Linden Primary School

Pupil Premium

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.

Pupil Premium Funding 2021 - 2022 Linden Primary School

PUPIL PREMIUM STRATEGY – 2019 – 2020

What is the Pupil Premium?

Pupil premium is additional funding that schools receive from the government to help schools close the attainment gap between disadvantaged children and their peers. In England, the gap has closed since the introduction of the Pupil Premium which demonstrates the impact careful planning of this funding can have on the outcomes of disadvantaged children. Pupil Premium funding is for children from low-income families that are or have been eligible for Free School Meals (FSM), children that are in care or previously in care also for children whose parents are serving in the armed forces.

Available Funding
Disadvantaged pupils	Pupil premium per pupil
Pupils in year groups reception to year 6 recorded as Ever 6 free school meals (FSM)	£1,320
Pupils in years 7 to 11 recorded as Ever 6 FSM	£935
Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority	£2,300
Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order	£2,300
Service children	Pupil premium per pupil
Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of a child pension from the Ministry of Defence	£300

Pupil Premium at Linden for 2019-2020 cohort – Year R – Year 6
Summary Information – NOR: 446
Total number of Pupil Premium children		95	21%
Eligibility	Number of children	% out of whole school	% out of Pupil Premium
FSM	67	15% (National average 15.8%)	71%
Ever 6	88	19.7%	93%
Ever in Care	7	1.6%	7.4%

Amount of Pupil Premium Funding for 2019-2020 academic year (funding allocation taken from January 2019 census)			£129,360

