Detail

Data

School name

Middlethorpe Primary Academy

Number of pupils in school

237

Proportion (%) of pupil premium eligible pupils

24%

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

3 years

Date this statement was published

1.10.22

Date on which it will be reviewed

1.9.23

Statement authorised by

Annabel Atkin

Pupil premium lead

Natalie Message

Governor / Trustee lead

Darren Holmes

Detail

Amount

Pupil premium funding allocation this academic year

£79,050

Recovery premium funding allocation this academic year

£ 6090

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

£85,140

At Middlethorpe Primary Academy we believe that every child should achieve to their full potential. We pride ourselves on having high aspirations and expectations of all pupils including those in vulnerable groups.

The allocation for Pupil Premium is carefully considered in relation to the context of the school and the needs of the children in receipt of the funding. The needs of the children are considered at a whole school, cohort and individual level. Our in depth knowledge of the needs of every child is used alongside the latest research from the EEF to inform our plans and provision.

Overall Objectives

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils
• For all disadvantaged pupils to make at least good progress against national expectations
• To widen opportunities for disadvantaged pupils

Key Principles of the plan

• High expectations for all children and a belief that all children can achieve to the highest standard
• Quality first teaching
• Early intervention
• Flexibility of approach
• Multidimensional approach

Strategies of the approach

• Identifying the barriers to learning for disadvantaged pupils
• Identifying the patterns of achievement for disadvantaged pupils using internal and external data
• Identifying provision required at a group, cohort and individual level
• Use of data and diagnostic assessments to identify what is needed to improve
• Analyse the impact

Challenge number

Detail of challenge

1

SEMH needs

2

Speech and language development

3

Lower attainment on entry

4

Low aspirations

5

Lack of academic support at home

Intended outcome

Success criteria

Accelerate the progress of children in receipt of pupil premium funding to close the attainment gap between them their peers.

PUP will make at least good progress from prior starting points

Increase the percentage of children in receipt of pupil premium funding attaining ARE or above.

Percentage of PUP achieving ARE or above will be in line with non PUP

SEMH

• Confident, independent learners who show a resilient attitude to all aspects of school life
• Children who are able to self-manage behaviour and ask for help when support is needed

Widen experiences

• Children are exposed to similar experiences of that of non PUP
• Aspirational children who have an understanding of the world they life in

Activity

Evidence that supports this approach

Challenge number(s) addressed

The use of ‘The Write Stuff’ along side ‘The Power of Reading’ subscriptions.

(The Write Stuff £1083.33, Power of Reading £350)

• Internal data at the end of 21/22 showed that 29/49 (59%) PUP reached ARE+ in Writing (4/49, 8% attained GDS)
• Internal data at the end of 21/22 showed that 33/49 (67%) PUP reached ARE+ in Reading (5/49, 10% attained GDS)
• Writing approach centres around modelling writing and high aspirations combined with high quality texts to inspire.

2, 4

CPD programme for TAs and teachers including feedback, collaboration and metacognition)

(Contribution to Venue hire for ELT CPD events, Travel expenses £3000)

• EEF research found that using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium
• Clear programme of support and development to ensure all staff deliver quality first teaching in every lesson

1, 2, 3, 4

Training and support for early career teacher.

(UCL)

• EEF research found that using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium.
• Those at the earliest stage in their career require additional support.

1, 2, 3, 4

Continued investment in Little Wandle reading books and reading for pleasure books and paraphernalia

(£750 Little Wandle subscription, £169.20 Reading Teddies)

• Phonic screening results continue to be lower than in previous years.
• DfE guidance insists on fidelity to SSP programme of Phonics
• Enjoyment and attainment in reading has a direct impact on future academic success

1,2,3,4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted interventions in small groups and 1:1 to match need

(Yr6 HLTA interventions £112.27 per day = £21331.30

Yr5 TA afternoon interventions £32.43 per afternoon = £6161.70

Yr4 TA afternoon interventions £31.60 per afternoon = £6004

Yr3 TA apprentice afternoon interventions £18.45 per afternoon = £3505.50

Yr2 TA afternoon interventions £31.60 per afternoon = £6004

Yr1 TA morning interventions = £3500

EYFS TA interventions = £2069.61

TA Friday afternoon interventions £25.94

=£933.84

=£49509.95)

• EEF state the importance of targeted group support by teachers and teaching assistants in academic attainment
• Small group and 1:1 support following diagnostic assessments allows specific gaps in attainment to be addressed

1, 2, 3,

Oracy 

(Nuffield Early Language Intervention)

