formal than classroom environments, allowing more physical mobility. In comparison to a classroom environment, outdoor learning increases the physical space around children. Greater physical activity has been shown to impact on children’s educational attainment (Ahamed et al., 2007; Trudeau & Shephard, 2008). Research – outdoor learning spaces: The case of forest school |
1 and 2 |
Attendance officer – closely monitors and supports PP attendance | Pupil premium strategy – ‘interventions may well be one part of an effective pupil premium strategy, they are likely to be most effective when deployed alongside efforts to attend to wider barriers to learning, such as attendance and behaviour. | 1, 2, 3, 4 and 5 |
Other support:
Breakfast club and trip support Equipment, uniform and supplies Technology Data management Finance management Providing food for families at home Meet and greets Teacher/pupil relationship (specified 1:1 time) Class responsibilities
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Removing potential barriers to participation and increasing attendance
Tracking and monitoring progress to implement interventions effectively
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1, 2, 3, 4 and 5 |
Total budgeted cost: £189,583
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: