Pupil premium strategy statement 2019-22St Anne’s Church Academy is a dual-campus primary school which provides education for children from 4 to 11 years old. As of September 2019 we have 368 children over both campuses with 185 children at our Hewish campus in year groups Reception to Y6 and 183 in our West Wick campus with classes from Reception to Y5 ( This will increase to include Y6 in September 2020) . Little Learners Nursery is a Governor led pre-school run on the same premises from our West Wick campus.

Our vision is that children should be taught how to ‘Learn to Love and Love to Learn’. This underpins everything that we do. All members of the school community are fully committed to meeting the needs of each and every child irrespective of their background. A child’s history does not define their destiny. In order to raise attainment for all children, we have a “Learning without Limits” pedagogy whereby we have high aspirations and ambitions for all of our children. We fully accept the responsibility for meeting the needs of our socially disadvantaged children within our caring Christian community by removing any barriers to learning that they may have.

The school aims to raise children’s aspirations and enable them to achieve their highest potential by providing:

● a stimulating environment in which to play and learn;

● a welcoming, caring community which supports all;

● an open and honest partnership between school and home which enables us to work together to support each other;

● an ethos that encourages a love of learning, perseverance and determination to succeed.

The school serves two communities with differing levels of social deprivation, overall the school has 13.01% of children in receipt of pupil premium funding. At our West Wick campus as of October 2019 we have 7% of children are eligible for pupil premium and at Hewish we have 18% of children eligible for pupil premium. We aim to use this funding to provide opportunities for these children which enable them to achieve their potential. We use a variety of approaches to support our disadvantaged children and encourage active research. This has included:

● https://www.gov.uk/government/publications/the-pupil-premium-how-schools-are-spending-the-funding-successfully

● https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/473976/DFE-

RS411_Supporting_the_attainment_of_disadvantaged_pupils_-_briefing_for_school_leaders.pdf

● https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/

● https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/667690/

Social_Mobility_Action_Plan_-_for_printing.pdf

● Marc Rowlands ‘The Pupil Premium’

● Training through SSIF bid with The Beach Teaching School Alliance.

The key objectives for pupil premium children nationally are;

● to raise aspirations;

● improve outcomes;

● improve life chances.

When planning pupil premium spending, St Anne’s aims to ensure it closely matches the needs of our pupil premium children. These needs are varied and there is no ‘one size fits all’ approach so we consider the range of needs and address them. Regular reviews of impact by leadership team, governors, learning mentors and class teachers ensures that provision does change to meet the needs of pupil premium children across the school and maximise impact.

1. Summary informatioSchool St Anne’s Church Academy

Academic Year 2019-21 Total PP budget

2019-20 £59,410 PP strategy Review Feb 2019

2020-21 £57,075 Feb 2021

2021-22 £57,110

Total number of pupils

2019-20 369 Number of pupils eligible for PP

2019-20 49 (13.5%) Internal review completed March 2020

2020-2021 389 2020-21 56

2021-22 2021-22

Attainment at end of July 2019Pupils eligible for PP All Pupils at Anne’s (national in brackets)

EYFS(8 ch)

KS1-Y2(7 ch)

KS2-Y6(5 ch) EYFS KS1 KS2

% achieving GLD 50% 78%

% achieving secure+ in reading 43% 100% 80% 93% (75%)

% achieving in secure+ writing 43% 60% 75% 83% (78%)

% achieving in secure+ maths 57% 60% 80% 83% (76%)

Progress measures in reading 1.7

Progress measures in writing 0.2

Progress measures in maths -0.3

Attainment at end of July 2020 (Due to school closure / lockdown – No end of year data ) Data based on End of T4 assessmentsPupils eligible for PP All Pupils at Anne’s (national in brackets)

EYFS(Xch)

KS1-Y2(9 ch)

KS2-Y6(5 ch) EYFS KS1 KS2

% achieving GLD

% achieving secure+ in reading 33% 100% 77% 90%

% achieving in secure+ writing 33% 80% 69% 86%

% achieving in secure+ maths 55% 100% 76% 90%

Progress measures in reading

Progress measures in writing

Progress measures in maths

2. Barriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers (issues to be addressed in school, such as poor oral language skills)

A. Some pupils may have low attendance which impacts upon learning

B. Some children have limited oracy and vocabulary skills and knowledge which impacts upon learning

C. In many cases there is a lack of aspiration and low self-confidence

External barriers (issues which also require action outside school, such as low attendance rates)

