Laurel Fields, Potters Bar, Herts EN6 2BA

01707 652714

admin@cranborne.herts.sch.uk

Cranborne Primary School

Learning Together

Pupil Premium

Pupil Premium is an allocation of funds to children currently in receipt of free school meals or have been eligible for free school meals in the last 6 years. It also includes children of service men or women and those children looked after. Although these resources are targeted to PPG children, they are accessible to all pupils where necessary.

 

If you think your child is entitled to free school meals (whether you want them to eat them or not) then please let us know at the office or complete this form and bring it into us:

Pupil Premium Form

 

Every year we are in receipt of Pupil Premium funding. This runs with the financial year and we have to report on the impact it has had on the academic year. We also have to outline how we intend to spend our funding for the following year.

Please use the following link to view our Pupil Premium Strategy: 

Pupil Premium Strategy 2021-2022.

 

 

Pupil premium grant expenditure

Report to parents: 2020/2021

 

Pupil Premium is an allocation of funds to children currently in receipt of free school meals or have been eligible for free school meals in the last 6 years. It also includes children of service men or women and those children looked after. Although these resources are targeted to PPG children, they are accessible to all pupils where necessary.

 

Number of pupils and pupil premium grant (PPG) received

Total number of pupils on roll = 456

Total number of pupils eligible for PPG = 44

3 EYPP received = £500.85

Amount of PPG received per pupil = £1345

Amount of PP+ received for LAC and Post Lac = £2345

Total amount of PPG received = £ 68,186

 

Summary of PPG spending 2020/ 2021

Objectives in spending PPG:

  • The progress for disadvantaged pupils matches or is improving towards that of non-disadvantaged pupils
  • The progress for disadvantaged pupils is above average
  • Disadvantaged pupils attain as well as non-disadvantaged pupils
  • To close the gap in achievement and attainment between PPG and non PPG children
  • To build self-confidence, self-esteem and remove barriers to learning for both children and parents

 

Summary of spending and actions taken (see 2019/ 2020) financial breakdown for further details):

 

Targeted Teaching by Pupil Premium Teachers x3

Inco leader pupil premium focus ( 2x half days per week) – overseeing provision and practise within team

Learning Mentor – pastoral support and nurture programmes for vulnerable children (x3 days per week)

Reading comprehension booster for Years 3 and 4 children x1 per week.

Learning Club – KS1 morning club, with priority given for PP children

Resources to enhance learning and development

 

We would normally report on the end of year data for the following criteria:

  • Outcomes at end of Key Stage 2 (Year 6) – A comparison in attainment and progress between Disadvantaged and Non-Disadvantaged Pupils in Reading, Writing, GPVS, Maths and RWM Combined
  • Outcomes at end of Key Stage 1 (Year 2) - A comparison in attainment and progress between Disadvantaged and Non-Disadvantaged Pupils in Reading, Writing, Maths and RWM Combined
  • Outcomes at end of Foundation Stage (Reception) - Comparison in ARE in C&L, Literacy and Maths between Disadvantaged and Non-Disadvantaged Pupils:
  • A comparison in attainment and progress outcomes in other year groups (comparison is within school – not against national)

 

Due to the Coronavirus / Covid 19 Pandemic, schools were required to close to the majority of pupils from 4th January to 8th March 2021.  As a Pupil Premium Team, our focus had to dramatically shift in supporting vulnerable children and families at home.  In order to continue to remove the barriers to their learning and well-being.  We therefore delivered the following:

  • Full time place in school
  • Saved places within school to enable families to rely on the provision at a moment’s notice
  • Interactive Zoom lessons delivered every day for core subjects
  • Break out rooms used to support and extend pupils in smaller groups and 1:1
  • Individual and personalised feedback for pupils provided via written email and voice note email given the same or next day as work submitted
  • Provided iPads and chargers and SIM cards for internet access for those families who did not have access to this technology
  • Food parcels available for collection
  • Food bank vouchers provided by school
  • Eden Red vouchers for those unable to use school lunch facilities
  • Weekly calls from teachers to vulnerable families
  • Teachers reported new families of concern to the DSP team who made contact to offer support
  • Daily monitoring of all vulnerable families from the safeguarding team
  • Daily meetings within the safeguarding team to ensure our provision was tight and evaluated areas where we could be providing more support

 

So what now?

Main Priorities:

  1. To close gaps for vulnerable children in core subjects especially for those achieving the highest standard
  2. To recognise and address the level of pastoral and mental health support required for our vulnerable groups of children, following school closures and lockdown
  3. To support our vulnerable, SEND and PP families (safeguarding)

 

  • Identified children who were working significantly below. These children were targeted for intensive support during the summer term
  • Identified children who were working at the highest standard and targeted at closing gaps and accelerating progress.
  • Language and communication skills were a focus
  • Classroom support was used more often to enable children to remain learning with their peers
  • Class support staff took on responsibility for PP interventions to allow a more flexible timetable
  • PP teachers supported teaching team with subject knowledge and methods and liaised with teachers and TAs regarding tailor-made support
  • All support staff received Attachment and Trauma and Supporting Children with Mental Health training
  • All PP staff attended Pupil Progress meetings
  • New records were used to log pupil progress and learning
  • ‘Getting to know you’ sessions completed to promote pupil accountability and responsibility for their learning
  • Effective communication with parents via email, telephone, coffee mornings, meetings, workshops and written correspondence
  • Learning Mentor targeted vulnerable children to break down barriers to learning

Other impact measures                                              

  • The attainment of disadvantaged children in Year 1 is good, with the majority working at the expected standard. Half of the disadvantaged children in Year 2 are working at the expected standard across all areas. Targeted support for these children is in place for next year, to improve not only progress but also the proportions attaining the expected standard and greater depth standard.
  • In both Years 3 and 4 there is a PPG child achieving the greater depth standard in reading as well as a child at the greater depth standard in maths, at Year 4.
  • In Year 5, 4 out 6 PPG children achieved the greater depth standard in reading. The majority of PP children have achieved the expected standard, or better, in reading and maths, with half of PP children achieving this in writing.
  • Disadvantaged children have performed incredibly well with the majority of children in years 5 and 6 achieving the higher levels – this is an OFSTED priority and we are very proud of this achievement.
  • In Year 6, a quarter of all PP children achieved the greater depth standard in reading and maths. The majority of PP children achieved the expected standard, or better, in all areas, with 6 out of 8 achieving this in reading and writing and 5 out of 8, in maths.
  • Children settled quickly back into school
  • Families were happy and confident to send their children back to school
  • Children reported that they feel they were listened to and could share their problems (pastoral teacher)
  • Teachers reported that behaviour incidents at lunchtime were dealt with more effectively, meaning less learning time was wasted
  • External professionals reported that our pastoral care and provision for disadvantaged pupils is of very high quality
  • There has been better communication between team members and a cohesive approach to individuals’ learning
  • The Pupil Premium Team attended Pupil Progress meetings, putting the needs of these children at the forefront of discussions and planning