Pupil premium strategy statement Summary information School Fairfield Primary School Academic Year 2018-19 Total PP budget (£93,400 is the amount of funding received for the financial year April 2018 – March 2019. Funding for the period April 2019 – Aug 2019 is not yet known, but it is anticipated that the overall funding for the academic year 2018-19 will be similar or slightly lower than that for the financial year) £93,400 Date of most recent PP Review (Conducted by Deputy Head and link governor for Pupil Premium) 12/17 Total number of pupils Forecast to have 413 + 78 children in nursery by end of year At September 2018:413 (+24 children in nursery) Number of pupils eligible for PP 65 Date for next internal review of this strategy 04/19 Current attainment and progress Pupils eligible for PP (your school) (2017) Pupils not eligible for PP (national average) KS1 % achieving expected standard or above in reading, writing & maths 43% (non-PP in school = 63%) Tbc (LA: 73%) KS2 % achieving expected standard or above in reading, writing & maths 54% (non-PP in school = 64%) Tbc (LA: 79%) KS2 Reading Progress -5.7 (non-PP in school = -2.8) 0.33 (2017 national average) KS2 Writing Progress -2.1 (non-PP in school = -0.1) 0.1 (2017 national average) KS2 Maths Progress -1.4 (non-PP in school = 0.8) 0.2 (2017 national average)
Planned expenditure Academic year 2018-19 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 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? Improve the quality of teaching and learning for all. Regular monitoring of books of PP children compared to non-PP children. CPD for staff around effective teaching of reading and effective inclusion (provided by Driver Youth Trust – cost £1,000) Staff meetings around teaching techniques to improve outcomes especially in reading. Resources purchased to support and enhance English lessons – especially around reading and the development of comprehension skills and the use of full texts (cost £2,000) In-school data shows this to have been an effective intervention for previous PP children. EEF (extensive) evidence suggests that reading comprehension can be improved by teaching pupils specific strategies. Children will have increased engagement and enjoyment in their reading through the reading of full class novels, rather than numerous excerpts. Regular and robust monitoring of PP chn’s work and their performance across school. Designated Staff meetings around reading/writing with follow-up meetings to discuss good practice and outcomes. Through book scrutinies, learning walks, pupil voice and planning. Through use of standardised tests to monitor reading attainment and progress (Reception to Year 6) AR December 2018, March 2019 and June 2019 (review as SLT and feed back to staff) Ongoing review through Driver Youth Trust process (consultant to visit for one day every month throughout the academic year to challenge and develop practice across school)
To improve outcomes at the end of KS2 for PP children. Booster classes to enable specific skills to be taught and to fill gaps in knowledge (£2,400) Use DHT and HLTA to support classes and reduce class size by taking groups of children for targeted sessions (included in costs for Quality of Teaching for All) Purchase Reading Plus programme for Year 6 (and Year 5 – summer term) – total cost of £5,450 for 43 licences. All PP children to access Reading Plus in Y6 over next 3 years (or have small group tuition from teacher instead). £5450 over 3 years = £1,817 per year EEF research suggests that small group tuition is effective when there is greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs. Booster groups were organised to cater for similar needs within groups and because of this, the impact was positive. Analysis of children’s comprehension and reading speeds showed that our children typically needed more practice on comprehension, and a programme to develop reading speed and stamina. Monitoring of children’s progress through book scrutiny and target tracker assessments to establish if children are making good progress. Weekly reports from Reading Plus to track children’s progress and plan interventions. Reading Plus assessments to take place approximately every term (children have to complete 80 assignments before reassessment). Additional interventions planned from January, once Reading Plus has identified key areas of weakness for each child. Termly Weekly
To improve outcomes in Years 3, 4 and 5 Additional teacher contracted to provide targeted support for PP children in Years 3, 4 and 5 (for Autumn term – approximate cost £6,000) EEF research suggests that small group tuition is effective when there is greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs. Observation of targeted teaching, monitoring of groups, in-school tracking data, use of standardised tests (to track reading) RT (monitored by AR and AD) Half termly To provide support for families who experience difficulties at in the home. Employ a part-time PSA to work alongside school and families (approximate cost - £5,800) Although children spend a large amount of time in school, they are influenced heavily by their home circumstances and support they receive there. The PSA will provide sound advice and support for families who are experiencing difficulties and will provide a link between school and other identified agencies. Regular meetings with SLT to ensure the families who require the support are able to access it. Termly
To provide support for vulnerable children in KS1 who are at risk of falling behind. Employ a teacher to provide one-to-one or small group support for intervention in specific core areas. (£600) EEF research suggests that small group tuition is effective when there is greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs. Monitor children’s progress through book scrutiny and outcomes on target Tracker assessment. Termly Total budgeted cost £23,167 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? To improve reading attainment of low attaining PP children. Beanstalk reading intervention to provide twice weekly sessions for identified children on a one-to-one basis. (£1,300) AD Termly
Continue to improve the effectiveness of additional support from adults across school. Dedicated time set aside for most TAs to focus support on PP chn. Extra adult support in Year 1 to provide for children. Total budgeted cost £90,912 Targeted 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 improve the Speech and Language of children in Early Years and Key Stage 1. Direct small group teaching from experienced TA (cost included in Quality of Teaching for All). (50% of SP and Lang costs and time dedicated to PP children - £1750) £1,750
To provide support for families who experience difficulties at in the home. Employ a part-time PSA to work alongside school and families (included in costs for Quality of Teaching for All) N/A To provide support for vulnerable children in Year 3 who have not achieved expected outcomes and for whom the gap may widen without intervention. Employ a teacher to provide one-to-one or small group support for intervention in specific core areas. (£600) £600 Total budgeted cost £9,550
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 To improve reading attainment of low attaining PP children. Beanstalk reading intervention to provide twice weekly sessions for identified children on a basis. (£1,300) £1,300 To increase the opportunities/ experiences available to all children in school Improve provision/ breadth of school clubs. Subsidise trips and experiences (including residential trips). £3000 for supporting trips/clubs. £3000 for Year 3 Forest School. £6,000 budgeted for, but only £3,000 used (Year 3 Forest school could not go ahead) Total budgeted cost £4,300