Pupil Premium

Pupil Premium

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their wealthier peers by ensuring that funding to tackle disadvantage reaches pupils who need it most. Looked after children, children of forces personnel and children adopted from care are also included in the grant.

Schools have the freedom to spend this funding as they see fit based upon the knowledge of their pupils needs:

Schools, headteachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individuals (Source DfE website)

Greatstone Primary School

Pupil Premium Strategy Statement 2018-19

 

 

1.    Summary Information

 

 

School

Greatstone Primary School

Academic Year

2018-19

Total PP budget

£88,445

Date of most recent PP Review

Sept 2017

Total number of pupils

360

Number of pupils eligible for PP

38

Date for next internal review of this strategy

Dec 2018

 

 

2.    Current Attainment

KS2 2018 Test Summary Information

 

Pupils eligible for PP

 All Pupils 

% achieving expected standard or above in reading, writing and mathematics

12.5%

28.8%

% achieving expected standard or above in reading

43.8%

61.5%

% achieving expected standard or above in writing

62.5%

71.2%

% achieving expected standard or above in mathematics

18.8%

32.7%

KS2 2018 Progress Measure Averages

Group Focus / pupil number

Reading

Writing

Maths

Pupil Premium

14

-3.5

-0.9

-5.6

All Pupils

38

-2.6

-1.4

-6.0

       

 

 

 

 

 

 

 

 

 

 

 

 

 

3.    Barriers to Future Attainment

In-school Barriers

A.   

A language deficit both in vocabulary and in the ability to manipulate language for effect.

B.   

Levels of resilience, low self-esteem and social emotional and mental health (SEMH) for some pupils (including those eligible for PPG) are not as strong as they could be; this leads to fixed mind sets, an over-reliance on adults and a detrimental effect on academic progress, with children feeling defeated when faced with challenging tasks.

 

 

Some pupils have low self-esteem, which affects longer-term achievement.

C.

Access to high quality first teaching for all combined with a lack of metacognitive strategies

External Barriers

D.

Attendance for this group can be a concern.

E. 

Limited cultural experiences and enrichment opportunities that limit knowledge and understanding.

4.    Desired Outcomes

Success criteria 

A.    

Improved language skills (Speaking and Listening, Comprehension and Vocabulary)

Increased number of pupils reaching ‘greater depth’ across the curriculum

All children attain expected within the prime areas of Listening and Attention, Understanding and Speaking

Outcomes at KS2 show a significant increase on 2017-18. 

B.    

Targeted well being support to ensure PP children feel safe and fully engaged in learning. 

The resilience, self-esteem, determination PP pupils in learning situations will be improved. Attainment and progress for these (and other) pupils is improved. 

 

C.    

All pupils access high quality First Teaching.

 

 

 

 

 

 

 

 

Pupils take ownership of their learning and are able to recognise their progress and use this as a springboard to independence.

Pupils make consistent progress and outcomes are improved to be in line with national expectation

All teaching is at least Good.

D.    

Ensure Early Help is in place for families that need further support. Rigorously track the attendance of pupils.

PP Pupils attendance is in line with other pupils

E.     

Pupils are exposed to a wide range of social/cultural and sporting experiences

Pupils attend events/visit places they would not normally be exposed to.

    

 

5.    Planned Expenditure

·      Academic year

£88,445

The three headings below demonstrate how we 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?

A: 

Improved language skills

Increased number of pupils reaching ‘greater depth’ across thecurriculum

 

There is high quality, challenging language in all aspects of school life

 

Teachers and TAs staff receive effective, targeted guidance and CPD.

 

Staff training on high quality feedback

 

Oral Rehearsal for written work 

 

Quality Speech and language support targeted to ensure programmes are carried out effectively and accurately 

 

Quality First teaching and targeted teaching on non-negotiables is effective in ensuring consistent / rapid progress.

