Eglinton
Pupil Premium
Pupil Premium
BACKGROUND
The Pupil Premium is allocated to children from low income families who are currently known to be eligible for free school meals (FSM) in both mainstream and non-mainstream settings, children who have been looked after continuously for more than six months, and children from Services families. This also includes any pupils eligible for FSM at any point in the last six years.
Schools are free to spend their Pupil Premium as they see fit, however, we will be held to account for how we have used the additional funding to narrow the gap for these targeted pupils. We are required to publish online how we have used the premium. This is to ensure that parents and other stakeholders are made fully aware of the impact of this additional resourcing on learning and achievement outcomes within our school.
Pupil Premium Strategy 2021-2022
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 Overview| Detail | Data |
| School Name | Eglinton Primary School and Early Years Centre |
| Number of Pupils in School | 419 |
| Proportion (%) of pupil premium eligible pupils |
44% Pupil Premium of which 21% are service children. |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021 - 2022 |
| Date this statement was published | October 2021 |
| Date on which it will be reviewed | June 2022 |
| Statement authorised by | |
| Pupil premium lead | Emma Jarrett-Shorter |
| Governor / Trustee lead | Carol Smith |
Funding Overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £224,270 |
| Recovery premium funding allocation this academic year | £21,895 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
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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 |
£246,165 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
| At Eglinton Primary School our disadvantaged pupils make up nearly 50% of our school community. Each and every one of them is valued and we are committed to removing any barriers to ensure they reach their full potential now and in their future. We are committed to ensuring each pupil leave as confident reader, being able to read fluently and aware of a wide range of authors and text. As writers, they will be able to engage readers and understand the importance of the purpose of their writing as well as the audience. They will make links across the curriculum and build on previous knowledge to gain a deeper understanding of a range of concepts. They will be passionate about their learning and be able to discuss this confidently. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge Number | Detail of Challenge |
| 1 | Engagement during lockdown varied and as a result gap in learning prevent disadvantage children working at age related expectations. |
| 2 | Disadvantaged children joining our EYFS do so with lower than typical starting points. |
| 3 | Children’s engagement in lessons is low preventing children from gaining a deeper understanding of key concepts and build links across the curriculum. |
| 4 | Some disadvantaged children have multiple barriers to learning including SEN/LAC/CIN/CP/SEMH. |
| 5 | Regular attendance in school is a challenge for a % of our disadvantaged pupils. PA to drop below 8.5% for the academic year 2021/22 |
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.
| Intended Criteria | Success Criteria |
| Teachers will have a clear understanding of assessment and plan effectively to narrow any gaps. |
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| Children will engage in all aspects of learning with high levels of motivation and lead their own learning across the curriculum. |
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| For all disadvantaged children to attend school regularly and on time. PA below 8.5% for the year. |
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| Reduce the gaps of local social economic gaps. |
- Disadvantaged children to be prioritised for school based after school clubs. - All disadvantaged children will attend school trips to widen their experiences. - 40% of leadership roles across the school to be represented by disadvantaged children. |
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
Budgeted cost: £125,689
| Activity | Evidence that Supports this Approach | Challenge Number(s) Addressed |
| NELI (Reception) | Nuffield foundation closing the language gap | 2 |
| Mastering number (R, 1 and 2) |
Teachers to engage with the most UpToDate thinking utilising the experts available.
EEF T and L tool kit teacher knowledge EEF t and L tool kit teacher knowledge. |
1, 2, 3 |
| Whole school metacognition training and support in planning | EEF t and l toolkit | 1, 2, 3, 4 |
| Employ 2 x part time teachers to support school led tuition with a focus on year 6 | EEF t and l toolkit | 1 |
| Whole school training and support around kagan structures | EEF t and l toolkit | 1, 2, 3, 4 |
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Phonic training of new scheme for staff in reception and KS1 Phonics lead to evaluate effectiveness of phonics teaching across N – year 2. (see phonics SDP) |
DFE reading framework Phonics tool kit EEF DFE accredited phonics program Phonics strategy EEF T and L toolkit. |
1, 2, 4 |
| Embed feedback policy and peer to peer feedback embedded through PDM | EEF T and L toolkit | 1, 2, 3, 4 |
Targeted Academic Support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £75,328
| Activity | Evidence that Supports this Approach | Challenge Number(s) Addressed |
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Review of interventions and identify those children falling behind.
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EEF T and L toolkit | 1, 2, 3, 4 |
| SEND assessment review and targeted CPD to support planning for children with SEND | EEF blog five evidence based strategies to support high quality teaching for pupils with SEND | 4 |
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Disadvantaged, service children, previously looked after, looked after and those subject to a CP/CIN plan.
Needs will be met to make similar progress of better than other pupils so they reach age related expectations.
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PHE, link between well-being and attainment Nurture UK EEF and T and L toolkit (social and emotional well being) |
1, 2, 3, 4, 5 |
Wider Strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £45,148
| Activity | Evidence that Supports this Approach | Challenge Number(s) Addressed |
| TA to attend ELSA training. | Nurture UK EEF and T and L toolkit (social and emotional well being) | 1, 2, 3, 4, 5 |
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Improve PA attendance for 14 disadvantaged children identified across the school.
Attendance officer and HoS to meet with parents to discuss barriers and appropriate support to put in place e.g. collection, dropping off, dual registration.
Teacher aware of target children and work with the children to encourage them to attend each day.
Attendance office to have a robust monitoring system in place and build positive relationship with identified families. Raise profile of this group through communication with teachers, leaders and governors. |
EEF T and L toolkit parent engagement | 1, 2, 3, 4, 5 |
| Disadvantaged children to be invited to breakfast club with access to timetable rockstars and additional reading support. | EEF T and L toolkit | 1, 5 |
Total Budgeted Cost: £246,165
Pupil Premium Strategy 2020-2021
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1. Summary information |
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School |
Eglinton Primary School |
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Academic Year |
2020/2021 |
Total PP budget |
£211,370 |
Date of most recent PP Review |
September 2020 (due to COVID) |
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Total number of pupils |
427 |
Number of pupils eligible for PP |
168 (FSM-135+33Army) |
Date for next internal review of this strategy |
May 2021 |
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2. Current attainment (This is data from 2019 due to school closures and no exams) |
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Pupils eligible for PP (your school) |
Pupils not eligible for PP (national average) |
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% achieving expected standards in R, W and M combined at KS2 |
57% |
74% |
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% achieving high standards in R, W and M combined at KS2 |
13% |
43% |
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% of middle attainment achieving expected standard in reading |
71% |
38% |
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% of middle attainment achieving expected standard in writing |
76% |
46% |
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% of middle attainment achieving expected standard in maths |
76% |
85% |
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3. Barriers to future attainment (for pupils eligible for PP, including high ability) |
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In-school barriers |
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A. |
Ensure the curriculum is broad and balanced and further embed the wider curriculum for children to be able to build their own scemata |
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B. |
Promotion of a culture of excellence that shows our core values and develops a growth mindset. |
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C. |
Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn. |
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External barriers |
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D. |
PP attendance (whilst improving) is not yet at the same standard of the other pupils. PP are over represented with persistent absence |
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E |
Identify social challenges experienced by our community such as mental health, parenting and financing and ensure appropriate support is put in place. |
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4. Desired outcomes |
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Desired outcomes and how they will be measured |
Success criteria |
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A. |
Ensure the curriculum is broad and balanced and embed the wider curriculum for children to be able to build their own scemata. |
All children will have access to a consistent wider curriculum based on knowledge with a focus on vocabulary enabling children to make links.
Children will value wider curriculum lessons and there will be no difference in learning achieved when compared with core subjects.
All children will make age ARE and this will be evident across the curriculum. |
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B. |
Promotion of a culture of excellence that shows our core values and develops a growth mindset. |
Good progress made by vulnerable children as they have the support to develop their attitudes to learning Fewer behaviour incidents recorded for these pupils on the school system. Increased engagement and love of learning evident through pupil voice. |
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C. |
Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn. |
Improved results in all key stages across the curriculum Gap between non PP and PP to show a decrease in all year group. Magic breakfast for vulnerable families to ensure children have adequate food at the start of each school day. |
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D. |
PP attendance (whilst improving) is not yet at the same standard of the other pupils. PP are over represented with persistent absence
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Reduce the number of persistent absentees among pupils eligible for PP from 8.2% to 7% or below. (This is 2019/20 data due to pandemic) Decrease the number of persistent late children amongst children eligible for PP from 10.9 to 9% or below (This is 2019/20 data due to pandemic) |
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E. |
Identify social challenges experienced by our community such as mental health, parenting and financing and ensure appropriate support is put in place. |
Greater number of families engaging with school and feeling supported, resulting in improved attendance and behaviour at home, school and in the local community. Greater links with communities to ensure all parents feel supported by the school. Greater links with outside agencies to support the needs of parents and parental workshop running regularly. |
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5. Planned expenditure |
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Academic year |
2020/21 |
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The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. |
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i. Quality of teaching for all |
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Desired outcome |
Chosen action / approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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Ensure the curriculum is broad and balanced and further embed the wider curriculum for children to be able to build their own scemata
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- Use of core text to provide a stimulus and context for learning. - Supplementary texts use to widen the texts children experience. - Learning environments and hooks are planned for. - Ensure the quality of learning feedback provided (including verbal feedback) enables all children to make the best possible progress. - Ensure that learning challenges most able disadvantaged pupils - trips are used in a timely way to engage the children in their learning, using real life experiences to promote a love of learning. - MTP is used to identify learning journeys that engage PP and is related to their interests. - Learning is exciting and a range of activities planned for to engage the children. - Curriculum is covered fully and enables children to make links to prior learning. - Review of math’s planning document to ensure learning is reviewed and built upon throughout the year. |
Increase the proportion of pupils (in receipt of Pupil Premium) who are learning at expected levels or better in English and maths for each age related year group, specifically:
· Ensure that the quality of provision and learning experiences for our youngest pupils in EYFS are consistently good or better · Ensure that the curriculum is broad and balanced so that those pupils in receipt of PP can achieve well across the curriculum and make links to build their schemata. · Curriculum is fun and engaging to ensure those children in receipt of PP can achieve well across the curriculum.
