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Greenmount -

a Pathway to Success

2022 - 2023

Our strategy statement will be completed by the deadline of 31st December 2022.

For review of the 2021-2022 strategy, please scroll down this page.

School Overview

DetailData
Number of Pupils in School (Sept 2022)228
Proportion (%) of pupil premium eligible pupils4%
Academic year/years that our current pupil premium strategy plan covers 2022 - 2023
Date this statement was published 
Date on which it will be reviewed 31st July 2023
Statement authorised by David Griffith
Pupil premium lead

David Griffith

Head Teacher

Governor Leads

Brent-James Pinder

Graham Scott 

 

Funding Overview

DetailAmount 
Pupil Premium funding allocated this academic year £9,695
Pupil Premium funding carried forward from previous year £0
Recovery Premium funding allocated this academic year £2,000
Recover Premium funding carried from previous year£1,000
Total budget for this academic year £12,695

 

Part A: Pupil Premium Strategy Plan 2022 - 2023

Statement of Intent

To be completed 

 

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged and non-disadvantaged pupils.

Challenge numberDetail of challenge
1

Assessment shows that pupils' attainment in Phonics has been impacted by the Covid pandemic and lost learning. 

This is evident in Years 1 and 2.

2

Assessment shows that pupils' attainment in Writing is much lower than that in Reading and Maths.

This is most significant in Year 6.

3Observations and discussions with pupils have identified social and emotional issues for many pupils, including difficulties in separating from parents at the beginning of the school day. 
4Observations and discussions with pupils have identified that children are not as well developed emotionally as previously; this often displays itself in their interactions with peers which are not as mature as previously. 
5Assessment shows that some of our disadvantaged pupils are still recovering lost learning from the pandemic and require additional 1:1 or small group tutoring to address that lost learning. 

 

Intended Outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan and how we will measure whether they have been achieved. 

Intended OutcomeSuccess Criteria 
Increased percentage of children achieving the pass mark in the Y1 Phonics Screening Check Y1 Phonics outcomes show that 89% of children in Y1 have achieved the expected standard (increased from 66% in 2022)
Increased percentage of children achieving the pass mark in the Y2 Phonics Screening Re-check Y2 Phonics outcomes show that 91% of those retaking the check have achieved the expected standard 
Increased percentage of children achieving the expected standard in Writing at the end of Year 6KS2 writing outcomes show that *** of children in Y6 have achieved the expected standard (increased from 69% in 2022)
To achieve and sustain improved wellbeing for all pupils in our school 

Observations will show a decrease of children finding difficulty to separate from parents at the beginning of the school day 

Observations will show an increase in the numbers of children ready to access their learning 

Increased of children from disadvantaged backgrounds achieving the expected standard in reading, writing and maths Improved outcomes and rates of progress for targeted children 

 

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 (including CPD)

Budgeted cost £3,000

Activity Evidence that supports this approachChallenge number(s) addressed
Purchase a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils and provide catch-up for targeted pupils Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading, particularly for disadvantaged pupils 1, 5

 

Targeted academic support (tutoring, one-to-one support, structured interventions)

Budgeted cost: £5221

ActivityEvidence that supports this approachChallenge number(s) addressed
Additional phonics sessions targeted at those who have fallen behind or at risk of falling behind age-related expectations  Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks1
Additional teacher-led intervention in writing to increase the percentage of children achieving the expected standard at the end of KS2Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one and in small groups 2
Extending the provision of the School Led Tutoring Programme (part of the National Tutoring Programme) Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one and in small groups 5

 

Wider Strategies (related to wellbeing and readiness for learning) 

Budgeted cost £4484

ActivityEvidence that supports this approachChallenge number(s) addressed
Pastoral team support for children displaying Emotionally Based School Avoidance (EBSA) A mentally healthy school is one that adopts a whole-school approach to mental health and wellbeing (Mentally healthy schools – Anna Freud National Centre for Children and Families)3, 4
Pastoral team support for children displaying anxiety or difficulties in being ready to learn A mentally healthy school is one that adopts a whole-school approach to mental health and wellbeing (Mentally healthy schools – Anna Freud National Centre for Children and Families)3,4 
Providing Forest School sessions to develop children's resilience and independence (contribution towards full cost) "Forest School and its impacts on young children: Case studies in Britain" details many of the positive impacts that can be experienced through forest school including positive changes in behaviour and improved communication skills.3, 4 

 

Total budgeted cost: £12,705

 

Part B: Review of outcomes from the previous academic year

Pupil Premium Strategy Outcomes 

 

Strategy aims for disadvantaged pupils 2021-2022

PriorityAim Outcome 
1

to improve attainment and progress in Mathematics by further embedding the mastery approach to teaching 

to provide additional teaching support to enable us to teach Year 1 and Year 2 separately for maths (previously taught as mixed-aged classes)

% of children achieving the expected standard

YRY1Y2Y3Y4Y5Y6
  77   92

 

2to improve attainment and progress in Writing by changing our approach to teaching, working through quality textsTraining was accessed by staff; still in process of working through into everyday practice 

 

Teaching priorities for academic year 2021-2022

Aim TargetOutcome

Progress in Reading (1 child)

More than expected

Achieved

Progress in Writing (1 child)

Expected

Achieved

Progress in Mathematics (1 child)

Expected

Achieved

Phonics (1 child)

Pass

Not achieved

 

Targeted academic support for academic year 2021 - 2022

PriorityAimOutcome
1

Provide small group maths interventions following on from end of unit assessments to ensure children have mastered learning from that unit and are ready to progress

Achieved in junior classes 
2

Provide Learning by Questions software to junior classes to increase personalised learning in lessons and for homework 

Achieved 

 

Wider strategies for academic year 2021 - 2022

PriorityAimOutcome
1

Embed the work of the pastoral team (PS3) to improve children's mental health and readiness for learning 

Achieved

Deputy Head appointed as strategic lead for pastoral team to ensure more focused interventions and more frequent and focused CPD 

2

Introduce CPOMS for recording and analysing safeguarding / behaviour issues to improve children's mental health and readiness for learning 

CPOMS introduced.

Staff more aware of issues which impacts positively on children's learning

 

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