Pupil and Recovery Premium

Pupil Premium and Recovery Funding
Pupil premium is funding to improve education outcomes for disadvantaged pupils in schools in England. 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.
 
The recovery premium provides additional funding for state-funded schools in the 2021 to 2022 academic year. Building on the pupil premium, this funding will help schools to deliver evidence-based approaches for supporting disadvantaged pupils.
 
The full Pupil Premium strategy for 2020-2021 can be obtained by contacting the headteacher. head@cadmoreendschool.org
 
A summary of the impact can be found in 2021-2022 Pupil Premium strategy.
 
For the year 2020-2021, the scholl was awarded £21,520 with a plan spend of £24,900.

 Below is what the school planned and delivered during 2020-2021.

  1.     Planned expenditure
  •          Academic year

2020 - 2021

The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies

    i.   Quality of teaching for all

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Subject leads to work with teachers providing tailored CPD

Teachers gain additional skills to enable them to plan English and maths to mixed year groups that also have such diverse needs.

 

IDSR shows that we were below national average in attainment and progress for KS1 and KS2 2018/2019 data.

 

Due to Corona Virus, pupils have had nearly 6 months of disrupted learning

 

Ability ranges considerably in each class

Internal and external monitoring reports

 

Half termly pupil progress meetings

 

Teachers performance management.

Headteacher

Termly

Tailored interventions

Disadvantage pupils meet challenging academic targets.

 

Specific groups of children (who have not attended school or have been out of education for periods of time) have targeted lessons to rapidly close gaps in English and maths.

Due to Corona Virus, specific groups of children will be picked to undertake quick fix interventions

 

With the range of abilities, we plan to create an additional group for the teaching of English and maths for Class 4

Half termly pupil progress meetings

 

Teachers performance management.

 

Monitoring schedule

Headteacher

Half termly or sooner if needed.

Total budgeted cost

£18,000

   ii.   Targeted support

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Teachers to complete pupil audit on needs to inform class provision maps and individual education plans where needed

Whole class provision and quality interventions are provided to enhance learning

 

Pupils meet targets

 

Pupils meet progress milestones

 

 

We are well above national average in RGT, SEN and PP (Oct 2019 census).

 

 

HT to liaise with SENCO and class teachers

 

Half termly formal meetings between SENDCO and class teachers.

SENCO

Termly

 

Total budgeted cost

£2000

 

 iii.   Other approaches

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Growth Mindset

Pupils have a growth mindset – pupils have developed skills to be independent, resilient learners who persevere.

Carol Dweck has a wealth of research that supports the impact that Growth Mindset has on children’s ability and want to learn.

Due to Corona Virus, pupils have had nearly 6 months of disrupted learning. This would have an impact on their mental health and wellbeing.

 

Whole school CPD Sep 2020 followed up by a parent workshop and a monitoring schedule.

Follow up CPD and a review of impact will take place in January 2021

Headteacher

Half termly and at the CPD session in January 2021.

Forest school

Pupils achieve additional curriculum objectives for through practical hands on experiences

 

To promote team building and emotional well-being.

The school has its own forest school site set in the school’s woodland.

 

Due to Corona Virus, pupils have had nearly 6 months of disrupted learning. This would have an impact on their mental health and wellbeing.

 

Research now backs up what forest school practitioners have known all along – that children and young people are stimulated by the outdoors and typically experience, over time, an increase in their self-belief, confidence, learning capacity, enthusiasm, communication and problem-solving skills and emotional well-being.

Performance management

 

Forest school teacher to work alongside Science lead and PSHE/wellbeing lead.

Science lead

Half termly review of curriculum objectives covered with a particular focus on PSHE and wellbeing.

Total budgeted cost

£4,900

 

 

 

Internal data at the end of 2020-2021 academic year demonstrated that the children did well in meeting 100 points progress (what is expected per year) with average progress as follows:

Reading: 94 Writing:89 Maths:92