Coopers Edge School Home About Us Our Learning Staff Governors Vacancies Newsletters & Forms Term and other dates Pupil & Sports Premium Pupil Premium Who is the Pupil Premium for? The Pupil Premium is aimed at Reception to Year 11 pupils who are from low income families and eligible for Free School Meals (FSM). This includes any child that has been registered for FSM in the past 6 years (Ever 6 FSM). How much is the Pupil Premium? The Pupil Premium for 2021/2022 is set at £1345 per Ever 6 FSM pupil. Coopers Edge School received £127,015. For the academic year 2020/2021, Pupil Premium was set at £1320 and the school recieved an allocated amount of £109.220. How are schools expected to use the Pupil Premium? Schools can choose what to spend Pupil Premium on, however, the funding should help close attainment gaps for eligible pupils. PUPIL PREMIUM STRATEGY - Academic Year 2020/2021 Pupil Premium Strategy 20202021.pdf PUPIL PREMIUM REVIEW - Academic Year 2019/2020 Summary of pupils and Pupil Premium Grant 20192020.pdf PUPIL PREMIUM AT COOPERS EDGE SCHOOL: Pupil Premium Expenditure at Coopers Edge School Quality First Teaching - Including staff CPD and educational software All teaching staff, including support staff, are provided with a well balanced schdeule of professional developement based on individual needs of the children and the staff. Staff are supported by collegues (both internally and across the county) and external agencies to provide the best educational and social support for the children within the school community. Monitoring and Evaluation All teaching and support staff are fully included in the analysis of children and identification of pupils. All staff are aware of who pupil premium and vulnerable children are. The school uses a variety of assessment and monitoring processes to establish the success of all programmes and interventions to ensure the use of Pupil Premium funding is “making a difference”. Key methods of monitoring and assessment utilised include but are not limited to: •Standardised testing – Reading/Writing/Maths •End of key stage progress and attainment data •The Boxall profile and POD Monitoring Reviews to evidence the effectiveness of social, pastoral and SEND interventions •Pupil and Parent voice is valued in monitoring impact and success Additional Teaching Partner Support The school has used funding to provide additional support from Teaching Partners. Our Teaching Partners receive weekly TP training. There has been a training programme for these personnel to allow for the identified interventions to be delivered. This has allowed for quality intervention to be delivered to pupils either 1:1 or in small groups to try to accelerate progress and close the gap for identified pupils. Intervention Programmes The schooL used high quality intervention resources and training to implement interventions. These intensive programmes are designed to accelerate progress in small groups, pupils who are stuck or hard to move. They are used alongside to support - and not replace - Quality First Teaching within the classroom. These interventions are not limited and will be adapted and/or changed to suit the needs of the children. Staff will also follow research and evidence to support children's needs for finding new interventions and ways to support in class. Resources In addition to the above family of resources, the school is able to provide up to date new interventions on a needs led basis. Where a pupil or group of pupils are identified with a particular need the school will, through research and/or professional advice, seek to address this and utilise the training and resources budget to ensure high quality provision is secured as early as possible. The following shows the range of interventions have been run within the school to support specific children or groups of children. These interventions are not limited and will be adapted and/or changed to suit the needs of the children. Staff will also follow research and evidence to support children's needs for finding new interventions and ways to support in class. Fizzy Gross and Fine Motor Skills Small group 3 sessions per week, 20 minutes per Assessment provided by OT / Programme Intervention Barrier Group or 1:1 Frequency and Length Monitoring Language for Thinking English / comprehension / speech and language 1:1 or within a small group 1 session of 30 minutes per week for a term Assessments provided in book Language Group Speech and Language / English Small group or 1:1 1 session of 30 minutes per week for a term Targets set and reviewed by S&L Therapist Nurture Group Social and emotional difficulties 2 x Leaders Small group 4 mornings per week – alternative curriculum Boxall Profile Precision Teaching / Toe by Toe Phonics, Reading or Spelling 1:1 5 / 10 minutes daily for a term Reading / Spelling Age Rapid Reading Literacy: Reading accuracy and comprehension, spelling 1:1 with a trained TA 2 sessions per week, 30 minutes per session for 10 weeks Individual Reading Analysis before and after intervention Rapid Writing Literacy – Writing skills, spelling, handwriting Small group 2 sessions per week, 30 minutes per week for 10 weeks Progress measured before and after against age related expectations Rapid Maths Maths Small Group 5 sessions per week, 60 minutes per day, for a term Maths Age Speech and Language Therapist Speech and Language / English Small group or 1:1 1 session of 30 minutes per week Targets set and reviewed by S&L Therapist Triple P Parent engagement 2 leaders Selected parents 1 session per week 90 mins Parents Talk Boost Speech and Language / English Small group or 1:1 1 session of 30 minutes per week Targets set and reviewed by S&L Therapist Year 6 Booster Groups Maths and English Small group 5 sessions per week for 1 term Progress against age related expectations Parent and Child Support •The school puts a high importance on a multi-agency approach to working with children and their families. •The school utilises Pupil Premium to ensure that there is an integrated and systematic pastoral support process through the Inclusion Co-Ordinator and the PaCSA Team. •The PaCSA team provides parenting support, signposting and practical links between the parents, children and school and other agency involvement. •The PaCSA team provide Nurture provision and Triple P Parenting Support as other areas of support. •The schools approach ensures that all FSM children and others have access to the support identified through half termly pupil achievement meetings. This support is identified by pupil in whole school provision mapping and intervention logs. •The range of support will include academic, social, pastoral, additional opportunities. •The process ensures interventions are targeted, resourced, monitored and impact assessed. •Specific therapies, such