Pupil Premium
Pupil Premium
Article 2 (non-discrimination)
The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background.
Grafton Primary School Pupil Premium Statement of Intent 2022
Part A: Pupil premium strategy plan
Statement of intent
The Pupil Premium Grant is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. It includes pupils who are eligible for free school meals or have been in the last six years, as well as looked after and adopted children. So when we refer to the term ‘disadvantage’, what we mean is an economic one.
At Grafton Primary School, we want all our pupils to be successful, irrespective of the individual or community challenges they face. We are ambitious for our children and community, we want them to have the best chances in life, every opportunity to live the best life they can and to reach their full potential. Barking and Dagenham is one of the most deprived boroughs, over 50% of children are considered to live in poverty. This is accentuated also by the widening inequalities caused by Covid and the unprecedented cost of living crisis, in which we will expect to see more of our families being impacted by. At Grafton Primary School 25% of our children are entitled to pupil premium, this is above average when compared to national figures. We would expect that under the cost of living crisis that this figure will rise as more families are forced into poverty. We have families who are living in unsuitable or temporary accommodation, the levels of domestic violence and drug dependency are amongst the highest in the country. The school’s demographics have remained quite consistent over the last three years, although we are beginning to see greater mobility. Our children who require specialist support to meet a special educational need has increased and is above average (14%), as is the percentage of children who have an Educational Health Care Plan (EHCP) which is at 2.8%. At Grafton Primary we have 47% of families that speak English as and additional language.
We want all children to make good or better progress from their starting points, recognising that not all progress is academic and that for some children, what may be seen as the smallest of steps is in fact an enormous achievement. We want to narrow the gap in educational outcomes for our most disadvantaged children and ensure through our curriculum that children are taught a range of knowledge and skills which are subject specific, but also transferrable into other subjects areas. We want to ensure that our curriculum allows children to demonstrate their talents and prepares them for their future. We are committed to inclusion and we understand that in order to know where we need to target our support, we must ensure precise and wholistic assessments of children’s needs (academic and pastoral).
Quality first teaching is seen as fundamental at Grafton Primary School. This is proven to have the greatest of impact on children’s progress, outcomes and in closing the disadvantaged gap. It is important that we consider how children learn, how they develop knowledge and skills and how they can be supported to lay firm foundations for later learning. We know that cognitive strategies, memory and metacognition are important. The explicit teaching of cognitive and metacognitive strategies is integral to high-quality teaching and learning. Teachers are mindful of the differing needs within their classes and ‘adapt’ teaching and learning to meet individual needs by using such strategies as ‘retrieval practice’ to support knowledge retention. As a school we are strengthening our teaching and learning strategies further to ensure consistency and precision across phases and the whole school, this will impact on children’s outcomes, but wider than this, will support with transition work each academic year.
We are a Rights Respecting School and the work that we do to protect the Rights of all children sits at our core, it is woven through into all work that we undertake as a school. Our work empowers children to know their Rights under the Convention on the Rights of the Child, and to make positive changes within our school and community. We give children a voice and encourage them to use this voice to help lay the path for their future and the future of all children. Our children know they have an important role to play in society and globally, they take this responsibility seriously. We are a Gold accredited Rights Respecting school (reaccredited in July 2022).
We know that children learn best when they attend school. In our strategy we focus on improving the attendance of our pupils through meeting the well-being needs of our families, this may include Early Help, working with other professionals, etc. We know that children must be ready to learn by ensuring that their personal, social and emotional needs are met. The work of our Inclusion team is fundamental to this. Since lockdown, we have seen an increase in emotional and social needs that impact on learning with an impact on both children and adult mental health and well-being needs. This has been particularly evident in the EYFS, as children enter school working significantly below where they should be. We have children entering Nursery and Reception who have not yet been toilet trained, and that during lockdown, their siblings learning may have been prioritised over theirs. This has therefore also had an impact on their developing language skills. Research tells us that ‘Good language at age five correlates with academic attainment, mental health in later years, social interaction and relationship building and employment outcomes’, Speech and Language UK. The EEF Teacher Toolkit demonstrates that language intervention can have a very high impact for very low cost and children will typically make 6 months additional progress. A focus on developing language skills will also benefit our many families who speak English as an additional language. Furthermore, research demonstrates that developing children’s language skills has a positive impact on their Reading and Writing outcomes.
