Detail

Data

Number of pupils in school

447 incl Nursery

Proportion (%) of pupil premium eligible pupils

39.8%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year)

2022/23 – 2024/25

Date this statement was published

September 2024

Date on which it will be reviewed

September 2025

Statement authorised by

Carly Wilson

Pupil premium lead

Carly Wilson

Governor / Trustee lead

Rachael El Weshahi

Detail

Amount

Pupil premium funding allocation this academic year

£210,160

Recovery premium funding allocation this academic year

Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024.

£0

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

£210,160

At Belfield Community school we aim to support all children to achieve their potential regardless of their background.

We want our disadvantaged children to have the same chances and high expectations of all the other children in our school.

We have a duty to support narrowing the gap between the disadvantaged and the non-disadvantaged children, particularly as this gap has widened for many children since COVID. All children are entitled to high quality teaching where needs are identified and met. On the whole we believe this can be best achieved by supporting within the class setting. Occasionally additional support in the form of evidenced based intervention is needed. We therefore ensure we have high staffing ratios to ensure all children are making progress. For some of our most disadvantaged and vulnerable children, a more bespoke learning environment and curriculum is required, facilitated by highly skilled staff in the Internal Inclusive Provision bases created in school.

Our ultimate objectives are:

To ensure the attendance of our disadvantaged children is excellent and meets or exceeds national averages

To narrow the attainment gap between disadvantaged and non-disadvantaged pupils nationally and within internal school data

For all disadvantaged pupils in school to exceed nationally expected progress rates in order to reach Age Related Expectations at the end of Year 6

Ensure that all pupils, including those who are disadvantaged, access a high-quality curriculum with opportunities for personal development and enrichment.

Our Pupil Premium Strategy plans to work towards achieving these objectives by providing support through high levels of staffing so that support for those who are disadvantaged can be targeted and specific – be this in supporting them in attending school routinely, developing their social, emotional, behavioural needs, or closing the attainment gap. Staff should be highly skilled and their professional development encouraged so they can be best placed to understand the needs of our children, the impacts of their barriers to learning and what next steps they need in order to achieve the best that they can.

Staffing is organised to target the needs of children in school who face challenges with speech and language development, have social communication needs and social and emotional difficulties. This is to ensure that they have the best possible chances of being ready for learning. For example: school have established the roles of a TA and Teacher who manage interventions for those on Speech and Language Care Plans; a Learning Mentor who is ELSA trained and delivers high quality nurture support; another TA who is ELSA undergoing ELSA Training with a focus on EYFS and KS1; a Play Therapist to support the most vulnerable children and the setting up of Internal Inclusive Provision with skilled staff to support the needs of children with social and emotional barriers to learning. A school-based family worker also provides intensive support to families of disadvantaged children to help ensure that the whole family is involved in supporting our children’s academic achievement, including getting children to school on time and everyday.

Enrichment opportunities are planned and wherever possible, free, to enable all children to enjoy a range of experiences throughout their time at school.

• The key principles of our use of the Pupil Premium Funding is to allow each and every one of our children to excel, through rich opportunities and targeted support, through a deep understanding of our families’ circumstances and appropriate deployment of a skilled staff who know how to best encourage our children to excel. We want and expect all of our children to succeed to the best of their ability and we believe that the most valuable resource in achieving this is our highly skilled staff team.

Challenge number

Detail of challenge

1

Poor starting points, particularly language and communication

2

Retention of knowledge and the ability to communicate learning

3

Family issues that impact on Mental Health and social and emotional development

Overcrowded homes / poverty resulting in conditions that are not supportive of learning.

4

Poor home language meaning learning and developing a second language is challenging

5

Limited wider experiences and a lack of opportunities to develop cultural capital

6

Lack of parental engagement in some aspects of schooling eg attendance

Intended outcome

Success criteria

Narrow the attainment gap between the advantaged and disadvantaged

The % of pupil premium meeting National standards is in line with the National averages

All disadvantaged pupils to make progress from starting points

Formative and summative assessment data including end of KS data

All children to develop language and communication skills that support their learning

Improved scores on Wellcomm Language assessments.

Children speaking and answering in full sentences and able to articulate their learning

Teaching is to focus on what children need to learn. No child left behind

Pupil Progress meeting show progress and identify gaps. Interventions are targeted well and have an impact. The curriculum is well planned and shows progression. For those children with additional needs, their learning is also measured against clear targets on APDRs or Cherry Garden mapping where appropriate.

Use wider school intelligence to ensure children are not suffering due to extreme home conditions. All children who need EHA/CSC support receive it. Outside agencies are challenged to support this.

Numbers requiring CP reduce due to early intervention.

Social and emotional development of children who have accessed support through a social worker/EHA is improving

Children who need support due to DV and poor family conditions are given the correct specialist support for MH&W

Children happy and settled in school.

Behaviour for Learning is excellent.

Children say they feel safe in school and know how to access support if needed.

Progression in SDQ scores monitored by Inclusion Team

Disadvantaged children attend school regularly.

Attendance of disadvantaged pupils is at least as good, if not better than non-disadvantaged and is comparable with National figures.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Increase staffing within the speech and language team.

EEF research details the impact of good SAL teaching.

1, 2, 4

Investment in Wellcomm and Wellcomm trained staff in EYFS and in Speech and Language Team

Wellcomm used to assess and plan intervention across school

Evidence shows that Welcomm has a positive impact on children’s language development

1, 2, 4

Speech Bubbles Programme used in Year one

EEF research details the impact of good SAL teaching

Previous use of this Programme evidences good progress in SAL for vulnerable children

1, 2, 4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Teacher out of class 5 days a week to support with Speech and Language support (through Wellcomm intervention)

Evidence shows that Wellcomm has a positive impact on children’s language development

1, 2, 4

Continue to train teacher in ELKLAN strategies

Evidence shows that ELKAN has a positive impact on children’s language development and thus academic outcomes as well as social communication

1, 2, 4

Additional Teaching Assistant support in particularly vulnerable cohorts with high levels of disadvantaged chn

EEF research shows that being able to provide immediate feedback to children ensures greater progress

1, 2, 4

Continue to develop and enhance the Internal Inclusive Provision established at school, including SENDCO support (out of class and teaching in provision each day)

EEF research shows that being able to provide immediate feedback to children ensures greater progress

1, 2, 4, 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

School Based Family Worker

Early intervention is proven to be more effective than higher level intervention too late

Relationships are proven to be key in working with families who may need additional support

The habits of attendance are formed in EYFS and can be an indicator of engagement later in the child’s education

6

Learning Mentor

Research suggests that the relationships forged through the ELSA programme, have a positive outcome on pupils’ academic attainment

3

Additional ELSA TA training

As above

3

Enrichment Opportunities – clubs, trips and visitors including Robin Wood Residential

Language development needs context in order to “stick”

Developing a sense of belonging is proven to improve outcomes

5

Play Therapy for the most vulnerable of children who have experienced trauma

Play Therapy UK shows a 77-84% improvement in mental health through a Play Therapy programme, therefore allowing children to be in better place to learn.

3

End of KS2 results indicated that 71% of pupils achieved the expected standard in Reading, Writing and Maths compared with 63% of all Belfield pupils. The National average of all pupils was 61%, indicating that in 2023/24 disadvantaged children at Belfield outperformed the National average attainment for all children. The average attainment of disadvantaged pupils nationally was 67% - Belfield’s disadvantaged pupils exceeded the attainment of the national average for this group.

Programme

Provider

Play Therapy

Rainbowfish Play Therapy

Speech Bubbles

M6 Theatre