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 2021 to 2022 academic year.

Desired outcome 


Lessons learned  

Access to the breadth of the curriculum and enrichment opportunities 

  • Use of Forest school & Outdoors
  • Range of school trips to enrich the wider curriculum
  • Access to music opportunities
  • Use of the art specialist and art studio

Good impact. High engagement by children in learning and excellent progress on reading and literacy skills across the wider curriculum. 

Approach will be continued and extended.

Outdoor education continued throughout lockdown and partial opening by:

  • Teachers filming lessons off site
  • Competitions within class to encourage children to work outside, e.g. Active Devon sports challenges

Due to the success of continuing to deliver these activities during a lockdown, we have decided to still provide these opportunities through a blended approach, when the children return to school fully.

School trips have been delayed for much of the year, due to COVID. At the time of completing the review, restrictions are being relaxed and we intend to hold trips/host visitors during the summer term. However, we continued to have virtual school trips/visitors during the periods of lockdown.

Whole class music opportunities provided through a progressive programme through the school. The teachers were able to continue with the virtual approach throughout partial opening and will continue to teach trust wide when the school is fully open.

Art studio put in use every day, ensuring every child in the school has an art lesson, delivered by art specialist. Will continue this next year. Virtual art lessons were delivered by art specialist during school closure. Very well received and very popular amongst children, and parents helping their children.

Access to digital resources to support teaching & learning

  • Use of Teams and OneNote resources to access the curriculum
  • 1:1 Access to digital devices to support learning
  • Use of video as tool to support communication and access to wider curriculum
  • Access to learning support tools and software
  • Use of Home Learning Opportunities

Excellent impact on providing learning tools to support individual needs, personalisation of activities to support individual needs, assignment of targets and providing feedback to children. Allows extension of work before and after school for pre-teach and catch up. Extension of more able child.

Approach will be continued and developed to maximise use of digital tools.

Following the success of last year, the school’s 1:1 access provided the opportunity to send devices home with children, during lockdown. This enabled children who would usually not have access, to be able to work from home, using the resources teachers had created.

Even when the school partially opened, teachers were able to still deliver remote teaching to children in class and at home. 

  • Use of video was integral to the success of virtual schooling. Teachers were able to see children daily supporting them in work, but also enabling monitoring attendance, wellbeing, and safeguarding. Children were also able to see their teachers throughout the lockdown, which was reassuring and retained some normality for children.

Weekly CPD opportunities for all teaching staff to develop quality teaching

  • Staff professional development programme to develop strategies to support those with additional needs.
  • Develop teachers in delivering the wider curriculum

Quality of teaching is consistently high with good outcomes above national averages for PP and non-PP children. Enabling breadth and depth of curriculum as teachers are confident in their knowledge of subjects and good pedagogy.

Continued investment in teachers and support staff to maintain high expectations.

The annual plan for weekly CPD will be improved by delivering several simultaneous sessions, providing relevant CPD to specific staff. This will reduce repetition and encourage progression.

Individual tutoring to support phonics and reading in younger years and mentoring in older years.
  • Weekly individual mentor session for KS1 &KS2
  • Weekly group mentor sessions for Reception Classes
  • Identify target children that need individual tutoring in KS1
  • Track progress through regular phonics screening

Significant impact on pupil progress through quality feedback that provides challenge and support and identifies need early.

Programme will be developed and refined to ensure maximum benefit.

The mentoring process continued throughout lockdown, by virtual meetings. Staff were able to monitor progress, track reading, and continue to set targets. Staff were also able to monitor wellbeing offer pastoral support during school closure.

1:1 Targeted support for children with anxiety and mental health issues
  • Use of school nurse / therapist to support identified children
  • Regular meetings with children identified

For children with anxiety about school or home life, which is impacting on school knowing that they have the support to confidentially discuss their concerns with a trusted member of staff has ensured good attendance and engagement in learning by those children supported.

Support will continue for identified children.

During school closure, staff from the extended services team phoned identified children’s families, as regularly as needed. This was used to monitor attendance to remote school and wellbeing of the child and family support unit. If there is another school closure, or if identified children are isolating or home ill, these checks will continue.

Early identification of poor attitude and barriers to learning
  • Use of standardised assessments to identify attitudes to self as a learner and to school.
  • Use of Educational Psychologist to train and support staff in meeting individual pupil needs.

Use of targeted data to track attitudes towards self and school has empowered teachers to make accurate and informed assessments

Proven method of success and progress. Initiative will continue.

Our GL testing for assessment proved difficult during school closure. This was due to the reliability of the how the tests were taken, testing conditions and if any parental support would be provided. We will consider how we can ensure reliability of testing if we are faced with another school closure.

Class based Communication and Language support
  • Use of teaching strategies to develop oracy and language
  • Use of language assessments to identify need

Increase individual’s attainment in phonics

Increased individual’s attainment in Reading

Continued deployment of speech and language therapist

Delivery of parenting courses ‘Timid to Tiger’ and PEEP.

  • Parent sessions to provide support for mental health and wellbeing
  • Use of Head of Children’s Services and School Nurse to deliver parent courses for identified families in need of support
  • Use of trained Early Year’s staff to deliver support through parent course

Increased engagement with parents and carers

Increased attendance and engagement in learning

Support will continue for identified children

Timid to Tiger unfortunately could not continue due to the social distancing issues. It is not feasible to run via video calls, due to the sensitive and personal nature of the course.


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