Some pupils need targeted support to diminish differences

 

Evidence sources (EEF Toolkit) shows that structured oral language interventions and extending pupils vocabulary has a positive impact on progress

 

 

Evidence sources (EEF Toolkit) suggest high quality feedback is an effective way to improve attainment

 

 

Quality CPD used and acted upon

Robust tracking feeding through to Pupil Progress Meetings.

Evaluation of feedback strategies through monitoring books, lessons and through pupil consultation 

 

Appraisal reviews

SLT 

English and Maths co-ordinators

December 2018

March 2019

June 2019

B:

Targeted well being support to ensure PP children feel safe and fully engaged in learning.

 

Teachers and TAs staff receive effective, targeted guidance and CPD.

 

Provide targeted well being and academic support in class form Nurture TA. This support to be focussed on underachieving children in KS1 and those entering KS2

 

Wellbeing and involvement scales highlighting pupils as a concern

Some pupils exhibiting disruptive behavior which makes learning challenging for themselves and others

Some children internalizing their anxieties so that they are not ready to learn

Children with issues concerning adult attachment

PP pupil audits to address individual barriers to learning to be used as a tool for monitoring.

 

Improved engagement for PP pupils in class work with good progress across reading writng and maths.

 

Monitoring of books and pupil conferencing to focus on impact of increased pitch and challenge on confidence and independence.

SLT/CAFE Team

December 2018

March 2019

June 2019

C:

All pupils access high quality First Teaching 

Up-skilling teachers and TAs to improve practice

 

Collaborative learning teams so that teachers work together to support vulnerable learners in each others classes

 

Opportunities for pupils to use metacognitive strategies in their learning

 

Strong Learning and Teaching policy

Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving pupils

 

Higher attainment through consistent progress is achieved by effective assessment and targeted teaching.

 

The Sutton Trust EEF toolkit identifies feedback as significantly improving children’s progress.

Quality CPD focussed on Meta cognition and self-regulation 

Robust tracking feeding through to Pupil Progress Meetings.

 

Drop ins and observations monitor impact

 

Governor walks ensure accountability

 

Monitoring includes targeted PP children

SLT

December 2018

March 2019

June 2019

Total budgeted cost

£36,000

       

 

 

 

 

  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?

 

Improved language skills

Increased number of pupils reaching ‘greater depth’ across the curriculum

Intervention groups in phonics and reading

 

Specialist maths teacher 1:1 and small groups

 

Reading Recovery

School data shows that we need to increase the number of most able PP pupils reaching the higher standard

Intervention and small group tuition will make an impact if it is additional to and explicitly linked with normal lessons. 

 

Quality First teaching and targeted teaching on non-negotiables is effective in ensuring consistent / rapid progress.

Improve S&L and comprehension skills for pupils eligible for PP in Years 3, 4 and 5 through additional reading sessions. Regular questioning will develop oral explanations. 

 

Quality CPD used.

Robust tracking feeding through to Pupil Progress Meetings.

 

Monitoring of links to class teaching

SLT

English and Maths Co-ordinators

December 2018

March 2019

June 2019

 

Pupils with low self-esteem have access to a variety of personalised initiatives so that achievement is in line with that of peers.

Early identification of issues and effective mentoring.

Liaison with and Intervention with other professionals.

Emotional wellbeing is key to supporting pupils learning. Some pupils need additional support to address these needs.

Well-being and self-esteem are barriers to learning. Removal or alleviation of these barriers prepare pupils to learn and achieve more.

 

Robust monitoring feeding through to Pupil Progress Meetings.

SENCo

December 2018

March 2019

June 2019

PP to make good progress through access to strong Quality First Teaching

Academic Coaching

To increase academic progress through 1:1 mentoring for all disadvantaged pupils with tailored C&L interventions

EEF research proves that the impact of mentoring for pupils is effective

 

Robust tracking feeding through to Pupil Progress Meetings.

 

Monitoring impact within class teaching and pupil learning

SLT

December 2018

March 2019

                             June 2019

 

Total budgeted cost

£65,500

 

 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?

