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Pupil premium

Pupil premium, sports premium and PE information

The Pupil Premium is additional funding for schools to support them in raising the attainment of disadvantaged pupils of all abilities. Pupil  Premium funding supports pupils who are currently eligible for free school meals, or have been eligible for free school meals at any point in the last six years. It is also for Looked after children or children whose parents are in the armed forces.

Academic year 2021/22

This statement details Diamond Hall Junior Academy’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.

School overview

Detail

Data

School name

Diamond Hall Junior Academy

Number of pupils in school

316

Proportion (%) of pupil premium eligible pupils

52.85%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021-2022

2022-2023

2023-2024

Date this statement was published

September 2021

Date on which it will be reviewed

September 2022

Statement authorised by

Fiona Hoare

Pupil premium lead

Lindsay Coates

Governor/Trustee lead

Liz Davies

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year 

£237,972

Recovery premium funding allocation this academic year 

£24,650

Pupil premium funding carried forward from previous years (enter £0 if not applicable) 

£0

Total budget for this academic year 

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year 

£262,622

Part A: Pupil premium strategy plan

Statement of intent

At Diamond Hall Junior Academy, we intend to support disadvantaged pupils in all areas of their development from the moment they arrive in our school. Our aim is that every disadvantaged pupil will achieve at least as well as their peers and have every opportunity to excel.

We understand the challenges our pupils are faced with in their both in the present and in their futures therefore we strategically plan provision to ensure disadvantaged pupils are given every opportunity to achieve, excel and exceed. We intend for pupils to leave our academy, ready for the next phase of learning in Key Stage 3 and well-prepared for the future.

Diamond Hall Junior Academy has a Pupil Premium Grant and Recovery Premium allocation of £251,955 for the academic year 2021-2022. This funding is given with a specific remit of diminishing any differences between disadvantaged pupils and those who are not disadvantaged. Diamond Hall Junior Academy is working to support disadvantaged pupils in all areas of their education from the moment that they arrive in school. Our aim is that every disadvantaged pupil will achieve at least as well as their peers and have every opportunity to excel.

Some disadvantaged pupils face many and complex barriers in during their education which make effective learning very difficult. Other pupils have very specific needs and still others, have few barriers at all. Below are some of the main difficulties faced, although it must also be said that the difficulties encountered are not unique to those who are disadvantaged. Common barriers to learning for disadvantaged children, can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.

Our ultimate objectives are:

  • To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
  • To make or exceed nationally expected attainment rates.
  • To support our children’s health and wellbeing to enable them to access learning at an appropriate level.
  • To experience a wealth of enrichment experiences to widen their horizons and unlock future opportunities.

We aim to do this through:

  • Ensuring that teaching and learning opportunities meet the needs of all the pupils.
  • Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed through additional targeted teaching and support.
  • A clear focus on increasing the resilience of pupils, building their self-esteem and also enabling them to develop those skills that will enable them to learn effectively in the classroom environment.  
  • Instilling high aspirations for all pupils so that they are able to experience, first-hand, the wide range of opportunities available to them.
  • Ensuring enrichment programmes are accessed by all, providing financial support to enable pupils to participate.

Achieving these objectives:

To achieve these objectives, we have categorised the provision into seven areas:

  1. Additional targeted teaching and support
  • Ensuring all teaching is good or better thus ensuring that the quality of teaching experienced by all children is improved.
  • A dedicated intervention teacher working in Year 6.
  • All teachers focus on language and literacy development. Vocabulary banks are commonly used, and new language carefully introduced. Enriching and extending the wealth of language used by pupils is a key focus for staff, understanding that this will provide a route to access learning and a wider range of future career options. 
  • A SENDCo Assistant to support the increasing level of SEND needs across school, ensuring all agreed provision is embedded.

 

  1. Pastoral Support
  • Pupils work individual or in small groups with external support agencies in order to support their needs and to build their self-respect and resilience.
  • A dedicated Pastoral and Well-Being Team support pupils’ personal development and well-being. 
  • We have a Counsellor on site 2 days per week, delivering targeted counselling to pupils for a wide variety of reasons.

 

  1. Behaviour Management
  • For a whole range of reasons some pupils struggle to accept boundaries and manage their own behaviour. Extensive support is provided by Senior Leadership Team, The Pastoral and Well-Being Team and where appropriate external support agencies.

