Total Pupil Premium Allocation

• Allocation for 2020-2021 = £352,390
• Allocation for 2021-2022 = £380,150
• Allocation for 2022-2023 = £395,560
• Allocation for 2023-2024 = £403,080
• Allocation for 2024-2025 = £390,570

At Layton Primary School, we believe that all our pupils have the right to access high quality inclusive teaching of an ambitious critical thinking curriculum irrespective of their background or challenges that they face. It is our intention that our disadvantaged pupils make the best progress, irrespective of their ability. High attainers, in receipt of pupil premium, are expected to make the same progress as the lower attainers. The intention of this strategy is to support all our pupils to become resilient independent learners regardless of whether they're disadvantaged or not.

The school’s thinking is directly influenced by the work of Dylan Wiliam, John Hattie, Robin Alexander and Guy Claxton in its vision to achieve the best outcomes for all groups of pupils. All of these philosophies, and evidence-based approaches, demonstrate those things that make the biggest difference in classrooms for all pupils. All of these approaches prioritise formative assessment, desirable difficulty, the power of improving through classroom talk and the mindset required of all, pupils and teachers, to improve. 

At the heart of this strategy is a relentless focus on ensuring that all pupils have access to quality first teaching. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit all pupils in school. Effective teaching and learning strategies are essential, and have a vital impact, in raising standards for all groups of pupils including those in receipt of pupil premium funding. We implement and utilise these aspects of teaching and learning from EYFS to year 6. The key principles of our strategic plan includes:

1. Embedding the five principles of inclusive practice: This includes embracing the cognitive similarities, adopting high quality instruction techniques, ensuring lessons are accessible by default, adapting minimally and appropriately for all pupils, empowering effective formative and summative assessment of pupils to inform future teaching and learning.

2.Prioritising formative assessment strategies: Knowing where pupils are in their learning is essential if we are to move them forward. Professional development for all staff is centred around development of formative assessment in order to shape the curriculum. Effective CPD in this area for all staff supports pupil learning.

3. Implementing ambitious curriculum design: Our curriculum is ambitious for all pupils. Designing, implementing and assessing the impact of the curriculum takes time and skill and development over time of both staff and pupils. Our staff lead their subject across school and ensure that the curriculum reflects formative assessment strategies and that the curriculum is delivered with ambitious intentions.

4. Quality first teaching; the vast majority of our learning takes place inside the classroom; however, interventions are necessary and are delivered by skilled individuals utilising formative and summative assessments. These may be speech and language trained support assistants, academic learning counsellor, learning mentors or experienced learning support assistants. Interventions strategies are utilised in order to ensure children are able to access our ambitious curriculum

5. Developing questioning strategies for all groups of pupils. Key questioning around multi- objective lessons leads to pupils accessing, developing and building on learning. Our curriculums are centred around children developing critical thinking skills through dialogic teaching strategies.

6. A curriculum planned for spaced learning. Pupils encounter topics and associated objectives frequently and often and are provided with tasks which ensure they apply those skills on a regular basis. Lessons are designed to build on existing learning and develop opportunities to apply existing knowledge, develop new skills and apply them in a wide variety of situations. This curriculum results in rapid gains for all groups of pupils, including those in receipt of the pupil premium. Regular retrieval practice ensures children know and remember more over time.

Effective assessment for learning is paramount to ensuring children in receipt of pupil premium make rapid gains in their learning such that they have caught up by the time they reach KS2.

Pupil Premium Strategy Statement

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