Detail

Data

School name

Copmanthorpe primary School

Number of pupils in school 

343

Proportion (%) of pupil premium eligible pupils

5.2%

DPP = 4.3%

AFC = 0.8%

SCP = 0%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021 – 2022

2022 – 2023

2023 - 2024

Date this statement was published

Oct ‘23

Date on which it will be reviewed

Sept 2024

Statement authorised by

Mrs Jenny Rogers

Pupil premium lead

Mrs Jeanette France

Governor / Trustee lead

Mrs Antoinette Burroughs

Detail

Amount

Pupil premium funding allocation this academic year

£29,415

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

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

£29,415

    All members of staff and the governing body of Copmanthorpe Primary School accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment. We are committed to raising the achievements of pupils who are eligible for pupil premium by ensuring quality teaching so that all children make good or better progress. We will aim to meet the wider needs of our children by supporting and promoting their emotional and physical wellbeing. We want each child to develop a love of learning and to acquire the skills and abilities to fulfil their potential.

Our ultimate objectives are:

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
• For all disadvantaged pupils in school to make or exceed nationally expected progress rates.
• To support our children’s health and wellbeing to enable them to access learning at an appropriate level.

We aim to do this through

• Ensuring that teaching and learning opportunities meet the needs of all the pupils
• Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
• When making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
• We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged. 
• Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

Achieving these objectives:

The range of provision the Governors consider making for this group may include: 

• Ensuring all teaching is good or better thus ensuring that the quality of teaching experienced by all children is improved.
• 1-1 support 
• Additional teaching and learning opportunities provided through trained ELSA’s 
• All our work through the pupil premium will be aimed at accelerating progress, moving children to at least age-related expectations. 
• Pupil premium resources are to be used to target able children on Free School Meals to achieve Age Related Expectations
• Additional learning support.
• Support payment for activities, educational visits and residentials. Ensuring children have first-hand experiences to use in their learning in the classroom. 
• Behaviour support 

Challenge number

Detail of challenge 

1

Pupil’s basic social and emotional needs may not currently be met and thus they are not in a position to make accelerated progress.

2

Impact of Covid 19 pandemic – lost learning

3

Narrowing the attainment gap across Reading, Writing, Maths and Science.

4

Readiness for learning and engagement

5

Lack of opportunities for enrichment

Intended outcome

Success criteria

Progress in Reading

Achieve national average progress scores in KS2 Reading

Progress In Writing

Achieve national average progress scores in KS2 Writing.

Progress in Maths

Achieve national average progress scores in KS2 Writing.

Pupils learning behaviours allow for all children to thrive.

Children show a readiness for learning and are engaged in sessions.  

Activity

Evidence that supports this approach

Challenge number(s) addressed

To use the Rosenshine Principles to research the most effective ways to ensure children remember more and make good progress or better.

To ensure PP children have access to quality first teaching.

EEF guide to pupil premium – tiered approach – teaching is the top priority, including CPD

• Quality CPD for all staff.
• Rosenshines principles in action and Walkthrus  - Guide to instructional coaching. Use of evidence informed teaching strategies
• Questioning skills are used to challenge and extend children’s learning.
• Two members of staff have completed coaching apprentice with their expertise used to support CPD
• Senco has completed NPQSL with a focus on adaptive teaching to be fed into the schools CPD.
• Two members of staff have completed NPQLL. Support for staff and CPD

3 & 4

All school leaders to understand the importance of providing meaningful feedback to support pupil progress, building learning and addressing misunderstanding thereby closing the gap between where a pupil is and where the teacher wants them to be.

To ensure that all staff design, deliver and manage a skills and knowledge rich curriculum.

EEF – Cognitive science approaches in the classroom.

Looking at how children learn, how they process and retain information so that we can adapt our approach to teaching and in turn increase effectiveness. Developing an understanding of memory and how to balance cognitive load has the potential to improve outcomes for all children.

• The curriculum is balanced, carefully sequenced and allows opportunities for cultural development.
• Progress documents have been developed by subject leaders.
• Themed curriculum days/events engage and deepen the children's understanding of specific topic areas.
• Financial support for residentials/visits and in school activities and resources to support.
• .Finance to purchase food/drink for pupils who come into school without having eaten.
• Engagement days at the start of each English writing unit motivates and engages the children.