Summary of main barriers to learning for children
We believe that all children should achieve the best they are capable of. To ensure this we spend the money on developing the skills of the staff to offer the best opportunities for learning and on helping each child to overcome any barriers that prevent them fully accessing this learning.
Key barriers to learning are:
Attainment and inclusion		High % of disadvantaged children with EHCPs
		High % of disadvantaged children on SEND register
		Low attainment on entry in EYFS – below Local and National
Well being		There is a small but significant percentage of children with complex needs including mental health issues. Due to some of the complicated nature of some children’s home life, children do not always arrive at school ready to engage in learning.
		Children with low levels of confidence and resilience. Many disadvantaged children at Linden display low levels of confidence and resilience which impacts on their learning. These children need support to improve their attitudes towards being successful learners.
Inclusion and enrichment		Children with narrow experiences of the wider world and have limited access to extra-curricular activities. A large percentage of disadvantaged children at the school find it difficult to fund educational visits (both day trips and residential trips), music tuition, extra-curricular clubs that are chargeable. As a result, children have limited experiences in this area and it can impact on children’s emotional well-being, confidence and learning.
Parental engagement		Some families find it difficult to access support and need specific help both academically and pastorally. They need encouragement to approach school for help as necessary.
Attendance		The attendance of our disadvantaged pupils is lower compared to other children in our school and a number of disadvantaged pupils are persistently late for school. There was a 2.71% difference in attendance between disadvantaged FSM pupils and non FSM. There was a 9.3% difference in attendance between non Pupil Premium and EIC pupils. There was a 3.81% difference in attendance between non Pupil Premium and Pupil Premium.
Plans for 2019 – 2020 to ensure the school’s actions secure substantial improvement in progress and attainment of disadvantaged pupils.
We have drawn many ideas for the best way to do this through research such as that of the Education Endowment Foundation, Sutton Trust, by learning from other schools and from our own self-evaluation. We are following a tiered approach to Pupil Premium spending so that we have a balanced approach to improving teaching, targeted academic support and wider strategies. Our plans for 2019/20 are based on the following: • Ensure all children have access to a coherently planned curriculum sequenced towards cumulatively sufficient knowledge and skills for future learning • Ensure that disadvantaged pupils’ progress is accelerated due to targeted spend on effective interventions and QfT as evidenced by pupils’ engagement and outcomes in lessons. • The need to evidence expenditure for disadvantaged pupils through effective provision mapping which clearly shows impact against cost. • Ensure that resources, including teaching teams, LPs are deployed efficiently and effectively leading to improved outcomes for disadvantaged pupils • The need to maintain high expectations regarding attendance for all pupils and continuing to work with the hard to reach PA children. • The need to improve links with our main feeder nursery to start work earlier on closing the gap. • The need to broaden language skills and world awareness, particularly in Reception and KS1. • The need to provide nurture for children who need confidence boosting and support with their social and emotional wellbeing through additional opportunities for life skills and play. • The need to develop skills within families to support children’s learning, broaden children’s experiences and increase aspirations.
Teaching
Area of spending	Reason for allocation		Allocation £	Action	Impact/Evaluation
Attainment and inclusion	Improve language and thinking skills in R and Y1 due to the low attainment on entry in EYFS and the continued issues moving into Y1		£8000	Oracy Project	Oracy continues to be embedded throughout EYFS and Year 1 and will be continued with next year as it has such a positive impact on the children that come in with poor language on entry. Year R have used the good listening section of Oracy which improved the children’s ability to sit and listen to others. Use of Oracy in Year 1 has significantly improved their listening and communication skills since the start of the academic year due to the Oracy focuses that we have targeted since September (Good listening, asking questions etc). Also using some of the Oracy new vocabulary resources mixed in with the normal spellings teaching has really helped their memory recall and understanding of new words. There will be a focus to drive the use of Talkboost into Year 1 next year. Talkboost provision and intervention continues to be rigorously timetabled and monitored in EYFS. Some of my children who attended were EAL so it has helped them to learn the English language and helped them to speak in sentences. Other children required this intervention as they were unable to speak coherently or in a sentence so this has helped them hugely to be understood and boosted their confidence to talk to others. There has been a clear improvement in their social skills and ability to interact with others.
	To ensure QfT in all classrooms so that children in every class have the best possible education		£5000	Professional development, training and support for early career teachers	A range of training has taken place over the course of this academic year. A complete list is held centrally but a brief list of some of the professional development/training is shown below: NPQML Curriculum thinking Closing the gap EYFS - In the moment planning Music – deep dive Greater Depth English Primary Science CPD
	To raise the standard of teaching and pupil attainment in reading, writing and maths To ensure disadvantaged children with higher prior attainment make expected or more than expected progress in reading, writing and maths To ensure the intent of Maths and English to be clarified, with Reading to be embedded right across the curriculum.		£6465	To release core subject leaders on a fortnightly basis to enable subject leaders to have whole school influence	Actions for subject release time during autumn and spring term English Subject Coordinator Reviewed previous action plan and started to look at school priorities in relationship to both this and the School Improvement Plan Investigate the assessment of reading and GPAS with a look to move away from PIRA Research greater depth writing opportunities across both Key Stages CPD on Greater Depth in London 2 days monitoring with one morning book looks and one morning learning walk in whole class reading and another morning phonics learning walk with phonics lead and head teacher Whole school writing overview Review of early reading with phonics lead Pupil voice Monitoring through learning walks Monitoring visit with SIA Maths Subject Coordinator Planned PD on use of feedback in maths. New feedback process in place across the school with effective impact on learning from learning scrutiny - children targeted for support and increased use of live feedback to avoid misconceptions. Planned PD on continued implementation of Inspire Maths approach, developing teachers' subject and pedagogical knowledge. Began process of clear vision for maths at Linden, leading to discussion in staff meeting. Following on, clarified expectations in classrooms for maths teaching (e.g. use of manipulatives) to improve consistency of teaching. Process to be continued to improve clarity of expectations in maths. Learning walks to monitor T & L. Live feedback given to teachers to improve practice where relevant, and good practice noted and shared. Scrutiny including book looks, planning resources and pupil voice/assessment. Gave a clear picture of current levels of maths in school to plan and prioritise for spring and summer terms. Impact to be seen based on spring and summer PD. Updated Insight objectives, significantly reducing and refining to allow for more accurate assessment, improved use of assessment and better use of teacher time to plan effective lessons. Completed maths resource audit and order to ensure necessary resources are available for children in all classrooms. Positive impact on learning with children having access to a wider range of resources to make sense of number. Researched and ordered new summative assessment materials to improve standards of assessment, giving teachers better information to base planning on. Researched progression in mathematical fluency to improve fluency and recall across the school. Yet to be implemented. End of key stage assessment analysis to plan priorities for the coming year. Fed back to staff. Organised Y6 attendance at Explore Learning maths competition. Continued learning visits and identified priorities for improvement, particularly working with year 1. Internal assessment data and curriculum coverage analysis. Planned for staff CPD, including writing 'Maths@Linden' document with clear expectations for maths lessons at Linden. (Staff meeting then had to be given over to home learning prep so CPD to be delivered at a later date).

