Current attainment 18 pupils out of 24 in year 6 were eligible for pupil premium National all 2016 2017 North Walsall all 2016 North Walsall all 2017 National Non-PP 2017 North Walsall Non- PP 2016 North Walsall Non-PP 2017 National PP 2016 National PP 2017 North Walsall PP 2016 North Walsall PP 2017 % achieving at or above ARE in reading, writing & maths by the end of Y6: 60% 61% 15% 33% 33% 67% 26.5% 46% 39% 67% 15% 24% % achieving at or above ARE in reading by the end of Y6: 72% 71% 45% 40% 77% 71% 46% 53% 77% 45% 35% % making at or above ARE in writing by the end of Y6: 79% 76% 65% 73% 81% 76% 77% 64% 81% 65% 71% % making at or above ARE in maths by the end of Y6: 76% 75% 25% 67% 80% 75% 92% 58% 80% 25% 47% % making at or above progress in SPAG by the end of year 6 NA 77% 45% 73% 82% 92% 92% NA 82% 45% 59% % achieving GLD in Rec 66% 70% 23% 63% NA 63% 63% 52% 50% 57% % passing the phonics screening in Y1 81% 81% 46% 56% 84% 43% 58% 70% 84% 38% 0% RAG rated against LY in school performance – against national we are below floor in all areas
A: Increase the number of PP pupils achieving GLD in reading, writing and spoken communication, closing the gap on national standards and where necessary making accelerated progress. B: Ensure that phonics data for PP children is at least 70% in-line with national from 2016, with 85% of the PP children passing the phonics re-take in year 2 to meet the national including for all pupils of 91%. D: Increase the percentage of HA children achieving GD at KS2, whilst increasing the end of KS2 results to be with national. Pupil Premium INSET training Day. 2015/16 SATs across the country dipped when tested against new guidance. North Walsall results for 2015/16 & 2016/17 are still below the national floor targets. OFSTED 2014 Pupil Premium Update found that: In general, pupils eligible for the pupil premium were making poor progress, in the 15 schools that were inadequate for overall effectiveness, attainment gaps were typically wider than average or closing too slowly. However, in a few of these schools, the performance of pupils eligible for free school meals, although still too low, was better than their peers. The INSET training day will be led by the Vice Principal and lead on PP. The INSET will allow staff to work together to identify potential barriers for PP children within the classroom; plan for interventions and work on refining planning and practice to meet the needs of all. Planning needs to highlight PP children clearly and target interventions carried out for PP children. Venn diagrams will be created for each year group with PP and SEND pupils clearly identifiable. Vice Principal will monitor on a half termly basis. Staffing and logistical cost (£2320) Vice Principal to oversee and implement the PP strategy (£8100) Vice Principal October half term Christmas February half term Easter May half End of year data drop Total budgeted cost £10420 take
A: Increase the number of PP pupils achieving GLD in reading, writing and spoken communication, closing the gap on national standards and where necessary making accelerated progress. Improve confidence in speech and language for vulnerable children. SALT interventions Targeted interventions for precision teaching Accurate baseline data Regular assessment points throughout the year to identify gaps Quality first phonics teaching A report has been released offering important information about how many children have language impairment in primary school. The findings are based on the Surrey Communication and Language in Education Study (SCALES) project, led by University College London, and tells us that: -Language impairment is seven times more common than other developmental conditions such as autism. -This means that approximately two children - 7.58% - in every Year 1 class will have a significant language impairment that impacts learning. -These children with language impairment have higher social, emotional and behavioural problems, with 88% failing to achieve early curriculum targets Targeting evidence based intervention program that supports language delayed children in EYFS. Children who are identified with delayed language will be set SALT targets and receive targeted intervention to improve their SL&C. (£18000) Progression steps are mapped out for each progress stage. Children who need additional support will have targets set by the S&L consultant for the LA (£190 x 36 = £3240) Baseline data to be on the system and checked by the EYFS lead. EYFS Lead & S&L support worker October half term February half term Easter May half term End point data drop
B: Ensure that phonics data for PP children is at least 70% in-line with national from 2016, with 85% of the PP children passing the phonics in year 2 to meet the national including re-take for all pupils of 91%. Targeted intervention groups across years 1&2 including the nessy program to ensure good if not accelerated progress is made to ensure a pass on the phonics screening. Streaming two days a week Parental support which enables parents to support learning of sounds at home Consultancy day with parents, pupil and teacher & sale of CGP Small group tuition is defined as one teacher or professional educator working with two, - five pupils. This arrangement enables the teacher to focus exclusively on a small number of learners, usually on their own in a separate classroom or working area. Overall, the pattern is that small group tuition is effective and, as a rule of thumb, the smaller the group the better, e.g. groups of two have slightly higher impact than groups of three, but slightly lower impact compared to one to one tuition. Moderate cost, moderate impact. Baseline data, followed by half termly testing. Interventions: (£5850) nessy program x 50 licences & logistics (£587.50) One to one meeting with parent, teacher and pupil – outcome to be monitored through quality of subsequent support that follows. (£320) CGP resources for sale (£150) Year 2 Class Teachers Reporting to the Vice Principal and the Principal October half term February half term Easter May half term End point data drop