 

  1. Curriculum Programmes
  • Identified children receive 1 to 1 support or intervention within smaller groups. For some pupils, this is planned on a regular basis and for others, it is managed by each teacher in conjunction with the SENDCO/DSL, according to needs as they arise during the year.
  • Small group support to focus on addressing specific needs of pupils is planned as pupils’ approach key assessment points.

 

  1. High Aspirations
  • For some pupils, careers visits are planned into their learning programs so that they are able to experience, first-hand, the wide range of opportunities available to them.

 

  1. Enrichment Programmes – beyond the curriculum
  • School Trips/Theatre Visits/Residential Visits/Visitors to School – financial support is provided to enable pupils to participate. These will have a focus on raising aspirations and widening experience.
  • Sports Coach - works with all pupils to provide coaching in a range of sports every lunchtime and after-school and ensure that pupils engage with sports (few facilities anywhere in local area and parent income can impact pupils accessing).
  • Health and Wellness: access to enrichment through sport, other physical activity and healthy diet with financial support to provide access and equipment/resources.

 

  1. Family & Community Programmes
  • Support for transport costs for disadvantaged pupils. 
  • Re-introduction of cooking into the curriculum.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Impact of school closure on all pupils.

2

Narrowing the attainment gap across Reading, Writing, Maths and Science

3

Pupils’ levels of Standard English in written and oral contexts.

4

Pupils’ vocabulary development has an impact on all areas of the curriculum (the vocabulary gap is prevalent). Pupils need support and direction to develop as confident speakers who are able to express themselves clearly and with an appropriate range of vocabulary for their age.

5

Some pupils struggle to attend regularly, and some are persistently absent.

6

Some pupils need extensive pastoral support for a variety of reasons.

7

Some pupils face significant challenges in their lives and have social, emotional, and mental health needs that prevent them from learning. The pandemic has caused significant difficulties for some children including loss of family members.

8

Some pupils have very low expectations of themselves. In order to respond to the school’s high expectations, and this needs constant re-enforcement and encouragement. Some families need support so that they are able to raise their expectations for their children and this may require targeted intervention and support.

9

Some pupils need to experience a wealth of enrichment experiences and a wide, rich curriculum, in order to widen their horizons and unlock future opportunities.

10

Some pupils do not have access to a healthy diet which impacts on their general well-being. Some do not participate regularly in sports and need proactive, individual support in order to overcome barriers.

11

Parents’ own levels of literacy: reading, writing, speaking and listening.

          

Intended outcomes

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 make at least expected progress in reading, writing and maths.

Gap will close in progress made between PP and non-PP.

Attendance

Attendance of identified PP pupils increases and the gap between PP and non-PP narrows.

Health and Well-Being

Increased capacity on the pastoral team to support vulnerable families and children

Raising aspirations and broadening experiences

Increased social and cultural exposure through educational visits and visitors into school.

 

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: £41,564

Activity

Evidence that supports this approach

Challenge number(s) addressed

High quality professional development for all staff so that outstanding practice is maintained in all classrooms, underpinned by metacognitive strategies, planning for interleaving and retrieval practice and grounded through a rich knowledge-based curriculum

EEF guide to pupil premium – tiered approach – teaching is the top priority, including CPD

Sutton Trust – quality first teaching has direct impact on student outcomes.

EEF guide to improving working memory

Training and supporting highly qualified teachers deliver targeted support.

1, 2, 3, 4, 8, 9

Staffing costs to provide coaching support and lead professional development.

EEF guide to pupil premium – tiered approach – teaching is the top priority, including CPD

Sutton Trust – quality first teaching has direct impact on student outcomes.

1, 2, 4, 8, 9

Deepen teacher’s understanding of pedagogy across each curriculum by engagement with subject specialists in their field.

 

Y3 and Y6 staff work closely with feeder schools to aid transition, curriculum development to enhance teacher’s understanding of how knowledge builds in readiness for the next key stage and make amendments as needed to the curriculum.

EEF: Effective Professional Development

EEF: Teaching and Learning Toolkit

Ofsted: Curriculum research reviews

 

1, 2, 3, 4, 8, 9

Training to improve vocabulary acquisition across the curriculum, so that pupils are able to access the full curriculum and articulate their understanding.

 

Training to close the vocabulary gap across school.