 

Increased attendance

Monitor Early Help progress

Parents are key in supporting effective learning as shown by a number of research projects (EEF Toolkit)

Monitoring of attendance 

 

Good communication with children and families.

 

HT/SENCO

December 2018

March 2019

June 2019

 

Pupils are exposed to a wide range of social/cultural and sporting experiences

Supporting pupils with a wide range of activities linked to the challenge curriculum as well as extra curricular activities

The Marsh is a culturally limited community and many children are not accessing wider experiences.

Individual pupil audits are completed to gauge interests and therefore make appropriate provision 

 

Review programme of trips and attendance

SLT

December 2018

March 2019

June 2019

 

Total budgeted cost

£10,000

         

 

 

1.  Review of expenditure 

Previous Academic Year

 

    i.   Quality of teaching for all

Desired outcome

Improved language skills

Increased number of pupils reaching ‘greater depth’ across thecurriculum

 

Chosen action/approach

Teachers and TAs staff receive effective, targeted guidance and CPD.

Staff training on high quality feedback

 

Estimated impact: 

At KS1 the percentage of pupils attaining greater depth in reading, writing and maths was in line with the National averages at 29.4% for reading 13.7% for writing and 23.5% for maths

In reading at KS2 disadvantaged pupils did not perform well and were significantly low

 

Lessons learned 

We know we need to obtain accurate information about targets and gaps.
Joint meetings have proved successful in engaging TAs in every child’s learning needs; knowledge of individual children has improved significantly. 

We need to continue this approach – joint meetings; using data effectively & responsive teaching – to further accelerate progress, especially in maths.

 

We will continue with this approach, refining our assessment of barriers and gaps. We will also invest in further training for all staff. 

 

Cost

 

Pupils take ownership of their learning and are able to recognise their progress and use this as a springboard to independence.

Increased number of pupils reaching ‘greater depth’ across the curriculum

Pupils will be actively involved in the decision making about learning tasks and will be able to articulate their progress with teachers and leaders

 

Tracking of pupil progress leads to targeted teaching and individualised initiatives.

CPD lacked specific focus which in turn meant little measurable impact on classroom practice.

 

We find that some of the more specific difficulties that can make our PP children more likely to fluctuate in performance in stressful situations, seem to have be exacerbated SATs tests. Being able to perform on the day is often a huge challenge for these children if they are also coping with additional external stress factors. We saw this again in the way our PP performed in the KS2 Sats. This shows that further work in developing resilience and working on test technique with these children would be beneficial 

 

 

  ii.    Targeted support

Desired outcome

Improved language skills

Increased number of pupils reaching ‘greater depth’ across thecurriculum

Chosen action/approach

Intervention groups in phonics and reading

 

Specialist maths teacher 1:1 and small groups

Estimated impact: 

As above

Lessons learned 

Additional interventions must be closely linked to class work for there to impact on overall learning

Cost

Pupils with low self-esteem have access to a variety of personalised initiatives so that achievement is in line with that of peers.

Early identification of issues and effective mentoring.

Liaison with and Intervention with other professionals

Small group & 1:1 work has had a significant beneficial impact on children’s ability to access learning, particularly in terms of developing self- esteem, which is a significant issue for many of our children. Children also come to school carrying worries from home and the intervention has begun to help them to cope with these worries effectively. 

Evidence data is soft in many cases, and we are yet to see the impact in progress data for key pupils. 

 

This work is vital and will continue The SENCo and additional SEN teacher will be able to take additional Parental Engagement sessions and support additional 1:1 & small group work with vulnerable pupils.

 

 iii.    Other approaches

Desired outcome

Chosen action/approach

Estimated impact: 

Lessons learned 

 

Cost

Increased parental engagement through workshops

Senior leaders and subject leads to deliver workshops

Parental Engagement is improving and relationships have been built with a few core families who have benefited from significant support. However, getting other families to engage remains a significant challenge. 

The number of hours for needed to meet the demands of the community needs to be increased. However, currently funds do not facilitate this. Budgeting has been carried out to sustain the current staffing rates over the coming couple of years.