Research shows that parent engagement in schools is closely linked to better student behaviour, higher academic achievement and enhanced social skills. Parental engagement also makes it more likely that young children will avoid unhealthy relationships and behaviours and avoid being at risk of harm. ‘…children who had engaged, interested parents, ones who were ambitious for their future were more likely to escape from a difficult start.’ (Helen Pearson).
Reading for pleasure is imperative for a child to do well in all areas of the curriculum and at Grafton, we believe that children should leave our school being able to access a range of genres that let them imagine, be creative but also make them learn and ask questions. Some of our children are not read to by their parents at home or their reading not listened to at home. This can be for many reasons – parents may not have the literacy levels to read to their child, they may not have access to books, or they have work/other commitments that prevent them from dedicating as much time as necessary to reading with their child. At Grafton, we use a range of teaching strategies and approaches to teach children how to read. We weave reading into the curriculum. We use the expertise of Reading Recovery Teachers to strengthen the teaching of Reading, as well as having ‘Reading Leads’ across the school. We implement several different interventions, targeting children based on their current attainment, aiming to narrow the gap. Many children make significant progress in their Reading attainment from the interventions that we run, many children catch-up with their peers. To narrow the gap most interventions are run in very small groups, sometimes as small as one adult to one child, whilst we are aware this is not the most cost effective strategy, for those children receiving the intervention, it does have an impact.
Data shows that children who are reading for pleasure at the ages of five or ten will go on to score better in exams at a later age. Underpinning children’s skills to read, is firstly developing their ability to listen, attend and talk. Researchers Betty Haart and Todd Risley found that children from poorest backgrounds heard 1/3 as many words per hour as those from higher income backgrounds. Scaling this up, they proposed that they by the time children were four there would be a 30 million word gap. As a school, many of our disadvantaged children enter school not having acquired the language skills appropriate for their age. If we are to ensure that children leave school reading for pleasure, we must first ensure that they are able to talk, to be able to share their ideas, views, opinions and knowledge.
Although the Pupil Premium Grant is used to target individuals who qualify for Free School Meals, at Grafton we know that there are many families whose parents receive minimum wage and they are often less fortunate than those whose parents receive income support. Our aim is to provide the correct intervention to all our families, using some of the Pupil Premium Grant to do this. Our decision making on any of our spending is based on identifying the needs of our children and community, using research and pedagogy (some research previously mentioned), to support in guiding us in implementing the most effective and impactful strategies that will ensure that our children have the bright future they deserve.
Challenges
This details the key challenges to achievement that we have identified among our
disadvantaged pupils.
List of Services
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Challenge Number 1List Item 1
Barking and Dagenham is one of the most deprived boroughs, over 50% of children are considered to live in poverty. This is accentuated also by the widening inequalities caused by Covid and the unprecedented cost of living crisis, in which we will expect to see more of our families being impacted by. This will further impact on the wider experiences our children has the opportunity to engage in and therefore enhance their cultural capital. For further evidence of deprivation where the school is located please click on the link below:
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Challenge Number 2
In some cases, inconsistent attendance and punctuality, high rate of Persistent Absentees (however it is in line with the LA/National picture).
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Challenge Number 3List Item 3
Some pupils have limited or delayed speech and language skills which does impact upon learning across the whole curriculum.
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Challenge Number 4List Item 4
A high level of children with complex SEND needs are in mainstream classrooms. Many of these children have needs which would usually mean they should be accessing an Additional Resource Provision or even a Specialist school. The children require additional adults, resources, specialist spaces and adapted timetables to make progress. This does impact on teaching and Learning and the approaches that we use to teach children. We require the knowledge of specialist and additional CPD to meet the needs of this specific group of children.
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Challenge Number 5
For some families, parental engagement with the school and children’s learning needs to improve. We have some children who never read at home, do not bring in PE kits, parents do not attend parent-teacher meetings.
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Challenge Number 6
Improve student outcomes at the end of KS1 so as to be in line with national or borough attainment in Reading, Writing and Maths.
