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Pupil premium strategy statement
Detail | Data |
School name | Cockshutt CE Primary School and Nursery |
Number of pupils in school | 67 main school 17 Nursery |
Proportion (%) of pupil premium eligible pupils | 36% Main school |
Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended) | 2022-2025 |
Date this statement was published | 19th December 2023 |
Date on which it will be reviewed | November 2024 |
Statement authorised by | Governing Body |
Pupil premium lead | Mandy Jones Executive Headteacher |
Governor lead | Elizabeth Edwards, lead for disadvantaged pupils |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £ 23,190 |
Recovery premium funding allocation this academic year | £ 2,000 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £ 0 |
Total budget for this academic year | £ 25,190 |
Part A: Pupil premium strategy plan
It is our intention to create an environment that allows ALL pupils to develop confidence, independence, self-esteem, and respect for all people. We want all pupils to access all that school has to offer and be supported to have high aspirations in all that they do. We aim to give all pupils the best start to their education and ensure that no child is left behind. Targeted support for each pupil is given and reviewed on at least a termly basis. All staff are aware of pupil plans and work together with families to give pupils the best possible start. We have a tiered approach to pupil premium funding. This balanced approach helps us to improve teaching, provide targeted academic support and use wider strategies to support inclusion, equality of opportunity and in turn better outcomes for pupils. Tier one – advance equality of opportunity. Tier two – improve teaching. Tier three – targeted academic support. Support is given so that all pupils, irrespective of background or the challenges they face, make good progress and achieve at least expected attainment across all subject areas. Support is provided for all pupils including those who are already high attainers. It is imperative that we act early to intervene at a point when a need is identified. |
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Equality of opportunity – analysis of access demonstrates that not all pupils are engaging in wider curriculum opportunities and extended school care/clubs. This has affected pupils in many ways including their attainment and attendance. The provision we have in place address this gap effectively and therefore we will continue to identify this as an area of challenge/need for pupils. Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils, this is impacting engagement in the curriculum and attainment. |
2 | Aspiration – assessments, observations and discussions with pupils suggest that disadvantaged pupils have lower aspirations and generally have greater difficulty engaging in routines which support basic skills such as daily reading, maths programmes and wider reading/life experience. |
| 3 | Attendance - for some pupils getting to school on time is a challenge. If pupil do not access the full school day this can lead to reduced access to the full curriculum which impacts progress and acheivement. |
4 | Complex additional needs – our assessments and observations over time highlight that pupil needs are much more individualised and due to the small numbers in our school, targeting pupil needs is challenging. Unlocking the barriers for the individual is our aim. |
5 | Pupil Mobility – due to our rural setting pupils move in and out of the school due to house moves. Whilst this has become more stable during recent years, we still welcome pupils into our setting who have a wide range of early educational experiences/life experiences on a regular basis. It takes time to build relationships and target pupils with ever changing cohorts of pupils. |
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 outcome | Success criteria Due to small numbers on roll in our school and the risk of identifying individual children our success criteria are broad. |
All pupils will be able to access what school offers including curriculum enrichment experiences. | High engagement with families. Pupils accessing the wider curriculum/enrichment opportunities. Attainment of disadvantaged pupils demonstrates individual pupil progress over time. Well-being will continue to grow through leadership opportunities such as the Rest Easy Ambassadors and the Safety Squad.
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Pupils will have a positive attitude to school and learning. | Above average attendance. Good use of home learning programmes e.g., Maths Whizz to build on learning completed in school (rehearse and consolidate) Aspiration in disadvantaged pupils will be high (qualitative data from student voice, student and parent surveys and teacher observations)
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To target the individual needs of the pupils so they can access the whole curriculum | Pastoral support addresses barriers to learning. Engagement with families is positive and consistent. All pupils make progress from their starting points. Training for staff to assess pupils needs within the curriculum in place and regular targeted training is available. |
To achieve and sustain well-being for pupils as they move into the school | On entrance meetings with parents/carers established Liaison with previous setting comprehensive Pastoral support programme on entry - soft landings approach in place for new pupils attending the setting. Supportive assessments and observations including pupils voice – consistent practice. Equality information produced for parents to support transition at any point (including reception), therefore parents/carers know what to expect. |
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Budgeted cost: £ 4000
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Equality in provision. All children to access the full curriculum. | High quality consistent teaching is the most important lever schools have to improve outcomes for their pupils. Focus on retrieval practice and adaptive teaching across the curriculum.
| 1,2,4,5 |
Purchase of standardised assessments Partner with Rising stars in trailing new materials | Standardised tests support the teacher to identify strengths and weaknesses of pupils and ensure they receive the correct support to address the gap. Educational Psychology Team advise precision teach to ensure gaps are addressed in a focused way. Staff training given to deliver.
| 4 |
Enhancement of our maths teaching and curriculum with a DfE approved scheme and support for teacher
Ongoing training for all staff not just teachers
| Mastery approach to teaching. Focus on year group expectations. Recommended approach by the DfE Building on the work school have already completed with Gareth Metcalfe on – Visual Mathematics and collaborative learning. Consistent approach to language within the subject so pupils make better progress between classes. In small schools’ relationship are strong due to the length of time spent with teachers in classes, transition to a new teacher and different style can cause a barrier for some pupils in the short term. This approach seeks to eradicate that barrier. Systematic approaches work as an oral intervention bringing language in line for pupils, and ensuring key language is taught. | 1,2,4,5 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 13,500
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Individual pupil plans with SMART targets
1-2-1 tutoring Small group tutoring | Raising achievement plan for 2023/24 focus is on "Exellence for ALL' This is targeted support across the curriculum including phonics, reading, number, timetables and much more. Addressing individual gaps as they arise. Early intervention is key to pupil progress. Identifying individual and collective needs so pupils can access targeted tutoring addressing knowledge gaps quickly.
| 1,2,4,5 |
Bug Club – online access to books and phonics games
Homework clubs
| Personalised learning. Individualised instruction for pupils on their maths journey. Accessed independently at home or in school so that ALL pupils can access a personal tutor and progress at their own speed. Homework supports the development of fluency in the area of study if engaged with on a consistent basis.
Consistent resource and engagement, removing barriers. Pupils new to school can have access to these resources immediately and assessments can be made, providing strong transition.
| 1,2,4,5 |
Pastoral support – removing barriers to learning | Pupils must feel happy and safe to learn. We invest in emotional support through whole school strategies such as the ‘Rest Easy’ programme and the targeted pastoral support for more specialised support. Oral interventions and adult talk time are a high priority. Soft landings approach for new pupils to the setting - ensuring all pupils are included from the first day. | 1,2,4,5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 13,800
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Equality through access to wider school opportunities | Extended school access
Enrichment through the arts - inspiration for all
Educational visits
| 1,2,4,5 |
Total budgeted cost: £ 31,300
Part B: Review of outcomes in the previous academic year
This details the impact that our pupil premium activity had on pupils in the 2022/23 academic year.
Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.
2022/23 Pupil Premium Review
Where additional support is required.
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Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
Programme | Provider |
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Measure | Details |
How did you spend your service pupil premium allocation last academic year? | Due to our small numbers of pupils who receive service pupil premium funding we treat them as we do all pupils – targeted support to help them overcome any barriers to learning. Pastoral support and provided in school. Gaps in attainment caused by moving schools are addressed through 'soft-landings' inclusive approach to learning. |
What was the impact of that spending on service pupil premium eligible pupils? | Well-being is good. Assessments demonstrate progress. Partnership between home and school is strong. |