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Pupil Premium

 

2017-18 Strategy

The school receives additional funding each year that is specifically safeguarded to raise the attainment of disadvantaged pupils.  We use this money to assist in closing any attainment and progress gaps so that these children achieve either as well as, or better than, their peers.

School Improvement plan priorities linked to Pupil Premium strategy – focus on achievement at greater depth across the school and particularly in Maths.

The Pupil Premium strategy review date is July 2018.

 

Number of pupils and pupil premium grant (PPG) received 2017/18

Total number of pupils on roll (Spring 2017 census)

404

Total number of pupils eligible for PPG

110 (FSM ever)

 

Amount of PPG received per pupil

£1320 – FSM

£1900 LAC

 

Amount  of PPG received (reception – Y6)

£145,780

Early Years PPG

£2719

Total amount of PPG received

£148,499

Summary of main barriers to learning

  1. Oral language skills are lower for pupils eligible for PP than for other pupils which slows reading progress in subsequent years;
  2. Emotional/social/behaviour difficulties which impact on pupils’ ability to focus on learning;
  3. The development of independent skills in learning/resilience and belief in themselves
  4. PP attendance – significant number of pupils with persistent absence are pupil premium eligible
  5. Social difficulties of families eg housing, finance, family literacy, parental anxieties
  6. Social disadvantage can lead to lack of exposure in the critical early years to wider life experiences which are available to more advantaged children which prepare them to be effective learners.

 

 

Barriers to learning

Actions

How impact is measured

Cost

  1. Oral language skills are lower for pupils eligible for PP than for other pupils which slows reading progress in subsequent years;

 

  1. Inclusion/professional expertise
  • TA and 1:1 support; LA consultant in early years; Additional training (Talking & Communication  TIC) for EYFS lead and staff
  • Social communication groups across KS1 and 2.
  • STEPS programme intervention
  • - Phonics intervention groups
  • Story club run by English leader for parents
  • Purchasing key texts to extend language, vocabulary
  • SALT training
  • Tapestry tracking system.
  1. Oral language and reading skills will show demonstrable improvement, preparing pupils for learning. 
  • PP children achieve at national standard and above in both EYFS and both Key Stages.

£29,000

Barriers to learning

 

 

Actions

How impact is measured

Cost

2 & 3

  • Emotional, social, behaviour difficulties which impact on pupils’ ability to focus on learning;
  • The development of independent skills in learning/resilience and belief in themselves;

 

Pastoral support team  (Inclusion Manager, Learning Mentor, 2 behaviour support officers)

- self-esteem programme

- External provider training for lunchtime provision

- Growth mindset initiative

- creation of a 3rd Y4 class

- Placement of 1:1 support for un-funded children

- recruitment of apprentices

- Instrumental tuition paid for by the school for disadvantaged pupils

- sports clubs for PP children

- Cookery club targeted at vulnerable pupils

- School journey subsidy and outings and visits subsidy

- Educational Psychologist annual SLA

- Free milk

- sharing pupil assemblies with parents

- CPD to develop better understanding among support staff of reasons for underachievement

 

 

 

Measured through pupil progress meetings;

 

Teacher assessment;

 

Feedback from parent

 

Reduction in incidents

recorded in behaviour book.

 

Children’s resilience develops

 

PP children achieve at national standard and above in both EYFS and both Key Stages.

£69,000

 

£7,000 (SLA ED Psych)

 

£76,000

 

 

 

 

 

 

 

 

Barriers to learning

Actions

How impact is measured

Cost

  1. PP attendance – significant number of pupils with persistent absence are pupil premium eligible

 

  • Robust system of monitoring and contacting persistent absentee parents (including HT interviews for holiday requests).
  • Reward system for outstanding attendance
  • Attendance Advisory Support service
  • CPD for Attendance officer

 

 

  • Children’s attendance figures improve;
  • Aim for 96% and above      attendance;
  • Reduce the number of children with lower than 90% attendance (persistent absentees).

 

PP children achieve at national standard and above in both EYFS and both Key Stages.

10,500

  1. Social difficulties of families eg housing, finance, family literacy, parental anxieties

 

  • PHSE
  • Coffee mornings
  • Story club
  • TAC and TAF meetings
  • 1:1 support for un-funded pupils on SEN register
  • Inset day
  • Parent conferencing
  • Early Years Home visits
  • Additional mentoring provided for vulnerable pupils

 

  • Identified vulnerable children are empowered to seek advice and support from pastoral team and consequently come to school ready to learn.

