Eastgate Academy

Detail

Data

Number of pupils in school

274

Proportion (%) of pupil premium eligible pupils

40%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year)

2024 - 2027

Date this statement was published

11/11/24

Date on which it will be reviewed

11/11/24

Statement authorised by

L Hothersall

Pupil premium lead

L Hothersall

Governor / Trustee lead

 Andy Roger

Detail

Amount

Pupil premium funding allocation this academic year

£163,000.00

Recovery premium funding allocation this academic year

£0

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

£0

Total budget for this academic year

£163,000.00

At Eastgate Academy our aim is to use the pupil premium funding to counter disadvantage and to ensure greater equity through:

1. Ensuring and supporting Quality First Teaching
2. Providing targeted Intervention Teaching
3. Using a wider range of strategies to overcome barriers to learning
4. Adapting the curriculum to meet need
5. Continued employment of an Attendance Officer

Ensuring and supporting great teaching

We recognise the importance of ensuring all pupils, whatever their background or circumstance, are provided with an education of the highest quality. This will ensure that all our pupils are equipped with the knowledge and skills they will need to succeed in, and beyond school. Strategies to close achievement gaps between groups and individuals are an integral part of every lesson and evident across the curriculum. Within the classroom there is a clear focus on well-planned and adapted lessons that challenge and stretch all pupils. A programme of training supports staff to continually expand and experiment with a full range of teaching strategies and techniques to ensure the achievement gap is closed rapidly through the use of timely and appropriate pre and post lesson teaching.

This will include:

• extensive gap analysis used to further inform teaching
• 1:1 and small group support within and outside the classroom
• Assistant teacher and additional teacher support in class
• The employment of specialist teachers
• CPD for staff and collaborative practice, including team teaching, modelled lessons and best practice visits

Providing targeted academic interventions

For some children, high quality teaching in itself may not be enough and there is a need for additional, time-limited provision outside of normal classroom activities. There is extensive evidence supporting the impact of high quality one to one and small group tuition as a catch-up strategy. Programmes are likely to have the greatest impact where they meet a specific need, include regular sessions maintained over a sustained period and are carefully timetabled to enable consistent delivery. Effective interventions follow assessment, which can then be used to ensure that support is well-targeted and to monitor pupil progress.

This will include:

• 1:1 or small groups in English and maths
• additional learning time
• additional phonics
• speech and language support
• SEND / EAL support groups
• Social and emotional support
• Meditation

Specific support needed for 2024/2025

• Reception reading, writing and maths
• Year 1 phonics, writing and greater depth reading
• Year 2 reading especially GD, writing and maths
• Year 3 writing and maths, and all greater depth
• Year 4 reading GD, writing and maths
• Year 5 reading, writing and all greater depth
• Year 6 reading, writing, maths and all greater depth

Using a wider range of strategies to overcome barriers to learning

In addition to the strategies above, a range of other strategies can contribute to children’s success in school, such as improving attendance and punctuality, supporting positive behaviour, social and emotional skills and building parental engagement. Parents/carers play a key role in supporting children to learn at home and it is important for us to work together to support this.

This will include:

• a focus on improving attendance and punctuality
• providing curriculum enrichment opportunities
• support for wellbeing and mental health
• interventions focused on emotional regulation and social interaction
• whole school approach to trauma informed behaviours

Intended outcome

Success criteria

Teaching is consistently good or better for pupil premium children

There is no significant difference in attainment between Pupil Premium children and Non Pupil Premium children.

Pupil premium pupils are supported through Top up Teaching in all subjects for expected progress and GD.

There is no significant difference in attainment between Pupil Premium children and Non Pupil Premium children.

Pupil premium children benefit from a range of activities and experiences to broaden their experiences and curriculum

All children in school benefit from the range of activities available.  No children will miss any activity due to being identified as Pupil Premium.

Pupil premium children are supported emotionally and socially in order to fully access the curriculum

All children in Years 4,5,6 have access to meditation lessons weekly.  SEMH children access Boxall

Activity

Evidence that supports this approach

Challenge number(s) addressed

Purchase of standardised diagnostic assessments through Pixl.

Training for staff to ensure assessments are interpreted and administered correctly.

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction:

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

1,2,4,8,9

To continue to support Oral language throughout the school.