EEF: Preparing for Literacy

EEF: Improving Literacy - Supporting oral language development KS1/KS2

1, 2, 3, 4, 8, 9

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £122,214

Activity

Evidence that supports this approach

Challenge number(s) addressed

Provision and deployment of teaching assistants and additional teaching staff appropriately is essential to supporting learning ‘in the moment’ and being able to respond to pupils who need additional support to keep up and catch up. 

EEF: Making Best Use of Teaching Assistants

EEF : Teaching and Learning Toolkit - One to one tuition & Small Group Tuition

 

1, 2, 3, 4,

Provision and staffing of safe spaces available to targeted children throughout the day.

NFER: Recovery during a pandemic

1, 2, 3, 4

Social and Emotional Learning – interventions to support children with a range of skills including for example, emotional regulation, managing grief. Deployment of the school’s Pastoral and Well-Being Team and Counsellor across school.

EEF: Improving Social and Emotional Learning in Primary Schools

NFER: Recovery during a pandemic

1, 2, 3, 6, 7, 8,

Professional development for all staff in developing a love of reading for pleasure and for learning within their specialist subject areas.

EEF: Preparing for Literacy

EEF: Improving Literacy – Supporting oral language development KS1/KS2

 

1, 2, 3, 4, 8, 9

To identify students with low levels of literacy and numeracy which impedes their learning and their confidence and facilitate/enable bespoke provision to meet the identified needs.

EEF: Preparing for Literacy

EEF: Improving Literacy – Supporting oral language development KS1/KS2

 

1, 2, 3, 4, 8, 9

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £98,843

Activity

Evidence that supports this approach

Challenge number(s) addressed

Attendance team to work with families to reduce the absence of pupils who struggle to attend regularly.

EEF: Guide to the pupil premium

DfE: Improving school attendance: support for schools and local authorities

Sutton Trust: Learning in Lockdown

 

1, 5

Pastoral teams to support pupils who struggle to manage their behaviour including provision of personal intervention programmes.

EEF: Teaching and Learning Toolkit – Learning behaviours

 

EEF: Improving Behaviour in Schools

1, 6, 7, 8

To provide the pastoral support to pupils who need additional help, including those who face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning well (this includes support for those who have experienced bereavement).

EEF: Improving Social and Emotional Learning in Primary Schools

 

EEF: Guide to the pupil premium

EEF: Healthy Minds

 

DFE: Promoting and supporting mental health and wellbeing in schools and colleges

 

1, 6, 7, 8

Planned opportunities for character development through our bespoke values programme.

DfE: Developing character skills in schools

NFER: Leading Character Education in Schools

1, 2, 4, 6, 8

Support families with their own levels of literacy and mathematics.

 

11

Fitness and healthy diet activities for identified pupils to engage with sports and improve their health and fitness.

National School Breakfast Programme (NSBP) 

9, 10

 

Total budgeted cost: £262,622

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

The impact of that expenditure on pupil premium children:

  • Remote learning was available for all pupils during lockdown or when isolating. Specific intervention teaching was delivered remotely for individual support or group intervention.
  • Attendance for disadvantaged pupils was 93% for the academic year compared to 95% for non-disadvantaged pupils. Persistent absence was 21% for disadvantaged pupils compared to 14% for non-disadvantaged pupils.
  • Enrichment activities have continued to support children in the wider curriculum and to support their talents. More children have taken up enrichment opportunities.
  • Children continued to make progress across the school despite disruptions to learning due to COVID19.
  • Investment in emotional well-being and mental health ensured children and families have been well supported. School Counsellor sessions continued to provide pupils with specialist intervention to support their mental health and well-being.
  • An extension to our Pastoral and Well-Being Team and the appointment of a SEND assistant provided greater, much-needed, capacity to the support we could provide pupils within school and to families at home. This has enabled pupils to utilise their self-regulation strategies and staff are knowledgeable in how best to support them.
  • Termly tracking of progress has enabled SLT to intervene at the earliest possible time ensuring specific support can be implemented.  As a result, pupils are able to engage and focus within lessons and achieve well.
  • External agencies and services were utilised to support pupils’ personal development, including mental health, behaviour and well-being.

Externally provided programmes

Programme

Provider

N/A

N/A

N/A

N/A

Service pupil premium funding

For schools that receive this funding, you may wish to provide the following information:

Measure

Details

How did you spend your service pupil premium allocation last academic year?

N/A

What was the impact of that spending on service pupil premium eligible pupils?