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Challenge Number 7
Slow progress of our lowest 20% children in each class. Ensure these children are making accelerated progress to close the gap. The gap widened for vulnerable children and their peers during the covid pandemic.
| Intended outcome | Success criteria |
|---|---|
| Reduce the % of PAs. School attendance to be at least 95% for most pupils. Good attitudes towards attendance and punctuality established from Early Years, so that all year groups have attendance at 95% | Overall absence rate for most pupils will be 5% or below and attendance gaps between disadvantaged and non-disadvantaged being reduced. Targeted year groups for attendance intervention so as to improve attendance – in particular the Early Years (Nursery and Reception) |
| Staff are more confident and skilled in planning for and teaching children with complex SEND in the mainstream classroom | CPD on metacognition, teaching strategies will support staff in their understanding of ways in which children learn and how they can teach even more effective lessons. CPD on ‘workstations’ and planning for children with complex SEND – working alongside SEND Team. Staff will plan more effective activities/learning for children with complex SEND in the mainstream classroom. This will improve the quality of teaching and learning, progress and outcomes for that group of children. Children with complex SEND will be able manage learning in the mainstream classroom alongside their peers, learning from good role models. |
| Children develop speaking skills that allow them to further access the curriculum, improve their vocabulary and will also impact on Reading and Writing outcomes. | Assessments will provide evidence that children have developed their language skills and vocabulary. Assessment information will be based on a variety of sources, e.g. Language Link assessments, intervention notes, observations of children’s learning and contributions in lessons, book scrutiny. Weekly Speaking and listening lessons in Reception will have narrowed the language gap. Lessons will be focused on developing vocabulary and specific areas of language, e.g. ‘expressive language’. Implementation of the ‘100 word programme’ in Nursery will provide children with basic vocabulary. This targeted intervention will take place weekly – children targeted will be based on their data, therefore narrowing the gap in Communication and Language Development. Regular Speaking and Listening lessons as part of the curriculum in KS1/KS2 will provide opportunities for children to use extended language, talk in front of an audience. All staff will have high expectations for children’s speech, including always ensuring children answer questions in full sentences. |
| Greater consistency in the teaching of Phonics – catch-up/Guided Reading in the EYFS/KS1 so as to improve attainment outcomes by the end of KS1. | All those teaching Phonics will understand the structure of the Little Wandle Programme. The Little Wandle programme will have been successfully implemented in EYFS/KS1. Regular assessments will provide data on children’s progress, as well as triangulating this evidence with children’s reading skills/attainment. Furthermore, book scrutiny of Writing will demonstrate children’s progress. When children transition between phases/year groups, children will quickly catch-up any lost learning due to holidays – as the strategies being used by all staff are consistent and familiar. Children at the end of KS1 will be inline with National/LA data, showing an upward trend in outcomes and narrowing the gap between our children and those pupils nationally. Children will be secure and ready for the demands of the KS2 curriculum. |
| Even greater consistency of Quality First teaching using specific strategies that are underpinned by pedagogy. Teaching and learning ensures that the progress of the lowest 20% is accelerated as teachers are focused on prime learning needs, e.g. language acquisition, and look to provide adapted work that develops prime learning needs regardless of curriculum area being taught. | Greater consistency of teaching and learning strategies will be evident across the whole school (as is age appropriate). Staff will be able to discuss the pedagogy that underpins why they are teaching in a particular way. Some staff will have had the opportunity to Team Teach as a means of developing their teaching skills further. Assessment data will show that the gap is narrowing between the lowest 20% as teaching and learning is even more focused on the prime learning need. Teaching pedagogy will go across all curriculum subjects and will be evident through lesson observations in particular. |
| Continue to provide enrichment experiences for learning they would not usually experience including local trips, visits to the theatre, residential trips and working with experts e.g. music teacher. | Maintain an increased access and participation in wider curriculum opportunities. Audit of PP pupils involved in after school activities/clubs/trips will show increased participation and greater inclusion of PP pupils. |
| Parents understanding of ways in which they can support children’s learning at home to improve outcomes. | More parents will have appropriate knowledge to be able to support their children with their home learning. Parents will feel more confident to ask the school for support/guidance/access to further help. With raised levels of parental engagement, children’s outcomes will be improved. This will also impact on children’s self-esteem. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium) funding
this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 117,927.90
Activity
Jigsaw
Purchasing of the Jigsaw PSHE
programme – ensuring curriculum meets requirements (including KCSIE) also meeting the PSED needs of children and families. This is a whole school programme.
