Pupil Premium

Pupil Premium Strategy Statement 2017-2018

Pupil premium strategy statement

1.    Summary information
School Windy Nook Primary
Academic Year 2017-2018 Total PP budget £77, 410 Date of most recent PP Review
Total number of pupils 316 Number of pupils eligible for PP 59 Date for next internal PP Strategy Review Jan 2018

 

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

 

 

13% ( 8 pupils) 61% 61%
Y6 % meeting expected standard in reading 25% 71% 71%
Y6 %  meeting expected standard in writing 63% 84% 76%
Y6 %  meeting expected standard in maths 63% 82% 75%
Y2 %  achieving the expected standard or above in reading, writing & maths  

 

50% (6 pupils) 69% 64%
Y2 %  meeting expected standard in reading 67% 78% 76%
Y2 %  meeting expected standard in writing 50% 71% 68%
Y2 %  meeting expected standard in maths 83% 82% 75%
Y1 % of pupils meeting expected standard in phonics screening (pupils) 91% 83%
Y2 % of pupils meeting expected standard in phonic screen retakes 80%  
EY % of pupils achieving a good level of development 56% (5 pupils)

 

 

 

 

 

67% 71%
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.       Gap already exists between PP and non PP on exit from Reception. (Particularly in maths). School not always aware children entitled to PP in EYFS and KS1 so opportunities to support families are missed

.

 

B.        75% of PP pupils have additional needs linked to Attendance, SEN or Social care involvement – minimising other barriers to learning and achievement
C. Lack of life experiences outside the local area and 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 of Pupils entitled to PP funding

 

 

4.       Outcomes (Desired outcomes and how they will be measured) Success criteria
A.        Improved provision to develop language, basic number and English 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 better than 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

 

5.    Planned expenditure
Academic year 2017-2018
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 of 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  and UKS2 using highly effective teachers

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

*CPD Opportunities for teaching staff

 

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

RH – become extra class teacher in Y5 working with a small group of 16 children with additional needs

DB  to support every morning  in Year 4 (Tulips)

 

Systematic tracking of results on a termly basis

Monitoring books and planning on a half termly basis

Review provision through overall effectiveness meetings

Staff feedback to all staff from training at staff meetings

Training evident through improved provision

 

LF, RH 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 into writing

especially for boys

* More boy friendly topics in planning.

*More talk for writing

opportunities.

*More use of film and film clips to engage pupils especially boys.

*Continue to provide

extended writing

opportunities across the curriculum.

*Additional TA hours to support SEN pupils

 

See Ofsted 2013 report –targeted support for specific year groups

Our internal data shows that in some classes boys do not perform as well as girls in writing and need additional encouragement.

In some classes the gap could well be linked to the greater proportion of SEN pupils being boys.

Ideas from 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, RH, JF Nov 2017  reading observations – LF and middle leaders

 

Feb 2018 – Maths observations to include C. Ingle

 

Jun 2018 observations – LF, KH and RH

*Growth mindset embedded within school

*staff believe in ALL children

*there are “no excuses” made for underperformance

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

Growth mindset training provided by the LA for all staff

 

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

LF, RH Classroom observations and drop ins
Total budgeted cost Staffing cost:

= £ 48500

     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

PP champion oversee provision

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 logs

 

 RH End of Autumn Term 2017 – 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 buddies Reading training – J. Ferry, S. Short, K. Hawdon, D. Smith

 

 

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

LF, JF, RH End of Autumn Term 2017 – new intervention groups identified
Total budgeted cost  

Total = £17000

   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

See Ofsted 2013 report – Good attendance staff, teachers, parents, carers and pupils understand the causal link between attendance and achievement.

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.

G. Matchett (Governor) to meet LF on a  termly basis to review progress on attendance

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

CD, MG

 

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

AP 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 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 Governor Resources committee to monitor spending on a termly basis LF, MG

 

Termly review by Governors
Total budgeted cost  

 

Total £12,401

 

6.    Review of expenditure
Previous Academic Year 2016-2017 received – £76,360
      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, English and maths interventions S. Calam

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.

 

Classroom observation, book scrutinies and overall effectiveness meetings show that 86 % 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

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 4/8 pupils achieving ARE for Reading, 6/8 pupils achieving for ARE for maths and 5/8 for writing.

 

Year 1 Phonics results show 5/7 pupils entitled to PP  passed the Phonics screen.

 

Year2 Phonics resit results show 4/5 pupils entitled to PP passed the phonics screen.

 

Year 6  -63% of PP pupils reaching ARE for maths and writing. Reading attainment not as positive with only 25% of pupils reaching ARE.

 

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

Continue with specific afternoon English and maths interventions.

£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 93.6%

Non PP attendance 96.9%

Persistent absentee rate has reduced from

2015-16 – 8.8%

2016-17 – 6.9%

Of this 6.9% 4.3% are PP (15 pupils) and 3.4% (12 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. £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.

 

Continue to have a support fund .

 

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.

 

In April 2016, Windy Nook Primary School received approximately £76,360 for Pupil Premium. This is based on 54 pupils (18% of pupils).

 

In this academic year, we are using our Pupil Premium

  • to reduce class sizes in Years 1 and 2 and 5 and 6 for Maths and English teaching
  • to deliver high quality Maths and English interventions via TA and / or Teacher support
  • to run ICT and teacher led lunchtime and after school Maths and English interventions
  • for close monitoring and support for attendance issues in order to raise attainment.
  • for relevant CPD, which will enable staff to target eligible pupils for intervention groups to provide high-impact learning
  • to subsidise visits and clubs

 

Impact

All pupils, including those eligible for Pupil Premium, at Windy Nook Primary School are tracked closely. Pupils are tracked as part of our termly, whole-school tracking to ensure they are making at least expected progress. If progress is no at least expected, pupils are identified for intervention to move their learning forward. Pupils eligible for Pupil Premium who are progressing and attaining well are identified, and resources are purchases to help the teacher to extend the child’s learning.

The impact of the interventions will be reviewed at the end of the academic year 2016-2017.

More Information

Statements on the Use of Pupil Premium Monies

Pupil Premium Strategy Statement 2016-2017 (PDF)

 

 

Translate »