Pupil 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 name||Gibside School|
|Number of pupils in school||173|
|Proportion (%) of pupil premium eligible pupils||43%|
|Academic year/years that our current pupil premium strategy plan covers||1|
|Date this statement was published||7 December 2021|
|Date on which it will be reviewed||7 December 2022|
|Statement authorised by||
|Pupil premium lead||
|Governor / Trustee lead||David Mitchell|
|Pupil premium funding allocation this academic year||£95,945|
|Recovery premium funding allocation this academic year||£20,590|
|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
Part A: Pupil premium strategy plan
Statement of intent
We have high expectations for all our pupils and our assessment data continues to show us that our disadvantaged pupils make expected or better than expected progress. The pupil premium funding has helped to further support those in receipt and ensure they reach their potential and meet targets set. It has also had a significant impact on personal, physical, emotional and social well-being and ensures all pupil’s entitled to PP funding perform at least as well as those not in receipt.
Broadening our curriculum through offering inspiring opportunities to our pupils enhances their love of learning. We strive to deliver a personalised approach to all our pupils. We therefore have targeted our PP funds to create further opportunities; including technologies to enable pupils to make choices and communicate in their most effective ways. Our pupils thrive when they have access to practical learning and being outdoors and we create as many opportunities as we can to support this.
Many of our pupils require access to 1:1 support in order to participate in challenging situations and engage in learning, others respond to small group support. Where our data shows that pupils entitled to PP funding are not keeping up with their peers we are able to offer interventions of small group or 1:1 work.
Our staff are highly skilled and we place a great emphasis on their professional development. We also have strong links with our families and supporting them as well as their children is a priority. Our Family Support Worker and Health care worker have close links with families and their work enables us to strengthen our partnerships with Health and Social Care.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Detail of challenge
|1||Attendance due to Covid and periods of isolation has been detrimental to the children’s learning and general well-being. Attendance of PP children from September to November is 87.5% as opposed to 91% for non-PP children.|
|2||Attendance of staff due to Covid and periods of isolations has been detrimental to children’s learning and well-being as we have been unable at times to provide the levels of support we normally would.|
|3||The wellbeing of many of our disadvantaged pupils has been impacted by closures which has also impacted behaviour.|
|4||Assessment data has shown that reading is an area where progress has not been as strong as other areas of the curriculum.|
|5||Impact of venue limitations for community learning and access to alternative curriculum approaches due to Covid restrictions.|
|6||Limited visitors allowed in school due to restrictions which has prevented some multi-disciplinary support from supporting within school.|
|7||Limited visitors in school has prevented us from enriching the curriculum with outside experiences such as music and sporting sessions/events.|
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.
|Increased parental engagement||35% of PP parents/carers frequently engaged and supported with social care.|
|Improve attendance||PP attendance to stay above 93%.|
|Support children with mental health following Covid 19 pandemic.||Children across school to have positive mental health after experiencing lockdown due to Covid 19.|
Access to extra-curricular sessions where appropriate
(Dependent upon Covid restrictions put in place)
|Increase amount of PP children participating in sessions of extracurricular activities by up to 50%.|
|Higher proportion of children to participate in sessions of Rebound therapy.||Increase in amount of PP children participating in sessions of Rebound by 65%.|
|Increase PP participation in whole school arts workshops (dependent upon Covid restrictions put in place).||All PP children to have access to at least one workshops based around the arts.|
|PP pupils to have access to music tuition||At least 30% of PP children to have taken part in targeted music sessions including drumming workshops.|
|Ensure children have access to specific bespoke equipment||PP to be more engaged in areas that resources were purchased to support. PP children to have met targets within these specific areas.|
|PP children to have additional TA support.||
Teachers to demonstrate how PP children have been supported through specific interventions.
Evidence of how additional staff have been deployed.
|Outdoor learning environments created to support children’s learning and to support children when deregulated.||Increased amount of outdoor learning taking place reinforcing social development across environments.|
|FASD training for all staff.||All staff will have a better understanding of how to support children with FASD. These approaches will be relevant in supporting number of other children across school.|
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: £20,000
Evidence that supports this approach
Challenge number(s) addressed
|Training for staff in leading sessions of Outdoor learning.||There is strong evidence to suggest that exploring the world outdoors can help children with SEN to overcome challenges and learn new skills, building their resilience, and boosting their self-confidence.||3, 5, 7|
|Purchase of Phonics Bug to secure stronger phonics teaching across school.||Standardised Phonics scheme will support children across school with accuracy of word reading.||4|
|Improving the library area within school.||
The National Literacy Trust (2019) found that children and young people who used the school library showed:
Better reading attainment.
Better mental wellbeing.
Higher levels of reading enjoyment, reading for pleasure and reading confidence.
Higher levels of writing confidence and writing for pleasure.
A tendency to read and write a greater range of material.
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £66,535
Evidence that supports this approach
Challenge number(s) addressed
|Training for staff to ensure a broad understanding of FASD||Specific training around FASD will enable staff to have strategies to better support children across school.||3|
|Increased staffing levels across school to support children with both group work and 1:1 support when needed.||Additional staff within classes will ensure children get focussed support throughout the day and ensure staffing levels are manageable during periods of Covid cases and at times of isolation.||2, 6|
|Opportunities to take part in extra curricula activities.||Enrichment walks and taking in part in sports activities including horse riding has shown to improved behaviour of children who become deregulated throughout the school day.||3, 5, 7|
|The purchase of specific bespoke equipment to support children across school.||Regulatory toys and recourse specific to children’s needs has shown in the past to support children with their learning and regulation,||3, 6|
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £30,000
Total budgeted cost: £116,535
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.
Children across school have supported with bladder and bowel issues and referrals made by Health Support Worker.
DLA support given via FSW and documents on school website.
93.4% attendance since September 2020 which is an improvement of 1.3% from previous school year.
Summer well-being club set up for 8 children. 50% were PP children.
Regular yoga and meditation sessions led across school by teachers with support from the well-being team.
Increased timetable focus on PSHE ensuring well-being across all children. Monitored by SLT to ensure increased focus maintained.
Weekly well-being calls to families made by teachers throughout lockdown.
Karate and Rugby lunchtime clubs set up over the Summer term with 18 pupil premium children taking part.
Bare Toed Dance company visited school for three days in the summer term with all children across school having opportunities to participate.
Sessions led by music specialist over summer term with 27% of PP children participating in whole group sessions.
One bubble took part in morning assembly with music specialist. 51% of the children were PP.
Bespoke equipment purchased for children across school including sensory switching resources which has supported children with their IT skills.
All classes across school have a fourth member of staff to support children within class with regular 1:1 intervention. Fifth member of staff utilised to support classes on community visits.