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Whitefields Primary

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A Values Based School

Pupil Premium       

The Pupil Premium and Recovery Premium Strategy Statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School Overview

Detail

Data

School name

Whitefield Primary Academy

Number of pupils in school

453

Proportion (%) of pupil premium eligible pupils

42.2%

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)

2021 – 2024

(2021-22, 2022 -23, 2023 – 24)

Date this statement was published

March 2022

Date on which it will be reviewed

November 2024

Statement authorised by

Mrs Jan Christie (Headteacher)

Pupil premium lead

Mrs Amy Moye

 (Deputy Headteacher)

Governor / Trustee lead

Mrs Melissa Trodd

(Chair of Governors)

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£240,775

Recovery premium funding allocation this academic year

£25, 955

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

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

£266, 710

Part A: Pupil premium strategy plan

Statement of Intent

At Whitefield Primary Academy, our intention is that all pupils, irrespective of their backgrounds and the challenges they face, make good progress and achieve high attainment across all areas of the curriculum. The focus of our pupil premium strategy is to support our disadvantaged pupils to achieve that goal by ensuring that we have high expectations, high quality teaching and a bespoke curriculum that engages and inspires our pupils.

Our Context

  • Whitefield is situated in an area of Luton with levels of high deprivation.
  • 42.2% of pupils are eligible for Pupil Premium in comparison to 22.4% nationally.
  • 40.4% of pupils are classified as EAL in comparison to 20.9% nationally.
  • 22% of pupils are classified as SEND in comparison to 14% nationally.

We work closely with our community through parental engagement and pastoral support – our Family Team and Nurture Team. We recognise the challenges our disadvantaged and vulnerable pupils face and work together to overcome these challenges. This statement is to support all learners – whether they are disadvantaged or not.

We have established a culture and ethos where every child can achieve excellence. High quality teaching is at the heart of this. Teachers and support staff work together to identify the needs of our learners and our curriculum has been developed to enrich pupils’ vocabulary, develop and establish reading skills and promote a love of reading. Research from the EEF toolkit shows that oral language interventions, phonics and reading comprehension strategies all have a high impact on learning for all children however, the impact on disadvantaged learners is more significant.    

All pupils are provided with the opportunity to be inspired and challenged, to experience excitement and adventure, to build capital culture and to be confident and ready to move to the next stage of their educational journey. These enrichment opportunities are embedded within our curriculum and through wider school opportunities.

Our pupil premium strategy encompasses the wider school plans for education recovery following the COVID 19 pandemic. These include targeted support through the National Tutoring Programme and Tuition Partners, school led tuition for targeted pupils (including those who are not disadvantaged) across the school and access to an Academic Mentor to support in pupil progress.  

Robust assessment measures are in place, this allows staff to be responsive to the needs of individual learners. A cycle of standardisation and moderation is in place across the school and trust. This ensures that school staff and school leaders - set challenging targets for all pupils based on prior learning and outcomes, complete ongoing formative assessment for all pupils and intervene when gaps in learning are identified and ensure that all staff are aware of disadvantaged pupils and take responsibility for their outcomes and continue to raise expectations.      

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1.

Language and communication

Assessments, observations and discussions with pupils indicate underdeveloped language skills and vocabulary gaps among many of our pupils including our disadvantaged pupils.

2.

Low starting points

Data – both internal and external indicates that our children enter Whitefield Primary Academy in both Nursery and Reception with low attainment.

GLD school data was 62% in comparison to National at 72%

Internal teacher assessment in summer 2021 indicated that 56% of pupils would have achieved GLD had we submitted statutory outcomes, indicating that the pandemic had impacted on learning within EYFS.  

3.

School closures 2020 -2021

Our assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in maths. Pupils will be targeted to support them in closing the gaps in learning with provision best suited to them.

4.

Pupil wellbeing and enrichment activities

The ongoing work of our family and pastoral team, assessments and discussions with pupils and families have identified social and emotional issues for many pupils. The restrictions during the pandemic has also resulted in the lack of opportunities for pupils to experience the experiential and enrichment opportunities the school is usually able to offer all pupils.

