Orchard Park Community Primary School

Pupil & Recovery Premium

Pupil Premium Strategy Statement

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 on pupil premium had within our school.

Detail	Data
Number of pupils in school	Orchard Park Community Primary School
Proportion (%) of pupil premium eligible pupils	165
Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)	38%
Date this statement was published	2021/2022 to 2024/2025
The date on which it will be reviewed	November 2021
Statement authorised by	Stacey Harper, Headteacher
Pupil premium lead	Cara Gilhart
Governor / Trustee lead	Lewis Meek

Funding overview

Detail	Data
Pupil premium funding allocation this academic year	£89,735
Recovery premium funding allocation this academic year	£9135 (based on 63 pupils)
School Led Tuition Funding	75% DfE allocation - £7087.5 25% School allocation - £2067.19
Pupil premium funding carried forward from previous years (enter £0 if not applicable)	£0
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	£105.957 including 25% £108,024.19

Statement of intent

We have adopted a bespoke approach to pupil premium and the catch-up agenda at Orchard Park, with quality first teaching at its heart. Our pupils make the strongest progress when exposed to outstanding teaching and learning opportunities, delivered by trusted adults who know the children and can cater for their individual learning needs. Senior leaders will support teaching and learning in the classroom and deliver targeted interventions tailored to the needs of vulnerable children across the school. In this manner, children at Orchard Park will make rapid progress and the gaps in learning exacerbated by the COVID-19 pandemic will be eradicated.

At Orchard Park Community Primary School, we will focus on approaches that:

Use evidence-based research on proven strategies which work to narrow the attainment gaps, and adapt these as necessary to meet the needs of our pupils
Use high-quality teaching and learning as the preferred way to narrow gaps in attainment in the first instance
Are focused on clear short-term goals ensuring accelerated progress for vulnerable pupils
Recognise the fact that pupils who have fallen behind are not a homogenous group and cover a wide range of needs, including those working at Greater Depth. As such, the strategies we use to raise attainment will take group and individual needs into account
Ensure that there is robust monitoring and evaluation in place to account for the use and impact of funding, by the school and the governing body
Provide access to high-quality educational experiences to enhance children’s cultural capital. All children will have high aspirations as a result
Ensure children’s social, emotional and mental health needs are supported to the highest levels. Children’s well-being will be prioritised to enable them to access academic learning and thrive in the school environment
In addition, we provide comprehensive pastoral support for vulnerable pupils and their families. We support children to improve their attendance at school, closing the gap between them and non-disadvantaged pupils and enabling them to benefit from the full learning experience at Orchard Park.
We encourage and facilitate pupils to access a wide range of enrichment experiences and extracurricular activities. These experiences will have a positive impact on children’s academic achievement and wellbeing.

Challenges

The table below identifies the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number	Detail of challenge
1	Many of our pupil premium children also fit into many vulnerable groups such as; traveller heritage, post-CIC, CP and CIN experience, DV/ DA trauma, and parental mental health difficulties.
2	Increased numbers of our pupil premium children have complex needs, including speech and language, social communication, poor working memory, attention difficulties, motor skills, and social-emotional and mental health.
3	Assessments, observations, and discussions with pupils indicate that many of our pupil premium children have not had rich and varied experiences meaning knowledge of the world and vocabulary acquisition is limited.
4	Our attendance data over recent years indicates that attendance among disadvantaged pupils has been between 2-3% lower than for non-disadvantaged pupils.
5	Lack of parental engagement due to a variety of reasons including, their own literacy difficulties, poor mental health and value placed upon academic success.
6	Our observations, and assessments of children’s engagement and progress during remote learning, indicate that the education and wellbeing of disadvantaged pupils have been impacted by school closures to a greater extent than for other pupils. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to pupils falling behind age-related expectations in all core subjects.
7	Teachers' referrals for well-being support have markedly increased during the pandemic. 23 pupils (19 of whom are disadvantaged) are currently requiring additional support with social and emotional needs.

Intended outcomes

Below indicates the outcomes we are aiming for by the end of our current strategic plan, and how we will measure whether they have been achieved.