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF

1.2.3.4.8.9

Continue to use a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1,2,3,4,8,9

Enhancement of our maths teaching and curriculum planning in line with DfE and EEF guidance.

We will fund teacher release time to embed key elements of guidance in school and to access Maths Hub resources and CPD (including Teaching for Mastery training).

The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches:

Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk)

The EEF guidance is based on a range of the best available evidence:

Improving Mathematics in Key Stages 2 and 3

1,2,3,4,8,9A

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils

Sustained high attendance by 2024/25 demonstrated by:

• the overall unauthorised absence rate for all pupils to be 96%
• the percentage of all pupils who are persistently absent being below 5 %.

All

2024/25 internal testing has shown gaps in some areas of the core curriculum, especially in years R to 3.  Disadvantaged children on average have made the same progress or better progress than Non Disadvantaged children. 

Areas of concern from last year are;

• Writing, especially spelling and grammar – New writing programme The Write Stuff in place from September 2024. All teachers have been trained
• Greater Depth in all areas.
• Year 4 to 6 disadvantaged children are within one point of non disadvantaged in Reading and Maths.  Writing is the main concern as disadvantaged children are struggling with spelling and complex sentence structure.

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

None registered

The impact of that spending on service pupil premium eligible pupils

Detail

Data

Number of pupils in school

279

Proportion (%) of pupil premium eligible pupils

42%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year)

2023 - 2026

Date this statement was published

5^th January 2024

Date on which it will be reviewed

5^th January2024

Statement authorised by

L Hothersall

Pupil premium lead

L Hothersall

Governor / Trustee lead

Detail

Amount

Pupil premium funding allocation this academic year

£147,608

Recovery premium funding allocation this academic year

£15,000

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

£0

Total budget for this academic year

£162,608

At Eastgate Academy our aim is to use the pupil premium funding to counter disadvantage and to ensure greater equity through:

1. Ensuring and supporting great teaching
2. Providing targeted Top up Teaching
3. Using a wider range of strategies to overcome barriers to learning
4. Adapting the curriculum to meet need
5. Continued employment of an Attendance Officer

Ensuring and supporting great teaching

We recognise the importance of ensuring all pupils, whatever their background or circumstance, are provided with an education of the highest quality. This will ensure that all our pupils are equipped with the knowledge and skills they will need to succeed in, and beyond school. Strategies to close achievement gaps between groups and individuals are an integral part of every lesson and evident across the curriculum. Within the classroom there is a clear focus on well planned and adapted lessons that challenge and stretch all pupils. A programme of training supports staff to continually expand and experiment with a full range of teaching strategies and techniques to ensure the achievement gap is closed rapidly through the use of timely and appropriate pre and post lesson teaching.

This will include:

• extensive gap analysis used to further inform teaching
• 1:1 and small group support within the class
• Assistant teacher and additional teacher support in class
• The employment of specialist teachers
• CPD for staff and collaborative practice, including team teaching, modelled lessons and best practice visits

Providing targeted academic interventions

For some children, high quality teaching in itself may not be enough and there is a need for additional, time-limited provision outside of normal classroom activities. There is extensive evidence supporting the impact of high quality one to one and small group tuition as a catch-up strategy. Programmes are likely to have the greatest impact where they meet a specific need, include regular sessions maintained over a sustained period and are carefully timetabled to enable consistent delivery. Effective interventions follow assessment, which can then be used to ensure that support is well-targeted and to monitor pupil progress.

This will include:

• 1:1 or small groups in English and maths
• additional learning time
• additional phonics
• speech and language support
• SEND / EAL support groups
• Social and emotional support
• Meditation

Specific support needed for 2023/2024

• Reception reading, writing and maths
• Year 1 writing and greater depth reading
• Year 2 reading, writing and maths
• Year 3 writing and maths, and all greater depth
• Year 4 reading working towards, writing and maths
• Year 5 reading, writing and all greater depth
• Year 6 reading, writing, maths and all greater depth

Using a wider range of strategies to overcome barriers to learning

In addition to the strategies above, a range of other strategies can contribute to children’s success in school, such as improving attendance and punctuality, supporting positive behaviour, social and emotional skills and building parental engagement. Parents/carers play a key role in supporting children to learn at home and it is important for us to work together to support this.

