Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) 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 effect that last year’s spending of pupil premium had within our school.
Westbrook Primary School is a large primary school with 608 pupils on roll during 2021-2022. The school has a Visual Impairment Centre with capacity for ten pupils (10 pupils on-roll during 2021-22). A large proportion of pupils come from families with high levels of deprivation. The school is placed within the second quintile regarding the percentage of pupils receiving Free School Meals at any time during the last six years. This percentage is higher than national average. The school’s deprivation indicator is in line with the national average however this can be misleading due to the living arrangements of many of our families who reside in shared accommodation.
The majority of our pupils (72%) have English as an Additional Language (EAL) placing the school within the top quintile (top 20% of schools nationally). A large proportion of the school roll come from minority ethnic groups (approx. 96%).
The percentage of pupils receiving SEND support falls within the top quintile and is significantly above national average. This percentage shows an increasing trend over the last three years. The percentage of pupils with an Education, Health & Care Plan is well above the national average (3.2%).
Objectives for our disadvantaged pupils:
Our intention is that all pupils, irrespective of their background or the challenges they experience, make good progress and achieve their potential across all areas of the curriculum. The focus of our pupil premium strategy is to enable disadvantaged pupils to achieve good progress and attainment, this includes high attaining pupils.
We will consider the challenges encountered by vulnerable pupils, such as those who have a social worker. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.
Ensuring high-quality teaching is at the centre of our approach, whilst maintaining attention on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
We recognise the importance of referring to an evidence base when selecting and implementing particular interventions or strategies to increase the achievement of our disadvantaged pupils e.g. EEF. The Sutton Trust research highlights the benefits of whole school approaches, which can have a significant impact on raising standards for disadvantaged pupils. Whole school approaches implemented at Westbrook Primary have included e.g. Class Charts, Destination Reader (KS2), Maths Mastery (currently taught from Reception to Year 6) and Read Write Inc. etc.
We recognise that although we have a large number of Pupil Premium children at Westbrook they are not one homogenous group. We will identify specific groups and various needs and how these can be best met to improve the outcomes for all PPG pupils e.g. Higher Ability disadvantaged pupils. These pupils will be targeted to participate in appropriate interventions.
Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the catch-up programme for pupils whose education has been worst affected, including non-disadvantaged pupils (teachers from the school will be delivering tuition sessions before and after school to a targeted group of pupils).
Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will: