Goudhurst & Kilndown CEP School Pupil Premium Strategy Statement 2020-2021
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Goudhurst & Kilndown CEP School Pupil Premium Strategy Statement 2020-2021 Rationale Goudhurst & Kilndown CEP School is determined to ensure that all children achieve and are given the highest standards of teaching and learning through delivering Quality First Teaching (QFT). Additionally, that focussed support and pastoral care outside of QFT is given to children that require it so that they are achieving their full potential. There is no expectation that all Pupil Premium children will receive identical support; some children will need more than others and each child is individual with individual circumstances. We recognise that Pupil Premium is designed to support schools to raise attainment of disadvantaged children, however many of the strategies and interventions in place - will also benefit other groups too. The school considers how to allocate pupil premium money on an annual basis following rigorous data analysis and careful consideration of the needs of the children within this group and this is reviewed termly. How well are we doing at raising attainment for disadvantaged pupils at Goudhurst & Kilndown CEP School? As a school we understand we need to focus on early intervention, particularly in EYFS and KS1 to ensure pupils make at least as much progress as their peers, with the focus very much on disadvantaged pupils making accelerated progress. Prior to the Covid19 pandemic, our main challenge was supporting pupils who are disadvantaged and also SEN to meet Age Related Expectations in line with their peers. There is a well-documented attainment gap between disadvantaged and non-disadvantaged children and school closures are likely to widen the disadvantaged gap further. The attainment gap remains a significant barrier to future attainment however we also need to support positive wellbeing and secure positive development. Each and every child will need support and opportunities to rebuild relationships, acknowledge and accept loss of learning, identify gaps in learning, reskill and rebuild confidence as learners and have space to rediscover themselves within the school environment. Improving the attendance of our disadvantaged children has always been a priority, however we recognise that this will be an additional challenging factor for many disadvantaged children who have been absent from school from 23 rd March to the start of the new academic year – September 2020. We are also keen to improve the attendance of our disadvantaged pupils as although this is ‘good’ compared to national attendance figures, within our school we would like this to further improve.
1. Summary Information
Academic 2020-2021 Total PP budget £36,280 Date of most recent PP July 2020
Year (as at census January 2020) review
Total number of Year R – 6: 213 Number of pupils eligible for 24 Date for next internal December
pupils PP review 2020
(as at census January 2020)
2. Barriers to future attainment for pupils eligible for PP funding
A Social, emotional and behavioural difficulties which have a detrimental effect on academic progress
B Gaps between the achievement of disadvantaged pupils and that of other pupils
C Lack of wider world experiences
D Lack of educational aspiration
E Attendance
3. Desired outcomes
A That the child comes to school feeling happy, safe and confident. They develop a passion for learning and become reflective,
independent life‐ long learners.
B That children with low starting points at the beginning of school and within each year make accelerated progress to bring them to the
level at which they should be working. Also those higher achieving pupils eligible for PP funding continue to make good progress from
their starting points.
C Increased attendance rates for pupils eligible for PP funding.
4. Tiered Approaches
T1 Providing provisional development, training and support for all teaching and support staff
T2 Targeted academic support through structured interventions, small group tuition, 1:1 support
T3 Non academic barriers including attendance, behaviour and social & emotional support5. Planned Expenditure
Quality of teaching for all
Desired outcome Chosen action / What is the evidence and rational How will you ensure it is When will you review
approach for this approach? implemented well? implementation?
B. To improve Pupil Premium Children need the opportunity of Pupil Progress meetings Termly
progress in Conferencing (PPC) (T2) having 1:1 sessions with their class with SLT.
reading, writing teacher to talk about their progress Termly monitoring of PCC
and maths and targets and take ownership for meeting records.
their own success. As a result of Pupil attainment.
PPC, teachers will implement, plan, Pupils wellbeing and
timetable specific involvement.
strategies/interventions to support
pupils.