Evidence that supports this approach
The Jigsaw programme is based on prior teaching experience, that highlights the
importance of teachers empowering children to
understand how to build and maintain their mental health, using mindfulness philosophy
and practices that will enable them to pause, understand their emotions and choose their
responses. Furthermore, it supports schools in building happy and healthy children who are in charge of their emotions which increases their
capacity to learn. The Jigsaw programme links to KCSIE,
supporting schools in meeting requirements for safeguarding pupils.
Challenge number(s) addressed
1, 5, 6
Activity
Even greater consistency in Quality First Teaching
Lead Practitioner Role for Teaching and Learning (temporary post). Review of Marking and Feedback policy.
Establish non-negotiables for ‘slides’ during lessons. Establish non-negotiables for classroom set-up/organisation. Staff CPD linked to metacognition and strategies for teaching and learning. Targeted Team Teaching to develop practitioner’s own practice led by Lead Practitioner for Teaching and Learning. Work with curriculum Coordinators to ensure teaching and learning pedagogy runs through the whole curriculum. Lead on researching best practice and keeping up-to-date with the latest development. Review the use of ‘teacher talk’ and ‘talk partners’ during lessons/sequence of lessons.
Evidence that supports this approach
Research from The Sutton Trust has shown that good teachers have the most direct impact on pupil outcomes. We define effective teaching as that which leads to improved student achievement using outcomes that matter to their future success. Therefore, we train and support HLTAs/LSAs and teachers to deliver high quality lessons and targeted support. Hattie and Timperley (2007) report on research aimed at identifying those influences that are most effective in improving student achievement. They determined that effective feedback can almost double the average student growth over a school year. Dylan Wiliam (2010) states that studies on feedback typically note that the pace of student learning is accelerated by at least 50%.
Challenge number(s) addressed
3, 4, 6, 7
Activity
Little Wandle
Purchase of Little Wandle Phonics programme and related resources. Implementation of Little Wandle structure of teaching Phonics. Implementation of Little Wandle structure for teaching reading (through Guided reading). Implementation of Phonics catch-up programme (Reception and Year 1).
Implementation of Little Wandle assessment system to benchmark attainment and progress.
Evidence that supports this approach
Phonics is a specific, defined body of knowledge. Children learn this most effectively if we use direct teaching. Phonics is also powerful knowledge. It opens up the potential of reading and so much other learning, too. Children are at an advantage if they are taught phonics efficiently and as early as possible in their learning journey. Considering the young age of the children, regular short bursts of direct teaching are most effective. Phonics has a positive impact overall and extensive evidence demonstrates it can narrow the attainment gap by 5+ months. It is an important component in the early development of early reading skills, particularly for children from disadvantaged backgrounds. Studies in England have shown that pupils eligible for free school meals typically receive similar or slightly greater benefit from phonics interventions and approaches. This is likely to be due to the explicit nature of the instruction and the intensive support provided.
Challenge number(s) addressed
6, 7
Activity
Reading for pleasure
Conduct surveys of stakeholder views on Reading (cross-section of pupils to be used in the children’s stakeholder survey. Analyse results of stake holder views. Purchase of new guided reading/whole class reading texts for teaching of reading – linking into Article 2 (non-discrimination)
Re-establish full visits to school library (this was restricted due to covid). Children will be able to borrow books to take home and read/share with their families. Use of ebooks (Big Cat) for children to read with greater fluency at home.
Increase volume of books children can access to read at home.
Evidence that supports this approach
From book scrutiny of children’s reading records and stakeholder views, we know that the majority of children enjoy reading. Parents/carers enjoy reading with their children, but some parents/carers would like further guidance as to how they can better support their children’s reading at home (technical knowledge). Our children expressed that they would like a greater selection of books to choose from. Research shows that reading for pleasure can be directly linked to children’s success throughout their time at school and even into adulthood. Reading for pleasure gives children the opportunity to use their imagination, explore new ideas, visit new places, meet characters and it also improves children’s well-being and empathy. It helps them to understand their own identity and gives them an insight into the world and views of others.