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Monitor termly all year groups data to ensure the gap is reducing and review actions. Regular monitoring activities e.g. book looks, learning walks, planning scrutiny etc to ensure these key skills are being planned for and progressive.
MTP planning monitoring to ensure curriculum is challenging and accessible to all.
Regular learning walks by leaders to support next steps in phases.
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SLT |
May 2021 |
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Promotion of a culture of excellence that shows our core values and develops a growth mindset.
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- Exciting and engaging curriculum with planned outcomes and using the planning backwards approach. - Subsidising educational visits - Keyworkers for vulnerable pupils - Embed behaviour system across the school including individulised plans for vulnerable pupils. - Subsidising the cost of PSW to lead reward based behaviour interventions. - Development of a parent workshop programme to help increase parenting skills and confidence in supporting learning - Investment in KAGAN training for all new experienced staff to help increase engagement in learning. -Subsidise attendance officer salary. - badges for year 6 roles across the school and school council.
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· Breakfast club/magic breakfast offered to ensure vulnerable students have a positive start to the day. (in classes during COVID) · Invest in Service children champion for all service pupils (e.g. delivery of specific interventions for identified pupils) to ensure that these pupils access additional after school clubs on offer at other local schools · Children begin to take ownership and lead on changes across the school. · Parents will become more engaged in school life to promote the importance of education including school trips. · Children to develop collaboration skills and learn how to work with different children. · Most vulnerable children will engage in positive play and develop emotion strategies to deal with conflict. · Children will develop strategies and understand the importance of working with other and learning from their peers. |
Monitoring teaching and learning
MTP show engaging hooks involving educational trips/visitors Use of Pupil voice to monitor the impact changes in school. Ensure workshops meet the needs of parents and parental engagement is high. Monitor of planning to ensure collaborative learning structures are planned for. Support staff training in positive play.
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SLT |
May 2021 |
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Total budgeted cost |
***** |
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ii. Targeted support |
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Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn. |
Use of proven interventions. Speech and Language intervention and support in classrooms. Whole school training on word aware. Parent coffee morning/SEND coffee mornings. (online during COVID) Identified children to attend weekly sessions with school counsellor. CAMHS to work with identified vulnerable families. Investment in school counsellor to support children who have experience trauma
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Children identified at risk of falling behind their peer’s, have access to daily/weekly interventions across the curriculum Staff trained to ensure quality interventions are provided for our disadvantaged children. Vocabulary rich environments which the children connect to and use in their learning bith written and verbally. |
Regular monitoring of interventions. Regular monitoring of progress made in interventions. Monitor the transference of skills from interventions into the classroom.
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SLT
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May 2021 |
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Promotion of a culture of excellence that shows our core values and develops a growth mindset.
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Further embed consistent behaviour system across the school including lunchtimes. Tracking of behavioral incident is vigorous to ensure early intervention Offer additional support and clubs at lunchtimes to support targeted pupils with social skills. (focus on choir during pandemic) Investment in additional CAMHS service for schools and whole school workshops for parents.
Additional lunchtime support and equipment to promote positive play.
Support and training in place for circle time to encourage children to develop social skills. Investment in additional School Counsellor to support emotional needs of most vulnerable disadvantaged children and launch parent workshops linked to this. Additional therapeutic training for PSW
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Children will have known safe adults who will support them during emotionally difficulty enabling them to maintain progress in their learning.
Staff be skilled at engaging vulnerable pupils in their learning.