This will include:

• a focus on improving attendance and punctuality
• providing curriculum enrichment opportunities
• support for wellbeing and mental health
• interventions to increase parental engagement and to ensure there is equity for pupils
• interventions focused on emotional regulation and social interaction
• whole school approach to trauma informed behaviours

Challenge number

Detail of challenge

1

Lack of parental engagement, understanding of support systems and aspirations

2

Mental health issues for the parents/carers and the child

3

Lack of cultural capital and experiences

4

Communication and social skills - Speech and language difficulties

5

Exposure to gangs, crime, drug and alcohol abuse

6

Housing issues, lack of space and overcrowding

7

Financial issues

8

Low attainment on entry

9

Educational recovery due to Covid 19

Intended outcome

Success criteria

Teaching is consistently good or better for pupil premium children

There is no significant difference in attainment between Pupil Premium children and Non Pupil Premium children.

Pupil premium pupils are supported through Top up Teaching in all subjects for expected progress and GD.

There is no significant difference in attainment between Pupil Premium children and Non Pupil Premium children.

Pupil premium children benefit from a range of activities and experiences to broaden their experiences and curriculum

All children in school benefit from the range of activities available.  No children will miss any activity due to being identified as Pupil Premium.

Pupil premium children are supported emotionally and socially in order to fully access the curriculum

All children in Years 6,5 and 4 have access to meditation lessons weekly.  SEMH children access Boxall

Activity

Evidence that supports this approach

Challenge number(s) addressed

Purchase of standardised diagnostic assessments through Pixel.

Training for staff to ensure assessments are interpreted and administered correctly.

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction:

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

1,2,4,8,9

To continue to support Oral language throughout the school.

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF

1.2.3.4.8.9

Continue to use a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1,2,3,4,8,9

Enhancement of our maths teaching and curriculum planning in line with DfE and EEF guidance.

We will fund teacher release time to embed key elements of guidance in school and to access Maths Hub resources and CPD (including Teaching for Mastery training).

The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches:

Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk)

The EEF guidance is based on a range of the best available evidence:

Improving Mathematics in Key Stages 2 and 3

1,2,3,4,8,9A

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils

Sustained high attendance by 2024/25 demonstrated by:

• the overall unauthorised absence rate for all pupils tp be 96%
• the percentage of all pupils who are persistently absent being below 5 %.

All

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional phonics sessions targeted at disadvantaged pupils who require further phonics support.

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1,2,4,8,9

Speech and language support

Continue to fund Speech and Language support throughout the school.  70% of identified pupils come from a disadvantaged back ground.

1,2,4,5,6,8,9

Improve the quality of social and emotional (SEL) learning.

SEL approaches will be embedded into routine educational practices and supported by professional development and training for staff.

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk)

1,2,4,5,6,8,9

Continue with meditation sessions for Years 4, 5 and 6

Children enjoy meditation it helps them stay calm and gives them time to think.  Children reported that they use the body scan at night times to go to sleep in noisy environments.

1,2,3,4,6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Meditation lessons.

Children use techniques taught in meditation to help them to sleep.  Ofsted Inspector stated that he had seen children using the techniques in the classroom.

1,2,3,4,6

Attendance Officer awards

Attendance target 96%

All

Boxall Programme

Children to attend 1:1 or small group sessions with a trained member of staff

All

Providing curriculum enrichment opportunities and targeted financial support

Trips, cultural capital opportunities – fencing, archery, dungeons and dragon club, character descriptions,  knowledge based curriculum, washing and buying school uniform and shoes.  School food bank and clothes store

All

2022/23 internal testing has shown gaps in some areas of the core curriculum, especially in years R to 3.  Disadvantaged children on average have made the same progress or better progress than Non Disadvantaged children. 

Areas of concern from last year are;

• Writing, especially spelling and grammar – New phonics programme Sounds Write in place from September 2022 to aid with spelling and grammar. All teachers and assistant teachers in the Year R,1,2,3,4 have been trained
• Looking into other ways of raising the attainment of writing. Working with Howard Junior School to investigate different writing programmes.
• Greater Depth in all areas.
• Year 4 to 6 disadvantaged children are within one point of non disadvantaged in Reading and Maths.  Writing is the main concern as disadvantaged children are struggling with spelling and complex sentence structure.

