Three Year Strategy for Hambleton’s use of Pupil Premium Funding

Start year: September 2020

Amount of Grant ‘20-‘21: £18,830

Projected Grant ‘21-‘22: £12,860

Summary of the main barriers for PP eligible children

Emotional literacy issues, reading and maths progress and attainment to close gaps with peers. Limited participation in extracurricular activities and residential visits. Challenges with punctuality for a calm start to the school day.

How we will spend the allocation in current academic year

Funding for a specialist Emotional Literacy Support trained teaching assistant continues. They will run ELSA groups and individual support across all cohorts. This will nurture children who need ELSA support to better manage their emotions and behaviour which will lead to enhanced learning and better progress across all subjects.

Funding will be used to support resources and a space for ‘Thrive-style’ therapy for PP children with attachment difficulties and early-life trauma.

Funding, as appropriate, will be used to support ‘Key skills interventions’ in Maths and English.

If and when it is needed, discretionary funding for PP children will enable them to attend a range of after school clubs and to split funding with parents/carers for residential trips which they would otherwise not attend.

Funding, as appropriate, to support attendance at before and after school care which supports family routines, a calm, timely start to school learning and effective parenting.

As required, funding may support PP children to access additional opportunities for an effective transition to secondary provision. Additional staffing hours, transport for extra transition sessions etc…

The Deputy Head is our ‘Pupil Premium Champion’. As part of their role they will: increase staff knowledge of PP funding and pupils; track PP pupils to check their progress; give reports to the governing body and communicate with the PP link governor.

Measuring the impact

We will assess children termly and address any progress issues through focused pupil progress meetings with all teaching staff. We will record participation in extracurricular activities throughout the year.

We will communicate with the parents/carers of PP children to monitor their ongoing needs.

Governors monitor children’s progress and the impact of the school culture on learning behaviours and values.

PP pupils will be identified on Year group progress reports and will also be tracked as a separate group. Attendance of PP pupils will also be monitored.

Date of next review of PP strategy

January 2020

From the previous academic year: 2019-20

Funding Allocation £15, 500

Detail of allocation

Funding for a specialist Emotional Literacy Support trained teaching assistant who has run ELSA groups and individual support across all cohorts. This has enabled children who need ELSA support to better manage their emotions and behaviour which will lead to enhanced learning and better progress across all subjects.

Funding has been used to support resources for ‘Thrive-style’ therapy for PP children with attachment difficulties and early-life trauma.

Discretionary funding for PP children enabling them to attend a range of after school clubs and to split funding with parents/carers for residential trips which they would otherwise not attend.

Funding, as appropriate, to support attendance at before and after school care which supports family routines, a calm, timely start to school learning and effective parenting.

Impact of spend

Children have attended residential trips and school clubs which they did not attend before. They have benefitted from associated opportunities for additional teambuilding and team-working with their peers. From this have also come opportunities for developing independence, personal care skills and organisational skills.

Thrive-style activities have allowed children to ‘fill the gaps’ from early life experiences, allowing children (including up to Year Five) to ‘play and explore’ in their environment.