Provide support for individual pupils at risk of exclusion through improving behaviour, progress and attainment, social skills, self-esteem and confidence. Vulnerable children will have access to after school clubs providing further stability to their learning. A holistic view to be taken by staff of key vulnerable children ensuring parents and school develop a positive relationship. Children to have access to small group play to ensure they develop social skills and experience positive play enabling children to have success in the afternoons.
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Monitor behaviour records and impact of behaviour interventions
Accelerated progress made by vulnerable children as they have the support to develop their attitudes to learning
Clear system in place for clubs and identifying families and offer funding. |
SLT
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May 2021 |
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Total budgeted cost |
***** |
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iii. Other approaches |
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Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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D. PP attendance (whilst improving) is not yet at the same standard of the other pupils. PP are over represented with persistent absence
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Targeted support and challenge to families to improve attendance. Rewards and incentives to improve attendance of PP children – play reward for class achieving highest weekly attendance. Review of late monitoring system and policy to ensure a robust approach is taken. Offer care before and after school to improve attendance and support families. Support for Home – school link workers Imporoved communication with teachers and parents regarding children who have been fast tracked. Engage outside agencies to support with persistent absentees.
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We can’t improve attainment for children if they aren’t actually attending school.
Family link worker who supports targeted families to provide support and advice to parents with attendance, behaviour and working with outside agencies.
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Increase in attendance of PP pupils
Reduction of PA of PP pupils
Greater number of families engaging with school and feeling supported, resulting in improved attendance and behaviour at home, school and in the local community.
Reduce the % of PP children who are persistently late for school. |
Head of School
Attendance officer |
May 2021 |
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Total budgeted cost |
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***** (not published due to salaries)
| 6. Review of expenditure | |||||
| Previous Academic Year | Separate impact report see website | ||||
| i. Quality of teaching for all | |||||
| Desired outcome | Chosen action/approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost | |
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Ensure the curriculum is broad and balanced with a specific focus on developing leaders for the future with a specific focus on more able disadvantaged children |
Use of core text to provide a stimulus and context for learning. - Learning environments and hooks are planned for. - Ensure the quality of learning feedback provided (including verbal feedback) enables all children to make the best possible progress. - Ensure that learning challenges most able disadvantaged pupils - Subsidising salary of Music and Computing lead
- trips are used in a timely way to engage the children in their learning, using real life experiences to promote a love of learning. |
Core text approach has now been further embedded and staff are becoming more skilled at using the text as a model. Learning journeys are clearer and supports the children to a main outcome. Outcomes are improving. Book corners and core text displays are evident around the school. Hooks are being experimented with to engage the children in new topic learning. Marking PDM has been delivered and some teachers are using this to move the learning on. Continue to embed consistency across the school. PDM delivered on deeper learning and this continues to be embedded to ensure skills are shown in a range of contexts. Computing curriculum continues to be embedded with code club running at lunchtimes. French teacher is teaching across the school every Friday. Children are being taken on trips and given wider experiences. |
FBM continues to be embedded and is impacting on children to review learning and their resilience.
Book corners have new books and has resulted in an improved culture around the love of reading.
Continue to improve and develop the ICT curriculum to reflect modern day skills.
Continue to provide areas of consistency in Music and computing. Trips to enhance learning experiences of children and improve outcomes for all. |
92,500 | |
| ii. Targeted support | |||||
| Desired outcome | Chosen action/approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost | |
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Children are emotionally ready to become independent/resilient learners. |
Use of proven interventions. Speech and Language intervention and support in classrooms. Parent coffee morning/SEND coffee mornings. Identified children to attend weekly sessions with school counsellor. CAMHS to work with identified vulnerable families. Investment in school counsellor to support children who have experience trauma |
Interventions were run. But need to be more consistently monitored to ensure high quality. Speech and language is beginning to be developed in small groups and will continue to share this practice in classrooms. Parent coffee morning run every 2 weeks along with EP coffee mornings. Children identified for school councillor and a waiting list in place. Additional hours have been purchased from CAMHS to further gain a holistic view of barriers which impact on an individual ability to access learning. Military families continue to have an identified Champion and a weekly club is run for military children by the military champion. |
Will continued but need to be more consistently carried out. Designated adults have been identified for next year. Use of behaviour data to support identifying children for intervention. School councillor to continue with added chance to chat at lunch times. |
84,750 | |
| iii. Other approaches | |||||
| Desired outcome | Chosen action/approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost | |
| Increased attendance for pupils eligible for PP |
Targeted support and challenge to families to improve attendance. Rewards and incentives to improve attendance of PP children – play reward for class achieving highest weekly attendance. Review of attendance monitoring system and policy to ensure a robust approach is taken. Offers care before and after school to improve attendance and support families. Support for Home – school link workers Subsidise salary of HSLO to routinely monitor attendance of pp children. Funding for borough attendance support for persistent absences. |
Robust system in place to challenge persistent absentees. All leaders are involved in attendance meetings and calling those children who are PP persistent absentees to ensure the children are in school the next day. As a result, there has been a decrease in persistent absences over the spring term. The use of breakfast club and after school club to provide emergency care for parents/carers. Introduction of magic breakfast to support vulnerable families to arrive on time each day. Persistent absence os down from last year and largely in line with the nation expectation. Lateness has decreased significantly with children losing over 9 hours of education but has now decreased to around 2 hours. |
Re establish the late gate to track and monitor persistent lates.