3 & 4

To build a learning and coaching culture throughout school

EEF – Teaching and Learning – Feedback.

Providing effective feedback is well evidenced and has a high impact on learning outcomes.

• Develop the use of the ‘Performance growth’ model for all staff
• Coaching culture used to empower staff and children to become their own problem solvers.

2,3  &4

Activity

Evidence that supports this approach

Challenge number(s) addressed

To ensure summative end of key stage results are at, or exceed, national expectations 

SLT/HLTA to release staff as required.

Releasing staff to support KS2 cohorts to reduce pupil/teacher ratios and support targeted children.

EEF – Teaching and Learning – reducing class size

Small group tuition targeted at pupils specific needs and allowing teachers to work more intensely with smaller groups. Providing training to staff that deliver small group support is likely to increase impact. Evidence shows that small group tuition is effective and the smaller the better. It can provide greater feedback, more sustained engagement and work which is more closely matched to the learners needs.

• Establish small group Maths/English interventions for disadvantaged pupils falling behind age related expectations.
• To identify pupils who may require more targeted support.
• To upskill support staff with appropriate approaches and pedagogy to teaching interventions.
• To provide timely interventions for individual pupils who are, or at risk of, making slow progress.

3

• Ensuring enough time for maths team to work alongside TAs delivering interventions
• Large mixed year 3/4 cohorts are split into year 3 and 4 groupings for maths.

For all disadvantaged children in school to make or exceed nationally expected progress rates.

EEF – Teaching and Learning – Mastery learning.

• Work with maths hub to embed Teaching for Mastery across all year groups.
• ‘Diagnostic testing used to identify and support targeted pupils

3

Ensure staff use evidence based whole-class teaching interventions.

Use of reading plus to accelerate the reading fluency and comprehension of pupils

EEF – Teaching and Learning – Reading comprehension strategies. Effective diagnosis of reading difficulties supports pupils who struggle with decoding words, understanding the structure of the language used and understanding particular vocabulary. Most effective when strategies are taught explicitly and consistently.

• All year 5 & 6 pupils have access at some point in the year to ‘Reading Plus’ programme to help develop comprehension and fluency in reading. This can also be accessed at home.
• Targeted groups have full year round access.
• To identify and support pupils with lower comprehension, vocabulary and reading fluency.

3

Reading for pleasure

To develop the reading skills that enable children to access all learning and to support them in reaching their full potential as human beings.

• Purchasing quality texts that engage and immerse the reader whilst extending their vocabulary.
• Guided reading books purchased so that all children see themselves in a book and that supports diversity and inclusion.
• Rejuvenating of classroom reading corners to ensure a focus on books for a purpose – books that engage the reader and represent all.
• Developing an outside ‘Book Nook’ to encourage reading for pleasure and access to texts outside the classroom

3 4

Activity

Evidence that supports this approach

Challenge number(s) addressed

To support and develop positive mental health and wellbeing for all pupil premium children.

EEF – Improving social and emotional learning in Primary schools

Social and emotional learning interventions seek to improve pupil’s interaction with others and self-management of emotions, rather than focussing directly on the academic or cognitive elements of learning.

Effective social and emotional learning can lead to learning gains of up to 4 months.

• ELSA support for PP children who are finding being back in full time education challenging and those that are suffering emotional difficulties from home.
• Senco supporting some PP families
• Family events to further children’s relationships with pupils outside of their current year group.
• Creation of a pastoral hub where children have access to a breakout space and where they can enter a calm space in a morning to allow ease of transition back into busy classrooms.

• Zones of regulation embedded throughout school to support the children’s wellbeing.
• Sensory garden developed to allow calm and peaceful space to stimulate and engage children.

