Detail

Amount

Pupil premium funding allocation this academic year (from April 2022 when we have a primary school budget allocation)

£121,465

Recovery premium funding allocation this academic year

£23,355

Pupil premium funding carried forward from previous years (this amount is a post-amalgamation figure, bringing two school’s budget’s together)

£7952.94

Total budget for this academic year

£153,972

Challenge number

Detail of challenge

1

The attendance of disadvantaged pupils at our school falls below that of all other pupil groups.

Our attendance data (for Lady Bankes Junior School) over the last four years indicates that attendance among disadvantaged pupils has been in the region of 6 % lower than for non-disadvantaged pupils.

2

Our assessments, observations, and discussions with pupils suggest that disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.

3

Our internal assessments indicate that maths attainment among disadvantaged pupils is below that of non-disadvantaged pupils across the primary school. Children found it challenging to learn new maths concepts remotely, particularly when they were not able to be supported at home. 

4

Our internal assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies.

This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in maths.

5

Our assessments (including wellbeing survey), observations and discussions with pupils and families have identified social and emotional issues for many pupils and a lack of enrichment opportunities during school closure. These challenges particularly affect disadvantaged pupils, including their attainment. Not as many disadvantaged children are now participating in clubs and enrichment activities as prior to school closures.

6

Our assessments, observations, and discussions with pupils indicate limited oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers.

Intended outcome

Success criteria

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Sustained high attendance from 2024/25 demonstrated by:

• the overall absence rate for all pupils being no more than 5%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 5%.
• the percentage of all pupils who are persistently absent being below 10% and the figure among disadvantaged pupils being no more than 5% different to that of all pupils.

To improve the outcomes for phonics

Phonics outcomes for pupils in 2023/24 will be above the national average expected standard in the phonics screening check.

To improve reading attainment among disadvantaged pupils.

KS2 reading outcomes in 2023/24 (year 3 2021/22) show that more than 80% of disadvantaged pupils met the expected standard.

Improved maths attainment for disadvantaged pupils at the end of KS2.

KS2 maths outcomes in 2023/24 (year 3 2021/22) show that more than 80% of disadvantaged pupils met the expected standard.

To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of wellbeing from 2023/24 demonstrated by:

• qualitative data from student voice, student and parent surveys and teacher observations
• a significant increase in participation in enrichment activities, particularly among disadvantaged pupils   

Improved oral language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.

Lady Bankes Primary School opened on 1^st September 2021. This three year strategy has begun this year due to the amalgamation of Lady Bankes Infant and Nursery School and Lady Bankes Junior School.

Previously at Lady Bankes Junior School the outcomes for disadvantaged pupils were:

Reading: 87.5% Exp+ (57% GD)

Maths: 62.5% Exp+ (50%GD)

Writing: 87.5% Exp+ (42% GD)

Grammar, punctuation and spelling: 87% Exp+ (50% GD)

This data is from our internal assessments at the end of Year 6 from standardised end of key stage two tests.

Children in years 5 and 6 at Lady Bankes Junior School were able to benefit from residentials and an activity week, despite Covid limitations. We were able to continue to provide a range of extra-curricular activities for the children to participate in.