Support from the LA has meant the school is able to escalate those parents not engaging. To work with parents to educate them around the importance of attendance e.g. through coffee morning and focused support from staff. |
34,120 | |
| 7. Additional detail |
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In this section you can annex or refer to additional information which you have used to inform the statement above. Our full strategy document can be found online at: https://www.eglinton-royalgreenwich.co.uk/ |
Pupil Premium Strategy 2019-2020
Pupil Premium Strategy 2018-2019
Pupil Premium 2017 - 2018
Due to information being gathered in a new way we are not able to give full details about how the pupil premium allocation was spent in 2017/18 and the effect of the expenditure on eligible and other pupils. This information will be provided for 2018/19 onwards.
For 2017 / 2018 Eglinton Primary School received £234,578 in Pupil Premium funding for our children.
Key priorities
From our analysis of pupil outcomes from 2017/2018 and other self-evaluation activities, we identified that our key priorities to maximise the impact of this funding on achievement are:
- Increase the proportion of pupils (in receipt of Pupil Premium) who are learning at expected levels or better in English and maths for each age related year group, specifically:
- aiming to reduce the gap in all year groups for PP and Non PP
- Improve the basic skills amongst pupils who receive the Pupil Premium (including Yr 1 phonic screening outcomes and Yr 6 GPS outcomes)
- Improve pupils’ confidence in developing core skills, reasoning skills and applying problem- solving skills in mathematics
- Ensure all pupils are ‘ready to learn’ when they make transitions between key stages, display consistently positive attitudes to learning, and develop good learning dispositions
- Ensure that pupils’ attitudes to learning and behaviours for learning so that pupils are better independent learners
- Ensure that the quality of provision and learning experiences for our youngest pupils in EYFS are consistently good or better
- Ensure that the curriculum is broad and balanced so that those pupils in receipt of PP can achieve well across the curriculum
- Ensure that learning caters for the most able disadvantaged pupils
- Ensure the quality of learning feedback provided (including verbal feedback) enables all children to make the best possible progress.
- Reducing the % of Pupil premium children who are persistently absent or persistently late
PLANNED SPEND OF PUPIL PREMIUM RESOURCES FOR 2016/2017
- Establish termly programme of parent coffee mornings and open mornings for families of Eglinton
- Provision of interventions across the school
- Investment in staff training to develop understanding of greater depth across the curriculum
- Investment in staff development of pastoral therapies and behavioural interventions including launch of new behaviour system across the school.
- EYFS forest school lead to deliver Forest School across EYFS
- Invest in Service children champion for all service pupils (e.g. delivery of specific interventions for identified pupils) to ensure that these pupils access additional after school clubs on offer at other local schools
- Funding of lunchtime provision and engaging children in positive play
- Development of a parent workshop programme to help increase parenting skills and confidence in supporting learning through outside agencies such as the school nurse and CAMHS
- Investment in additional reading books to promote and build reading for pleasure and ensure all pupils have access to high quality reading material
- Investment in additional ICT resources to provide all pupils with access to research tools
- Provision of emergency care for families with the greatest needs
- Provision of regular open mornings for parents that are focused on how to support their children at home
- Investment in Tier 1 CAMHS service for schools
- Training and professional development support for TAs
- Subsidising salary of Music
- Subsidising salary of French teachers
MONITORING STRATEGIES
- Termly school monitoring of triangulated data and progress review meetings
- Termly monitoring of therapeutic and behaviour interventions
- Progress data analysis by Assistant Headteachers leaders
- Termly monitoring by the Governing Body
- Regular monitoring of attendance and persistent absence
- Regular Team Around the Child Meetings and Pastoral Support Plan Meetings
- Regular monitoring of pupil participation in sporting activities and after school clubs
- Capture of pupil and parent voice linked to achievement but also linked to wider curriculum initiatives (such as sporting provision and after school provision)
- Pupil voice interviews
Pupil Premium 2015-2017