Talk4writing approach Talk4Writing is based on the Book Moderation Termly
across all key stages. (T1) principles of how children learn. It Lesson observation (SLT
enables children to imitate the and Peer)
language they need for a particular Pupil Voice
topic orally before reading and Teacher Voice
analysing it and then writing their Pupil Progress meetings
own version. It has now been with SLT.
rolled out successfully across the Pupil attainment.
school and all staff have received Pupils wellbeing and
training either through attending involvement.
conferences, visiting a Talk4writing
school or in-house training.
Power Maths (T1) Power Maths is a UK curriculum Book Moderation Termly
mastery programme designed to Lesson observation (SLT
spark curiosity and excitement and and Peer)
nurture confidence in maths. Built Pupil Voice
around a child-centred lesson Teacher Voice
design that models and embeds agrowth mindset approach Pupil Progress meetings
to maths and focuses on helping all with SLT.
children to build a deep Pupil attainment.
understanding of maths concepts. Pupils wellbeing and
involvement.
White Rose Online Online training and resources Evidence of strategies Termly
Resources (T1) supporting the National Curriculum being used in lessons
and Power Maths (planning and delivery).
Pupil Voice
Teacher Voice
Pupil Progress meetings
with SLT.
Pupil attainment.
Pupils wellbeing and
involvement.
Monster Phonics Children will engage in multi- Evidence of strategies Termly
programme (T1) sensory activities to develop being used in lessons
phonological awareness through a (planning and delivery).
unique colour-coded system, Pupil Voice
creating confident readers and Teacher Voice
writers. This was implemented in Pupil Progress meetings
2018/2019 and is now working with SLT.
successfully across EYFS/KS1 and Y3 Pupil attainment.
for individual children. Pupils wellbeing and
involvement.
Phonics Screening
Numbots (T2) NumBots is an online game and Analysis of individual Termly
playing little and often will access at home and in
significantly improve a child’s recall school
and understanding of number Pupil Voice
bonds and addition and subtraction Pupil Progress meetings
facts which are critical foundations with SLT.
in maths. Pupil attainment.
Pupil VoiceB. To improve Times Tables Rockstars Times Tables Rock Stars is a Analysis of individual Termly
progress in (T2) carefully sequenced programme of access at home and in
reading, writing daily times tables practice. This school.
and maths hugely popular intervention also Pupil Voice
allows schools to compete against Formal and informal
other schools and work together to assessments
secure a place on top of the league Pupil Progress Meetings
table. Pupil attainment
Sir Linkalot (T2) Learning spellings in a fun and Evidence of strategies Termly
engaging way! This programme being used in lessons
helps children learn spellings using (planning and delivery).
quick and memorable animations Pupil Voice
Teacher Voice
Pupil Progress meetings
with SLT.
Pupil attainment.
Pupils wellbeing and
involvement.
Wordshark (T2) Wordshark is a game-based Analysis of individual Termly
solution programme that supports access at home and in
reading and spelling from Y1-Y6. It school.
is specifically designed for children Pupil Voice
with dyslexia however the Formal and informal
strategies used support all learners assessments
Pupil Progress Meetings
Pupil attainment
Accelerated Reader (T2) Accelerated Reader (AR) is a Analysis of individual Termly
reading management and access at home and in
monitoring programme that aims school.
to foster independent reading. The Pupil Voice
internet-based software assesses Formal and informal
reading age, and suggests books assessments
that match pupils’ needs and Pupil Progress Meetings
interests. Pupils take computerised Pupil attainmentquizzes on the books and earn AR
points as they progress.
Bedrock (T1) Developing both spoken and Evidence of strategies Termly
written language and building a being used in lessons
language rich environment, (planning and delivery).
improving vocabulary for struggling Teacher Voice
learners, stretching and challenging Pupil Voice
the most able. To improve Pupil Progress meetings
comprehension skills. with SLT.
Pupil attainment.
Pupils wellbeing and
involvement.