as play therapy are also funded through Pupil Premium for Looked After children. Trips and Visitors One of our aims as a school is to be able to give the children as many experiences and WOW moments to broaden their horizons, create community and cultural understanding and increase knowledge and a sense of awe. Music Lessons At Coopers Edge, we offer music sessions to pupils in KS2. These have included violins and clarinets. Specific 1:1 sessions also include guitars and drums. All of these have been funded either in part for whole class sessions or in full for specific Pupil Premium children wanting 1:1 sessions. Breakfast Club and After School Club Specific children have been given access to Breakfast Club, After School Club or both. This has been dependent on need or level of support needed by the pupil. Insight Tracking Insight is the complete assessment package supporting entry, analysis and sharing of pupil progress and attainment data through Early Years and Keys Stages 1 and 2. It includes complete support for the National Curriculum allowing Coopers Edge to rest assured they are up-to-date with the latest best practice. End of KS2 Outcomes (2018/2019) Pupil premium accounted for 12 pupils which is 40% of the cohort. Please note there is no data for 2019/2020 or 2020/2021 academic year due to cancelled assessments during the Covid-19 outbreak. Progress Score For Disadvantaged Pupils at Coopers Edge (2018/2019) -2.82 -4.37 -2.41 Number of Disadvantaged pupils 12 12 12 Disadvantaged pupils with adjusted score 0 0 0 National Average for non-disadvantaged pupils (TBC - Based on 2017/2018 data) 0.32 0.27 0.37 Reading Coopers Edge Pupil Premium Coopers Edge Non Pupil Premium National Pupil Premium National Non Pupil Premium Achieved Age Related Expectation 42% 83% 78% 78% Writing Coopers Edge Pupil Premium Coopers Edge Non Pupil Premium National Pupil Premium National Non Pupil Premium Achieved Age Related Expectation 50% 100% 83% 83% Maths Coopers Edge Pupil Premium Coopers Edge Non Pupil Premium National Pupil Premium National Non Pupil Premium Achieved Age Related Expectation 50% 78% 84% 84% ‘Active Edge’ Active Bodies and Active Minds = Healthy and successful learners for the future. Overview In April 2013, the Government announced a new programme of directed funding, the ‘Primary PE and Sport Premium,’ investing more than £450 million pounds over its first three academic years. The funding must be spent by schools on making additional and sustainable improvements to the provision of PE and sport, benefiting all pupils within the school and encouraging the development of healthy and active lifestyles. Each school is able to determine the best use of this funding for their children. In March 2016, the Government used its Budget statement to announce there would be further investment in the Sports Premium funding programme, saying it would double the money available (from September 2017), using redirected tax revenue from the new levy on soft drinks to support it. What have we done so far? Since opening in late 2011 Coopers Edge School has seen a rapid growth in pupil numbers, from around 40 to circa 325 pupils today (Feb 2018) – an increase of 10% on last year alone. Our fantastic modern site and buildings were opened in April 2012 and offer extensive grounds that are capable of providing many options to encourage and facilitate active lifestyles during both curriculum and non-curriculum time. However, from the outset it was essential and obvious that the school needed to secure appropriate PE and sport resources for the fast growing student roll, to use within the environment, as well as support the CPD and induction needs of an ever increasing number of staff. In addition, the school were conscious of the wider public agenda and ongoing debate around the activity levels of the next generation. The school’s initial focusses therefore were: To ensure adequate and appropriate resourcing of sports equipment, in line with the actual roll number at any given time, across all key stages. Acquire and implement appropriate PE Schemes of Work (SOW). Support staff’s CPD, with qualified assistance, especially in relation to new SOW. Promote physical activity during non-curriculum time (playtimes and community based). So how has previous funding helped? Coopers Edge School have utilized the funding to help: Ongoing augmentation of sports and activity equipment to reflect the school’s growing pupil numbers; meet high levels of equipment and pupil ratios and ensure a wide variety of resources to facilitate diverse pupil experiences (curriculum and non-curriculum). Purchase new subject Schemes of Work, providing staff with an appropriate resource to support planning of focussed lessons in key topics. The schemes are now being used and have given staff increased levels of confidence in preparing and delivering lessons, across the depth and breadth of the PE curriculum. The schemes were also supported by initial and follow-up CPD activities. Purchase additional equipment to support clubs with non-curriculum focuses, for example Yoga. This has enabled us to facilitate further opportunities beyond the curriculum and in some cases engage otherwise dis-interested demographic pupil groups. Install large playground equipment. Our new 9 metre long climbing wall, which is in use daily, has been a great hit and provides all pupils with a physical challenge and yet more choice. Purchase hand-held playground equipment and games to provide pupils with a wide choice of activities to participate in during breaks and lunch. Additionally, purchase dedicated storage facilities for the new resources (Inc. ‘Scrap Store’). Higher levels of activity have been observed in both sport specific and non-specific activities, as well as increases in appropriate social play. Train and provide guidance to existing and new MDSA’s in the leadership of play, resulting in dynamic MDSA’s who confidently support the children and each other in delivering active playtimes. Aid Sports Coaching students from the University of Gloucester, to design and deliver a package of traditional and contemporary games that the children can play as part of a ‘How and What to Play’ initiative to support social development in our pupils. Initial acquisition and further timely purchases of balance bikes and associated equipment to support the delivery of the Balanceability programmes, as the school cohort grows. The initial impact was an over 85% increase in EYFS pupils being able to ride a bike. Funds have also enabled us to aid the development of KS2 pupils’ riding skills and road-safety competence, through the Bikeability schemes. Sports Premium Visit the Active Edge Blog CES Sports Premium Evidence 201920.pdf Coopers Edge School | Hosted by New Era Technology | DB Primary | DB Learning Library