46% of our disadvantaged families are supported by our Family and Pastoral Teams and access support from other external agencies. There is also a number of pupils and families who are not classified as disadvantaged but also require support.    

5.

Greater depth outcomes across the school.

Internal and external (where available) indicate that attainment at a greater depth among disadvantaged pupils is below that of non-disadvantaged pupils.   

Greater Depth

2020/21 End of Year Outcomes

Yrs. 1 -6

Reading

Writing

Maths

RWI

Disadvantaged

13%

2%

12%

1%

Non-disadvantaged

25%

9%

21%

8%

 

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

To improve literacy outcomes in Reception for all pupils (including disadvantaged)

Assessments and observations will indicate improved oral, reading and written skills.

To Improve reading attainment for disadvantaged pupils

End of KS2 outcomes in 2024/25 in reading for disadvantaged pupils reaching the expected standard will exceed 76% (2019 disadvantaged outcome)

End of KS2 outcomes in 2024/25 in reading for disadvantaged pupils meeting the greater depth standard will exceed 21% (2019 disadvantaged outcome)

 

To Improve writing attainment for disadvantaged pupils

End of KS2 outcomes in 2024/25 in writing for disadvantaged pupils reaching the expected standard will exceed 70% (2019 disadvantaged outcome)

End of KS2 outcomes in 2024/25 in writing for disadvantaged pupils meeting the greater depth standard will exceed 12% (2019 disadvantaged outcome)

 

To Improve maths attainment for disadvantaged pupils

End of KS2 outcomes in 2024/25 in maths for disadvantaged pupils reaching the expected standard will exceed 88%% (2019 disadvantaged outcome)

End of KS2 outcomes in 2024/25 in maths for disadvantaged pupils meeting the greater depth standard will exceed 21% (2019 disadvantaged outcome)

 

To achieve and sustain wellbeing for all pupils in our school, particularly our disadvantaged pupils

High levels of wellbeing –

·       Data and feedback from pupil voice, pupil and parent surveys and teacher observations.

·       Continued provision and pupil participation in enrichment particularly for disadvantaged pupils.

Attendance to be above 96% and persistent absence to be in line with or below national

Sustain a low persistent absence rate which is in-line with or below national.

 

Provision mapping of interventions in place for all disadvantaged pupils in order to track and ensure gaps in learning are closed.

Whole school tracking of disadvantaged pupil interventions in place and linked to the whole school assessment tracking system.

Evidence – outcomes (attainment and progress), book scrutiny, observations and evaluation of interventions (comparison of entry and exit data)

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: £ 85,735

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional teacher Year 5 – reduce class size

In previous years Whitefield has had an additional class in Year 6 to support with academic achievement and has resulted in positive outcomes. It enables a more focused approach to first quality teaching.

 

1, 3, 4 and 5

Additional teacher Year 6 (mornings) – reduce class size

In previous years Whitefield has had an additional class in Year 6 to support with academic achievement and has resulted in positive outcomes. It enables a more focused approach to first quality teaching.

1, 3, 4 and 5

CPD sessions for staff focused on Talk for Writing

We have developed a whole school approach to teaching written and oral English. We continue to develop and refine our English curriculum to support teachers and embed the skills needed to support good pupils’ attainment and progress.

1,2, 3, 4 and 5

Continue to develop our feedback policy that encourages metacognition with pupils.

At Whitefield our staff provide constructive feedback to every child, focusing on success and areas for improvement against learning intentions. Feedback should enable children to become reflective learners and help them to close the gap between current and desired performance.

 

1,2, 3, 4 and 5

The school day is extended – pupils can come into class from 8.30 to allow children to begin our daily fluency tasks and targeted support sessions.

By extending the school day, opening the doors from 8.30 pupils can come in and complete daily maths fluency sessions or for targeted children specific focused sessions e.g. handwriting or spelling.

1,2, 3, 4 and 5

CPD sessions for staff – Talk For Writing.

By continuing to refine and improve our Talk For Writing curriculum, we are developing a programme that focuses on the link between oral and written language. This provides our children with the starting points to embed language and literacy and supports then developing as writers.

1,2, 3, 4 and 5

Mastery learning – Power Maths which supports teaching for mastery.

We have introduced Power Maths as a maths scheme across the school. It is based on the mastery approach which is characterised by teacher-led, whole-class teaching with common lesson content from all pupils through the use of concrete, pictorial and abstract.

1,2, 3, 4 and 5

Read Write Inc – phonics

Oral Comprehension

Accelerated Reader

Yrs. 2-6

We have adapted the RWI phonics programme to meet the needs o our children. Children in EYS – Yr. 2 (end of Autumn term)

These children will also access oral comprehension sessions within their reading lessons.

The children who complete the RWI programme by the end of the Autumn term in Yr. 2 will then access the Accelerated Reader programme. 

1,2, 3, 4 and 5

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 45,350

Activity

Evidence that supports this approach

Challenge number(s) addressed

Academic Mentor

As a trust, we have employed an academic mentor to work across the three schools in the trust. They will work in class for part of the time and support focused children in ensuring that pre-teaching and targeted skills are developed. They will also support in the same way through small group sessions.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition

2,3,4 and 5

Focused Tutoring

Third Space Tuition

Pupils will be accessing a package of support which is linked to identified gaps in learning through teacher assessments.   

One to one tuition approaches can enable pupils to make effective progress by providing intensive, targeted academic support to those identified as having low prior attainment or at risk of falling behind. The approach allows the teacher or tutor to focus exclusively on the needs of the learner and provide teaching that is closely matched to each pupil’s understanding.  (EEF 2021)

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition

1,2, 3, 4 and 5

School based tuition sessions for targeted pupils.

Class teachers who have a greater understanding on a child’s attainment and areas for development are best placed to deliver tuition.

Small group tuition is most likely to be effective if it is targeted at pupils’ specific needs. Diagnostic assessment can be used to assess the best way to target support. (EEF 2021)

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

1,2, 3, 4 and 5

Easter School

We have historically at Whitefield run an Easter School for our Year 6 cohort.

Data analysis from Mock SATs identifies key areas for specific children. Sessions are run over a week of the Easter holiday to address the gaps and learning is supplemented by outdoor and nurture/creative activities.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

 

3 and 5

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 125, 625

Activity

Evidence that supports this approach

Challenge number(s) addressed

Family Team

Our Family Team work closely with our families and community to enable better access to services and support. This helps remove non-academic barriers to learning. This includes parental support, stay and play, access to school food bank and advice on many areas of home/family life.

We provide free breakfast and snack for all pupils in school.

 

1,2, 3, 4 and 5

Behaviour/Nurture Team

The principles recommended by the EEF are used by our behaviour and nurture team to support behaviour and emotional and social needs across the school.

·       Establishing relationships with pupils and knowing the ‘whole’ pupil. The team work with key children across the school.

·       Understanding the needs of the school and the community and the barriers some of our pupils face in their day to day lives.

·       Systems and procedures in place to identify those children in need and put the appropriate support in place and monitor and evaluate.

1,2, 3, 4 and 5

Attendance Support

Research shows that poor attendance is linked to poor academic attainment in all stages of education (Balfanz & Byrnes 2012; London et al, 2016)

We have a dedicated member of the admin team who works closely with our EWO and a member of the Family Team to support attendance.

(2019/20 figures were impacted by school closures and 2020/21 figures by COVIV 19)

 

2018/19

2019/20

2020/21

Overall Absence

3.8%

7.6%

4.4%

Persistent Absentees

6.6%

12.2%

10.5%

 

1,2, 3, 4 and 5

Enrichment Opportunities

As part of our curriculum intent we identify the need to provide experiential learning opportunities for our pupils and build the capital culture they need.

The curriculum is designed to ensure that trips, visits, learning outside the classroom and working with our community is embedded within it. We ensure that all our pupils are able to access these opportunities.   

1,2, 3, 4 and 5

Total budgeted cost: £ 266,710

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Teacher assessments during the Academic Year 2020/21 identified that pupils had been impacted by the Global Pandemic (Covid 19).  Statutory data was not submitted, but outcomes in school showed

(TA – Teacher Assessment)

Year Group/Assessment

2018/2019

2020/2021

Reception - GLD

62%

56%

Year 1 Phonics

82%

-

Year 2 Phonics

91%

-

Year 2 TA Reading

64%

65%

Year 2 TA Writing

62%

56%

Year 2 TA Maths

73%

70%

Year 6 TA Reading

80% (78%)

72%

Year 6 TA Writing

76%

62%

Year 6 TA Maths

80% (87%)

74%

 *Year 6 assessment data for 2018/2019 TA assessment () is SATs scaled score of 100+

Covid 19 disrupted learning during the 2020/21 academic year due to whole school and bubble closures. This has detrimentally affected many pupils but for our pupils living in a community with high levels of deprivation and a high proportion of disadvantaged pupils the impact has been significant.

The school was determined to provide the best possible education for pupils whether in school or remotely. During the school closures we welcomed as many pupils as possible into school – a high proportion of these were vulnerable and/or disadvantaged. Our Family and Nurture team worked delivering devices to the many families who did not have any. The teaching team delivered high quality live and pre-recorded lessons every day to children and weekly welfare checks were made by teaching and support staff.  These measures helped to mitigate the impact of the school closures.

Measure

Activity

Reviewed- RAG Rated

Priority 1

Ensure that return and recovery plans are robustly implemented to secure rapid progress for disadvantaged pupils and all learners

The Catch -Up Plan was implemented after discussion with leaders and governors. Assessment data reviewed termly and Pupil Progress Meetings identify next steps. 

Disadvantaged pupils prioritised for tuition and intervention.

Priority 2

Raise achievement in reading through high quality training for teachers and HLTAs in whole class reading strategies

Despite the pandemic impacting all schools from March 2020, a significant amount of CPD took place for both teaching and support staff.

Priority 3

Raise awareness of the Education Endowment Fund toolkit so that teachers will adopt research-based strategies

Pupil Premium review in July 2021 identified further training and support for staff in using the EEF toolkit. Staff training sessions booked for Autumn 2021

Priority 4

Strategic leadership of Pupil Premium actions and activities

Assessment Lead and Headteacher have worked with CEO on developing a more robust plan for 2021/2022.

Governor involvement in Summer 2022

Barriers to learning these priorities address

Ensuring staff use evidence-based teaching interventions and quality first teaching to support the progress of all learners and pupil premium pupils

From December 2021 -

The EEF toolkit is now a regular source of support for staff and a number of the recommendations are in place –

Phonics/Early reading

Feedback

Oral Language Interventions

Mastery Learning

 

 

 

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme

Provider

TT Rockstar’s Multiplication

TT Rockstars

Talk For Writing

Talk For Writing

Read, Write, Inc

Ruth Miskin RWI

Power Maths

Pearson

1:2:1 Tutoring – Third Space Maths

Third Space Maths

JigSaw PHSE

Jigsaw

Accelerated Reader

Renaissance

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:

Measure

Details

How did you spend your service pupil premium allocation last academic year?

Not Applicable

What was the impact of that spending on service pupil premium eligible pupils?

Not Applicable

Further information (optional)

As part of the Pioneer Learning Trust, Whitefield Primary Academy, our vision is to provide children with an outstanding quality of education through continuous review and improvement in order to achieve our mission of pupils having equal opportunities to achieve success both in the classroom and in the world of work.

We are committed to the Pioneer Promise – we are passionate about reading and developing a love of reading, we have a passion for maths and a thirst for children to learn about the world around them. We promise to fill our children’s school lives and memories with opportunities to be inspired and challenged. We promise for them to have opportunities to experience and experiment and to have adventures that broaden their horizons. They will learn about people, communities and the wider world beyond their classroom.

At Whitefield Primary Academy, we commit to making use of available funding to ensure affordability and access arrangements to enable equity for all pupils to experience and participate. By doing this, we believe that children will leave Whitefield better equipped for the next stage of their education and their futures.