Challenge number(s) addressed
1, 5, 6, 7
Activity
Develop SEND strategy to formalise SEND support
Research effective Quality First Teaching for Children with SEND. Review SEND Policy and procedures document to include Grafton SEND strategy for consistency in approach across whole school. Developing Practitioner understanding of strategies that can be used in the mainstream classroom to support children with different emerging SEND. Outreach work by ARP Lead Teacher Consider implementation of mantra – ‘Happy Children Learn’ as way of reviewing/thinking about learning/learning environment.
Evidence that supports this approach
Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. (SEND Code of Practice, p.99) High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have Special Educational Needs and/or Disabilities (SEND). (Teacher Standards) A robust SEND identification process and relevant systems will allow staff to understand their roles and feel more equipped when teaching children with SEND. A report from the Education Policy Institute (EPI) undertakes a detailed review of the evidence on the impact of teachers' professional development. The study includes an analysis of evaluations of teacher development programmes in order to impact on pupil and teacher outcomes. One key finding is that high-quality CPD for teachers has a significant impact on pupil outcomes.
Challenge number(s) addressed
3, 4, 6, 7
Activity
Raising Attainment with Well-Being Programme
Evidence that supports this approach
See ‘wider strategies’ section.
Challenge number(s) addressed
1, 2, 7
Activity
No Nonsense spelling programme
Evidence that supports this approach
This programme is based on meeting the requirements of the 2014 National Curriculum. Our children often perform well-above National at both ‘expected’ and ‘greater depth’ standards for spelling and grammar at the end of KS2. We recognise that we need to improve the consistency in the teaching of spellings in KS2 and are using this programme as a framework for this.
Challenge number(s) addressed
6, 7
Activity
Continue Data Analysis systems and processes
Release time for Assessment Lead to analyse data, prepare for pupil Progress Meetings
Pupil Progress Meetings with Teachers (1x per term) CPD for assessment administrator
Evidence that supports this approach
Termly tracking meetings identify those PP pupils that are under performing to provide targeted support in order to accelerate progress. On-going tracking data suggests that in some year groups, it is not all disadvantaged pupils who are behind their peers, it may be boys or girls in particular, or children that have mutlibarriers to learning, e.g. that are PP and EAL. A report from the Education Policy Institute (EPI) undertakes a detailed review of the evidence on the impact of teachers professional development. The study includes an analysis of evaluations of teacher development programmes in order to impact on pupil and teacher outcomes. One key finding is that high-quality CPD for teachers has a significant impact on pupil outcomes.
Challenge number(s) addressed
3, 5, 6, 7
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £ 127,574.20
Activity
Tutoring/Catch-up Programmes
NTP Tutoring
School-Led Tutoring
Reading Recovery
Reading intervention
Evidence that supports this approach
Small group tuition has an average impact of four months’ additional progress over the course of a year. Small group tuition is likely to be effective if it targets pupils’ specific needs. Evidence suggests that the smaller the groups the better. Once group size increases about six or seven there is a noticeable reduction in impact. Investing in an early intervention programmes like Reading Recovery has the potential to produce long-term impacts on children’s lives (Hurry & Fridkin, 2018). The findings do suggest that a Reading Recovery teacher’s expertise to enhance literacy tuition for weaker readers has wider benefits throughout the school, not just for targeted pupils. Reading Recovery is targeted at children with the most complex problems in reading and writing. Short-term impact is reported annually with just over eight out of 10 pupils catching up with their peers, resulting in age-expected progress
Challenge number(s) addressed
6, 7
Activity
Speaking and listening
Purchase of Language Link to assess children in Reception language skills. Use the data gathered from this to plan for language intervention – narrowing the gap.
Implementation of ‘100 Word Programme’ in Nursery.
Staff CPD/links to appraisal.
Link to action on Even Greater Consistency in Quality First Teaching – use of teacher talk and talk partners.
Evidence that supports this approach
Our baseline data in the EYFS demonstrates that many children enter Nursery/Reception with language skills well-below where they should be (B-3).