N/A

 

 

Sports premium and PE information

Since October 2013, schools have received the PE and Sport Grant from the Government to improve physical education (PE) and sport in primary schools. This funding is allocated to schools to fund extra, sustainable improvements to PE and sport in school so that children develop healthy, active lifestyles. Schools receive £8,000 plus £5 per pupil per year.

Sport Premium and PE information

Our Sports Premium allowance for the academic year 2020-2021 is £19,300. The Sports Premium will be used to fund additional and sustainable improvements to the quality of PE and sport we offer, to enable the development of an active, healthy lifestyle.

We will achieve this by developing the PE and sport activities we offer at Diamond Hall Junior Academy. The use of the Sports Premium this year will build on our capacity and capability within the school to ensure that the improvements made now will benefit pupils joining the school in future years.

The use of the Primary PE and Sports Premium is to enable pupils to be provided with the skills and knowledge of how to have a healthy and active lifestyle. This will be achieved by pupils having more opportunities in a range of sports in and out of school and as a result motivating the children to embrace a physically active lifestyle. 

We endeavour to see an improvement against the following 5 key indicators:

1. The engagement of all pupils in regular physical activity - the Chief Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school.

2. The profile of PE and sport being raised across the school as a tool for whole-school improvement

3. Increased confidence, knowledge and skills of all staff in teaching PE and sport

4. Broader experience of a range of sport and activities offered to all pupils

5. Increased participation in competitive sport

Please find our predicted spend plan below.

Sustainability Statement

  • Our children will continue to increase their skills and abilities in a range of different sports and activities which will challenge them and prepare them for later in life. 
  • Our children will develop a range of skills including teamwork, leadership, respect and sportsmanship which they can take with them and develop not only in sport but in other areas of the curriculum and the wider community
  • Teaching staff will use the skills and knowledge gained from the range of CPD opportunities attended and continue to build on this knowledge in future years.
  • Subject Leaders have further developed their knowledge and skills to lead P.E and will continue to build on their experiences already gained. This will include sharing expertise with other members of staff to build on the current provision and ensure high-quality teaching

Swimming information

Swimming data based on Year 4 lessons.

  • 63% of Year 6 can swim 25m unaided
  • 47% of Year 6 can perform a range of recognised strokes
  • Safe self-rescue - not covered in lessons

Awards
School Games Mark 

2019-20 – Gold Award (carried over from previous year due to COVID-19) 

Great Active Sunderland School Charter

2019-20 – Gold Award (carried over from previous year due to COVID-19)

 

Sports Clubs

Dates and clubs to be confirmed in September in line with government regulations.

Sports Leaders

Every class in school has its own sports leaders. These children help with the running of the playground and overseeing yard equipment. 

These leaders also help run sporting events in school such as sports day where they have their own station to run, measure. 

This year, 30 children from Year 5 completed the playmaker award. This is an introduction to leadership for children. These children have then helped support the younger children on the yard by providing structured games and activities for them to take part in.

School Games Values 

The school games values are displayed in our hall on the sports display. During each PE lesson, different values are discussed. They are also linked into other areas of school life linking well with our rights-respecting school ethos.

Our school’s sports day is incredibly popular, with children across school coming together in their house teams.  Sapphire, Emerald, Ruby and Diamond.  Competing in a range of activities with their teammates, the children strive to achieve their best in a range of inclusive sports activities.

The 6 School Games Values

DETERMINATION: Keep going no matter what. Determination is about the journey you go on to push yourself and achieve your dreams. Have the mental strength and self-discipline to overcome obstacles, commit to your goals and keep working every day to become the very best you can be. Don’t hold back!

RESPECT: Show respect for the referee, for the opposition, for your teammates, for yourself and for the game. Accepting victory and defeat with grace, treating others politely and with understanding. Have respect every day, in every sport and for everyone.

TEAMWORK: Treating everyone equally, supporting each other and working together to have fun and achieve. Celebrate each other’s success and be a positive team player.

HONESTY: Be honest with others and with yourself. Have the courage to do the right thing and what you know is right. Let the best person win, not the best cheat.

SELF-BELIEF: You’ve got to believe to achieve. Have the self-belief and confidence to succeed and reach your personal best

PASSION: Giving it 100 per cent. Put your heart and soul into the game and never give up. Passion makes you enter the race and passion makes you finish it.