Pupil premium strategy statement for Hawes Down Primary School 2017/2018 Summary information School Hawes Down Primary Academic Year 2017/2018 Total PP budget £36960 Date of most recent PP Review N/A Total number of pupils 491 Number of pupils eligible for PP 28 Date for next internal review of this strategy Autumn 18 2a. Current attainment at end of KS2 (2016-2017) - 5 pupils (Hawes Down Junior School) Pupils eligible for PP (your school) All pupils in Hawes Down Juniors Pupils not eligible for PP (national average) % achieving expected levels in reading, writing and maths 80% 80% 67% % achieving expected level in reading 80% 81% 77% % achieving expected level in writing 80% 89% 81% % achieving expected level in maths 100% 97% 80% All children made above national progress. 2b. Current attainment at end of KS1 (2016-2017) - 4 pupils (Hawes Down Infant School) Pupils eligible for PP (your school) Pupils not eligible for PP (national average) % achieving expected level in reading 75% 79% % achieving expected level in writing 50% 72% % achieving expected level in maths 50% 79% 2c. Current attainment at end of EYFS (2016-2017) - 3 pupils including 1 child with an EHCP (Hawes Down Infant School) Pupils eligible for PP (your school) % achieving early learning goals in reading 33% % achieving early learning goals in writing 33% % achieving early learning goals in maths 33%
Increased rates of progress and attainment for PP low attaining and SEND children Early gaps closed quickly by putting in early intervention. (Experienced staff are used effectively to support children’s individual learning needs.) Intervention groups/individuals to support quality first teaching strategies. Parents to be of interventions children will be involved in. Some of the children need targeted support to catch up. Small group interventions with both Teaching Assistants and teachers have shown to be effective. Evidence indicates that high quality 1:1 tuition and small group intervention can be effective in closing any gaps. Essential to focus on specific skills that a child cannot do to most effectively close the gaps. Ensure identification of target children is based on clear assessment data. Children identified in intervention groups and provision documented. Interventions monitored. Timetables to ensure staff delivering provision have sufficient time for preparation, marking and feedback to class teachers. Inform parents about interventions and address any concerns or questions. Close monitoring of children’s progress at pupil progress meetings including teacher assessment and standardised test data – children make at least the same progress as their non PP peers. SENCOs SLT Class Teachers Termly in pupil progress meetings. All PP children to achieve at least expected progress at KS1 and 2. Pupil progress meetings to focus on PP children and their progress using assessment information. Quality first teaching and targeted interventions to be put into place quickly if necessary. Evidence shows that most impact is made when targeted intervention is put into place immediately. Pupil Progress meetings will evidence progress. Class Teachers SENCOs SLT Termly during pupil progress meetings.
progress and attainment across the curriculum. well as to use them to support class lessons. Digital technologies such as ‘reading’ pens and voice recognition software to be purchased to support children’s learning. within the classroom and in intervention sessions. Reading pens and voice recognition software to support dyslexic children access the curriculum. Regular monitoring of the use of reading pens and voice recognition software. To know of any barriers preventing children reaching at least age expectations. Additional Educational Psychologist assessments. Educational Psychologist assessments indicate areas that could be a barrier to children’s learning and provide strategies and recommendations to support their progress. Ensure that recommendations are implemented both within the classroom and in appropriate intervention sessions. SEND children have targets on their provision maps. Track progress through regular pupil progress meetings. SENCOs Termly Children with SEMH needs to use sensory room. Sensory room to be completed for mainstream vulnerable children to use. Evidence proves that sensory rooms help: Increase concentration and focus attention. Decrease anxiety. Promote mental and physical relaxation. Improve creativity. Heighten awareness and improve alertness. Provide security. Promote social interaction. Result in more calmness and lower aggressive behaviours. Improve concentration and sharing. Complete sensory room and have an official opening for parents by Paul Cabb – Making a Sensory Inclusive School (Social Eyes – Social and Communication advisory teacher) CPD for all staff on use of sensory room. Children from throughout the school to use sensory room. SENCOs On-going Sustain attainment in Year 6 maths and reading KS2 results and close the gap between PP and non PP children in writing. Maths: 2:1 tuition from qualified maths teacher. Booster before and after school lessons from Head Teacher and Maths subject leader. Literacy: Booster sessions led by Deputy Head and Year 6 class teacher. Majority of children to achieve the expected level for Year 6 in maths, writing and reading. Pupil progress meetings Regular PIXL meetings with all staff involved – minutes taken at these minutes to include next steps. Class Teachers SENCO SLT On-going
All PP children to pass phonics test. Bug Club interactive reading resource on IPADs. Using a variety of strategies engaged the children and developed their reading skills. Children were then able to access the wider curriculum. All children passed the phonics test – 100% Nationally 84% of children passed the phonic test. Bug Club as a strategy was successful and would be used again when necessary. 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) High quality staff are used effectively to support PP children’s individual learning needs. One to one teaching for PP children with a trained teacher at least once a week for 20-25 minutes. Evidence indicates that one to one tuition can be effective, on average accelerating learning by approximately 5 months progress. This was successful. PP teacher worked alongside the class teacher so that they had a comprehensive knowledge of each child’s learning needs. Individualised learning was planned and taught. For this to be successful it is imperative that the class teacher works alongside the PP teacher and progress is regularly monitored. Continue. PP child with Autistic Spectrum Disorder and an Education, Health and Care Plan to transition into school successfully. TA employed every morning in the Autumn Term. Staff attend ‘Attention Autism’ training programme. Lead practitioner attended training with the Teaching Assistant. Programme was implemented and child successfully transitioned into school with the support implemented. Programme put into place was successful and would be used again if necessary. 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)