Oral language intervention emphasise the importance of spoken language and verbal interaction in the classroom.
Oral language interventions can reduce the educational attainment gap by up to 6 months, with significantly less costing than other interventions. Oral language interventions support he idea that comprehension and reading skills benefit from explicit discussions of either the content or process of learning, but it also supports learners use vocabulary, articulation of ideas and spoken expression. Children with language impairments are at greater risk of developing literacy difficulties (Dockrell et al., 2007). Language, in particular, vocabulary skills at school entry, provide a powerful predictor of later academic achievement (Snowling et al., 2011; Roulstone et al., 2011; Lee, 2011; Block & Mangieri, 2006). We have previously used Language Link as a programme to assess children who may have mild to moderate speech difficulties. The assessments highlight children’s language development across 8 areas – Concepts, Verb Tenses, Instructions, Pronouns, Negatives, Questions, Verbal Reasoning and Association. We have previously seen how the use of such a programme has narrowed the language gap for children.
Challenge number(s) addressed
3, 6, 7
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 129,342.00
Activity
Tutoring/Catch-up Programmes
NTP Tutoring
School-Led Tutoring
Reading Recovery
Reading intervention
Evidence that supports this approach
Small group tuition has an average impact of four months’ additional progress over the course of a year. Small group tuition is likely to be effective if it targets pupils’ specific needs. Evidence suggests that the smaller the groups the better. Once group size increases about six or seven there is a noticeable reduction in impact.
Investing in an early intervention programmes like Reading Recovery has the potential to produce long-term impacts on children’s lives (Hurry & Fridkin, 2018). The findings do suggest that a Reading Recovery teacher’s expertise to enhance literacy tuition for weaker readers has wider benefits throughout the school, not just for targeted pupils. Reading Recovery is targeted at children with the most complex problems in reading and writ-ing. Short-term impact is reported annually with just over eight out of 10 pupils catching up with their peers, resulting in age-expected progress.
Challenge number(s) addressed
6, 7
Activity
Speaking and listening
Purchase of Language Link to assess children in Reception language skills. Use the data gathered from this to plan for language intervention – narrowing the gap.
Implementation of ‘100 Word Programme’ in Nursery.
Staff CPD/links to appraisal.
Link to action on Even Greater Consistency in Quality First Teaching – use of teacher talk and talk partners.
Evidence that supports this approach
Our baseline data in the EYFS demonstrates that many children enter Nursery/Reception with language skills well-below where they should be (B-3).
Oral language intervention emphasises the importance of spoken language and verbal interaction in the classroom.
Oral language interventions can reduce the educational attainment gap by up to 6 months, with significantly less costing than other interventions. Oral language interventions support the idea that comprehension and reading skills benefit from explicit discussions of either the content or process of learning, but it also supports learners use vocabulary, articulation of ideas and spoken expression. Children with language impairments are at greater risk of developing literacy difficulties (Dockrell et al., 2007). Language, in particular, vocabulary skills at school entry, provide a powerful predictor of later academic achievement (Snowling et al., 2011; Roulstone et al., 2011; Lee, 2011; Block & Mangieri, 2006).
We have previously used Language Link as a programme to assess children who may have mild to moderate speech difficulties. The assessments highlight children’s language development across 8 areas – Concepts, Verb Tenses, Instructions, Pronouns, Negatives, Questions, Verbal Reasoning and Association. We have previously seen how the use of such a programme has narrowed the language gap for children.
Challenge number(s) addressed
3, 6, 7
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 129,342.00
Activity
Jigsaw
Evidence that supports this approach
See ‘Teaching’ section.
Challenge number(s) addressed
1, 2, 5, 6, 7
Activity
Access to Therapeutic services
Learning Mentors
Counsellor services
Evidence that supports this approach
This provides support for social and emotional needs experienced as a result of external barriers to learning such as domestic violence, temporary housing, attendance, etc. Theory and emerging evidence suggest that the more a community of people is supported to take control of activities to improve their lives, the more likely their health will improve (Popay et al. 2007). Evidence from the EEF’s Teaching and Learning Toolkit suggests that effective Social and Emotional Learning can lead to learning gains of +4 months over the course of a year. Teaching children a range of skills and strategies to: expand their emotional vocabulary, self-regulate their feelings and emotions, develop relationships and make decisions are key both in and out of the classroom. Some children need to do this activity in much smaller groups, also working with their parents/cares as well as professionals in school.
