COVID-19 Catch-Up Premium details
How the grant will be spent:
- A trained teacher will be employed in spring term for 3 days per week to deliver targeted interventions across the school or to release specialists to deliver specific targeted support.
- A trained teacher will be employed in terms 1-3 for ½ day per week to deliver targeted interventions.
- Providing specific resources to support catch up during quality first teaching in regular curriculum time.
- Further Mental First Aiders will be trained and will support children’s mental wellbeing to support their learning and thus catch up.
Priority areas for catch-up funding:
- Phonics catch up interventions for children in years 1, 2, 3 and 4.
- Basic mathematics calculation catch-up interventions for children in years 1-6.
- Reading and Writing interventions across years 1-6.
How the effect of this expenditure on the educational attainment of those pupils at the school will be assessed:
- Children will be individually monitored and tracked throughout the catch-up period to make sure they are back on track by the end of the academic year to where they were before lockdown.
- Children will receive interventions in-line with their TA.
- School Data will be assessed against National Average (NA) to make sure that we are aiming for 10%+ above NA.
Kelvedon St Mary’s Church of England Primary Academy, Nursery and Autism Support Centre 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 of pupil premium had within our school.
| SCHOOL OVERVIEW | |
| Detail | Data |
| School name | Kelvedon St Mary’s Primary Academy, Nursery and Autism Support Centre |
| Number of pupils in school | 430 |
| Proportion (%) of pupil premium eligible pupils | 7% |
| Academic year/years that our current pupil premium strategy plan covers | 21/22 |
| Date this statement was published | 01/09/2021 |
| Date on which it will be reviewed | 01/07/2022 |
| Statement authorised by | M. Walsh |
| Pupil premium lead | E. Reece |
| Governor / Trustee lead | R. Banning |
| FUNDING OVERVIEW | |
| Detail | Amount |
| Pupil premium funding allocation this academic year | £46,660 |
| Recovery premium funding allocation this academic year | £4,141 |
| Pupil premium funding carried forward from previous years | £0 |
| Total budget for this academic year | £50,801 |
PUPIL PREMIUM STRATEGY PLAN
| Statement of intent |
| The ultimate objectives for this strategy are to enable equality of learning and learning opportunities and experiences for disadvantaged pupils. The current strategy focuses on removing the barriers to learning that disadvantaged children have. These barriers may be academic, social, well-being or trauma in their home life. The key principles of the strategy are: Removing barriers to learning Creating equality of opportunity Personalising the strategy to individual requirements |
| CHALLENGES | |
| This details the key challenges to achievement that we have identified among our disadvantaged pupils. | |
| Challenge number | Detail of challenge |
| 1 | Weak language (oral) and communication skills |
| 2 | Mental health, social and emotional needs |
| 3 | Low income families struggle to support residential experiences, trips and extra-curricular clubs |
| 4 | Weak reading attainment on entry |
| 5 | Weak fine motor skill development impacting on writing |
| 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. | |
| Intended outcome | Success Criteria |
| Pupils achieving the same level of attainment as their peers in all areas of the curriculum | Pupils reading attainment the same as their peers by the end of year 1. Pupils achieve expected phonics outcomes in line with all pupils. Increased number of pupils writing at greater depth by end of year 6. |
| Pupils feel emotionally stable and safe so that they are able to focus on their learning and personal development | Pupils attendance in line with all pupils. Pupils learning behaviours in class and around school in line with all pupils. Pupils show resilience and self-control when facing difficulties or challenges. Classroom environments are safe, supportive, inclusive and welcoming places to be. Emotional First Aid and PHSE given high priority to support children’s needs. |
| Pupils are able to access and freely take part in all aspects of school life with no barriers | Pupils able to have music lessons, access breakfast club, take part in swimming and go on trips, including residentials. Pupils freely participate in extra-curricular activities and represent the school. |
| ACTIVITY IN THIS ACADEMIC YEAR | ||
| This details how we intend to spend our pupil premium (and recovery pupil premium funding this academic year to address the challenges listed above. | ||
| TEACHING | ||
| Budgeted cost: £34,887 | ||
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| SAFE Team | Many of our children have emotional, mental health and family challenges that present barriers to their learning. The bespoke support that this early intervention team offers each child and family aids the individual child’s opportunities to learn and make progress. | 2 |
| Emotional First Aiders | This is as above, but early intervention in the classroom, before SAFE Team involvement. | 2, 3 |
| TARGETED ACADEMIC SUPPORT | ||
| Budgeted cost £10,914 | ||
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Speech and Language Support | Early intervention and support of children’s language skills has had a significant impact on improving reading and writing outcomes at KS1 and enabled better progress by the end of KS2 for those targeted. | 1, 4 |
| Additional fine motor skills resources and gym trail. | COVID has created a gap in some children’s development of FMS through play and missed learning. Resources created for higher up the school than usual. Gym rail for gross motor skills. | 5 |
| WIDER STRATEGIES | ||
| Budgeted cost: £5,000 | ||
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Funding of trips/visits and residential experiences. | Disadvantaged children thrive in the stimulation environments and experiences that these activities offer. | 3 |
| Providing equipment or tuition fees for extra curricular activities | Being part of a club creates a sense of self-worth, well-being and opens up new opportunities for children. | 3 |
| Total budgeted cost: £50,801 |
Kelvedon St Mary’s Church of England Primary Academy, Nursery and Autism Support Centre PE and Sports Premium Grant Expenditure: Financial Year 2021/22
| Number of pupils and PE and Sports Premium Grant (SPG) received | |
| Total number of pupils on role | 404 |
| Total amount of SSG received | £19,450 |
| Nature of support from September 2021 |
| We support improvement in sport participation through subscribing to competition in our locality through the Blackwater Sports Partnership and Football in the Community. Some of the grant is used to fund a minibus so that teams can regularly attend competitions and classes can access external facilities. Our isolated location and a large proportion of our parent body being commuters, create a barrier which could interfere with teaching and learning if the funding did not support this. We support families in financial difficulty to access sport within and beyond the school and subsidise enrichment ventures where elite athletes can be inspired to greater achievements. Funding will be used to improve physical activity in school and at playtimes through developing new areas, facilities and activities. Funding has been allocated to improve play and sports facilities throughout the school and to develop CPD for the staff. Additional swimming, above and beyond that of the requirements of the National Curriculum will also be funded from this grant. |
| Measuring the impact of SPG spending |
| The measurement of the impact of the support and interventions shows that we have a high proportion of pupils attending extra curricular sporting activities; our school teams are regularly successful in winning tournaments and events; A large number of pupils are represented at club and county level in their respective sports and we promote the participation of gifted and talented pupils accessing their sport during curriculum time. Health visitor weight and measurement reports show that the percentage of obese children in the school is significantly lower that that seen nationally. |
| Swimming impact | |
| What percentage of year 6 pupils could swim competently, confidently and proficiently over a distance of 25 meters when leaving school at the end of the last academic year? | 95% |
| What percentage of year 6 pupils could use a range of strokes effectively when leaving school at the end of the last academic year? | 98% |
| What percentage of year 6 pupils could perform a safe self-rescue in different water based situations when leaving school at the end of the last academic year? | 98% |
| Has the Primary PE and Sports Premium funding been used to provide additional swimming provision beyond that if the National Curriculum requirements? | Yes, but it was cancelled due to COVID-19 |