Intended Outcome	Success Criteria
The attainment of pupils entitled to Pupil Premium funding is raised from 22% to 45%	Pupils entitled to Pupil Premium funding are identified and tracked regularly in terms of progress and attainment. Teachers are aware of the Pupil Premium children in their class and target them in their teaching. Pupils entitled to Pupil Premium funding benefit from targeted interventions and small group teaching led by SLT.
Quality first teaching ensures strong progress of pupils entitled to Pupil Premium funding across all core subjects.	All teaching is ‘Good’ or better across core subjects. Planning is adapted to match the needs of Pupil Premium children. Lesson observations demonstrate AfL strategies
Assessment is used to identify gaps in learning. Children are supported through high-quality tuition and targeted teaching to close gaps.	Teachers monitor pupils’ progress and update this on SIMs regularly. Disadvantaged pupils are identified and monitored closely by class teachers and curriculum catch up leaders. Pupil progress meetings focus on progress made by disadvantaged pupils. Additional support is provided for disadvantaged pupils by various agencies. Recovery premium is deployed to support disadvantaged pupils.
Pupils entitled to Pupil Premium funding have increased independence and confidence in their learning ability.	High-quality independent work is evident in books. Children can access the full curriculum independently. Pupils’ homework demonstrates increased independence. Pupils can articulate what they have learned and their next steps for improvement.
All pupils can articulate the importance of well-being and can take appropriate actions to support their social and emotional health.	Pupils are able to talk about how they use the feeling displays Worry displays inform staff of the emotions felt by the children in their class who can respond accordingly. Pupils are able to share their worries freely with adults in their rooms. Worries are addressed quickly and signposted to the well-being leader as needed. School assemblies address all aspects of SMSC - known to Pupils to demonstrate an improving understanding of social, moral, spiritual and cultural aspects of the curriculum. Pupils are able to link and transfer their PSHE learning to the wider world
Attendance of Pupil Premium funding increases	Attendance of identified Pupil Premium children increases and the gap between Pupil Premium and non Pupil Premium narrows.

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 (for example, CPD, recruitment and retention)

Budgeted cost: £48,905.19

Activity	Evidence that supports this approach	Challenge number(s) addressed
SLT are non-class-based to provide catch up support across the school	TNTP guidance states that ‘accelerated learning and strong instruction are interdependent’. In order to prevent children from becoming ‘trapped in a cycle of low-quality or below-grade level work’, SLT identify exactly what unfinished learning needs to be addressed, when and how. Therefore, gaps are filled when material occurs in the school year. EEF guidance states that ‘great teaching is the most important lever schools have to improve outcomes for pupils’. SLT has the scope to support teachers to deliver high-quality lessons.	1, 2, 6
CPD package available to all staff to support high-quality teaching and learning	According to EEF guidance, early career teachers have access to bespoke mentoring and support.	1, 2, 6

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £36,729

Activity	Evidence that supports this approach	Challenge number(s) addressed
Bookmark Reading Interventions	EEF guidance states that programmes are likely to have the greatest impact when they meet a specific need e.g. aspects of reading. Bookmark Reading is a structured intervention, delivered on a 1:1 basis to encourage children’s enthusiasm for reading. In 2020-21, of pupils who participated in Bookmark Reading interventions 81% (27/31) made progress.	3, 5, 6
Third Space Learning Interventions	EEF guidance states that programmes are likely to have the greatest impact when they meet a specific need e.g. aspects of reading. Third Space Learning is a personalised tutoring programme designed to close specific gaps in mathematics.	5, 6
School-led tutoring delivered by SLT	EEF guidance states that small group tuition has an average impact of four months’ additional progress over the course of a year. Small group tuition is most likely to be effective if it is targeted at pupils’ specific needs. SLT will use diagnostic assessment to assess the best way to target support. The quality of teaching in small groups may be as, or more important than, the precise group size. Therefore, children will receive support in groups of up to 6, delivered by experienced teachers.	1, 2, 6
Nuffield Early Language Intervention (NELI)	The Nuffield Early Language Intervention (NELI) is designed to improve listening, narrative and vocabulary skills. The attainment gap between disadvantaged children and their more affluent peers opens early and continues throughout schooling. There is a wealth of evidence to show that early intervention has great potential to narrow the gap. Children receiving the 30-week version (beginning in Nursery, and continuing in early Reception) made about four months of additional progress in language skills compared to children receiving standard provision.	2, 3, 6
Maths Interventions Numicon 5 Minute Number Box First Class Number 1&2 Success @ Arithmetic Year 6 Booster Sessions	There is extensive evidence supporting the impact of high quality 1:1 and small group tuition as a catch-up strategy. EEF guidance states that tuition provided by qualified teachers is likely to have the highest impact and that an effective relationship between tutor, teacher and pupils is essential. Therefore, school-led tutoring has been implemented to close specifically identified gaps. Evidence of the impact of these specific interventions in previous cohorts indicates that they can allow children to make accelerated progress.	6
Literacy Interventions Personalised phonics groups Literacy A-Z Cracking Comprehension Expanded Rehearsal Technique (ERT) Toe by Toe Personalised spelling groups Year 6 Booster Sessions Handwriting programme - Speed Up! Handwriting programme - Write from the Start Welcome	There is extensive evidence supporting the impact of high quality 1:1 and small group tuition as a catch-up strategy. EEF guidance states that tuition provided by qualified teachers is likely to have the highest impact and that an effective relationship between tutor, teacher and pupils is essential. Therefore, school-led tutoring has been implemented to close specifically identified gaps. Evidence of the impact of these specific interventions in previous cohorts indicates that they can allow children to make accelerated progress.	1, 2, 6
Homework Club	EEF research suggests that homework has a positive impact on attainment of +3 months. Pupils eligible for free school meals are less likely to have a quiet working space, are less likely to have access to a device suitable for learning or a stable internet connection and may receive less parental support to complete homework and develop effective learning habits. These difficulties may increase the gap in attainment for disadvantaged pupils. Homework clubs can help to overcome these barriers by offering pupils the resources and support needed to undertake homework.	1, 2, 5, 6

