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Pupil premium strategy statement

This statement details our school’s use of pupil premium 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 of pupil premium had within our school.

School overview

Detail	Data
School name	Kelvin Grove Primary School
Number of pupils in school	592
Proportion (%) of pupil premium eligible pupils	32.66%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)	2022-2025
Date this statement was published	09/02/2023
Date on which it will be reviewed	Spring term 2024
Statement authorised by	Eben Groenewald
Pupil premium lead	Ian Hyde
Governor / Trustee lead	Eben Groenewald

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£258,275
Pupil premium funding carried forward from previous years (enter £0 if not applicable)	£0.00
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	N/A

Part A: Pupil premium strategy plan

Statement of intent

At Kelvin Grove we aim to ensure that all children are given the opportunity to achieve their full potential both academically and socially irrespective of their race, gender, cultural heritage or previous experience. We want our children to feel challenged yet successful, autonomous yet sensitive to others and ultimately proud to be a part of a successful learning community which is preparing them for the future. It is our stated aim to ensure that a child’s chances of success are not related to his or her socio-economic background, gender or ethnicity. What is the Pupil Premium? Pupil Premium funding is additional funding allocated to all schools to support disadvantaged pupils. Kelvin Grove receives pupil premium for: children who are in care or adopted from care; children whose parents are in the armed forces; and for every pupil who has received free school meals at any time in the last 6 years. The Government takes the view that head teachers and school leaders have the best understanding of the needs of children in their schools and, as such, they should be the ones to decide how best to use the Pupil Premium Grant. How can I find out if my child is entitled to the Pupil Premium funding? The process for applying is straightforward and confidential. You can check online using a ‘Free School Meals / Pupil Premium Service’ at www.fsm.lgfl.net. After entering essential details into the web site, the online application process links to the Department for Education system for checking eligibility and gives an immediate ‘yes’ or ‘no’ response, and will notify our school. Alternatively, you can speak to our admin officers by calling 020 8699 6300 (10am-4pm), who will be able to assist you through this process. All enquires will be treated in confidence. If you qualify for free school meals then you should always apply, even though up until the end of year 2 (excluding nursery) all children are entitled to universal free school meals. If you are eligible for free school meals and do not apply then the school will not be allocated the funding for spending on additional support for your children. How is the funding used? Kelvin Grove seeks to ensure effective use of its Pupil Premium funding narrows the attainment gap for our most disadvantaged and vulnerable pupils. This may at times include children who are not entitled to Pupil Premium, such as children from families with no recourse to public funds. We recognise that barriers to achievement take a variety of forms and look for ways to support each child to achieve their very best. This personalisation of learning is at the heart of what we do. We offer all our children a wide range of opportunities and ensure that these are accessible to everyone.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number	Detail of challenge
1	Low levels on entry of Pupil Premium (PP) pupils, particularly in communication, literacy and language
2	Lower ability pupils who are eligible for PP are making less progress than middle and higher ability pupils who are non PP
3	A number of PP children also have SEND, mental health and attachment needs which may also impact on academic progress
4	Lower rates of progress for PP children in writing. Particularly affecting those that could attain greater depth.
5	Low levels of resilience for some pupils from PP backgrounds.

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Outcome	Intended outcome	Success criteria
A	Improve oral language skills for pupils eligible for PP in Early Years and transition into Year 1. Teaching Assistants to deliver Speaking and Listening interventions to support specific needs, working alongside class teachers and Speech Therapists. Work supported by development of outdoor learning environment.	Pupils eligible for PP in Early Years attain GLD in reading, writing and communication and language. Pupils not attaining GLD catch up quickly in Year 1.
B	Higher rates of progress across KS1 for low attaining pupils eligible for PP. Improving QFT by highly skilled teachers mentoring and supporting less experienced. Early reading and writing a major focus in EYFS and Year .	Pupils eligible for PP identified as low prior attainers make as much progress as “other” pupils identified as lower ability, by the end of key stage 1 in reading, writing and maths.
C	Ambitious progress for SEND pupils, identified against individual learning pathways. Address social, emotional and mental health issues through nurture groups, 1:1 support (School Counselling Service)	Termly reviews/ Parent and pupil voice/ school assessment tracking will show good progress. Pupils more able and better equipped with skills to change their behaviours/ responses to situations.
D	Raise expectations through challenging targets for PP children set in Pupil Progress meetings. Ensure “challenge for all” in lessons targets PP children. Target 10-20% of PP pupils in each year to achieve greater depth in writing by the end of KS2.	Ensure middle and higher attaining PP children make at least good progress compared to other groups. Raise the percentage of PP children achieving greater depth in writing.
E	Levels of resilience and independence are improved in pupils eligible for PP.	The resilience and motivation of pupils eligible for PP in learning situations will be improved. Attainment and progress for these (and other) pupils is improved.
F	Ensure School curriculum is enhanced with first hand, practical learning opportunities such as Forest schools, trips, visits and visitors so that all children gain a wide range of experiences.	Children have a wide range of experience to draw on in their learning as they progress through school.
G	Ensure that all home learning activities are accessible to all and the school supports through clubs or home resource packs	Monitoring of home learning completion, on time, shows 90% for both PP and non-PP children over each term.
H	Ensure newly arrived children have good induction procedures and baseline is drawn for children within 3 weeks of starting in reading, writing and maths.	Tracking of pupils who join other than at the normal points of entry show children make progress in-line or better than the school average
I	Mentors/counsellors from within and outside school provide all children with aspirational goals.	Children who are eligible for PP have clear goals and aspirations for what they want to achieve at school and beyond.
J	Increased attendance and punctuality for pupils eligible for PP.	Reduce the number of persistent absentees among pupils eligible for PP to be in line with national average. Overall PP attendance improves in line with school’s target 96%.
K	Where children are not fully supported at home, to ensure they eat breakfast, given an opportunity to complete homework with support and regularly heard read.	No child will be disadvantaged through financial hardship or lack of parental support.
L	Parents and carers more able to access support to access enrichment activities both in school and out of school.	Equal access to outside/enrichment activities: parents/carers know how to access support.

