All young people should have the opportunity to live healthy and active lives. A positive experience of sport and physical activity at a young age can build a lifetime habit of participation and is central to meeting the government’s ambitions for a world-class education system.
The PE and sport premium can help primary schools to achieve this aim, providing primary schools with £320m of government funding to make additional and sustainable improvements to the quality of the PE, physical activity and sport offered through their core budgets. It is allocated directly to schools so they have the flexibility to use it in the way that works best for their pupils.
Sports premium plan 2022-23
Sports premium plan 2021-22 – impact statement
The recovery premium grant is part of the government’s package of funding to support pupils whose education has been impacted by coronavirus (Covid-19). It is focused on pupil premium eligible pupils and pupils in specialist settings such as special schools, special units and pupil referral units (PRUs). This is because of the additional impact of the pandemic on these pupils. The following information details how we will use our funding at Wainwright Primary Academy.
How we intend to use the grant
Early reading and phonics support
- 1:1 phonics support with dedicated phonics teacher
- Investment in books to read at home to support phonics stages for the most vulnerable
- Resource packs created to support at-home learning to boost development of sounds
Academic mentors hired through the National Tutoring Programme
Small groups and 1:1 support with key stage 1 in reading and writing.
Catch-up phonics intervention for year 3 pupils
- Phonics screening for all year 3 pupils
- Bespoke programme designed and delivered three times a week to ensure that gaps in phonetic knowledge are addressed
- Phonics resources to support in English sessions in year 3
Implementation of core recovery curriculum
- Focus on PSHE (C19- wellbeing)
- Core skills in all areas – taking diagnostics to assess a starting point
- Focused intervention with teachers and TAs to ensure that gaps and misconceptions are addressed
- Homework adapted to cater for core learning
PiXL transition package, QLA and DTTR used to support swift intervention
- Transition package used to determine gaps in learning
- QLA and papers set by assessment calendar to enable tracking and gap identification
- Support staff used to provide swift and flexible intervention as required
Early language intervention
- Staff CPD on early language development via Nuffield early language intervention
- Appointment of early language lead
- Environment audit for communication friendly spaces
How we will assess the effect of this expenditure on the educational attainment of our pupils
Teachers and the raising standards lead will work together to analyse and compare data to autumn baselines to check that gaps in learning have been addressed and children are on track to meet their targets.
- Phonics target is met or exceeded.
- Communication and language end-of-year target met.
- Children make typical or better progress in communication and language.