D. In some cases, low attendance and punctuality

E. In some cases, access to resources such as books, libraries and life experiences

3. Desired outcomes

Desired outcomes and how they will be measured Success criteria

A. Increase levels of attendance to improve outcomes ● Attendance of all PP children will improve with a particular focus upon GRT pupils (2017-18 90.09% all PP and 79.57% GRT and 2018-19 94.3% and GRT 87.7% 2019-2020 annual data is unavailable due to COVID 19 school lockdown)

● All GRT parents will be involved in discussions at the beginning of each term re importance of attendance Continue to provide a bus to bring GRT pupils to and from school

B. Increase levels of attainment particularly at greater depth to improve outcomes and enhance life chances ● Data will show that more PP children attain greater depth in reading, writing and

maths particularly by KS2

C. Increase levels of progress particularly from end of Key Stage One to end of Key Stage Two to improve outcomes and enhance life chances ● Data will show that all PP children make at least expected progress

● Appraisal targets for all staff will highlight progress and attainment of PP pupils

● Dedicated PP champions will oversee the provision and impact of interventions to secure good progress

● Increased clarity over data tracking will identify strengths and areas for development

4. Planned expenditure

Academic years 2019-22The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all (F940)

Desired outcome Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

To develop and embed oracy skills across the school

Year 1: 2019-2020) Use of specific oracy training as part of Quality First Teaching (QFT) for all staff including Nursery

ii) Develop oracy skills within the wider curriculum

iii) Develop new curriculum with oracy skills specifically planned and embedded

Year 2: 2020- 2021

● Successful action research project within school

● Closing the vocabulary gap-Alex Quigley

● Education Endowment Foundation (EEF) toolkit- use of oral language interventions

● The Early Catastrophe Paper (Hart and Risley 2003) reports;

● Vocabulary (at age 3) of a child from a disadvantaged family:500 words. Vocabulary (age 3) from a professional family: 1,100 words

● It is imperative to develop and increase all pupils vocabularies

● Ofsted new framework

https://www.gov.uk/government/publications/education-inspection-framework

Through effective monitoring using Coaching 15, discussions with children and parents

Weekly worship/ parliaments will provide opportunities to showcase quality oracy skills

Curriculum planning has Oracy embedded throughout

Communication Team

Senior leaders

Curriculum lead

English Subject leads

EYFS leads

Through data capture x3

Pupil progress Appraisals

i) All teachers develop a ‘Recovery curriculum’ with a strong focus on vocabulary as children return to school after lockdown

ii) Oracy training for all staff to refresh knowledge and understanding of developing oracy and closing the vocabulary gap.( After school lockdown - this must be a priority)

ii) Embed new curriculum and review the impact of oracy and vocabulary across the curriculum

ii) Develop oracy assessment tool with Voice 21

iii) Develop Talk for Writing training as part of QFT for all staff with oracy interwoven throughout

2021- 2022 Review oracy across the curriculum

● Unlocking Talent , fulfilling potential highlights the need to close the word gap during the early years

● Successful action research project within school.

● Closing the vocabulary gap-Alex Quigley

● Closing the reading gap – Alex Quigley

● Education Endowment Foundation (EEF)

● Unlocking talent, fulfilling potential action plan – closing the word gap in the early years / early language and literacy skills

● Oracy training - Emma B

● Talk for writing training – staff training day September 2020

● Talk for writing resources £200

● Nuffield early language Intervention

Through effective monitoring using Coaching 15, discussions with children and parents

Oracy assessment tool will be used by all staff to assess oracy skills

Talk for writing strategies are consistently used by all staff. Evidence of children using a range of talk for writing strategies in every classroom

Invite Emma B to train staff

Communication Team

Senior leaders

Curriculum lead

English Subject leads

EYFS leads

Through data capture x3

Pupil progress Appraisals

Coaching 15

Increase outcomes for all pupils

Year 1: 2019-2020

i) CPD opportunities to ensure all teaching is of an excellent standard alongside effective use of support staff

ii) Regular CPD for all

● EEF toolkit re feedback and use of support staff plus evidence from Marc Rowland

● EEF focus on quality teaching for all to raise standards

● ‘Unlocking talent fulfilling potential’ focuses on closing the attainment

Through effective monitoring using Coaching 15,

Discussions with children and parents

Analysis of data

Through appraisal process

Senior leaders Through data capture x3PP Term 2 Data ReportPP Term 4 Data ReportPP Term 6 Data Report

support staff

iii) Weekly staff meeting with pedagogy focus

iv) Coaching 15 for all staff

v) Hub meetings

Year 2: 2020- 2021

Embed and develop i – v

i) Further develop the links and concepts in the curriculum to ensure knowledge and skills are revisited and built upon.

ii) Subject leaders monitor impact of their curriculum areas to ensure outcomes are high for all pupils in all areas of the curriculum

iii) Develop Talk for Writing training as part of QFT for all

Develop lesson study principles in Primary academies

gap during the early years

● July 2016 DfE standard for teachers’ professional development state that: Professional development must be prioritised by school leadership

Enhance behaviour for learning skills

2019 - 2022

i) Embed behaviour policy and practice

ii) Introduce CPOMS and train all staff

iii) Further embed critical

● Research from ‘When adults change’-Paul Dix and use of Learning Mentors to remind children.