Targeted academic support
Area of spending		Reason for allocation	Allocation £		Action		Impact/Evaluation
Inclusion and enrichment#		To improve outcomes for targeted children in maths and or English.	£2,500		To give children targeted support in small groups in addition to work covered in class or as pre teaching.		Following on from assessments at the end of the autumn term and pupil progress meetings, pupils were identified as requiring intervention by class teachers/subject coordinators. Afternoon interventions were set up in the spring term for maths, writing, reading and spelling. Members of staff were trained up to run set interventions and spent time assessing pupils and grouping them according the level they were working at. Maths interventions followed the ‘Numberstacks’ programme. English interventions followed the ‘Big Write’ programme and Cracking Comprehension programme for reading. Unfortunately due to school closure because of Covid 19 these interventions only ran for a couple of weeks.
		The low attainment on entry in EYFS and the continued issues moving into Y1 as per the school review of PP funded work last year. With a carry forward of pupil premium from last year from PP we are able to offer this support to reducing the costs of trips for all	£6000		Subsidise Educational trips and experiences in R & KS1 Provide opportunities through school trips for children to develop language skills and have experience to base their comprehension and writing skills on as well as broadening their wider curriculum knowledge.		A range of school trips have taken place this year which have given children the opportunity to attend school trips with their peers that they may not have been able to do without the financial subsidy. Through the educational visits the children’s learning has been enhanced and developed the children’s awareness of cultural capital. Some of the trips that pupil premium funding has subsidised are trips to: Explore Gloucester Everyman Theatre Westonbirt Arboretum Christmas concert Barnwood Park Shakespear Festival Drama workshops within school Ten Pin Bowling Skills Builder – Bristol Sadly, due to the current pandemic the Year 6 residential was unable to take place this year.
		To improve confidence, self-esteem and resilience and therefore the children will rise to the challenge of learning and taking responsibility for personal development. To broaden their experience to help them have a wider context for their learning.	£12000		Resilience self-esteem and confidence are a barrier to children’s achievement, the residential trips in particular are aimed at challenging children and improving these qualities whilst the other trips provide opportunities for children to develop language skills and have experience to base their comprehension and writing skills on as well as broadening their wider curriculum knowledge.
		To give disadvantaged children the opportunity to learn a musical instrument	£1000		To fund music lessons for pupils that show a desire and commitment to learning a musical instrument.		The FSM pupils all received a bursaries from Gloucestershire Music up to 31st March 20, so pupil premium funding wasn’t required to subsidise
Wider Strategies
Area of spending	Reason for allocation			Allocation £		Action		Impact/Evaluation
Parental Engagement	To support children and families thereby reducing barriers to learning.			£500		Offer regular coffee mornings and target hard to reach families to offer support before families reach crisis point.		Regular coffee mornings were offered throughout the autumn and spring term. External professionals from Adult Education attended some of the sessions. Unfortunately due to Covid 19 this could not continue during the summer term.
				£70,895		Inclusion Team to maintain strong links with vulnerable families and support them as the need arises		Inclusion Lead, Parent Support Advisor and SENCo have worked hard during the academic year to support vulnerable families.
	Support families to develop and build on their own strengths as well as identified areas they require support in. In doing so this will help to provide greater stability for children in the family home.			£1000		Link disadvantaged families with external professionals to provide training on areas such as parenting, cooking on a budget, behaviour, bedtime routines, sleep support		Unfortunately, planned training in the summer term for disadvantaged families had to be postponed due to Covid 19. This will be rescheduled for the autumn term and will be linked to needs of families following the Covid 19 pandemic.
	To raise aspirations of parents for their own development as well as the children’s future development. In doing so parents will be better equipped to support children through their education.			£1000		Provide links with Adult education and support parents in improving their own English and mathematical skills and gaining qualifications in these areas. Provide training from external agencies on how parents can support children with English and mathematics homework
Wellbeing	Providing the opportunity for children who are experiencing emotional difficulties to use play to communicate and help prevent or resolve psychosocial challenges. To help them towards better social integration, growth and development. Reduce disruption to learning, reduce behaviour incidents			£5000		Provide weekly Play Therapy & Applied Therapy sessions based on level of need – progress to be closely monitored by Inclusion Lead – baseline and end of course of therapy evaluations to measure impact		An external play therapist has worked with a total of 5 children this academic year. These are children who have complex SEMH issues and require trained, expert help in accessing and working through emotions. The progress of these children is discussed every 6 weeks with the Inclusion Lead and Parent Advisor.
	To provide nurturing after school without taking lesson time			£2000		Continue to run after school nurture club - Linden Links and offer funded placements to vulnerable families when need arises		We have offered funded places on a more ad-hoc basis to vulnerable families and children as the need has arisen during this academic year.
	To support children that have poor attendance or are regularly late for school and improve their overall attendance.			£2000		To fund places in breakfast club for targeted children with exceptionally low attendance.		We have offered funded places on a more ad-hoc basis to vulnerable families and children as the need has arisen during this academic year.
	Raise self-esteem, promoting confidence and increased motivation Provide children with the skills to identify their mood and know what to do to change their mood if feeling low. Reduce the number of negative behaviour incidents			£6000		Staff Development in supporting children with additional needs Update and increase staff’s knowledge of behaviour management / nurture / mental health & well being Launch of new Positive Playtime initiative. Well-being leaders –Yr 6 pupils to receive refresher training Research the best approach to growth mindset, train staff and embed this approach throughout the school. To implement a growth mindset philosophy into the curriculum		The new positive playtime initiative is up and running. New playground resources have been purchased including playground markings, signage to specify focus areas in the playground, a reading shed to name a few. Children have been trained up as well-being leaders and have been supporting younger children in the new areas of provision outside during playtime/lunchtimes. Following on from this success Year 6 children will be trained up to do this in the autumn term. Due to lockdown training staff around growth mind-set has been postponed until next academic year. Staff have been trained on emotion coaching but this is still in its infancy due to lockdown. Refresher training will be required in the autumn term and more work with the children needs to be done after the long period of partial school closure. All staff have also received training based on the school’s new positive behaviour management policy.

