Pupil Premium

 

Pupil premium strategy statement 2018 – 2019

1.    Summary information
School Windy Nook Primary
Academic Year 2018-2019 Total PP budget £78, 620 Date of most recent PP Review  
Total number of pupils 316 Number of pupils eligible for PP 70 Date for next internal PP Strategy Review Jan 2019

 

2.    Current attainment
  Pupils eligible for PP (your school) All pupils in school Pupils not eligible for PP (national average)
Y6 %  achieving the expected standard or above in reading, writing & maths

 

 

14% ( 1 pupil) 70% 65.4%
Y6 % meeting expected standard in reading 71% 86% 75%
Y6 %  meeting expected standard in writing 57% 88% 78%
Y6 %  meeting expected standard in maths 43% 79% 76%
Y2 %  achieving the expected standard or above in reading, writing & maths 

 

43% (3 pupils) 70% 65.4%
Y2 %  meeting expected standard in reading 71% 82% 75.5%
Y2 %  meeting expected standard in writing 42% 80% 70%
Y2 %  meeting expected standard in maths 56% 80% 76.1%
Y1 % of pupils meeting expected standard in phonics screening 62% (5 pupils) 74% 82.5%
Y2 % of pupils meeting expected standard in phonic screen retakes 100% 75%  
EY % of pupils achieving a good level of development 63% (5 pupils)

 

70% 71.5%
3.    Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.       Oral language and communication skills in nursery and reception are low across all pupils including all PP.

 

B.        69% of PP pupils have additional needs linked to Attendance, SEN, mental health or Social care involvement – minimising other barriers to learning and achievement
C. Lack of life experiences outside the local area.

Lack of support with homework and reading mean that the gap in language acquisition and experiences continues to widen

External barriers (issues which also require action outside school, such as low attendance rates)
D. Low attendance rates and punctuality of Pupils entitled to PP funding
E Parental aspirations for PP children and their own mental health need impacts on school life

 

 

 

4.       Outcomes (Desired outcomes and how they will be measured) Success criteria
A.        Improved provision to develop language, speaking and listening skills and basic number skills in EYFS so more PP reach GLD by end of Rec – see Early Years Action plan Greater % of all pupils reach GLD

Greater %  of PP reach GLD

 

B.         Those children with additional needs receive the extra support and intervention they need to make at least expected progress – see SEN Action plan Greater % of PP pupils making expected progress
C.         Diminishing difference in achievement  between PP and non PP pupils in all areas of the curriculum – see PP action plan Greater % of PP pupils reach ARE by the end of the year
D.        Improve attendance and punctuality of pupils entitled to PP funding so that it is more in line with the rest of school – see PP Action plan % attendance and punctuality of targeted pupils improves
E.      Targeted support for families via Early Help and TAF intervention Engagement with relevant professionals leading to reduction of family related incidents/issues affecting the children’s emotional and social well-being

 

 

 

 

 

 

5.    Planned expenditure
Academic year 2018-2019
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies
      i.     Quality teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
For all staff to be confident in delivering high quality maths and English lessons

 

*Reduced class sizes for English and maths teaching in KS1

*Extra TA support in KS1 classes to close Gaps in reading and language earlier

* Bespoke English and maths curriculum for targeted UKS2 pupils

*Extra support in LKS2 classes through the use of TA in class support for English and Maths teaching

*Reduced class sizes for Reception

*CPD Opportunities for teaching staff through peer observations within school  and  across CCIG

 

See Ofsted 2013 report – highly trained staff to deliver quality first teach

See Ofsted 2013 report –targeted support for specific year groups

Results across school this year have shown the benefits of having smaller single aged classes

AP – continue to be extra class teacher in KS1 for 4 sessions per week

KB –  class teacher in Y5/6 working with a small group of 19 children with additional needs (68 % are PP PUPILS)

HP – employed for 1 year for Reception

 

Systematic tracking of results on a termly basis

Monitoring books and planning on a half termly basis

Review provision through overall effectiveness meetings – specific discussions around PP progress and attainment

Staff feedback to all staff from training at staff meetings

Training evident through improved provision and outcomes

 