1,4 & 5

22 – 23 outcomes

KS1

Reading - schools results were broadly in line with LA and National 

Writing - below national - 50% of the children were SEND and 25% EAL

Maths - School results were in line with LA and national

KS2

Reading - School results were slightly below LA and National

Writing - School results were in line with National and LA

Maths - School results were below LA and National. 50 % of children SEND with an EHCP 

2022 - 23

Pupil Premium strategy outcomes 

All staff have had access to quality CPD – some staff are studying for NPQSL and NPQLL’s (taken on voluntarily and studying in their own time)

Quality First teaching/curriculum;

Instructional coaching – adaptive teaching –focus has been on practical application and metacognition. Staff have been working in triads with coaching leads. CPD in place for all staff initially working on questioning skills then moving forward to focus on dual coding. Staff have had CPD focussing on high quality teaching, targeted academic support and other wider strategies. Staff have moved forward looking at cognitive load, explaining and modelling, developing fluency in literature and providing conceptual thinking – I do, we do, you do.

Small group tuition for year 3/4 children in the first term. Year 6s in Spring and first half of the summer term, year 5s second half of summer term.

Maths team have worked alongside staff to support implementing the Maths mastery approach. Sandwell assessments have been used to identify gaps with interventions tailored to match these.

Reading skills;

All reading corners were revamped at the start of the academic year to reflect the EEF guide. High quality texts were purchased for individual year groups alongside reading books to support diversity and inclusion. Monitoring in different subject areas have had a vocabulary focus.

Year 5 & 6 children have had access to reading plus which has had great impact on reading progress, comprehension and fluency. 

Mental health and wellbeing;

ELSA support increased for children alongside SENDCo support. Family’s events and buddying work between older and younger children.

Creation of pastoral hub to allow access to breakout spaces and ease transition into school.

Zones of regulation fully embedded throughout school.

Detail

Data

School name

Copmanthorpe primary School

Number of pupils in school

365

Proportion (%) of pupil premium eligible pupils

5%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021 – 2022

2022 – 2023

2023 - 2024

Date this statement was published

Oct 2021

Date on which it will be reviewed

Sept 2022

Statement authorised by

Mrs Jenny Rogers

Pupil premium lead

Mrs Jeanette France

Governor / Trustee lead

Mrs Antoinette Burroughs

Detail

Amount

Pupil premium funding allocation this academic year

£28,140

Recovery premium funding allocation this academic year

£2755

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

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

£30,895

     All members of staff and the governing body of Copmanthorpe Primary School accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment. We are committed to raising the achievements of pupils who are eligible for pupil premium by ensuring quality teaching so that all children make good or better progress. We will aim to meet the wider needs of our children by supporting and promoting their emotional and physical wellbeing. We want each child to develop a love of learning and to acquire the skills and abilities to fulfil their potential.

Our ultimate objectives are:

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
• For all disadvantaged pupils in school to make or exceed nationally expected progress rates.
• To support our children’s health and wellbeing to enable them to access learning at an appropriate level.

We aim to do this through

• Ensuring that teaching and learning opportunities meet the needs of all the pupils
• Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
• When making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
• We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
• Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

Achieving these objectives:

The range of provision the Governors consider making for this group include and would not be inclusive of:

• Ensuring all teaching is good or better thus ensuring that the quality of teaching experienced by all children is improved.
• 1-1 support
• Additional teaching and learning opportunities provided through trained ELSA’s
• All our work through the pupil premium will be aimed at accelerating progress, moving children to at least age-related expectations.
• Pupil premium resources are to be used to target able children on Free School Meals to achieve Age Related Expectations
• Additional learning support.
• Support payment for activities, educational visits and residentials. Ensuring children have first-hand experiences to use in their learning in the classroom.
• Behaviour support

Challenge number

Detail of challenge

1

Pupil’s basic social and emotional needs may not currently be met and thus they are not in a position to make accelerated progress.

2

Impact of the disruption to schooling due to Covid19

3

Narrowing the attainment gap across Reading, Writing, Maths and Science.

4

Readiness for learning and engagement

5

Lack of opportunities for enrichment

Intended outcome

Success criteria

Progress in Reading

Achieve national average progress scores in KS2 Reading

Progress In Writing

Achieve national average progress scores in KS2 Writing.

Progress in Maths

Achieve national average progress scores in KS2 Writing.

Pupils learning behaviours allow for all children to thrive.

Children show a readiness for learning and are engaged in sessions. 

Activity

Evidence that supports this approach

Challenge number(s) addressed

To use the Rosenshine Principles to research the most effective ways to ensure children remember more and make good progress or better.