Targeted academic support
Area of spending	Reason for allocation	Allocation £	Action	Impact/Evaluation
Inclusion and enrichment#	To improve outcomes for targeted children in maths and or English.	£2,500	To give children targeted support in small groups in addition to work covered in class or as pre teaching.	Following on from assessments at the end of the autumn term and pupil progress meetings, pupils were identified as requiring intervention by class teachers/subject coordinators. Afternoon interventions were set up in the spring term for maths, writing, reading and spelling. Members of staff were trained up to run set interventions and spent time assessing pupils and grouping them according the level they were working at. Maths interventions followed the ‘Numberstacks’ programme. English interventions followed the ‘Big Write’ programme and Cracking Comprehension programme for reading. Unfortunately due to school closure because of Covid 19 these interventions only ran for a couple of weeks.
	The low attainment on entry in EYFS and the continued issues moving into Y1 as per the school review of PP funded work last year. With a carry forward of pupil premium from last year from PP we are able to offer this support to reducing the costs of trips for all	£6000	Subsidise Educational trips and experiences in R & KS1 Provide opportunities through school trips for children to develop language skills and have experience to base their comprehension and writing skills on as well as broadening their wider curriculum knowledge.	A range of school trips have taken place this year which have given children the opportunity to attend school trips with their peers that they may not have been able to do without the financial subsidy. Through the educational visits the children’s learning has been enhanced and developed the children’s awareness of cultural capital. Some of the trips that pupil premium funding has subsidised are trips to: Explore Gloucester Everyman Theatre Westonbirt Arboretum Christmas concert Barnwood Park Shakespear Festival Drama workshops within school Ten Pin Bowling Skills Builder – Bristol Sadly, due to the current pandemic the Year 6 residential was unable to take place this year.
	To improve confidence, self-esteem and resilience and therefore the children will rise to the challenge of learning and taking responsibility for personal development. To broaden their experience to help them have a wider context for their learning.	£12000	Resilience self-esteem and confidence are a barrier to children’s achievement, the residential trips in particular are aimed at challenging children and improving these qualities whilst the other trips provide opportunities for children to develop language skills and have experience to base their comprehension and writing skills on as well as broadening their wider curriculum knowledge.
	To give disadvantaged children the opportunity to learn a musical instrument	£1000	To fund music lessons for pupils that show a desire and commitment to learning a musical instrument.	The FSM pupils all received a bursaries from Gloucestershire Music up to 31st March 20, so pupil premium funding wasn’t required to subsidise