Working Memory Plus This intervention is aimed at EEF evidence
Arithmetic improving the numeracy skills of Lesson observation (SLT
EEF Promising Project – Year 3 pupils who are behind the and Peer)
Action Research Project class average in numeracy by Pupil Voice
improving their working memory Teacher Voice
Pupil Progress meetings
with SLT.
Pupil attainment.
Pupils wellbeing and
involvement.
Google Classroom (T1) Online learning portal that enables Evidence of engagement Termly
teachers to create an online at home
classroom area in which they can Teacher Voice
manage all the documents that Pupil Voice
their students need when working Parent Voice
at home. Pupil Progress meetings
with SLT.
Pupil attainment.
Pupils wellbeing and
involvement.
Total budget cost: £8400
6. Planned Expenditure
Targeted SupportDesired outcome Chosen action / What is the evidence and rational How will you ensure it is When will you review
approach for this approach? implemented well? implementation?
B. To identify (T2) Childrens barriers to learning need Assessments are analysed Termly
barriers for Administer a range of to be identified through a range of and strategies and
learning through assessment, including: assessments that focus on interventions are put in
formative Speech & Language Link phonological skills, working, place to support the child.
assessment Lucid Rapid auditory & visual memory, speech Monitoring of class
Lucid Lass and language development, Provision Maps and
GL PASS numeracy, reading and Intervention records.
YARC comprehension skills.
Phab2
CTOPP
BPVS
Working Memory Scale
External assessments –
Educational Psychologist
Specialist Teaching
Service
Early Help
B. To improve (T2) Small, short term group Impact overseen by Termly
progress in Small group tuition in all interventions with highly qualified SENCO/PP lead.
reading, writing areas:. staff have shown to be effective. Pupil attainment.
and maths Accelerated Reading Pupils wellbeing and
Talk4writing approaches involvement.
BRP
Dancing Bears
Talking Partners
Sensory Circuits
Booster groups
Writing BurstsA. To further (T3) Children need support with Impact overseen by Termly
develop ELSA - an Educational recognising different emotions, SENCO/PP lead.
resilience Psychology led how their body reacts to these Pupil attainment.
through a focus intervention for emotions (physiology) and Pupils wellbeing and
on pupil well- promoting the emotional positively strategies to support involvement.
being wellbeing of children and them
young people.
Drawing & Talking
Unconditional Time
A. To further (T2) The Haven is a room within the Impact overseen by
develop The Haven school which uses therapeutic SENCO/PP lead.
resilience approaches and discussion to Pupil attainment.
through a focus support children difficulties they Pupils wellbeing and
on pupil well- may face and emotional involvement.
being challenges. This is led by two
Teachers (SENCO & a trained Play
Therapist) and is open to children
four lunchtimes per week.
(T1) The school are committed to Monitoring from
Wellbeing Award promoting mental health as part of Wellbeing Committee
school life and improving the Observations
emotional wellbeing of all staff Pupil voice
and pupils. We aim to offer PASS Data
provision and interventions that Attainment data
matches the needs of all staff and Zones of Regulation
pupils. Equally, we aim to engage Peer mentoring
the whole school community in Discussions with staff and
the importance of mental health. community.
The school are working toward
gaining the Wellbeing Award at
the end of 2020.(T1) 450 million people are currently Stakeholder voice Seasonal term
To train Head of Personal struggling with mental illness and 1 Impact seen by SLT
Development & in 4 people have experienced Staff and Pupils wellbeing
Wellbeing to qualify as a mental health difficulties in the last and involvement
Mental Health First Aid year.
Instructor Training
To help improve the mental health
of the whole school community by
training teachers and support staff.
(T2) Every child aged between 5 and 11 Pupil Engagement Yearly
First Aid for Kids should be taught basic first aid, helping Committee
them to stay safe and save lives in Observations
emergency situations. Pupil voice
First Aid for Kids is an organisation that
Teacher Voice
comes into school and delivers
workshops to all children from YR-Y6.
