This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.
School overview
Detail
Data
Number of pupils in school
202
Proportion (%) of pupil premium eligible pupils
6.06%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)
3 Years
Date this statement was published
September 2022
Date on which it will be reviewed
September 2023
Statement authorised by
M. Coleman
Pupil premium lead
M. Coleman
Governor / Trustee lead
Dr S Freilich
Funding overview
Detail
Amount
Pupil premium funding allocation this academic year
£ 4035
Recovery premium funding allocation this academic year
£ 1500
Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable)
What are your ultimate objectives for your disadvantaged pupils? At Torah Temimah we strive to give every pupil the same opportunities no matter their background or home circumstances. How does your current pupil premium strategy plan work towards achieving those objectives? The money received for our pupil premium pupils is used to help ensure that we can close any academic gaps that have been identified by employing Teaching assistants to work with them. Where the academic gaps have been closed or do not exist the funding is used to give these pupils opportunities that thy may not have under other circumstance such as Art therapy, after school clubs, or access to Ipads and relaxation spaces. What are the key principles of your strategy plan? We want to ensure that all pupils are able to access whatever they may need to develop and learn to become integral parts of the local and wider community.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number
Detail of challenge
1
Behaviour – Pupils can display behaviours that are suitable for learning.
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 outcome
Success criteria
Pupils are able to discuss their emotions and understand why they feel different ways.
Pupils are able to reach their full potential
Every child has what they need to learn.
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: £ 500
Activity
Evidence that supports this approach
Challenge number(s) addressed
ELSA training
ELSA is a recognised scheme to support pupils with emotional literacy
2
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £ 3000
Activity
Evidence that supports this approach
Challenge number(s) addressed
1:1 Support
Some of our pupil premium children find it difficult to be within a classroom at times and benefit from a 1:1 approach
4
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 2035
Activity
Evidence that supports this approach
Challenge number(s) addressed
Art Therpay
Gives pupils a safe space to discuss all aspects of their life.
1,2,3
Total budgeted cost: £ 5535
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
We have analysed the performance of our school’s disadvantaged pupils during the 2021/22 academic year using key stage 1 and 2 performance data, phonics check results and our own baseline assessments. Schools are not required to publish their 2022 key stage 2 results as DfE is not publishing this data. This is because statutory assessments returned for the first time since 2019, without adaptations, after disruption caused by the pandemic. This is a transitional arrangement for one year only, and DfE plans to publish key stage 2 school performance data for 2023. The DfE has shared our school’s 2022 performance data with us, following national assessment and we also analysed our own internal date to help us better understand the impact of the pandemic on our pupils and how this varies between different groups of pupils. COVID-19 had a significant impact on the education system and this disruption affected schools and pupils differently, and because of this, it is more difficult to interpret why the results are as they are using the data alone. To help us gauge the performance of our disadvantaged pupils we compared our results to those for disadvantaged and non-disadvantaged pupils at a national and regional level (although these comparisons are to be considered with caution given the caveats stated above). We continue to monitor are strategy based on how are disadvantage children achieve through regular data drops. We are currently looking at how we can support the disadvantage in the EYFS particularly focusing on fine and gross motor skills.
Torah Temimah Primary School 