 

  • PP children achieve at national standard and above in both EYFS and both Key Stages.

19,000

 

 

 

 

 

 

Barriers to learning

Actions

How impact is measured

Cost

  1. Social disadvantage can lead to lack of exposure in the critical early years to wider life experiences which are available to more advantaged children which prepare them to be effective learners.

 

  • CPD for early years staff
  • Improving the learning environment
  • Subsidising cultural, sporting and external activities
  • Maintaining the quality of provision recognised by the Quality Mark for Early Years.
  • Providing food bank vouchers for identified families
  • Continuous outdoor provision for EYFS
  • Children will access and interact with resources not available to them in their homes (books/toys/outside space) evidenced by tracking;

 

  • PP children achieve at national standard and above in both EYFS and both Key Stages.

20,000

 

 

Total allocated £154,500

 

 

 

 

 

 

 

 

 

 

 

 

Achievement across the school 2017-2018

% of Children in Year 2 (2016 / 2017 cohort)

Achieving Expected or Above Expected

% Pupils Eligible for Pupil Premium

 % Pupils not Eligible for PP

 National Comparator

(National Others)

Combined Reading Writing and Maths

44%

69%

64%

Reading

50%

92%

79%

Writing

50%

86%

72%

Maths

67%

90%

79%

% of Children in Year 6 (2017 / 2018 cohort)

Achieving Expected or Above Expected

% Pupils Eligible for Pupil Premium

% Pupils not Eligible for PP

National Comparator

Combined Reading Writing and Maths Combined

44%

73%

67%

Reading

67%

90%

77%

Writing

67%

83%

81%

Maths

67%

80%

80%

Spelling, Punctuation & Grammar

50%

73%

82%

 

Progress across the school 2017-18

Progress over Key Stage 2

(Progress Score of ‘0’ equal National Average)

% Pupils Eligible for Pupil Premium

 % Pupils not Eligible for PP

Reading  (18 PP grp taking test)

-2.10

2.32

Writing  (18 PP grp taking test)

-0.93

2.04

Maths  (17 PP grp taking test)

-0.42

-0.73

Grammar Punctuation and Spelling

N/A

N/A

Comment: At KS2 the gap closes from KS1 results in both reading and writing.

The gap in Maths has not decreased but this is being addressed in our School Improvement Plan 2017-18.

The gap between PP children and the national comparator is smaller than the gap between non-PP children in school.

 

 

 

 

 

 

 

 

Previous academic year

 

Allocation 2016-17 £174820

 

Summary of PPG spending

Summary of actions taken 2016-17 (Grant for 2016-17 £174820)

  1. Focus on inclusion and use of professional expertise/ TA and 1:1 support provided for non-funded children.

Summary of spending 2016-17

Teaching staff, learning mentor, Inclusion manager

 

Outcomes

Gaps closed at KS2 in reading and writing from prior attainment

  1. Intervention programmes;  small group support provided by Teaching Assistants. 

 

17% of PP children (19 children) are on the SEN register but only one child received special needs funding. 

 

School provides support for the remaining children from its own funds.

 

£134,000 (= 25%  of support staff salaries including 1:1 support).

In all year groups (except 3 and 5) 80% (approx.) of children made expected progress in reading, writing and Maths from prior attainment.

55% of the 17% SEND PP children achieved in reading;

27% in writing

36 % in Maths

 

 

  1. Small group teaching to focus on narrowing the gaps in English and Maths;  Maths club after school

Teaching Assistant led interventions

 

Gaps closed in reading and writing from prior attainment at KS2.

 

 

Summary of PPG spending

  1. I T equipment provided to LAC child to improve attainment

 

£1900

LAC child made expected progress from prior attainment;

‘Working at’ Age-Related Expectation in reading, writing and Maths.

  1. New resources installed in playground – whole school

 

£35,000

Children are being stimulated at break times, resulting in fewer recorded incidents;  Regular supervised sports activities enhance brain function and readiness to learn;

Social co-operation/teamwork improved

  1. Musical tuition subsidised to ensure equality of access for PP children

£1000

Vulnerable pupils benefit from inclusion in activities available to non- PP families which would otherwise be unaffordable.

  1. Free milk for Pupil Premium Children – school subsidy

 

£250

Ensuring equality of access for all pupils to healthy diet, improved nutrition.

  1. Assessment procedures reviewed;  robust procedures in place supported by pupil progress meetings and computer software to track and monitor closing the gap

£750

Resources applied to pupils identified as in need of support – gaps closed in reading and writing.at KS2 from prior attainment.

 

 

 

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