(T1) Providing resources and support to Pupils wellbeing and Termly
Mental Well Schools teaching staff with the aim to help involvement.
students through this Pupil Voice
unprecedented global situation and Parent Voice
provide strategies and guidance so
each and every child is mentally
healthy and emotionally resilient
(T1) Whole school online specialist Impact overseen by Seasonal term
Foundations of Mental training for child mental health and SENCO/PP lead.
Health for Schools wellbeing Pupils wellbeing and
involvement.
Pupil attainment.
Total budget cost: £ 93007. Planned Expenditure
Other Approaches
Desired outcome Chosen action / What is the evidence and rational How will you ensure it is When will you review
approach for this approach? implemented well? implementation?
A. To further (T2) It has been proven that children Observations Annually
develop Forest School (each child gain confidence and improve self- Pupil voice
resilience will benefit from 12 ½ esteem which can impact on Re-assessment of
through a focus day sessions per year). emotional and mental well-being as Wellbeing Survey.
on pupil well- well building resilience and PPC
being independence.
(T3) Children of all ages need to be
Develop outdoor learning allowed to play creatively. Our new
environments to outdoor learning environment will
promote creative provide children with opportunities
playtimes. to develop their creativity and
imagination within the
playground/outdoor environment.
A. For pupils to (T3) Breakfast clubs are known to enable Breakfast club is staffed Annually
come to school Pupils have a healthy pupils to start the day in a healthy by Premier Sports who
feeling happy, start to the day and are and calm manner. are known to the school.
safe and ready to learn. Monitored by the Head
confident. Teacher and SLT.
(T2) Providing targeted support for Re-assessment of Annually
Supporting pupils with identified pupils through Wellbeing Wellbeing Survey.
social, emotional and assessment as well as observations PPC
behavioural difficulties. within the whole school learning Observations
Lego Therapy environment. Pupil attainment
Mindfulness Children will be involved in
Metacognition mindfulness activities to provide
Zones of them with strategies to improve
Regulation mental health and wellbeing.Zones of Regulation is an emotional
wellbeing programme which
supports children in understanding
their emotions and find strategies
to support them. This will be
introduced in three tiers – whole
school awareness through CW, class
sessions and 1:1 sessions where
appropriate.
All staff will receive training in
delivering and implementing it.
(T2) Pupils are not discriminated due to Voucher/direct Annually
To fund School uniform financial hardship. purchasing through
school.
B. Improve (T3) Pupils are not discriminated due to Children’s wellbeing and Annually
access to After School clubs financial hardship. Providing wider involvement increases.
wider Music Lessons opportunities for pupils beyond the
opportunities for school gives pupils rich inspirational Feedback and work
disadvantaged experiences. They also allow pupils produced demonstrates
children. to develop social interaction and the impact on pupils.
B. Access to (T3) increase level of wellbeing and Annually
educational School trips within and involvement.
visits for all around the county (i.e.
including Rare Breeds Farm, Port
residential Lympne Zoo, Bore Place,
adventurous Scotney Castle) as well
activity courses. as trips to London (ie.
Houses of Parliament).
Residential trips to
Swattenden (Y5) and
Outdoor Adventure sites
(Y6)C. To increase (T3) Parents of disadvantaged children Monitor attendance at Annually
the rate of To increase parental do not engage with the school in Parents evening and
attendance for engagement and build a comparison to those who are not other events.
disadvantaged positive relationship from a disadvantaged background. Wellbeing Events
pupils. with parents and the Parents are invited to parent
school. workshops, parent forums training,
e-safety training. Training to
support access to school social
media and blogs. Coffee mornings.
(T3) Children are rewarded for 100% Class Teachers to monitor Termly
Attendance rewards attendance and achieving ‘Super attendance on a daily
Silver’ per term (6 x a year). At the basis. Attendance officer
end of the year, they are awarded to monitor on a weekly
with bronze, silver, gold or basis and report to
platinum certificates and medals HT/SLT.
continuous attendance. HT/SLT to review
attendance and ensure
school processes work
smoothly.
Total budget cost: £19500You can also read