Challenge number(s) addressed
1, 2, 5, 6
Activity
Provide free fruit as a snack for children in KS2.
Evidence that supports this approach
We know that some of our children arrive at school either not having had breakfast, or due to deprivation at home, they may have had a limited breakfast and are still hungry. Every year as a school we provide free fruit to our children in KS2. We know our children benefit from this and it also provides a healthy snack for children – linking to the importance of a healthy diet. (EYFS/KS1 receive free fruit as part of a government initiative).
Article 24 (health and health services) Every child has the right to the best possible health.
Challenge number(s) addressed
1, 7
Activity
Raising Attainment with Well-Being
Purchase of RAW Programme
Pilot of new Behaviour approach in Year 4.
Review of current behaviour systems. Conduct a Needs Analysis Framework to identify strengths and areas for improvement. Complete recommended RAW modules to develop understanding of supporting theories and as a basis for discussion on current practices/supporting identification of new/revised practices to be implemented.
RAW action plan. Attend coaching sessions with RAW coach. Apply for The Gold National Whole School Wellbeing Award.
Evidence that supports this approach
‘Happy Children Learn’. A child that is anxious, frightened or angry will not learn.
RAW helps teaching professionals to under-stand what they can do to create an inclusive learning environment that supports and nurtures the highest possible levels of emotional wellbe-ing, through building social and emotional resili-ence, by meeting the needs of neurodiverse learners, thereby accelerating progress and se-curing better personal outcomes. We know that a number of our children have complex home lives whereby they are living in severe depriva-tion, temporary housing, witnessing domestic abuse or even suffering abuse themselves. These children therefore arrive at school having suffered trauma, this effects their ability to be ready to learn. Research evidence shows that education and health are closely linked. So promoting the health and wellbeing of pupils and students within schools and colleges has the potential to improve their educational outcomes and their health and wellbeing outcomes. The culture, ethos and environment of a school influences the health and wellbeing of pupils and their read-iness to learn.
Challenge number(s) addressed
6, 7
Activity
Parental Engagement
Reduce the % of PAs. School attendance to be at least 95% for most pupils. Range of workshops for parents
Re-establish a PTA Purchase of PE kits/uniform/pre-loved uniform
Evidence that supports this approach
The law entitles every child of compulsory school age to an efficient, full-time education suitable to their age, aptitude, and any special educational need they may have. It is the legal responsibility of every parent to make sure their child receives that education.
The pupils with the highest attainment at the end of key stage 2 and key stage 4 have higher rates of attendance over the key stage compared to those with the lowest attainment. Parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with better academic outcomes. Evidence suggests that effective parental engagement can lead to gains of 3+ months over the course of a year.
Challenge number(s) addressed
1, 2, 5, 6, 7
Activity
Enhanced curriculum and wider opportunities
Expand range of extra-curricular activities on offer after school.
Continue to subsidise trips
Evidence that supports this approach
Our pupils need a context for learning and a stimulus to trigger their interest. Many of our families cannot afford the expense of extra-curricular activities such as football clubs, drama clubs, etc. For many they have a choice to make between providing food to eat or wider experiences.
Challenge number(s) addressed
1, 2, 6
Total budgeted cost: £374,844.10
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
The data below is based on initial data produced in July. It does not reflect any adjustment at KS2 of children who can be removed from the data set as they meet the criteria for doing so.
KS2
Grafton Primary (2033)
Local Authority - Barking & Dagenham
NCER National
This cohort has a higher % of disadvantaged pupils compared to national (6%). Our % of SEND is also slightly above national. Our % EAL is just off being double the national percentage.
KS1
Grafton Primary (2033)
Local Authority - Barking & Dagenham
NCER National
Cohort have slightly higher % of SEND support when compared to LA and national. Furthermore, our % of children with EAL is over double % of that nationally. The % disadvantaged within the cohort is slightly above national.
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