To ensure PP children have access to quality first teaching.

EEF guide to pupil premium – tiered approach – teaching is the top priority, including CPD

Quality CPD for all staff.

Rosenshines principles in action and Walkthrus  - Guide to instructional coaching. Use of evidence informed teaching strategies

Questioning skills are used to challenge and extend children’s learning.

All school leaders to understand the importance of providing meaningful feedback to support pupil progress, building learning and addressing misunderstanding thereby closing the gap between where a pupil is and where the teacher wants them to be.

To ensure that all staff design, deliver and manage a skills and knowledge rich curriculum.

EEF – Cognitive science approaches in the classroom.

Looking at how children learn, how they process and retain information so that we can adapt our approach to teaching and in turn increase effectiveness. Developing an understanding of memory and how to balance cognitive load has the potential to improve outcomes for all children.

The curriculum is balanced, carefully sequenced and allows opportunities for cultural developmen

Themed curriculum days/events engage and deepen the children's understanding of specific topic areas.

Financial support for residentials/visits (when permitted)

Lack of opportunities for enrichment due to changes in Covid restrictions.

To build a learning and coaching culture throughout school

EEF – Teaching and Learning – Feedback.

Providing effective feedback is well evidenced and has a high impact on learning outcomes.

Develop the use of the ‘Performance growth’ model for all staff

Coaching culture used to empower staff and children to become their own problem solvers.

Activity

Evidence that supports this approach

Challenge number(s) addressed

To ensure summative end of key stage results are at, or exceed, national expectations

SLT/HLTA to release staff as required.

Releasing AHT to support Yr 6 cohort & reduce pupil/teacher ratio.

EEF – Teaching and Learning – reducing class size

Small group tuition targeted at pupils specific needs and allowing teachers to work more intensely with smaller groups. Providing training to staff that deliver small group support is likely to increase impact. Evidence shows that small group tuition is effective and the smaller the better. It can provide greater feedback, more sustained engagement and work which is more closely matched to the learners needs.

Establish small group Maths/English interventions for disadvantaged pupils falling behind age related expectations.

To identify pupils who may require more targeted support.

To upskill support staff with appropriate approaches and pedagogy to teaching interventions.

To provide timely interventions for individual pupils who are, or at risk of, making slow progress.

Ensuring enough time for maths team to work alongside TAs delivering interventions

For all disadvantaged children in school to make or exceed nationally expected progress rates.

EEF – Teaching and Learning – Mastery learning.

Work with maths hub to embed Teaching for Mastery across all year groups.

 ‘First Class at Number’ used to support small maths intervention groups.

Ensure staff use evidence based whole-class teaching interventions.

Use of reading plus to accelerate the reading fluency and comprehension of pupils

EEF – Teaching and Learning – Reading comprehension strategies. Effective diagnosis of reading difficulties supports pupils who struggle with decoding words, understanding the structure of the language used and understanding particular vocabulary. Most effective when strategies are taught explicitly and consistently.

Year 5/6 to pilot reading plus program for a 10 week trail – Autumn term

To identify and support pupils with lower comprehension, vocabulary and reading fluency.

Activity

Evidence that supports this approach

Challenge number(s) addressed

To support and develop positive mental health and wellbeing for all pupil premium children.

EEF – Improving social and emotional learning in Primary schools

Social and emotional learning interventions seek to improve pupil’s interaction with others and self-management of emotions, rather than focussing directly on the academic or cognitive elements of learning.

Effective social and emotional learning can lead to learning gains of up to 4 months.

ELSA support for PP children to transition back into school and then into a new year group 

Senco supporting some PP families

Family events to further children’s relationships with pupils outside of their current year group.

Creation of a pastoral hub where children have access to a breakout space and where they can enter a calm space in a morning to allow ease of transition back into busy classrooms.

Meerkat resilience program

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.

20 – 21 outcomes

Measure

Details

Supporting service children to achieve their potential both within the school setting and the wider community.

JF attending service families meetings with York support group.

Liaising with Becky Dixon – service families liaison officer – circulating monthly newsletters

Support with writing letters/sharing work when parent deployed away from home as required.

What was the impact of that spending on service pupil premium eligible pupils?

