Pupil Premium 2021-2022
Here you will find our most up to date Pupil Premium Strategy for 2021/22.
Due to COVID 19, key aspects our 20/21 Pupil Premium Strategy will continue into the new academic year. The underpinning objective will be the sustained focus on ensuring the mental health and well being of all, alongside the objectives unable to be fulfilled linked to core curriculum outcomes, attendance figures and reduction of PA during the academic year.
Coronavirus (COVID-19) catch-up premium
We will use this funding for specific activities to support children to catch up for lost teaching over the previous months, in line with government guidance. We have identified 4 key staff who will deliver bespoke teaching and learning across each key stage. In addition, we were also successful in our expression of interest to participate in the Nuffield Early Language Intervention (NELI)
The Department for Education is working with the EEF and other partners to scale up delivery of the Nuffield Early Language Intervention (NELI). NELI is a high-quality, evidence-based, 20-week intervention designed to improve the language skills of reception age pupils. Several EEF trials have found that NELI improves both children’s oral language and early literacy skills.
We are looking forward to receiving resources and beginning to access online training from the start of the spring term 2021.
Rather than use the NTP to support catch up, we have designated staff per phase who will deliver bespoke and pertinent teaching and learning opportunities to support our children.
We are aware and note the contents of the EEF report (July 21) - Impact of school closures and subsequent support strategies on attainment and socio-emotional wellbeing in Key Stage 1, and will ensure that any child attending Sandal Castle VA Community Primary School will not be disadvantaged due to the impact of COVID-19.
EEF Key findings for Year 1 pupils: spring term 2021
• Year 1 pupils’ attainment in reading was significantly lower in spring 2021 compared to a standardised sample from spring 2019; representing a Covid-19 gap of around three months’ progress.
• Year 1 pupils’ attainment in mathematics was significantly lower in spring 2021 compared to a standardised sample from spring 2019; representing a Covid-19 gap of around three months’ progress.
• The disadvantage gap in reading in Year 1 is around seven months’ progress .
• The disadvantage gap in mathematics in Year 1 is around seven months’ progress.
EEF Key findings for Year 2 pupils
• Year 2 pupils’ attainment in reading was significantly lower in spring 2021 compared to a standardised sample from spring 2019; representing a Covid-19 gap of around three months’ progress.
• Year 2 pupils’ attainment in mathematics was significantly lower in spring 2021 compared to a standardised sample from spring 2019; representing a Covid-19 gap of around two months’ progress.
• The disadvantage gap in reading in Year 2 is around seven months
Achievement for All Well Being Pilot 2021/2022
We are extremely fortunate to have been successful in securing a place on the National Wellbeing pilot in September 2021 and will receive the National Wellbeing Award oncompletion.
The practical strategies and guidance in this pilot are of significant benefit given the challenges facing schools due to Covid-19 and post-lockdown.
This pilot offers schools a comprehensive set of practical strategies and approaches to unlock academic achievement and accelerate progress by improving the emotional wellbeing and mental health of an education setting. The high impact school improvement model allows the education setting to address the critical link between emotional wellbeing and progress and attainment.
“…If we are to meet the needs of all children touched by the Covid-19 crisis, and support the emotional wellbeing and mental health of every teacher, non-teacher and leader in our dedicated and committed education workforce spanning colleges to early years, we need to put wellbeing at the heart of learning NOW..."Professor Sonia Blandford
The pilots main aim is to remove barriers to progress by:
- addressing the climate and culture of the classroom
- building core strength and resilience within cohorts of identified learners
- developing professional understanding of the impact of attachment, childhood trauma and neglect
Why have we chosen to take part in this pilot?
Simply put, an anxious, frightened, or angry mind simply will not learn. This pilot will support professionals to understand what they can do to create an inclusive learning environment that supports and nurtures the highest possible levels of emotional wellbeing, and thus progress and achieve.
AfPE - Level 4 Qualification in Supporting Pupils' Wellbeing Through PE
As a school, we know that the wellbeing of children and young people is just as important as their physical health. Good emotional wellbeing enables children and young people to develop the resilience to cope with whatever life throws at them and to grow into well-developed, healthy adults.
The Mental Health Foundation states that “going to a school that looks after the wellbeing of all its pupils” will help to keep children and young people mentally healthy. Research and trusted sources, such as the World Health Organisation, Public Health England and the Sport and Recreation Alliance, clearly articulate that emotional distress makes us more vulnerable to physical illness by affecting our immune system; additionally it is important to note that education and health are inseparable.
The Association for Physical Education (afPE) and Sports Leaders (SLQ) strongly believe that those teaching physical education are key to supporting the emotional wellbeing of our pupils through the curriculum. Its importance is a high priority; therefore together afPE and SLQ have developed a qualification that will increase the knowledge and understanding of the workforce at such a critical time.
Now, more than ever, we must place physical education, sport and physical activity at the heart of school life to ensure that all children and young people have access to a high quality offer that supports their physical health and emotional wellbeing. This, in turn, will result in a positive impact on their social and cognitive development.
This accredited professional learning opportunity is not only timely, it will also support the profession to be a proactive part of the solution, which is to support all children and young people to achieve the best outcomes, in and beyond school.
We are delighted that Miss Stansfield is undertaking the qualification..
Achievement for All
The Achievement for All Schools Programme
In recent years, Sandal Castle Primary undertook the AfA 'Our Schools Programme' which provides an improvement framework, that is tailored and led through a strong partnership between the achievement coach and a nominated school leader, known as the school champion. The framework is structured around four inter-dependent and inter-related elements:
- Teaching and Learning
- Wider Outcomes and Opportunities
- Parent and Carer engagement
As of the 15th July 2019, we were delighted to announce that we were awarded the Achievement for All Award. Feedback highlights the following strengths:
- I was very impressed by the thoughtful way you and the team work with families, young people, staff and governors. They have all made important contributions to the success of your school and your achievement of the Quality Mark. You have worked exceptionally well with your skilled coach Sue, and have utilised the highly effective coaching to develop very positive experiences for your pupils and families. Sandal Castle, clearly promotes a very strong, meaningful and integrated partnership approach to all its work.
- It was a privilege to be able to meet you and your staff and the accompanied tour of your school, showed first- hand how you have embedded the sustainable practice. We saw for ourselves how you have developed the target groups ability to be involved in structured conversations and communicate so effectively with families, raising expectations around the learning process and the impact this has had on their learning.
- The evidence you presented of the impact on the target group was clear and measurable, also everyone we spoke to was, overwhelmingly positive about the structured conversations, helping not only the targeted children, but the whole school approach.
- As we worked our way through the aspects of the award, it was clear that the school champion, and senior staff have worked closely to move forward on key priorities, and are seeing the benefits of all your hard work, as you share your expertise with other leaders.
- It was wonderful to speak to the children about their experience at your school, and how you maintain and value the wider learning opportunities. They were an absolute credit to your school, speaking confidently and enthusiasm about their time at Sandal Castle.