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. The total budgeted for Pupil Premium this year is £24,480.
School overview
School name
Horsmonden Primary Academy
Number of pupils in school
169
Proportion (%) of pupil premium eligible pupils
10%
Date this statement was published
September 2022
Date on which it will be reviewed
December 2023
Statement authorised by
Academy Board
Pupil premium lead
Hayley Sharp
Funding Overview
Pupil premium funding allocation this academic year
£ 22,160
Recovery premium funding allocation this academic year
£ 2,320
Pupil premium funding carried forward from previous years (enter £0 if not applicable)
£0
Total budget for this academic year
£ 24,480
Statement of intent
Horsmonden Primary Academy is a school with a small proportion of PPG children (10%) defined as disadvantaged, which is lower than the national average.
Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils.
At Horsmonden, we believe in developing and nurturing all children irrespective of their background to ensure that the gap between disadvantaged and non-disadvantaged children is significantly diminished.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils
Challenge 1
Limited opportunities to develop and extend conversational skills outside school
Challenge 2
Limited opportunities to develop, extend and apply English and Maths skills outside school.
Challenge 3
Lack of access to enrichment activities, resources and support to enhance learning opportunities in school.
Challenge 4
Limited opportunities for exploring their community and the wider world.
Challenge 5
Parental and community perceptions of the value of education and lack of confidence or experience which can prevent them from engaging with their child’s learning.
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.
Key
Intended outcome
Success criteria
To close the gap in attendance between disadvantaged and non-disadvantaged children, so that persistent absence is reduced for all, but specifically the gap is narrowed.
Persistent absence will be reduced overall.
Disadvantaged children that have persistent absence will be in line with those who are not disadvantaged
To improve opportunities for children to be challenged and supported across the curriculum; and to apply and extend skills.
At each Key Stage disadvantaged children will perform in line with their peers in the core subjects.
To develop how we organise and deliver a broad and balanced curriculum by implementing the IB PYP Framework and gaining IB accreditation. This will include developing a comprehensive, community wide approach; enabling all adults and pupils with a range of opportunities to use clear articulation, written and conversational skills that are practised and modelled at all times.
Learning walks will show disadvantaged children communicating articulately with their peers.
Inquiry books will show disadvantaged children applying age appropriate English skills learned.
Maths books will show disadvantaged children using, applying and reasoning with age appropriate maths work.
To develop a range of enrichment opportunities before, during and after school.
Disadvantaged children will take part in a range of enrichment activities such as Breakfast/After School Club, sports clubs, trips and residentials.
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: £1,745
Training for teachers from the IB in how to use PYP Framework.
Teachers then implement the framework encouraging collaborative, inquiry based learning supported by the use of technology.
This builds on training from last year and deepens the understanding of PYP for teachers.
Evidence that supports this approach
-
EEF – Collaborative Learning
The impact of collaborative approaches on learning is consistently positive. Effective collaborative learning requires much more than just sitting pupils together and asking them to work in a group; structured approaches with well-designed tasks lead to the greatest learning gains. Approaches which promote talk and interaction between learners tend to result in the best gains. -
EEF – Digital Learning
Studies consistently find that digital technology is associated with moderate learning gains: on average, an additional four months’ progress.
Challenge number(s) addressed
1, 2, 3, and 4
Training for TAs to support our delivery of adapted teaching/individualised instruction – use of maths manipulatives, developing reasoning skills, reading recovery.
Evidence that supports this approach
EEF – Individualised Instruction
Individualised instruction involves providing different tasks for each learner and support at the individual level. It is based on the idea that all learners have different needs, and that therefore an approach that is personally tailored — particularly in terms of the activities that pupils undertake and the pace at which they progress through the curriculum — will be more effective.
Challenge number(s) addressed
3
Training for teachers on developing outdoor learning skills.
Evidence that supports this approach
EF – Outdoor adventure Learning
‘perseverance and resilience are developed through adventure learning and that these skills have a knock-on impact on academic outcomes’
Challenge number(s) addressed
1, 2 and 3
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £10,465
Training for new SENCo to ensure her knowledge and skill set match the needs of the children at Horsmonden – ASD course, Lego Therapy
With the behaviour needs understood by all, learning can progress.
Evidence that supports this approach
EEF – Behaviour Interventions
The average impact of behaviour interventions is four additional months’ progress over the course of a year. Evidence suggests that, on average, behaviour interventions can produce moderate improvements in academic performance along with a decrease in problematic behaviours.
Challenge number(s) addressed
2
Teachers plan and sequence English and Maths skills learning for the specific needs of the disadvantaged children.
This can be delivered in addition to or in place of usual skills based lessons.
Evidence that supports this approach
EEF – Individualised Instruction
‘individualised instruction has a positive effect on learners’
Challenge number(s) addressed
2
Renewal of Speech Link and other early intervention programmes
Identified children, plus all EYFS will be screened using Speech Link. Targeted oral language interventions will then support children with their conversational skills.
Evidence that supports this approach
EEF – Oral Language Interventions
All pupils appear to benefit from oral language interventions, but some studies show slightly larger effects for younger children and pupils from disadvantaged backgrounds (up to six months’ additional progress).
Challenge number(s) addressed
1 and 2
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £12, 270
Teachers plan specific learning experiences that enrich children and link with their inquiries. Examples are school trips, residentials, visitors.
These experiences will enrich the curriculum and aim to inspire and motivate children, improving their self confidence and wellbeing.
Evidence that supports this approach
EEF – Outdoor adventure Learning
Overall, studies of adventure learning interventions consistently show positive benefits on academic learning. On average, pupils who participate in adventure learning interventions make approximately four additional months’ progress. There is also evidence of an impact on non-cognitive outcomes such as self-confidence.
Challenge number(s) addressed
3 and 4
Disadvantaged children will have access to Breakfast and After School Club as well as a range of co curricular clubs.
Evidence that supports this approach
National School Breakfast Programme
‘attending the club effectively prepares pupils for learning. Breakfast club schools also saw an improvement in pupil behaviour’
Challenge number(s) addressed
5
Further develop the role of the Office Administrator with responsibility for engaging with hard to reach disadvantaged families with a view to reduce persistent absence.
Challenge number(s) addressed
5
Counselling/Targeted intervention for identified children for a range of purposes: bereavement/loss, self esteem, friendship issues, anger management.
Training in Drawing and Talking Therapy for new SENCo
Evidence that supports this approach
EEF – Social and Emotional Learning
‘Social and emotional learning approaches have a positive impact, on average, of 4 months’ additional progress in academic outcomes over the course of an academic year.’
Challenge number(s) addressed
3