LF,KHA, JF Year 5/6 at end of Autumn Term, Spring term , Summer term

Year 1/ 2 at end of Summer Term

Year 3 / 4 at end of Summer term

Continue whole school

focus on reading  by further developing children’s acquisition of vocabulary

 

* Weekly enriched vocabulary homework linked to lessons

* Ongoing enriched vocabulary teaching across school

*Emphasis on enriched  vocabulary development in other subjects e.g. maths, history

*Continue reading interventions across school e.g. BRP, FFT, Reading plus

*EYFS language interventions – focus on communication skills

 

See Ofsted 2013 report – highly trained staff to deliver quality first teach Ideas from vocabulary and reading  training evident  in planning and in classroom – monitored by middle leaders

Staff will support each other using

peer coaching model.

Lesson observations will take place

and feedback will be given.

Work scrutiny will take place and

feedback will be given.

 

LF, KH, JF Nov 2018  reading observations – LF and middle leaders

 

Feb 2019 – Maths observations to include C. Ingle

 

Jun 2019 observations – LF, KH

*Growth mindset embedded within school

*All staff believe in ALL children there are “no excuses” made for underperformance

*Staff adopt a “solution-focused” approach to overcoming barriers

Growth mindset training – focus on resilience  provided by the LA for all staff

 

Purchase of books with a growth mindset message

Observation of pupils in school identified a lack of resilience in some groups of pupils, particularly boys with additional needs.

Growth mindset activities will help develop resilience and confidence

 

Classroom displays and ethos  support children to develop “growth” mind-sets towards learning

Discussions with children indicate a ‘can do’ approach to learning

Monitoring via pupil voice

LF, JB Classroom observations and drop ins
Total budgeted cost Staffing cost: AP £19,000 , VC £7,500, DBo £7500 , HP £25000

Training cost :£5000, Books £244

TOTAL = £ 64244

     ii.     Targeted support
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
To diminish the differences in attainment between PP and Non PP Pupils by end of academic year Lunchtime / after school interventions – delivered by teachers  for targeted PP pupils

 

Afternoon interventions delivered by TA’s for targeted pupils

 

Specific interventions from outside agencies

 

EYFS specific communication  interventions

 

See Ofsted 2013 report – highly trained staff to deliver quality interventions- delivered on a termly basis

Lunchtime and afternoon interventions have helped raise attainment for targeted groups across school last year

EYFS- Talk Boost Intervention for EY pupils due to poor speech and language skills on entry

Systematic tracking of results on a termly basis – ½ termly year 6

Monitoring of intervention provision map

Monitoring of PP FLAG base

 

 KH, AP End of Autumn Term 2018 – new intervention groups identified

 

Improved outcomes in reading for PP pupils by end of academic year Lexia intervention – Year 3 and 4

BRP intervention Year 3 and 4

FFT reading intervention Y1/2

Talk boost Intervention Rec/ Nurs

Reading Plus Y5 /6

Reading buddies Rec / Y1

Purchase new reading books across school

 

Improve KS2 library

 

Family learning linked to Book buddies delivered by the Library Services

See Ofsted 2013 report – highly trained support staff to deliver quality interventions

Most of these programmes have been tested and approved by educational institutions and their impact has been seen to be successful. They are tailored to specific pupil needs

 

Systematic tracking of results on a termly basis

Interventions changed on a termly basis linked to need

Pupil voice linked to new reading books

LF, JF, KH. AP End of Autumn Term 2018 – new intervention groups identified
Total budgeted cost  DBa £7500, MW £7500

Reading Plus £1400

Lexia £815

New books £1500

Total = £18,715

   iii.     Other approaches
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Attendance of PP pupils more in line with all pupils in school Targeted monitoring and support for specific families by Family Liaison officer

 

Extra rewards, support from outside agencies,

targeted families, legal intervention

DfE report on attendance and attainment showed strong link between attendance and attainment . Pupils with 100% attendance 4.7 times more likely to achieve than those with 85%

Family Liaison Officer already having a positive impact on hard to reach families with a reduction in persistent absenteeism from 8.8% in 2015-16 to 6.9% in 2016-17 to 4% in 2017-18