● EEF toolkit-behaviour interventions

Through refining our collection of data to monitor rewards and sanctions more effectively

Through the use of and teaching the critical skills approaches when involved in collaborative group work.

Senior leaders

Learning mentors

Termly data capture

Behaviour data report from CPOMS

thinking skills and develop self- regulation and PFC for children

iv) 2020- 2021 – specific recovery curriculum after school lockdown to support reconnection with learningreconnecting and re-establishing transition weeks

AfL strategies will be used to develop reflective learners.

Total budgeted cost 2019-20 £3688

2020-21 £1443.94

2021-22

ii. Targeted support (F950)Desired outcome

Chosen action/approach What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

Increase numbers of PP children achieving at least secure standards

2019 - 2022i) Use of summative national assessments in KS2 to undertake gap assessments.

ii) Targeted evidence based interventions to accelerate learning and gap fill - Termly impact measured.

iii) PP children feedback given first

iv) Whole class planning PP identified and targeted

v) Targeted questioning of PP pupils

vi) Standardisation across primary academies

Marc Rowland swift and timely changes to provision as a result of evaluating current attainment alongside regularly monitoring and evaluating data

● EEF toolkit re feedback and use of support staff plus evidence from Marc Rowland

● EEF focus on quality teaching for all to raise standards

● ‘Unlocking talent fulfilling potential’ focuses on closing the attainment gap during the early years

● FFT 2020

Through monthly monitoring of learning, work scrutiny, conversations with children and staff

PP review

Standardsation

Senior leaders

Pupil premium champions

Through data capture x3

Pupil progress meetings

Termly impact reviews of interventions

Increase levels of attendance through raising engagement and involvement in school life

2019-2022i) New attendance policy

ii)Use of all about me folders to share positives about school

ii) Further engagement of parents through regular feedback

iii) Termly class attendance rewards and high profile on newsletters

iv) Termly letters for all attendance under 90% with personal notes for improvements acknowledged

v) School to follow attendance policy and work closely with Education

vi) Welfare Officer to robustly address difficult cases

Marc Rowland-understanding attitudes to learning and family engagement is vital for the success of PP spending

Addressing any attendance concerns is a key step to improving progress and attainment. Pupils must be in school to access learning and avoid gaps occurring

Through daily attendance phone call re absenceInitial explanation given to all families with verbal explanation to GRT families and regular follow upEngagement through forest school-social media plus feedbackEnsuring that all paperwork is completed re absences

Learning mentors Senior leaders

Through termly attendance data

vii) Enhanced role of Learning mentors as PP champions across both campuses

Continue to enhance reading accuracy and competence particularly in Y1/ YR2 and vocabulary enhancement in KS2

2019-2022i) Use of Read,Write,Inc (RWI) phonics daily for all and pre/over learning for targeted individualsii) Use of individual/group reading supportiii) Weekly Vocabulary focus interventioniv) Develop whole class reading across the schoolv) Focus on quality text ( anchor texts in each year group) with a strong focus on developing vocabularyvi)Develop parental engagement with reading – reading café, parent information evening , reading with your children in school , Bug club – reading at home

Effective use of RWI raises standardsEEF toolkit- early phonics interventions and reading comprehension strategies

Termly impact reports with precision teaching used to fill gaps

PP champions Every 6 weeks

For identified gaps in learning to be addressed

2019-2022i) Planned evidence based interventions (according to need) to be provided within school by a range of trained staff

Gaps identified in formative and summative assessment allow for precisely targeted teaching to remedy these

Progress checked every other term using PP champion tracker document

Senior leaders 3 x year

For selected pupils to be supported in accessing learning

1:1 support for disadvantaged children where needed

Meta-analysis by John Hattie breaks down quality teaching into;

● Pupils having clear goals/objectives

● Adults providing pupils with modelling/scaffolding/appropriate steps to achieve them.