Detail

Data

Number of pupils in school

272

Proportion (%) of pupil premium eligible pupils

39 %

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

2022 - 2025

Date this statement was published

2/11/2022

Date on which it will be reviewed

2 /9/2023

Statement authorised by

Linda Hothersall

Pupil premium lead

Linda Hothersall

Governor / Trustee lead

Detail

Amount

Pupil premium funding allocation this academic year

£ 134,345

Recovery premium funding allocation this academic year

£ 23,400

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

*Recovery premium received in academic year 2021 to 2022 can be carried forward to academic year 2022 to 2023. Recovery premium received in academic year 2022 to 2023 cannot be carried forward to 2023 to 2024.

£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

£157,745

At Eastgate Academy our aim is to use the pupil premium funding to counter disadvantage and to ensure greater equity through:

1. Ensuring and supporting great teaching
2. Providing targeted Top up Teaching
3. Using a wider range of strategies to overcome barriers to learning

Ensuring and supporting great teaching

We recognise the importance of ensuring all pupils, whatever their background or circumstance, are provided with an education of the highest quality. This will ensure that all our pupils are equipped with the knowledge and skills they will need to succeed in, and beyond school. Strategies to close achievement gaps between groups and individuals are an integral part of every lesson and evident across the curriculum. Within the classroom there is a clear focus on well planned and differentiated lessons that challenge and stretch all pupils. A programme of training supports staff to continually expand and experiment with a full range of teaching strategies and techniques to ensure the achievement gap is closed rapidly through the use of timely and appropriate pre and post lesson teaching.

This will include:

• extensive gap analysis used to further inform teaching
• 1:1 and small group support within the class
• Assistant teacher and additional teacher support in class
• The employment of specialist teachers
• CPD for staff and collaborative practice, including team teaching, modelled lessons and best practice visits

Providing targeted academic interventions

For some children, high quality teaching in itself may not be enough and there is a need for additional, time-limited provision outside of normal classroom activities. There is extensive evidence supporting the impact of high quality one to one and small group tuition as a catch-up strategy. Programmes are likely to have the greatest impact where they meet a specific need, include regular sessions maintained over a sustained period and are carefully timetabled to enable consistent delivery. Effective interventions follow assessment, which can then be used to ensure that support is well-targeted and to monitor pupil progress.

This will include:

• 1:1 / small groups in English and maths
• additional learning time
• additional phonics
• speech and language support
• SEND / EAL support groups
• Social and emotional support
• Meditation

Specific support needed for 2022/2023

• Reception reading, writing and maths
• Year 1 writing and greater depth reading
• Year 2 reading, writing and maths
• Year 3 writing and maths, and all greater depth
• Year 4 reading working towards, writing and maths
• Year 5 reading, writing and all greater depth
• Year 6 reading, writing, maths and all greater depth

Using a wider range of strategies to overcome barriers to learning

In addition to the strategies above, a range of other strategies can contribute to children’s success in school, such as improving attendance and punctuality, supporting positive behaviour, social and emotional skills and building parental engagement. Parents/carers play a key role in supporting children to learn at home and it is important for us to work together to support this.

This will include:

• a focus on improving attendance and punctuality
• providing curriculum enrichment opportunities
• support for wellbeing and mental health
• interventions to increase parental engagement and to ensure there is equity for pupils
• interventions focused on emotional regulation and social interaction
• whole school approach to trauma informed behaviours

Challenge number

Detail of challenge

1

Lack of parental engagement, understanding of support systems and aspirations

2

Mental health issues for the parents/carers and the child

3

Lack of cultural capital and experiences

4

Communication and social skills - Speech and language difficulties

5

Exposure to gangs, crime, drug and alcohol abuse

6

Housing issues, lack of space and overcrowding

7

Financial issues

8

Low attainment on entry

9

Educational recovery due to Covid 19

Intended outcome

Monitoring 

Link to aim:

1. Great teaching
2. Targeted interventions
3. Wider strategies

Teaching is consistently good or better for pupil premium children

Monitoring through observations

Evaluation of regular CPD

Intervention observations and book looks

Feedback from trips using pupil voice

Monitoring in pupil progress meetings

Systematic catch-up monitoring in interventions

Pupil voice monitoring for social and emotional interventions

1

Pupil premium pupils are supported through Top up Teaching in all subjects for expected progress and GD.