AMC provide progress on attendance for governors on termly basis

Half termly GAP for families whose children’s attendance is cause for concern

 

GR, LF, AMC,

 

Termly review by governors
Other barriers to learning minimised through small group, specific interventions e.g. linked to mental health, family needs Specific interventions e.g. to Improve self -esteem, Reduce stress – for specific children

 

Targeted parent workshops e.g. resilience

 

Student social worker to deliver 1-1 support for targeted pupils and families

 

Support for families through Early Help – assist with additional needs

 

See Ofsted 2013 report –   Targeted support – tailored individual support is provided across the curriculum and arrangements are made for resources to be available for each pupil as needed. Staff take responsibility for determining the additional resources that pupils need in order to achieve well. E.g. gardening club, Relax club, Lunchtime book club, homework club

 

Systematic tracking of results on a termly basis

Monitoring of behaviour logs

Interventions changed on a termly basis linked to need

Flag system continues to monitor Progress of PP pupils

Costed provision maps identify spend and impact on individuals

AP, KH Review by LF/ AP  after each intervention
For pupils entitled to PP funding to have equal access of opportunity to trips  and clubs Use of PP funding to subside cost of visits and visitors

Targeted parent workshops e.g. reading workshops, growth mindset, science

After school clubs targetted at PP pupils

See Ofsted 2013 report  – The full range of educational experiences – support is given to ensure that all pupils have full access to broad educational experiences, such as residential courses, competing in sporting events, subsidised music lessons, subsidised uniform, Governor Resources committee to monitor spending on a termly basis LF, MG

 

Termly review by Governors
Total budgeted cost Staff – AMC £5,500    MG £2,000  PV £500, SA £1901,

Outside provision- £500

Allocated funds – £3000

Total £13,401

7

6.    Review of expenditure
Previous Academic Year 2017-2018 received – £77, 410
      i.     Quality of teaching for all
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
To diminish the differences in attainment between PP and Non PP Pupils by the end of the academic year

 

 

 

For all staff to be confident in delivering high quality maths and English lessons

 

 

For all EYFS staff to be confident in delivering high quality maths and English provision including specific interventions

*Reduced class sizes for English and maths teaching in KS1  and UKS2 using highly effective teachers

*Extra support in LKS2 classes through the use of TA in class support for English and Maths teaching

 

*High quality  external CPD for all staff

* Internal CPD by staff who have attended training

 

*High quality  external CPD for all staff

*Specific intervention delivered by highly trained staff e.g Early Talk Boost L. Bulch,

Smaller classes having desired impact on results in KS1 and KS2 with a greater % of pupils reaching ARE across all subjects and also more children reaching greater depth across all subjects.

 

Bespoke curriculum for Year 5 pupils  with an increased emphasis on Growth mindset has had a huge impact on attainment in this group.

 

Classroom observation, book scrutinies and overall effectiveness meetings show that 100 % of teachers are good or better.

 

Pupils from EYFS better prepared for transition into Year 1 following small group more formal teaching methods in summer term

 

Governor monitoring of pupils re Growth Mindset indicates that  pupils ike the phrase “I don’t get it YET” which teachers encourage them to use in class.

They felt that, along with the Rights Respect articles, Growth Mindset had made them more confident and less worried about failing.

They all agreed that this attitude in school carries over into other areas of their life especially sport.

 

Questionnaires for pupil indicates that  ‘if we can’t do something we know we will do it soon – we keep trying and support each other.’

Maintain single aged classes in KS1 and UKS2 for English and maths lessons.

 

Continue more formal teaching methods in EYFS in summer term.

£47,570

 

 

     ii.     Targeted support : To continue to provide intervention opportunities to develop the whole child through teacher and TA support
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
To diminish the differences in attainment  between PP and Non PP Pupils by end of academic year Lunchtime / after school interventions – delivered by teachers  for targeted PP pupils

Afternoon interventions delivered by Teachers and TAs for targeted PP Pupils

 

Moderated Year2 results show that the Gap between PP and NON pp pupils has closed with 5/7 pupils achieving ARE for Reading, 4/7 pupils achieving for ARE for maths. Less PP pupils achieved ARE for writing with only   3/7 .

