Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
Al-Furqan Primary School Pupil premium strategy statement
School Overview
Metric |
Data |
School name |
Al-Furqan Primary School |
Pupils in school |
630 |
Proportion of disadvantaged pupils |
29% |
Pupil premium allocation this academic year |
£246,135 |
Academic year or years covered by statement |
2019-2021 |
Publish date |
01 December 2020 |
Review date |
01 November 2021 |
Statement authorised by |
Sue Barratt |
Pupil premium lead |
Sadyah Yafai |
Governor lead |
Sylvia Fry |
(National Assessment data for the 2019-2020 academic year unavailable due to the national lockdown following the Covid-19 pandemic)
Summer 2019 data
Measure |
Score |
Reading |
3.1 |
Writing |
1.5 |
Maths |
3.6 |
(National Assessment data for the 2019-2020 academic year unavailable due to the national lockdown following the Covid-19 pandemic)
Summer 2019 data
Measure |
Score |
Meeting expected standard at KS2 |
68% |
Achieving high standard at KS2 |
19% |
Measure |
Activity |
Priority 1 |
Teaching staff to regularly review understanding, level of challenge and quantity and quality of work for disadvantaged pupils during lessons. |
Priority 2 |
Children in PP families have the same opportunities as none PP families. |
Barriers to learning these priorities address |
• language and vocabulary skills (speaking & reading skills) • High numbers of pupils with EAL • widen experience of PP children |
Aim |
Target |
Target date |
Progress in Reading |
Continue/maintain Reading above national progress scores in key stage 2 |
September 2021 |
Progress in Writing |
Continue/maintain Writing above national progress scores in key stage 2 |
September 2021 |
Progress in Mathematics |
Continue/maintain Maths above national progress scores in key stage 2 maths |
September 2021 |
Phonics |
Continue/maintain phonics above national expected standard in year 1 |
September 2021 |
Other |
Increase participation of pupil premium pupils in extracurricular activities, both inside and outside school e.g. clubs, enabling enterprise trips etc. in order to broaden experiences Increase participation |
September 2021 |
Measure |
Activity |
Priority 1 |
Ensure all staff receive training focusing on reading & writing improving classroom pedagogy.
|
Priority 2 |
Increase children’s vocabulary and reading for pleasure |
Priority 3 |
Implement new phonics scheme of work across school.
|
Barriers to learning these priorities address |
High levels of EAL means that children spend longer on developing language skills and therefore reading and writing strategies require more time and practise in order to become sufficiently embedded. High proportion of children do not speak English at home
|
Projected spending |
£6000 |
Measure |
Activity |
Priority 1 |
Intervention teachers and teaching assistants to provide targeted support for children who are falling behind.
|
Priority 2 |
Year 6 holiday and booster clubs (Reading , Writing and Mathematics) |
Priority 3 |
Provide pupils with book parcels to take home and continue to build on their library at home
|
Barriers to learning these priorities address |
Children struggle with higher order reading skills such as inference and deduction and are not answering with sufficient depth when reading. They also have difficulties with technical and specific vocabulary. This may be due to high percentage of EAL pupils Gaps in learning due to lost time in an educational setting due to. |
Projected spending |
£225,083.00 |
Measure |
Activity |
Priority 1 |
Children to participate in enrichment activities, (Skills Builder), whole school Challenge Day. |
Priority 2 |
Provide breakfast club for children, ensuring they have opportunities to have a healthy breakfast at the start of the day, talk and play, as well as ensuring punctuality and readiness for school. |
Priority 3 |
Family worker to support families by providing programmes eg Nuture programme, Freedom programme . |
Priority 4 |
Midday supervisors to support pupil premium children with extra needs.
|
Priority 5 |
Music lessons Djembe To enrich the curriculum and provide children an awareness of other musical cultures and traditions they may not otherwise have. Children will gain a creative lift which gives them a great boost of confidence and feel engaged.
|
Barriers to learning these priorities address |
Some pupils have a lack of experiences in the local environment, in which they can base their future learning on. Engaging parents.
|
Projected spending |
£15,052.00 |
Area |
Challenge |
Mitigating action |
Teaching |
Ensure that enough time is allocated for staff training. Ensure that gaps are closed between the different groups |
Timetable staff training on calendar Monitor every half term pp progress |
Targeted support |
Regular monitoring of children who are falling behind. Attendance at booster classes
|
Timetable monitoring every half term, pupil progress meetings Letters sent out to parents and teachers to speak to them on the importance of attending
|
Wider strategies
|
Widening children’s experiences Engaging families Ensuring pupil premium children are also taking opportunities to attend breakfast club and other clubs |
Plan opportunities to widen children’s opportunities eg enabling enterprise Workshops for parents to attend, family worker to work with families to ensure they are engaged |
Aim |
Outcome |
To improve language skills so that reading and writing strategies become sufficiently embedded. |
(National Assessment data for the 2019-2020 academic year unavailable due to the national lockdown following the Covid-19 pandemic.) Below is based on the data for 2019 Key stage 2 results were good, above National in ARE and Higher standard for all pupils in all subjects. Combined for RWM was also above the national in ARE and higher standard
Phonics score above the National. Disadvantaged pupil’s phonics score above National in Year 1 and Year 2 Phonics Check Year 2 above National in all areas. Disadvantaged outperformed the Non Disadvantaged in reading, writing and maths at the expected and in reading, writing and maths compared to Nationally at the expected.
|
To improve inference, deduction, and understanding of technical and specific vocabulary and being able to answer questions with sufficient depth. |
(National Assessment data for the 2019-2020 academic year unavailable due to the national lockdown following the Covid-19 pandemic.) Below is based on the data for 2019
Key stage 2 results were good, above National in ARE and Higher standard for all pupils in all subjects. Combined for RWM was also above the national in ARE and higher standard
|
Other To increase participation of pupil premium pupils in extracurricular activities, both inside and outside school e.g. clubs, enabling enterprise trips etc. in order to broaden experiences |
Children developed Teamwork & Leadership; Listening & Presenting; Aiming High & Staying Positive; Problem Solving & Creativity skills. Children who were normally shy and needed encouragement to participate in everyday lessons did not need that when working on the project/participating on the Challenge Day. Below are the trips children were involved in Year 4 business trips KPMG One Snow Hill Birmingham (one of the largest professional services companies in the world. Its global headquarters is in Amstelveen, the Netherlands)
Due to COVID -19 we did not participate in all business trips .
Breakfast club Children have an opportunity to have a healthy breakfast at the start of the day, talk and play, as well as ensuring punctuality and readiness for school. 34 disadvantaged children benefited from having a nutritional breakfast , exercising in the morning, at school, completing homework, socialising etc |