Wider Strategies
Area of spending	Reason for allocation	Allocation £	Action	Impact/Evaluation
Parental Engagement	To support children and families thereby reducing barriers to learning.	£500	Offer regular coffee mornings and target hard to reach families to offer support before families reach crisis point.	Regular coffee mornings were offered throughout the autumn and spring term. External professionals from Adult Education attended some of the sessions. Unfortunately due to Covid 19 this could not continue during the summer term.
		£70,895	Inclusion Team to maintain strong links with vulnerable families and support them as the need arises	Inclusion Lead, Parent Support Advisor and SENCo have worked hard during the academic year to support vulnerable families.
	Support families to develop and build on their own strengths as well as identified areas they require support in. In doing so this will help to provide greater stability for children in the family home.	£1000	Link disadvantaged families with external professionals to provide training on areas such as parenting, cooking on a budget, behaviour, bedtime routines, sleep support	Unfortunately, planned training in the summer term for disadvantaged families had to be postponed due to Covid 19. This will be rescheduled for the autumn term and will be linked to needs of families following the Covid 19 pandemic.
	To raise aspirations of parents for their own development as well as the children’s future development. In doing so parents will be better equipped to support children through their education.	£1000	Provide links with Adult education and support parents in improving their own English and mathematical skills and gaining qualifications in these areas. Provide training from external agencies on how parents can support children with English and mathematics homework
Wellbeing	Providing the opportunity for children who are experiencing emotional difficulties to use play to communicate and help prevent or resolve psychosocial challenges. To help them towards better social integration, growth and development. Reduce disruption to learning, reduce behaviour incidents	£5000	Provide weekly Play Therapy & Applied Therapy sessions based on level of need – progress to be closely monitored by Inclusion Lead – baseline and end of course of therapy evaluations to measure impact	An external play therapist has worked with a total of 5 children this academic year. These are children who have complex SEMH issues and require trained, expert help in accessing and working through emotions. The progress of these children is discussed every 6 weeks with the Inclusion Lead and Parent Advisor.
	To provide nurturing after school without taking lesson time	£2000	Continue to run after school nurture club - Linden Links and offer funded placements to vulnerable families when need arises	We have offered funded places on a more ad-hoc basis to vulnerable families and children as the need has arisen during this academic year.
	To support children that have poor attendance or are regularly late for school and improve their overall attendance.	£2000	To fund places in breakfast club for targeted children with exceptionally low attendance.	We have offered funded places on a more ad-hoc basis to vulnerable families and children as the need has arisen during this academic year.
	Raise self-esteem, promoting confidence and increased motivation Provide children with the skills to identify their mood and know what to do to change their mood if feeling low. Reduce the number of negative behaviour incidents	£6000	Staff Development in supporting children with additional needs Update and increase staff’s knowledge of behaviour management / nurture / mental health & well being Launch of new Positive Playtime initiative. Well-being leaders –Yr 6 pupils to receive refresher training Research the best approach to growth mindset, train staff and embed this approach throughout the school. To implement a growth mindset philosophy into the curriculum	The new positive playtime initiative is up and running. New playground resources have been purchased including playground markings, signage to specify focus areas in the playground, a reading shed to name a few. Children have been trained up as well-being leaders and have been supporting younger children in the new areas of provision outside during playtime/lunchtimes. Following on from this success Year 6 children will be trained up to do this in the autumn term. Due to lockdown training staff around growth mind-set has been postponed until next academic year. Staff have been trained on emotion coaching but this is still in its infancy due to lockdown. Refresher training will be required in the autumn term and more work with the children needs to be done after the long period of partial school closure. All staff have also received training based on the school’s new positive behaviour management policy.
		£6000