• Oral language approaches have a high impact on pupil outcomes
• There is evidence to suggest that pupils from lower socioeconomic backgrounds are more likely to be behind their more advantaged counterparts in developing early language and speech skills, which may affect their school experience and learning later in their school lives
• Higher proportion of PUP have speech and language difficulties than non-PUP

1, 2, 3

Use of Reading Plus programme

(£2517.52)

• Attainment in reading has an impact on future academic achievement
• Reading comprehension is a crucial component of reading instruction.
• Due to lack of parental support PUP children are read with less at home and have less variety of books in their homes- reading plus offers variety and develops exposure of a range of genres
• It is an adaptive programme to improve vocabulary, fluency, comprehension, stamina and motivation in reading

1, 2

Lexia

(£3449.80)

• Rigorous, personalised and structured approach to spelling and reading
• Accelerates the development of Literacy skills

1, 2

TA support for Year 3

(£10,118)

• Year 3 have suffered as a result of the global pandemic during a key milestone in their child development.  In addition to inconsistency in staffing over the last 2 years (4 teachers).
• It has the highest proportion of PUP children. (11/28 = 39%)

1, 2, 4, 5

Letter-Join

(£380.40)

• EEF Summary Research suggests that slow or effortful handwriting (as well as spelling) takes most of children’s focus and limits the amount of thought that can be given to the content of their writing.

5

Activity

Evidence that supports this approach

Challenge number(s) addressed

SEMH support including Thrive

(Childhood practitioner course  £1443  

Leading emotionally healthy primary schools  £548  

Thrive together modules 1-5  £563

Subscription March 22 to March 23  £864

TA afternoon interventions £31.60 per afternoon = £6004)

• Higher percentage of PUP with SEMH needs than non PUP.
• Evidence suggests that children from disadvantaged backgrounds have, on average, weaker SEL skills at all ages than their more affluent peers. These skills are likely to influence a range of outcomes for pupils: lower SEL skills are linked with poorer mental health and lower academic attainment.

3, 4, 5

Metacognition and self-regulation strategies taught

• Evidence states that disadvantaged pupils are less likely to use metacognitive and self-regulatory strategies without being explicitly taught these strategies. 

1, 2

Residential visits and school trips

(50% Subsidised residential trips. £3000)

• Children from disadvantaged backgrounds are less likely to be able to afford additional costs relating to school visits
• All children should be given the same opportunity to wider curricular experiences.

3, 4

Extracurricular activities including music lessons

(£1440)

• All children should have the opportunity to music lessons to broaden experiences.
• Due to high costs of private lessons, many PUP children will not have the opportunity to experience music lessons outside of school

3, 4

Programme

Provider

Little Wandle

Wandle Learning Trust

Times Tables Rockstars

Times Tables Rockstars

Sumdog

Sumdog

Spelling Shed

Edshed

Lexia

Lexia

Reading Plus

Reading Plus

Charanga

Charanga Ltd

The Write Stuff

Jane Considine

Power of Reading

Centre for Literacy in Primary Education

White Rose Maths

White Rose Maths

Number Stacks

Number Stacks

Language Angels

Nubridge Publishing Limited

Detail

Data

School name

Middlethorpe Primary Academy

Number of pupils in school

209

Proportion (%) of pupil premium eligible pupils

32%

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

3 years

Date this statement was published

September 2021

Date on which it will be reviewed

September 2022

Statement authorised by

Rachel Simpson

Pupil premium lead

Lesley Bebbington

Governor / Trustee lead

Darren Holmes

Detail

Amount

Pupil premium funding allocation this academic year

£52,455

Recovery premium funding allocation this academic year

£ 6525

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

£

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

£58,980

At Middlethorpe Primary Academy we believe that every child should achieve to their full potential. We pride ourselves on having high aspirations and expectations of all pupils including those in vulnerable groups.

The allocation for Pupil Premium is carefully considered in relation to the context of the school and the needs of the children in receipt of the funding. The needs of the children are considered at a whole school, cohort and individual level. Our in depth knowledge of the needs of every child is used alongside the latest research from the EEF to inform our plans and provision.