 

Year 1 Phonics results show 5/8 pupils entitled to PP  passed the Phonics screen.

 

Year2 Phonics resit results show 100% of pupils entitled to PP passed the phonics screen.

 

Year 6  – 71% of pupils reached ARE for reading. This was a huge improvement on last year. 57% of PP pupils reaching ARE for writing and 86% reached ARE for SPAG.. Maths attainment not as positive. With only 43% of PP pupils reaching ARE in maths.

 

Maintain single aged classes in KS1 and bespoke curriculum UKS2 for English and maths lessons.

Continue with specific afternoon English and maths interventions.

Continue with targeted lunchtime interventions for PP pupils – language EYFS, Writing KS1, Maths KS2

£19,875
   iii.     Other approaches
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost 
Attendance of PP pupils more in line with all pupils in school Targeted monitoring and support for specific families

Employment of Family Liaison officer

PP attendance 93.3%

Non PP attendance 97.05%

Gap has widened as the non PP pupils attendance has improved  by  0.15 % whereas the PP pupil attendance has fallen by 0.3%.

Persistent absentee rate has reduced from

2015-16 – 8.8%

2016-17 – 6.9%

2017-18 – 4%

Of this 4% –  3.1% are PP (10 pupils) and 0.3% (3 pupils) are non PP pupils

Effectiveness of very consistent approach through the attendance panel alongside individual and group support for children.  Attendance work will continue with Family Liaison officer taking lead – focus on improving punctuality. Home visits to support with routines. Further engagement of families with Early Help. £6651 +£1,800 =

£8451

 

For pupils entitled to PP funding to have equal access of opportunity to trips and clubs Fund for supporting pupils agreed by governors All pupils have accessed all visits including residential visits. Pupils have had free access to breakfast club. Families have had support with uniform. Family learning events linked to Growth mindset, science were funded by PP. Gardening club at the church –  staffing funded by PP and library interventions

Funding for attendance awards on a termly and annual basis.

 

Continue to have a support fund .to help support equality of opportunity and family learning opportunities £2000

 

7.       Additional detail
In this section you can annex or refer to additional information which you have used to support the sections above.

Funding will also be used to subsidise school visits and visitors where otherwise cost would be prohibitive

 

 

 

Ever 6 FSM

In the 2016-2017 financial year, Pupil Premium (Disadvantaged pupils) funding remains at £1,320 for each eligible primary aged pupil

Those eligible for this funding are: pupils recorded in the January 2016 school census who are known to have been eligible for free school meals (FSM) in any of the previous 6 years (ie since summer 2010), as well as those first known to be eligible at January 2016.

 

Looked after Children

Funding to support looked-after children also remains at £1,900 for each eligible pupil.

Eligibility for funding includes all children who

* have been looked after for one day or more

* were adopted from care on or after 30 December 2005 or left care under a) a Special Guardianship Order on or after 30 December 2005 b) a Residence Order on or after 14 October 1991

 

Ever 5 Service Child Funding

The service premium is designed to support children with parents serving in the regular British armed forces. Schools will receive £300 for each eligible pupil.

Pupils attract the premium if they meet the following criteria:

* one of their parents is serving in the regular armed forces

*one of their parents served in the regular armed forces in the last 4 years

* one of their parents died while serving in the armed forces and the pupil is in receipt of a pension under the Armed Forces Compensation Scheme (AFCS) and the War Pensions Scheme (WPS)

 

Early Years Pupil Premium Funding

In addition to this, for 2016-2017 the Early Years Pupil Premium (EYPP) will be given to early years providers who are delivering the funding entitlement for 3- and 4-year-olds. The funding equates to up to £300 extra per year for each disadvantaged child who meets the eligibility criteria.

 

More Information

Statements on the Use of Pupil Premium Monies

Pupil premium strategy statement 2018 – 2019

Pupil premium strategy statement 2017-2018

Pupil Premium Strategy Statement 2016-2017 (PDF)

Pupil Premium Policy

 

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