PUPIL PREMIUM 2018/19

Total no of pupils	447
No of PP Yr R – Y6	115
% of Pupils Eligible	25.72%
Amount per pupil	£1320
Total amount	£151,800
Brought forward from 17 18	£0

Summary of main barriers to learning for children

We believe that all children should achieve the best they are capable of. To ensure this we spend the money on developing the skills of the staff to offer the best opportunities for learning and on helping each child to overcome any barriers that prevent them fully accessing this learning.

Key barriers to learning are:

· Low attainment on entry in EYFS – below Local and National

· High % of EHCPs

· A small but significant percentage of children with complex needs including mental health issues

· Children with low levels of confidence and resilience.

· Children with narrow experiences of the wider world.

We have drawn many ideas for the best way to do this through research such as that of the Sutton Trust, by learning from other schools and from our own self-evaluation.

Our plans for 2018/19 are based on the following:

The need to further develop the vision and skills of the school’s leaders to ensure smooth transition during a period of change.
The need to maintain the exceptional progress we have made in improving attendance generally and continuing to work with the hard to reach PA children as our lead for attendance approaches retirement.
The need to improve links with our main feeder nursery to start work earlier on closing the gap.
The need to broaden language skills and world awareness, particularly in Reception and KS1.
The need to provide nurture for children who need confidence boosting and additional opportunities for life skills and play.
The need to develop skills within families to support children’s learning

