Pupil Premium

Vision

Our vision is to ensure that Weston Point Community Primary School provides the optimum education for all of our children. We are determined that our children should achieve the highest standards of which they are capable and that we will continue to provide them with excellent teaching and guidance in order to help them succeed.

Pupil Premium Funding

The pupil premium is additional funding for schools to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers. The funding is based on whether a child is eligible for free school meals.

Pupil Premium Strategic Principles

Our building blocks for tackling educational disadvantage: Whole-school ethos of attainment for all

There is a culture of high expectations for all. There is a belief that all disadvantaged pupils are capable of overcoming their personal barriers to succeed. Disadvantaged pupils and their families are held in high regard Leaders, teachers and other adults understand their role within the school's strategy Addressing behaviour and attendance A strong emphasis is placed on developing positive behaviours for learning. The school responds rapidly to ensure behaviour management strategies are effective for pupils that need support. Attendance is monitored. Strategies, where applicable, are implemented to improve absence or lateness to maximise opportunities for learning in school. Persistent absence is rigorously challenged.

High quality teaching for all

The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality teaching; responsive on- going formative assessment is essential to ensure disadvantaged pupils make strong progress. Teachers are committed to successfully engage with the disadvantaged pupils who are less successful learners. Professional development is focused on securing strong subject knowledge, questioning, feedback, and self-regulation. Interventions are additional to the entitlement to high quality teaching; class teachers retain accountability for pupil achievement.

Meeting individual learning needs

There is a strong understanding of the barriers to learning and how these barriers present in school. Personalised profiles are used to ensure barriers are overcome so that disadvantaged pupils can benefit from enrichment, emotional well -being support and interventions that enable them to succeed in their learning across a wide range of subjects.

Learning gaps and misconceptions are identified and addressed which will enable children to catch up to meet age related expectations or increasingly work at greater depth.
Transition processes for disadvantaged pupils are carefully planned and implemented .The progress of disadvantaged pupils is discussed at all pupil progress meetings and at key assessment milestones. Actions are identified, implemented and regularly reviewed within each assessment phase. Accelerated progress must lead to higher attainment within an academic year and key stages. Leaders and a governor, review the effectiveness of strategies based on internal analysis, research and best practice. Self-evaluation is rigorous and honest. Leaders apply robust quality assurance processes and clear success criteria.

Deploying staff effectively

Staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils. Resources are targeted at pupils at risk of underachievement in terms of low and high attainment Monitoring of PP children including targeted children. Close Liaison with teachers/ holding to account.
Data and finance allocation of PP funding. Monitoring of process and procedures. Close Liaison with teachers SENco / Learning Support Teacher /TAs /Class teacher joint monitoring and progress data analysis

Weston Point 21-22

Learning Support teacher    £33591
Speech and Language support £5065.6
TA     £25328
Maths TA support   £25328
Additional Reading support teacher £ 5 000

Reviewing the impact of the pupil premium funding
Review
Termly

Current Profile Academic Year 2021 – 2022

 NoR   171    

Breakdown of PP Pupils 60   FSM  LAC 2    10 EHCP 

Key Challenges for Pupil Premium Pupils

External barriers that may affect some disadvantaged pupils Barriers are identified on an individual basis as part of termly pupil progress meetings.
These barriers are exacerbated where pupils eligible for pupil premium also have identified SEND.
Some children need friendship support.
Some children require lots of additional emotional support during the day.
Barriers for learning that make some disadvantaged less successful in their learning in school
Those pupils with emotional and positive behaviours for learning difficulties due to external circumstances.
Those pupils who have difficulty in concentration.
The consistency of approach in teaching and learning, has strengthened over the last two years . SLT  monitor consistency and high expectations

 Summary allocation of funding and rationale Expenditure Teaching and Learning –

Consistent high expectations of what each pupil can achieve including disadvantaged pupils
· To close identified gaps in learning for groups of pupils:
All teaching staff engage in 'Quality First teaching' which ensures that provision is made in each lesson to meet the diverse needs of all learners including the effective deployment of Teaching Assistants.
Targeted support from Teaching Assistants and 1:1 support in all English and Maths lessons to improve on disadvantaged attainment in Reading, Writing and Maths outcomes. Release time for teachers for pp Meetings.
The percentage of Pupil Premium pupils at the end of the year will be in line with the attainment of non-Pupil Premium children.
Higher attaining Pupil Premium pupils sustain levels of progress and work at 'Greater Depth' in RWM.