Progress checked every other term using PP champion tracker document

Senior leaders Termly

Total budgeted cost 2019-20 £17,393

2020-21 £15,980

2021-22

iii. Other approachesDesired outcome Chosen

action/approachWhat is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Increased aspiration and confidence of our PP children

2019- 2022i) Interview each of our PP children to ascertain what they need/want to be successful. ii) Offer each child the opportunity to participate in one extra- curricular sporting activity per week and involvement in wider music opportunities.iii) Maximise opportunities presented within the community e.g. ice skating, careers fair etc. and increase life experiences through the curriculum, forest school, visitors to school.iv) Enhanced role of learning mentors as PP champions

Awareness that PP are not a homogeneous group and that we need to fully understand the needs of our children as individuals to collectively best meet their needs2008, The National Foundation for Educational Research and the Teacher Development Agency found that ‘a culture of mentoring and coaching will, over time, have an impact on young people and their learning’

By looking at each piece of data on a child by child basis (as part of Pupil Progress Meetings - PPM) to ensure that we are doing the best we can for eachBy using the All About Me folders to celebrate success and end encourage children to continue learning moreEnsure disadvantaged children are actively involved as members of The Jill Dando news Centre

Senior leaders with support Learning mentors and pupil premium champions

3 x year

Improve engagement within school through regular contact, positive feedback and relationship building

2019-2022i) Individual/group emotional health and well- being through nurture sessions/ thrive sessions either individually or in a group. ii) Use of forest school for all PPiii) One extra- curricular sports club and music offered to all PP pupils iv) Targeted parent contact – positive phonecalls/

EEF toolkit-social and emotional support either individual/group

To train Learning mentors in THRIVE approach £ 1000

Use of All about Me folders to identify impactPupil and parent voice

Learning mentors

3 x year

Parents evenings

To be continually looking to enhance current practice

2019-2022Undertake an annual pupil premium review to identify strengths and areas for development in own school. LT members to undertake peer reviews to raise own knowledge and awarenessLM Involvement in SSIF project focussing upon PP children

External reviews have a clear line of sight and can recommend improvements to enhance current strategies

By participating in other reviews we can share good practice

Senior leaders Learning mentors

Ongoing

Total budgeted cost 2019-20 £41,185

2020-21 £ 44, 314 + £1000 Thrive training £45, 314

2021-22

Total spend on Pupil Premium 2019-20 £62,266

2020-21 £62,737

2021-22

5. Review of expenditure Previous Academic Year 2019- 2020

i. Quality of teaching for all (F940)Desired outcome Chosen action/approach Estimated impact: Did you

meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

To develop opportunities for oracy across the school

Increase standards of progress and attainment for all

Enhance behaviour for learning skills

Use of specific oracy training as part of Quality First Teaching (QFT) for all staff including NurseryDevelop oracy skills within forest school

Focus upon using CPD to ensure all teaching is of an excellent standard alongside effective use of support staff •Include 20mins weekly CPD for all support staff•Weekly staff meeting with pedagogy focus•Appraisal focus on PP

Refine behaviour policy and practice and train all staff

Good to see eloquent children able to participate fully in curriculum. Particularly successful in achieving 100% PP children achieving expected level in reading by the term 4 ( TA as no KS2 SAT data)Outcomes are good at all stages and improve the longer the children are at St Anne’s

Use of new behaviour system is positive with all children ensuring clarity- recognition boards in all classrooms / Hot choc Friday well received

Continue with focus upon oracy with an increased focus upon use of vocabulary particularly through use of knowledge organisers and quality texts – this needs to be further embedded – training for new staff next year.

Quality first teaching is key every moment of every day. Focussed CPD needs to continue and we will further develop Coaching 15 to highlight key areas next year in order to personalise CPD through coaching approach even further

CPOMS was used successfully from Sept 2019 to ensure clarity and consistency – can be further developed to record behaviour consistently in order to track improvements in behaviour

£3688

ii. Targeted support (F950)Desired outcome Chosen action/approach Estimated impact: Did you

meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

Increase numbers of PP children achieving at least secure standards

Increase levels of attendance through raising engagement and involvement in school life

Continue to enhance reading accuracy and competence particularly in Y1 and vocabulary enhancement in KS2

For identified gaps in learning to be addressed

For selected pupils to be supported in accessing learning

Use of summative national assessments in KS2 to undertake gap assessments. Plan targeted intervention and termly impact PP children work marked firstWhole class planning PP identifiedTargeted questioning of PP pupilsUse of all about me folders to remind children and families how much they like schoolFurther engagement of parents through regular feedback from all as well as adopting new policyTermly class attendance rewards and high profile on newslettersTermly letters for all attendance under 90% with personal notes for improvements acknowledgedSchool to follow attendance policy and work closely with Education Welfare Officer to robustly address difficult casesEnhanced role of Learning mentors as PP champions across both campusesUse of Read,Write,Inc (RWI) phonics daily for all and pre/over learning for targeted individualsUse of individual/group reading supportWeekly Vocabulary focus interventionVaried interventions (according to need) to be provided within school by a range of staff1:1 support for disadvantaged children who need it.