Initiatives in 2018/19	Reason for allocation	Allocation £	Objective	Evaluation
Inclusion Team	To support children and families thereby reducing barriers to learning. Raise self-esteem, promoting confidence and increased motivation Reduce disruption to learning, reduce behaviour incidents	£98,800	Offer timely support to families before they reach crisis Support families to develop and build on their own strengths Provide nurture/small group and individual interventions to targeted pupils.	Termly coffee mornings were held by the Inclusion team, this included support sessions from external professionals on behaviour, bed wetting as well as access to adult education. 1:1 pastoral support has allowed for pupils to receive bespoke intervention suited to their needs. 1:1 support has been provided by two LP’s throughout the year. 30 children have been allocated some 1:1 time over the year – some as a one-off and some with over 20 sessions. These sessions have enabled these children to discuss concerns and has facilitated them being able to remain in the classroom and be effective learners. Targeted weekly resilience intervention within KS2 worked with targeted pupils to develop confidence, allowing them to engage at a greater level inside and outside of the classroom. Behaviour incidents of PP children involved in nurture or pastoral support saw a 7% decline from Autumn term 1 to Summer term 2. All incidents now recorded and analysed using CPOMS.
After school nurture club Linden Links	To provide nurturing after school without taking lesson time	£12,000	Develop confidence, self-esteem and resilience. Improve attendance of target children.	Linden Links provided free places to up to 10 vulnerable families within its first year (up to end of Autumn term 2018). Since then, we have offered funded places on a more ad-hoc basis to vulnerable families and children.
Staff Development in supporting children with additional needs	Update and increase knowledge of behaviour management / nurture / mental health & well being	£2,500	To have experienced well informed leaders on the Inclusion Team and to ensure all staff have an understanding of children’s social and emotional	AJ and ET completed accredited CPD in Applied Therapeutics. This information has been disseminated to staff and small group intervention has been established in Summer 1 and 2. To be continued next year. BCB/PF attended resilience and trauma training. ACE’s training attended by AJ and MM.
Targeted academic interventions	To give children targeted support in small groups in addition to work covered in class or as pre teaching.	£2,500	To improve outcomes for targeted children in maths and or English.	Targeted and whole-class Oracy and Talkboost sessions have had a great impact, as reported throughout the year. - 77% of children reaching ARE or above in the Communication and Language strand at end of EYFS. - 70% disadvantage pupils passed phonics screening check at end of Yr1. - 91% disadvantaged pupils passed phonics screening check by end of yr2. - 55% of disadvantaged pupils reached GD in Reading at end of Yr 2 - 55% of disadvantaged pupils reached GD in Maths at end of Yr 2 - 63% of disadvantaged pupils met expected standard or higher at end of KS2, with 5% achieving Higher Scaled Score.
Play Therapy & Mentoring	Providing the opportunity for children who are experiencing emotional difficulties to use play to communicate and help prevent or resolve psychosocial challenges. To help them towards better social integration, growth and development.	£4,000	Commission services of accredited therapists – Toucan.	Therapist has worked with 10 pupils over the last year and is currently seeing 7 children on a weekly basis. These are children who have complex SEMH issues and require trained, expert help in accessing and working through emotions. The progress of these children is discussed every 6 weeks with the Inclusion Lead and Parent Advisor.
Improving language and thinking skills in R and Y1	The low attainment on entry in EYFS and the continued issues moving into Y1 as per the school review of PP funded work last year.	£17,000	Oracy Project	7% increase of children reaching a Good Level of Development at the end of EYFS. 77% of EYFS children achieving at least an age expected level in Communication and Language and the end of the foundation stage, a 10% increase on the previous year. Oracy and Talkboost now embedded throughout EYFS and focus for the next year to drive into Year 1. Whole school training was delivered through two INSETs and provision and intervention is rigorously timetabled and monitored.
Subsidising Educational trips and experiences in R & KS1	The low attainment on entry in EYFS and the continued issues moving into Y1 as per the school review of PP funded work last year. With a carry forward of pupil premium from last year from PP we are able to offer this support to reducing the costs of trips for all	£6,000	Provide opportunities for children to develop language skills and have experience to base their comprehension and writing skills on as well as broadening their wider curriculum knowledge.	Children have been able to access extra-curricular activities along with their peers – something they may not have been able to do without the financial subsidy. Learning has been enhanced as a result of the educational visits and additional swimming lessons have enabled children to learn to swim. PP funding facilitated participation in the residential for many Year 6 pupils.
Subsidising Educational trips and experiences in KS2	To improve confidence, self-esteem and resilience and therefore the children will rise to the challenge of learning and taking responsibility for personal development. To broaden their experience to help them have a wider context for their learning. With a carry forward of pupil premium from last year from PP we are able to offer this support to reducing the costs of trips for all	£9,000	Resilience self-esteem and confidence are a barrier to children’s achievement, the residential trips in particular are aimed at challenging children and improving these qualities whilst the other trips provide opportunities for children to develop language skills and have experience to base their comprehension and writing skills on as well as broadening their wider curriculum knowledge.	Children have been able to access extra-curricular activities along with their peers – something they may not have been able to do without the financial subsidy. Learning has been enhanced as a result of the educational visits and additional swimming lessons have enabled children to learn to swim. PP funding facilitated participation in trips to the theatre, Weston-Super-Mare, and Westonbirt Arboretum– all developing a greater awareness of cultural capital.

Agreed July 2018 to be reviewed July 2019

Lin-Diner

19 Sep 2019

We are very pleased to be able to offer our own in-house catering at the Lin-Diner with a menu that offers healthy options for all. Lin Diner Menu

Prospective Parents 2022

05 Feb 2019

Please take a look at our page dedicated to our prospective parents where you will find a virtual tour of our school, our prospectus and lots of other useful information.

Attendance

24 Jan 2019

We continue to work hard to improve our school attendance.  Since the beginning of the year, we have been closely monitoring all aspects of the children’s attendance and have noted a marked...