Service children continue to make expected and good progress.

Metric

Data

 School name

Copmanthorpe Primary School

Pupils in school

388

Proportion of disadvantaged pupils

6%

Pupil premium allocation this academic year

£32,830

Academic year or years covered by statement

2020 / 2021

Publish date

Updated may 2021

Review date

July 2021

Statement authorised by

Jenny Rogers

Pupil premium lead

Jeanette France

Governor lead

Antoinette Burroughs

Measure

Score

Reading

Year 1 phonic check: (2 pupil) 100% achieved the phonic standard (+8% achievement gap)

Key Stage 1: (1 pupil)

100% pupil achieved ARE in reading (+ 27% attainment gap)

KS2

reading: 100% achieved ARE (+ 25% attainment gap) + 2.04 progress score (compared to non-pupil premium +0.51) (+ 1.53 progress positive gap)

Writing

Key Stage 1: ( 1pupil).

100% pupils achieved ARE in writing (+43% attainment gap)

KS2

writing: 100% achieved ARE (+ 25% attainment gap) +1.03 progress score (compared to non-pupil premium -0.63) (+0.4 progress gap)

Maths

KS1

100% achieved ARE

33% achieved GD

KS2

100% achieved ARE (+ 17% attainment gap) -1.91 progress score (compared to non-pupil premium +0.98) (-0.93 progress gap)

Measure

Score

Meeting expected standard at KS2 RWM

Reading

Writing

Maths

100%

100%

100%

100%

Achieving high standard at KS2

Reading

Writing

Maths

0%

0%

0%

Measure

Activity

To narrow the gap between disadvantaged and non-disadvantaged pupils

 To support individual pupils' self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress.

For all disadvantaged pupils in school to make or exceed nationally expected progress rates

 To provide timely intervention for individual pupils who are, or at risk of, making slow progress.

Barriers to learning these priorities address

 Ensuring staff use evidence based whole class teaching interventions.

Projected spending

Aim

Target

Target date

Progress in Reading

Achieve national average progress scores in KS2 reading

July 2021

Progress in Writing

Achieve national average progress scores in KS2 writing

July 2021

Progress in Mathematics

.Achieve national average progress scores in KS2 Maths

July 2021

Phonics

Achieve national average progress scores in PSC

July 2021

Measure

Activity

Priority 1

Reading

•  To create  a welcoming and positive reading environment through the revamp of the library space in KS2 and the creation of a library space in KS1
• Purchase of ‘Bug Club’ to allow access to quality texts in every home and to enable reading to be monitored during class isolation periods and throughout lockdown.

Priority 2

To ensure summative end of KS2 results are at, or exceed, national expectations for progress

• To upskill support staff with appropriate approaches and pedagogy to teaching interventions.
• To identify pupils who may require more targeted support on a daily basis
• To support individual pupils self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress

Barriers to learning these priorities address

• Some pupils have been working remotely for some time over the past 6 months, some being affected by class bubbles isolating and all bar key workers being at home during lockdown.
• Pupils basic social and emotional needs may not be currently met and thus they are not in a position to make accelerated progress.

Projected spending

Measure

Activity

To enhance pupils’ cultural capital by providing a breath of experience.

• To ensure the curriculum is balanced and carefully sequenced, and the creative curriculum allows opportunities for cultural development.
•  To have themed curriculum days to deepen children’s understanding of specific topic areas.

To support children transitioning back into school and into a new academic year.

• Recover curriculum used to support children transitioning back into school and into a new year group after a national lockdown.

Barriers to learning these priorities address

• Covid19 measures limit visitors coming into school and the breadth of virtual platforms is restricted.

Projected spending

Area

Challenge

Mitigating action

Teaching

Ensuring staff have access to high quality CPD delivered by Pathfinders and ‘In house’ professional development.

Use of INSET days and twilight sessions.

Core subject leaders to have regular release time - cover provided.

Targeted support

Booster program for writing put in place for year 5 pupils to help prepare them for year 6

Small focussed group support

Wider strategies

Ensuring all children have experience of the wider curriculum through the use of visitors into school, visits to the local areas/use of school grounds or outdoor visits.

To give all children an opportunity to access extra-curricular activities and visits.