Very positive re data outcomes for all and specifically for PP at every levelSuperb outcomes re attendance last year – 96%

Coaching 15 started and was positively received by staff and resulted in marginal gains in terms of tweaks to improve teaching – this needs to be fully established next year with a move towards lesson study as an additional CPD for staff

Continue with high profile re attendance

PP peer review was very positive-keep going and looking for ways to improve even further

Cost re 1:1 PP extra intervention very high compared to impact-reduce cost across the whole Trust – look for high impact low cost intervention e.g Thrive

Explore Nuffield early language?

£18,740

iii. Other approaches (F910+F920)Desired outcome Chosen action/approach Estimated impact: Did you

meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

Increased aspiration and confidence of our PP children

Improve engagement within school through regular contact, positive feedback and relationship building

To be continually looking to enhance current practice

2019 – 2022i) Interview each of our PP children to ascertain what they need/want to be successful. ii) Offer each child the opportunity to participate in one extra- curricular sporting activity per week and involvement in wider music opportunities.iii) Maximise opportunities presented within the community e.g. ice skating, careers fair etc. and increase life experiences through the curriculum, forest school, visitors to school.iv) Enhanced role of learning mentors as PP championsv) Develop Individual/group emotional health and well- being through nurture sessions either individually or in a group e.g Thrive. vi) Use of forest school for all PPvii)Purchase lunchboxes and water bottles/ other equipment needed viii) Undertake an annual pupil premium review to identify strengths and areas for development in own school.ix) LT members to undertake peer reviews to raise own knowledge and awarenessx) LM Involvement in SSIF project focussing upon PP children

Very positive PP review-exemplary practice of learning mentors

100 % PP children achieved expected standard in reading and maths 2019 ( TA term 4 data) 40 % GD – reading and writing

Other academies within the Trust are following this example re PP championsIncreased knowledge of LT re PP has increased awareness

£41,185

6. Additional detailIn this section you can annex or refer to additional information which you have used to inform the statement above.

Attendance data 2015-16(whole year)

2016-17(whole year)

2017-18(whole year)

2018/19(whole year)

2019/20 (up to term 4 COVID)

2020/2021(whole year )

Whole school 94.72% 93.99% 95.18% 96.06%Pupil Premium 88.22% 89.73% 90.09% 94.31%FSM 86.65% 87.75% 87.61% 93.13%GRT 78.68% 81.95% 79.57% 87.70%SEND 91.64% 87.77% 90.10% 93.78%EAL 96.57% 94.02% 93.92% 95.67%

Data 2018-2019

Early Years Foundation Stage – (58 children)Percentage of all children achieving a Good Level of Development (GLD)

78% ( 45/58) (2018 National Average was 72%)

Percentage of Pupil Premium children achieving GLD

50% (4/8)

KS1 ResultsTeacher assessment

(49 children)(2018

National)

Pupil Premium Pupils (7 pupils)

EXS+ GD EXS+ GDReading 80%

(75%)33%

(26%) 43% 14%

Writing 75%(70%)

16%(16%) 43% 14%

Mathematics 80%(76%)

33%(22%) 57% 29%

KS2 SATs Results Whole School

(30 children)

Pupil Premium

Pupils (5 children)

EXS+ HS EXS+ HS

Reading 93% (75%)

40%(28%) 100% 0%

English Grammar, Punctuation and Spelling

80%(78%)

30%(34%) 80% 0%

Mathematics 83% (76%)

33%(24%) 60% 0%

Reading, writing and Maths

70%(64%)

17%(10%) 40% 0%

KS2 Writing assessment Whole

School( 30 children)

Pupil Premium

Pupils ( 5 children)

EXS+ GD EXS+ GDWriting 83%

(78%)

23%(20%) 60% 0%

KS2 SATs results

School Average

2019

Pupil Premium

2019

National Average

2018

School Average

2018

Pupil Premium

2018Reading 107 105 105 106 102EPGS 105 102 106 105 99Maths 106 102 104 102 100

Total income re PP 2018/2019 - £59,820Total expenditure PP - £63,050

Total income re PP 2019/2020 – £62,266Total expenditure PP - £63,613