Overall Objectives

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils
• For all disadvantaged pupils to make at least good progress against national expectations
• To widen opportunities for disadvantaged pupils

Key Principles of the plan

• High expectations for all children and a belief that all children can achieve to the highest standard
• Quality first teaching
• Early intervention
• Flexibility of approach
• Multidimensional approach

Strategies of the approach

• Identifying the barriers to learning for disadvantaged pupils
• Identifying the patterns of achievement for disadvantaged pupils using internal and external data
• Identifying provision required at a group, cohort and individual level
• Use of data and diagnostic assessments to identify what is needed to improve
• Analyse the impact

Challenge number

Detail of challenge

1

SEMH needs

2

Speech and language development

3

Lower attainment on entry

4

Low aspirations

5

Lack of academic support at home further impacted by the global pandemic

Intended outcome

Success criteria

Accelerate the progress of children in receipt of pupil premium funding to close the attainment gap between them their peers.

PUP will make at least good progress from prior starting points

Increase the percentage of children in receipt of pupil premium funding attaining ARE or above.

Percentage of PUP achieving ARE or above will be in line with non PUP

SEMH

• Confident, independent learners who show a resilient attitude to all aspects of school life
• Children who are able to self-manage behaviour and ask for help when support is needed

Widen experiences

• Children are exposed to similar experiences of that of non PUP
• Aspirational children who have an understanding of the world they life in

Activity

Evidence that supports this approach

Challenge number(s) addressed

Whole school training and implementation of ‘The Write Stuff’

(£1317)

• Internal data at the end of 20/21 showed that writing attainment in all year groups was lower than in other subjects
• Internal data at the end of 20/21 showed writing attainment was significantly lower than in previous years
• Writing was identified as an issue when children returned from both lockdowns
• Approach centres around modelling writing and high aspirations

1, 2

CPD programme for TAs and teachers including feedback, collaboration and metacognition)

(£3000)

• EEF research found that using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium
• Clear programme of support and development to ensure all staff deliver quality first teaching in every lesson

1, 2, 3, 4

Training and support for early career teachers.

(£2000)

• EEF research found that using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium.
• Those at the earliest stage in their career require additional support.

1, 2, 3, 4

Investment in Read Write Inc reading books and reading for pleasure books.

(£2000)

• Phonic screening results were lower last year than in previous years as a result of lockdowns and school closure.
• Enjoyment and attainment in reading has a direct impact on future academic success

1,2,3,4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted interventions in small groups and 1:1 to match need

(£30000)

• EEF state the importance of targeted group support by teachers and teaching assistants in academic attainment
• Small group and 1:1 support following diagnostic assessments allows specific gaps in attainment to be addressed

1, 2, 3,

Oracy

• Oral language approaches have a high impact on pupil outcomes
• There is evidence to suggest that pupils from lower socioeconomic backgrounds are more likely to be behind their more advantaged counterparts in developing early language and speech skills, which may affect their school experience and learning later in their school lives
• Higher proportion of PUP have speech and language difficulties than non-PUP

1, 2, 3

Use of Reading Plus programme

(£4000)

• Attainment in reading has an impact on future academic achievement
• Reading comprehension is a crucial component of reading instruction.
• Due to lack of parental support PUP children are read with less at home and have less variety of books in their homes- reading plus offers variety and develops exposure of a range of genres
• It is an adaptive programme to improve vocabulary, fluency, comprehension, stamina and motivation in reading

1, 2

Lexia

(£4300)

• Rigorous, personalised and structured approach to spelling and reading
• Accelerates the development of Literacy skills

1, 2

Activity

Evidence that supports this approach

Challenge number(s) addressed

SEMH support including Emotional Literacy Support

(£8,000)

• Higher percentage of PUP with SEMH needs than non PUP.
• Evidence suggests that children from disadvantaged backgrounds have, on average, weaker SEL skills at all ages than their more affluent peers. These skills are likely to influence a range of outcomes for pupils: lower SEL skills are linked with poorer mental health and lower academic attainment.

3

Metacognition and self-regulation strategies taught

• Evidence states that disadvantaged pupils are less likely to use metacognitive and self-regulatory strategies without being explicitly taught these strategies. 

1, 2

Residential visits and school trips

(£2000)

• Children from disadvantaged backgrounds are less likely to be able to afford additional costs relating to school visits
• All children should be given the same opportunity to wider curricular experiences.

3, 4

Extracurricular activities including music lessons

(£2500)

• All children should have the opportunity to music lessons to broaden experiences.
• Due to high costs of private lessons, many PUP children will not have the opportunity to experience music lessons outside of school

3, 4

Enrichment afternoons

• Provide opportunities that children may not otherwise have access to

3, 4

Programme

Provider

Read, Write Inc

Ruth Miskin Read, Write Inc

Times Tables Rockstars

Times Tables Rockstars

Spelling Shed

Edshed

Lexia

Lexia

Reading Plus

Reading Plus

Pixl

Pixl

Measure

Details

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

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

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.