Pupil Premium Strategy 2017-18 Summary School Information School Elm Park Primary School Academic Year 2017-18 Total PP Budget £42780 Date of most recent review Jan 2018 Number on Role 283 Number of pupils eligible for PP 30 Date of next internal review April 2018 Number of pupils who are PP and SEN/D 9 End of year assessment data July 2017 EYFS End of Year (4 pupils) PP Pupils Non PP Pupils GAP National Good level of development 25% 88% -63% 71% PP at expected standard Non PP at Expected Standard Gap National Year 1 Phonics ( XXX Pupils) 50% 74% -24% 81% Year 2 end of KS1 (4 pupils) PP at expected standard Non PP at expected standard Gap National PP at greater depth Non PP at greater depth Gap National Reading 50% 81% -31% 76% 0% 41% -41% 25% Writing 25% 73% -48% 68% 0% 22% -22% 16% Maths 50% 84% -34% 75% 0% 35% -35% 21% Year 6 end of KS2 (2 pupils) PP at expected standard Non PP at expected standard Gap National PP at greater depth Non PP at greater depth Gap National Reading 50% 72% -22% 71% 0% 23% -23% 25% Writing 50% 72% -22% 76% 0% 19% -19% 18% Maths 50% 56% -6% 75% 0% 12% -12% 23% GPS 50% 72% -22% 77% 0% 12% -12% 31% Combined 50% 51% -1% 61% 0% 5% -5% 9%
Planned Expenditure Academic year 2017-18 The headings below demonstrate how Elm Park Primary will use PP 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 we ensure it is implemented successfully? Staff lead When will the implementation be reviewed? A Higher rates of progress for PP children in all year groups. Develop quality first teaching in core subjects. All staff to receive weekly training to develop teaching and learning sequence, with clear progression and challenge including mastery approaches for Reading, writing and maths (staff meetings – no additional cost). High quality feedback approaches – staff to: EEF toolkit states Mastery approaches to learning has a high impact for a low coast,’ suggesting that mastery approaches, particularly for lower attaining pupils. This suggests that this approach would be beneficial to narrow the gap. +1 to 2 months. Assessment data (INSIGHT) for each class highlights progress and gaps. Teachers use these gaps to plan effectively for pupils to enable them to make swift progress. Education Endowment Foundation (EEF) toolkit states ‘High Quality Feedback has a high impact for very low cost,’ suggesting that high SLT monitoring through termly: book looks, planning scrutiny, drop ins, PPRs SLT CMB March Mid point assessments. Termly PPRs March 2018 (2 months after implementation) Data analysis of vulnerable groups (PP vs A. Improvement of the attainment of PP children
Introduction of DeBono’s thinking hats for Guided reading throughout the school (£163 for training and additional resources). Trial reading intervention devised by Integra to support phonics, oral language and intervention to improve reading comprehension skills (£560.5 total costing of TA to attend course and to work with 2 children). Twice daily phonics lessons lead by class teachers – whole class delivery (no additional costing). DHT to take small maths group within Year 6 to target off track PP children to Targeting reading comprehension strategies: Explicitly extending pupils’ spoken vocabulary The use of structured questioning to develop reading comprehension Termly monitoring of Guided reading by Literacy Leader Drop ins by SLT AG attends termly meetings and implements strategies discussed. AG and CMB – Led by Jackie Muggleton and Claire Ridsdale LA March 2018 – 2 months after implementation. Termly PPRs including phonics screening assessments. Termly monitoring of progress of tracker children.
make accelerated progress (no additional costing). Maths Leader to run weekly Y6 maths booster for off track pupils with specific focus on most able PP children (Maths leader covered by HLTA for 2.5 hours weekly for 20 weeks (£737.50). Maths approaches to include mastery approaches, Manipulatives (using models and images training from 2016-17), Year of Maths recommendations, quality first teaching, challenge within all lessons. + 2months Also cross reference with Quality First Teaching research. SLT monitoring through termly: book looks, planning scrutiny, drop ins, PPRs SL and CMB Weekly monitoring of PP tracker children’s reading journals. End of term 4, 5 and 6 data. Total budgeted cost: £13497 including TA support. B Pupils within reception Buy into SP and L therapy package – Talk Boost to Oral language interventions EFF toolkit – moderate impact for very low cost (+5 months) emphasise the importance of spoken comprehension and reading skills from explicit discussion of either 3 x per year Pupil Premium CMB with Alex Tolley Entry and Exit SP&L assessments to
and year 1 are screened for Speech and Language related issues during term 4. Swift intervention to support PP children is put in place. B Specific speech and language needs are identified and addressed swiftly enabling pupils to access learning at age related expectations across KS1 and 2. B Sp&L therapist develop SP & L for PP children within EYFS and KS1 (£495). 10 sessions of Sp&L therapy support (£1362) 1 x INSET day training for Talk Boost for all TAs (£250 training package + £150 for overtime for TAs.) content or processes of learning, or both Oral language approaches include: Talk Boost Weekly Therapy sessions with AT PECs training The Better Communication Research Programme (BCRP) highlighted that SLCN can cause significant difficulties for children and young people and these can be long term. Evidence base: school census data suggests that around 10% of all children have long term, persistent SLCN. group_on_slcn_inquiry_report Studies have shown that there is also a link to a further group, which includes children linked to social deprivation. These children have poor/limited language skills and may have the potential to catch up with their peers. surgeries (with SENCo/PP champion) to support teachers with developing strategies to support learners, set SMART targets and implement actions. SP&L assess and support individual children who are displaying S/L needs. SP&L Therapist. be made. Midpoint review at session 5 of pupil progress.
