Pupil Premium
Reporting the use of Pupil Premium for Great Paxton CE Primary School
Pupil premium strategy statement
School overview
Metric |
Data |
School name |
Great Paxton CE Primary School |
Pupils in school |
104 |
Proportion of disadvantaged pupils |
16% |
Pupil premium allocation this academic year |
Click or tap here to enter text. |
Academic year or years covered by statement |
2020-2021 |
Publish date |
01 December 2020 |
Review date |
01 November 2021 |
Statement authorised by |
Lee Frost |
Pupil premium lead |
Lee Frost |
Governor lead |
Carol Wylde |
Disadvantaged pupil progress scores for last academic year 2019-2020
Due to the Coronavirus Pandemic, there was no published data for 2019-2020. Therefore below is the last set of published data from 2018-2019 based on the 2 disadvantaged pupils in Y6:
Measure |
Score |
Reading |
-0.67 |
Writing |
-7.43 |
Maths |
-3.80 |
Disadvantaged pupil performance overview for last academic year
Due to the Coronavirus Pandemic, there was no published data for 2019-2020. Therefore below is the last set of published data from 2018-2019 based on the 2 disadvantaged pupils in Y6:
Measure |
Score |
Y1 Phonics Screening Check |
0% |
Meeting expected standard at KS2 RWM |
50% |
Meeting expected standard at KS2 R |
50% |
Meeting expected standard at KS2 W |
50% |
Meeting expected standard at KS2 W |
50% |
Achieving high standard at KS2 RWM |
0% |
Achieving high standard at KS2 R |
50% |
Achieving high standard at KS2 W |
0% |
Achieving high standard at KS2 M |
50% |
Teaching priorities for current academic year 2020-2021
Aim |
Target |
Target date |
Progress in Reading |
Achieve national average progress scores in KS2 Reading (0) |
Sept 21 |
Progress in Writing |
Achieve national average progress scores in KS2 Writing (0) |
Sept 21 |
Progress in Mathematics |
Achieve national average progress scores in KS2 Maths (0) |
Sept 21 |
Phonics |
Achieve national average expected standard in PSC |
Sept 21 |
Other |
Improve attendance of disadvantaged pupils so that it is in-line with non-disadvantaged pupils. |
Sept 21 |
Strategy aims for disadvantaged pupils
Measure |
Activity |
Priority 1 |
Ensure all relevant staff have received training to deliver the phonics scheme effectively. |
Priority 2 |
Training to be delivered to staff on Cued Spellings – delivered by Specialist Teaching Team. |
Priority 3 |
Embed All About Me Cards across all year groups for disadvantaged children to set and review targets for individuals on a regular basis. |
Priority 4 |
Provide staffing structure to enable pupils to receive support and interventions to meet their needs. |
Priority 5 |
Identify and support wellbeing of pupils due to the impact of Coronavirus. |
Barriers to learning these priorities address |
Ensuring staff use evidence-based whole-class teaching interventions |
Projected spending |
£16140 |
Targeted academic support for current academic year
Measure |
Activity |
Priority 1 |
Purchase Nessy accounts for children to support reading and spelling and address gaps in phonic knowledge. |
Priority 2 |
Participate in and administer the ‘Diminishing the difference maths project’ for Y5/6. |
Priority 3 |
Continue to implement Mrs Wordsmith project and LA support for writing action plan actioned before ‘lockdown.’ |
Priority 4 |
Deliver catch-up programmes across the school – Project X Code, ERT, FFT, firstclass@number, success@arithmatic |
Barriers to learning these priorities address |
Encouraging wider reading and providing catch-up in mathematics – typically an area of weakness |
Projected spending |
£15140 |
Wider strategies for current academic year
Measure |
Activity |
Priority 1 |
Enrol in the National School Breakfast Programme to provide all disadvantaged children with breakfast parcels until March 2021. |
Priority 2 |
Carry out regular Wellbeing surveys and implement actions from these to support emotional wellbeing. |
Barriers to learning these priorities address |
Improving readiness to learn, attendance and learning behaviours. |
Projected spending |
£1000 |
Monitoring and Implementation
Area |
Challenge |
Mitigating action |
Teaching |
Ensure enough time is given over to allow for staff professional development |
Use of INSET days and staff meetings and additional cover being provided by senior leaders. |
Targeted support |
Ensure organisation allows for the implementation of intervention and targeted support |
Training of additional staff to deliver programmes and interventions. |
Wider strategies |
Engaging the families facing most challenges |
Work closely with the LA and National initiatives to provide information. |
Review: last year’s aims and outcomes
Aim |
Outcome |
Progress in Reading |
9/11 children were on track to achieve their personal target in reading before lockdown commence due to COVID. |
Progress in Writing |
11/11 children were on track to achieve their personal target in writing before lockdown commence due to COVID. |
Progress in Mathematics |
10/11 children were on track to achieve their personal target in maths before lockdown commence due to COVID. |
Phonics |
2 disadvantaged children were due to take the Phonics Screening check at the end of the year. One had made progress from 0 marks to11 marks prior to lockdown and the other 0 marks to 22 marks. |