Cranmore Infant School
How we used our Pupil Premium Allocation in 2020-21
In 2020-21, we received a Pupil Premium allocation of £25,830.
The school identified the following as barriers to learning for some of the children in receipt of pupil premium:
- Low levels of parental engagement with the school – especially supporting children with reading and other homework.
- Poor attendance and punctuality.
- Lack of access to extra-curricular activities, e.g. trips (including residential trips).
- Social and emotional issues affecting learning behaviours that support independent learning.
- A lack of resilience, which affects children’s self-confidence and co-operation when approaching work.
We used the additional funding in the following way:
- Employing class teachers and teaching assistants to lead specific targeted interventions in response to half-termly assessment and tracking data for small groups /individual children, including Read, Write, Inc, Phonics, marking response and Maths.
- Funding a Teaching Assistant to engage in targeted work with some of our children and families, including supporting the ‘Understanding your child’s behaviour course’.
- Providing opportunities for children to reflect on their targets and discuss their next steps on a regular basis with teachers and teaching assistants. Using Building Learning Power skills to support and reflect on their own learning.
- Provide further support groups for nurturing and the Social Emotional Aspects of learning.
- Providing targeted literacy sessions using the ELS materials at a before school club on a daily basis in the Autumn and Spring terms.
- Providing before school interventions in each year group (based on needs of each year group) at dedicated times throughout the academic year.
- Providing additional opportunities to read one-to-one and in small groups, including with class teachers.
- Promoting regular reading and a love of books at home through a ‘reading challenge’ by funding rewards of book on successful completion.
- Subsidising/contributing towards educational visits.
The impact that this had on achievement of those children is detailed below:
|Progress in Learning across school (3% = 1 child) 32 children||Reading||Writing||Maths|
|Above expected progress||3% 1||13% 4||9% 3|
|At or above expected progress||91% 29||82% 26||84% 27|
|Below expected progress||9% 3||18% 6||16% 5|