2

Pupil premium children benefit from a range of activities and experiences to broaden their experiences and curriculum

3

Pupil premium children are supported emotionally and socially in order to fully access the curriculum

2

Evidence

EFF Report on impact of covid on attainment

https://educationendowmentfoundation.org.uk/guidance-for-teachers/covid-19-resources/best-evidence-on-impact-of-covid-19-on-pupil-attainment

NFER report on the impact of covid on pupil attainment

https://www.nfer.ac.uk/media/4876/the_impact_of_covid_19_on_pupil_attainment.pdf

Impact of Covid on the disadvantaged gap

https://committees.parliament.uk/writtenevidence/5866/pdf/

End of year data intended outcomes

EYFS Good Level of Development to be 80% for pupil premium children

Regular assessment weeks, data points and data tracking

Monitoring through learning walks, learning reviews, book looks, pupil voice and pupil progress meetings

Attendance and punctuality monitoring weekly with the headteacher and half termly with parents/ carers

To be above the expected standards at Year 1 phonics, KS1 cumulative phonics, KS1 and KS2 reading, writing and Maths for pupil premium children and the multiplication test in year 4

Attendance to be 96% or above for pupil premium children

Activity

Evidence that supports this

Challenge number(s) addressed

Purchase of standardised diagnostic assessments through Pixel.

Training for staff to ensure assessments are interpreted and administered correctly.

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction:

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

1,2,4,8,9

To continue to support Oral language throughout the school.

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF

1,2,3,4,8,9

Purchase of a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1.2.3.4.8.9

Enhancement of our maths teaching and curriculum planning in line with DfE and EEF guidance.

We will fund teacher release time to embed key elements of guidance in school and to access Maths Hub resources and CPD (including Teaching for Mastery training).

The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches:

Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk)

The EEF guidance is based on a range of the best available evidence:

Improving Mathematics in Key Stages 2 and 3

1.2.3.4.8.9

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils

Sustained high attendance by 2024/25 demonstrated by:

• the overall unauthorised absence rate for all pupils tp be 96%
• the percentage of all pupils who are persistently absent being below 5 %.

All

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional phonics sessions targeted at disadvantaged pupils who require further phonics support.

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1,2, 4,8,9

Speech and language support

Continue to fund Speech and Language support throughout the school.  65% of identified pupils come from a disadvantaged back ground.

 1,2,3,8,9

Improve the quality of social and emotional (SEL) learning.

SEL approaches will be embedded into routine educational practices and supported by professional development and training for staff.

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk)

1,2,4,5.6.7.9

 Continue with meditation sessions for Years 4, 5 and 6

Children enjoy meditation it helps them stay calm and gives them time to think.  Children reported that they use the body scan at night times to go to sleep in noisy environments.

1,2,3,4,6,

Pupil progress interviews

1 – 1 interviews with each child to discuss their work and future ambitions

1,2,3,4,5,8,9

Activity

Evidence that supports this approach

Challenge number(s) addressed

Embedding principles of good practice set out in the DfE’s Improving School Attendance advice.

This will involve training and release time for staff to develop and implement new procedures and appointing attendance/support officers to improve attendance.

Attendance officer interviews and support plans with families have improved the attendance of all families. Keeping op to date with the latest

1.2.5

Providing curriculum enrichment opportunities and targeted financial support

School residential and trips, cultural capital opportunities – fencing, archery, dungeons and dragon club, character descriptions,  knowledge based curriculum, washing and buying school uniform and shoes.  School food bank and clothes store.

1,2,3,4,5,6,7,8,9

Interventions to increase parental engagement and welcome them back to the school after Covid 19

Inviting parents into school for assemblies, café’s, working groups, lunches, cookery lessons, fund raising

All

2020/21 internal testing has shown gaps in some areas of the core curriculum, especially in years R to 3.  Disadvantaged children on average have made the same progress or better progress than Non Disadvantaged children. 

Areas of concern from last year are;

• Writing, especially spelling and grammar – New phonics programme Sounds Write in place from September 2022 to aid with spelling and grammar. All teachers and assistant teachers in the infants to be trained 2022 -2023
• Continue to use Read Write Inc from Year 3 for this year. Training in 23-24 for Year 3 staff.
• Looking into other ways of raising the attainment of writing.
• Greater Depth in all areas.
• Year 4 to 6 disadvantaged children are within one point of non disadvantaged in Reading and Maths.  Writing is the main concern as disadvantaged children are struggling with spelling and complex sentence structure.

Programme

Provider

Pixel

Pixel