Ravenshead C of E Pupil premium strategy statement Summary information School Ravenshead CE Primary Academic Year 2017-2018 Total PP budget £23760 Date of most recent PP Review July 2017 Total number of pupils 419+F1 Number of pupils eligible for PP 18 (2 reduced funding due to being year 6) Date for next internal review of this strategy Summer 2018 Current attainment Pupils eligible for PP Ravenshead Cof E (All pupils/Year 6) 2 pupils ( Pupils not eligible for PP (national average) % achieving ARE in reading, writing and maths 64%/25% 60% % making expected progress in reading -0.2 0.3 % making expected progress in writing -6 2 % making expected progress in maths -0.1 0.3 Barriers to future attainment (for pupils eligible for PP) In-school barriers (issues to be addressed in school, such as poor oral language skills) Disruptive home lives/increased emotional needs Overlap of SEND needs C. Less likely to be supported with homework D. Lack of independence and resilience E. Behavioural problems External barriers (issues which also require action outside school, such as low attendance rates) Desired outcomes (Desired outcomes and how they will be measured) Success criteria
Planned expenditure Academic year 2017-18 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? Pupil Premium children’s progress will increase in reading, writing and maths Children are supported with their reading by an adult Children will be targeted for afternoon interventions/catch ups/pre teach with an adult Children working in smaller groups to work on misconceptions or pre teach is proven to be an effective approach to closing the gap. An adult to hear the children read on a 1:1 regularly Monitoring procedures including teaching, planning and books and data. BH Half termly Total budgeted cost £10000 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? Pupil Premium children’s progress will increase especially in reading, writing and maths Relevant specific interventions will be used to support individuals such as Power of 2 Specific interventions are shown to increase progress in writing and maths. Teachers support these children regularly as well as TA support Monitoring procedures including teaching, planning and books and data. SM/BH Half termly
School provides extra TA support for pre teaching, catch up sessions Time used to support phonics in Year 1 and 2 Additional support for reading, writing and maths Additional time for catch up sessions, pre teaching or small groups to ensure better Monitoring of phonics progress and half termly practice tests SM/BH Half-termly Total budgeted cost £8,000 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 build resilience, improve attitude to learning and behaviour in class TA to work on friendship, coping strategies in nurture based way. Social Stories to be used This is shown to build confidence and self-esteem so they are more likely to form positive relationships with peers and feel more able to learn in a social environment Observe nurture time. Discussions with class teacher and pupils SM Half-termly To improve ability to work independently Dedicated TA time to go through misconceptions To build confidence to be independent learners which will lead to better learning Monitor lesson planning for independent learning and tasks being set. Learning walks to look at the impact of TAS HT Half-termly To develop understanding of the tasks Instructions broken down into simple steps – visual clues given as necessary. More use of scaffolded and layered writes To raise attainment and give more confidence in being independent. Attainment and progress data. Evidence of visual reminders HT Half-termly
To improve ability to work independently Dedicated TA time to go through misconceptions Use of TA time is now more effective and makes a difference to the children’s confidence levels This will continue in 2017-18 To develop understanding of the tasks Instructions broken down into simple steps – visual clues given as necessary. Children’s ability to work independently and therefore have more confidence is well supported through the use of resources other than just adults This will continue in 2017-18 especially in writing Other initiatives to develop Offer any relevant technology support at home, after school clubs, help with funding trips and school uniform Children have accessed music, sport clubs, trips have been funded along with school uniform. This has ensured PP children have a positive sense of well-being This will continue in 2017-18 £5,500