· Improving reading opportunities to further improve competence in the dimensions of word reading and comprehension.
Class texts , Consistent use of Guided  reading records which demonstrate coverage of objectives and aid assessment. Pupils to read texts at the appropriate level and challenge in guided sessions with discussion to support their reading ability and develop understanding and use of sophisticated language – CPD for all  staff English lead release time –  ,monitoring and core provision training cover
Ensure spelling is taught through direct teaching in KS2 and has a positive impact on writing. Standardised spelling test assessments will continue across the school and these are tracked.
 Approach to book scrutiny will monitor how National Curriculum and higher frequency spellings are applied into the children's writing. Review Blackwell Spelling for Years 2 – 6 – Further training for staff and ensure materials are used as intended
Teachers will give pupils regular opportunities to consolidate key skills in phonics and spelling with targeted support in small groups. Ongoing monitoring will feed into pupil progress meetings.
 Emotional, social and behavioural support - Continue support for families and pupils who are vulnerable, anxious or have positive behavioural difficulties – emotional wellbeing.
 · To improve confidence in identifying cause and effect in behaviour, emotional and social difficulties.
To support pupils in managing behaviour, emotional and social difficulties
. · Social skills/communication/emotional resilience sessions either 1:1 or small groups. A number of children have anxieties which are a barrier to learning. Communication and Emotional Literacy sessions support anxiety and development of social skills enhancing positive attitudes towards learning and raised self- esteem.
 . · Supporting families benefits children and targeted support enables these pupils to develop resilience through adopting strategies to enhance emotional wellbeing and independence. Pupils develop their communication skills. Raised self esteem, concentration levels are increased and pupils are able to cope with the demands of the curriculum. Positive attitudes to learning ensure progress in line with peers To provide opportunities that enrich and develop children's wider experiences and promote resilience and increase self-belief.
 · Participation in extra-curricular activities and school trips which include residential and after school clubs Extended school activities raises both attendance levels and self-esteem for pupils engaging them in their learning. Provides enhanced opportunities for social experiences. All pupils have access to a wide range of extracurricular activities. Trips offer a rich experience beyond the classroom and increase first hand experiences providing engagement and motivation for learning.
 Expected Impact

All pupils including  targeted pupils achieve  their challenging target at end of year.

Ensure appropriate resources are available and embedded as part of  our approach in maths Pupils have confidence and resilience and are able to discuss ideas freely and demonstrate strategies used. Monitoring, moderation and staff training opportunities.

Increase the % of children who achieve GDS in writing in KS1 and KS2.

Greater depth writing with opportunities to develop writing across a range of text types. Training for standardisation at greater depth Y2 and Y6. Offer children opportunities and choices and ensure that technical aspects of writing are secure

Improve the teaching and learning of English reading to further improve pupils' competence in the dimensions of word reading and comprehension

All staff deliver high quality reading sessions where all activities and teaching are reading focussed and impact on children's reading skills. Pupils read texts at appropriate level and challenge
Whole class and guided reading experiences planned using rich texts and appropriate task design.
 Task design and subject knowledge for all staff INSET
 Consistent use of guided reading records which demonstrate coverage of objectives and aid assessment.

Firmly embed teaching the strategies, rules and conventions systematically and explicitly, helping pupils recognise which strategies they can use to improve their own spelling.

Comprehensive and accessible progression in the teaching of spelling for all groups of pupils.
Improvement in % of pupils able to spell HF words. Spelling taught through direct teaching in KS2 and has a positive impact. Develop a consistent response to address misspelling.

Develop assessment model for foundation subjects Assessment model adds clarity to which aspects of concepts, knowledge and skills to focus on within specific year groups.

Assessment is purposeful, efficient, and used to shape future learning Used for each unit of work in all foundation subjects – subject leaders to collate Subject leaders/teachers analyse summative data and use to refine planning to challenge all pupil groups and inform professional development.

Weston pointCommunity Primary School

We are a school that likes to celebrate successat every level.

Weston pointCommunity Primary School

Castner Avenue, Runcorn, Cheshire, WA7 4EQ

Emma Hetherington | Office Manager

01928 574 593 sec@westonpoint.halton.sch.uk

Contact UsWe would love to hear from you!

Mrs A Sheppard | Acting Executive Headteacher

Mrs G Snell | Acting Executive Deputy Headteacher

Miss N Abel | SENCO / Teaching and Learning Lead