employed to work with targeted PP children for 10 sessions – term 4 and 5. Total budgeted cost: £1762 SP&L therapist, training and intervention package. C PP children complete their home learning to a high standard. C PP children have a varied and rich reading diet at home and at school. PP children are reading at home (rainbow points) All PP children have access to twice weekly reading opportunities – 1 x guided reading and 1 x 1:1 reading (LBS) Term 3 and 4 (£300 additional LBS/TA cover term 3 and 4). Off track PP children have twice weekly guided reading opportunities led by the class teacher. Research suggests that interventions based on a particular aspect of reading comprehension, for example, inference and deduction can make Successful reading comprehension approaches carefully select activities for pupils according to their reading capabilities, and ensure that texts provide an effective, but not overwhelming, challenge. Comparative findings indicate that, on average, reading comprehension approaches appear to be more effective than phonics or oral language approaches for upper primary and secondary pupils, both in terms of short-term and long-term impact. Low cost +5 months Cross reference with DeBono’s thinking hats training. Termly monitoring of Guided reading by Literacy Leader Drop ins by SLT DG and CMB SLT Termly monitoring of progress of tracker children. Weekly monitoring of PP tracker children reading journals. Total budgeted cost: £300 TA/LBS cover D All PP children have 1:1 support from the Establish strong links with local and external support agencies that can EEF research states that 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 Termly meetings with external agencies to CMB Termly review of pupil passports. Visit notes
class teacher throughout the week supporting learning feedback and emotional wellbeing. (Feedback see section A) E PP children, who are currently experiencing trauma at home and or exhibiting SEMH needs are supported through external agencies and specific interventions within school. support children and families entitled to PP funding. BSS to work with targeted families both in school and at home to provide parenting guidance and support with a particular focus for children with SEMH (£2000). Meta cognition and self regulation strategies to support SEMH in learning (social story training £250). Working with and supporting parents (internal and external SAFehs) (1/2 day release per SAFeh per term for SAFeh Manager – 6 ½ days x 3 open SAFehs £1620). PP passports include detailed support strategies can be particularly effective for low achieving and older pupils. Establishing good learning behaviour is a pre-requisite for learning; disruptive behaviour is a barrier; distractions other pupils and negatively impacts on their learning and relationships with their peers. Meta cognition and self regulation EEF: (+8 months) high impact for low cost. Social and emotional learning – (+4 months) moderate impact for moderate cost. Provide opportunities (through a new PSE scheme – jigsaw) to explicitly teach good learning behaviours and recognise the importance of social and emotional well-being. Investigate THRIVE as a whole school approach to supporting SEMH within the cluster/school. Lego therapy to be investigated. Bespoke therapies and provision on a needs basis through PP passports identifying where support for the families can be provided, eg therapies, uniform, extra curricular activities, school trips. support children and families –.
PP children and families are supported through a whole school ethos of inclusion plans to support both academic attainment/progress and SEMH needs. Develop PSE teaching and learning throughout the school (Jigsaw £2900). Total budgeted cost: £6770 PSE scheme, SAFeh manager release, social story training, BSS F Improved attendance of PP children in school, including a decrease in the number of minutes late. PP children access free breakfast club Office staff to monitor all pupil absence/lateness and alert DHT of any concerns. DHT follows up absences swiftly with an initial phone call to parents highlighting the severity of the implication of absenteeism in school. Attendance discussed by class teacher as a high priority during parents evening. Letter sent by DHT to parents informing Elm Park school attendance policy. All PP children to have free access to breakfast club. All PP children to have access to Extra Curricular clubs and activities. SIMS attendance reports Attendance (including minutes late) improves for PP children. CMB and EWO January 2017 March 2018 June 2018