Wider strategies

Budgeted cost: £22,390

Activity	Evidence that supports this approach	Challenge number(s) addressed
Inclusion & wellbeing Lead appointed to work with and support vulnerable families and children.	EEF guidance states supporting parental engagement can have 3+ months of positive impact.	1, 2, 4,5, 7
Blue Smile weekly play therapy sessions	Blue Smile play therapy has had a positive impact on the pupils at Orchard Park for many years. As a result of therapeutic support, 95% of parents said that their child’s problems identified at referral had improved, and 73% felt they had made particularly strong progress in 2020/2021	1, 2, 7
Red Hen Family workers and family activities and parent support drop-ins	EEF guidance states that parental engagement such as the involvement of parents in supporting their children’s academic learning has a positive impact of up to +3 months. This includes approaches and programmes which aim to develop parental skills such as literacy or IT skills; general approaches which encourage parents to support their children with, for example, reading or homework; the involvement of parents in their children’s learning activities; and more intensive programmes for families in crisis.	1, 2, 3, 4,5
Mental Health Support Team; work with parents to support children’s wellbeing and behaviour.	EEF (+4) guidance states that Social and emotional approaches have a positive impact of up to +4 months of additional progress in academic outcomes over the course of an academic year. This includes more specialised programmes which use elements of SEL and are targeted at students with particular social or emotional needs.	1, 2, 5
MHST supports a whole school approach through targeted CPD training for staff supporting pupils SEMH	EEF (+ 4)guidance states that Social and emotional approaches have a positive impact of up to +4 months of additional progress in academic outcomes over the course of an academic year. School-level approaches to developing a positive school ethos, and aims to support whole-class SEL approaches	1, 2 7
Attendance is tracked and monitored. Inclusion leads to phone families if vulnerable children are not in school and offers support.	EEF guidance states that non-academic interventions, such as improving pupils’ attendance, are often vital in boosting attainment. A focus on these issues is particularly important now, given the impact of Covid-19.	4, 5
A broad and balanced curriculum will provide access to high-quality educational experiences to enhance children’s cultural capital. All children will have high aspirations as a result	Children who have rich high-quality experiences will have enhanced knowledge and understanding of the world, richer experiences and increased language and vocabulary acquisition.	3 5 6
Peripatetic instrumental lessons offered for KS2 children	Enhancing children’s cultural capital through instrumental lessons and music raises self-esteem and self-confidence.	3
Sporting opportunities and varied after school enrichment clubs	Sporting opportunities and other varied enrichment clubs will enhance children’s cultural capital and raise self-esteem and self-confidence.	3, 5
Inclusion & Well-being lead to support for children who are having difficulty accessing learning through SEMH issues, to support their well-being and management of their own behaviour.	EEF (+4) Social and Emotional Learning – interventions which target social and emotional learning seek to improve pupils’ interaction with others and self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning. SEL interventions might focus on the ways in which students work with (and alongside) their peers, teachers, family and community. These include specialised programmes which are targeted at students with particular social or emotional needs.	1, 2 6 7
Contingency fund for acute issues	Based on experience, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.	All