Detail

Data

Number of pupils in school

424 including Nursery

Proportion (%) of pupil premium eligible pupils

37.6%

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 2023

Date on which it will be reviewed

September 2024

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

£209,520

Recovery premium funding allocation this academic year

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

£20,880

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

£230,400

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 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. We feel 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.

Our ultimate objectives are:

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. 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 circumstances 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; 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.

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

3

Overcrowded homes / poverty resulting in conditions that are not supportive of learning. Family issues that impact on Mental Health and social and emotional development

4

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

5

Limited wider experiences.

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

All disadvantaged pupils to make progress from starting points

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.

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.

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.

Investment in Wellcomm and Wellcomm trained staff in EYFS.

Wellcomm used to assess across school

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

Speech Bubbles Programme used in Year one

EEF research details the impact of good SAL teaching

Activity

Evidence that supports this approach

Challenge number(s) addressed

Teacher out of class 3 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

Additional teacher trained 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

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

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

Learning Mentor

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

Enrichment Opportunities – clubs, trips and visitors

Language development needs context in order to “stick”

End of KS2 results indicated that 58% of pupils achieved the expected standard in Reading, Writing and Maths compared with 70% of all pupils. However, the National average of all pupils was 59%, only slightly higher that Belfield disadvantaged pupils. The average attainment of disadvantaged pupils nationally was 44% - Belfield’s disadvantaged pupils exceeded the attainment of the national average for this group.

Programme

Provider

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, implementation and evaluation, or other activity that you are delivering to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.