 

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: £115,139.75

Activity	Evidence that supports this approach	Challenge number(s) addressed
Additional catch up teacher to Y1 Phonics, English, Guided Reading, Maths	Reception baseline data, phonics screening, KS1 data – reading and writing	1, 2
Induction support, Children monitored during settling in time, Buddy system	Reception baseline data, phonics screening, KS1 data – reading and writing	1, 2
Additional teacher across 0.6 teacher KS2 Focus on higher attainers in planning Deputy Head’s HA focus Teachers focus group for higher attainers	KS2 data, reading. writing and maths	4
Teacher led interventions TA led interventions Deputy Head’s teaching across KS2	KS2 data, reading. writing and maths	4

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

Budgeted cost: £85,580.00

Activity	Evidence that supports this approach	Challenge number(s) addressed
Specialist SALT/Phonics teaching assistant	S&LT screening reception entry, Ongoing assessment data demonstrates that disadvantaged pupil’s proficiency in English and language development impedes their access to the curriculum. Phonics keep up is effective and pupils premium pass rate in Year 1 and Year 2 is in line with other pupils.	1, 2
TA’s working in small groups and 1-1 provide role models Pupil voice discussions led by Pastoral support and pupil well-being teacher Mentor programme School counsellor	Children who have experienced trauma may lead to a barrier with their learning. Appropriately trained staff can achieve successful results in supporting children that have experienced trauma.	3, 5

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £57,555.25

Activity	Evidence that supports this approach	Challenge number(s) addressed
Additional SALT support from therapist	Ongoing assessment data demonstrates that disadvantaged pupil’s proficiency in English and language development impedes their access to the curriculum.	1
Access to Forest School (FS) for Nursery children PP Forest school priority for PP children in reception Additional l FS sessions for PP children in Y1	Learning is contextualised in concrete experiences and language rich environments. Ofsted research (2019) places emphasis on improving cultural capital, particularly for disadvantaged pupils.	3, 5
Home learning club Home learning resource packs Computer clubs to allow on-line research, coding and home learning support	To ensure that the gap between disadvantaged and non disadvantaged pupils resource provision at home is diminished.	3, 5
DSL support, TAF meetings, Parenting support, Home visits	This provides support for social and emotional needs experienced as a result of external barriers to learning such as domestic violence, temporary housing, attendance, etc	3, 5
Swift follow up to absence, Breakfast club access/ targeted clubs, Rewards system – attendance Assemblies, Attendance officer call, Inclusion deputy meetings	Pupils arrive at school on time, have breakfast and are prepared to access the curriculum with an increased level of concentration.	3, 5
Access to high quality free or affordable enrichment, music, sports and the arts – Publicise subsidy to parents Clubs staff to audit PP attendance Clubs access to all PP children when required	Pupils need a context for learning and a stimulus to trigger their interest.	3, 5

Total budgeted cost: £ 258,275.00

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.

	Pupil Premium	Other	All
ELG	44%	71%	67%
Year 1 Phonics	68%	74%	72%
Year 2 Phonics	70%	92%	83%
KS1 Reading	56%	73%	65%
KS1 Writing	41%	67%	56%
KS1 Maths	41%	65%	55%

	Pupil Premium	Other	All	National
KS2 Reading	70%	81%	78%	75%
KS2 Writing	43%	73%	65%	70%
KS2 Maths	6%	79%	74%	72%

	Pupil Premium	Other	All	National
Absence	6.4%	4.2%	5.0%	5.7%
Persistent Absence	22.5%	9.5%	14.1%	19.5%