C: Improve the behaviour and attendance of a small group of PP boys In year 2 and reset their climate for learning to ensure they are able to be successful in class. Ensure all SEND needs are factored into the daily life within the classroom to allow for quality first teaching. Close the gap between higher and lower achieving PP children through accelerated progress. Ensure year 2 SATs results are closer to or in-line with national floor targets. Learning support mentor to promote improvement in behaviour and climate for learning for specified vulnerable pupils. Lead on the nurture program across the school. Impact on whole class once nurture children are removed allows for an improved work environment. Interventions which target social and emotional learning (SEL) seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning. SEL interventions might focus on the ways in which students work with (and alongside) their peers, teachers, family or community. Moderate impact, Moderate cost BOXAL profile records are completed and tracked. Learning mentor interventions 25% of working hrs costed against salary (£5750) SENCO & Vice Principal October half term February half term Easter May half term End point data drop
D: Increase the percentage of HA children achieving GD at KS2, whilst increasing the end of KS2 results to be in-line with national. Consultancy day with parents, pupil and teacher to map out next steps and support February half term school for reading writing and maths for targeted PP children Streaming cross the year group to allow for targeted teaching Targeted interventions for Reading, SPAG and Maths Targeted afterschool boosters GT clubs to support enjoyment and knowledge of the chosen subject e.g. Mathletics Targeted home work to support learning. 2015/16 SATs across the country dipped when tested against new guidance this included pupils achieving GD and PP achieving GD was significantly below non-pp. North Walsall had no children in 2015/16 or 2016/ 17 that achieved GD. OFSTED 2014 Pupil Premium Update found that: In general, pupils eligible for the pupil premium were making poor progress in the 15 schools that were inadequate for overall effectiveness. Attainment gaps were typically wider than average or closing too slowly. However, in a few of these schools, the performance of pupils eligible for free school meals, although still too low, was better than their peers. The Vice Principal and Year 6 teacher will take the one to one parent meetings together and then monitor the subsequent support received by parents. Staffing and logistical cost for consultancy (£320) February half term school (£850) Streaming (£12800) Interventions: (£4680) nessy program x 15 licences (£287.50) CGP resources for sale (£150) Mathletics program x 180 licences and logistical timing (£1088.94) Class Teachers Every Half Term
E: Pupils are ready to learn effectively. Supports a number of parents with lateness issues. Breakfast Club staffing (£5025) Breakfast Club resources (£1000) A significant number or PP pupils are not eating breakfast before they arrive at the academy. Magic Breakfast rational - Pupils arrive at school hungry for many reasons, but poverty is the main factor at play in schools where Magic Breakfast is needed. When you think that children might not have eaten anything nutritious since their school lunch the previous day, and that it is very difficult for them to concentrate if they are hungry, that is half a day of learning lost for them every day - half their education - if they don't eat breakfast. Magic breakfast provide a healthy breakfast, thanks to the generosity of our supporters, for just 22p per child per day. Deliveries are received weekly, our catering team prepares the food in the morning and a team of BC staff run the provision. The AHT ensures staff rotation and ratios are in keeping with the needs of the academy. VP oversees Magic Breakfast supply the food Team of staff administer provision Every half term
E: A significant number of PP pupils are late to the academy every day. Reduction in number of late arrivals to the academy; improved punctuality for PP pupils; maximised learning opportunities for these pupils. Walking bus (£3120) As above VP will ensure staffing meets the needs of the targeted children to begin with one rout will be deployed after assessment. VP will manage staff rotation throughout the year and 1 route will be increased to 2 if necessary EWO, Office staff to be over seen by the VP Every half term the impact will be measured and data will be analysed to identify new pupils who need to be added to the rout.
F: Improve Out of the classroom learning such as school trips and enrichment opportunities All pupils are exposed to first-hand experience. Pupils are exposed to the outside world through rich vocabulary opportunities and language acquisition Pupils build confidence in public, gaining valuable life experiences. School Trips In-School enrichment opportunities community links Residential experiences. Children develop and refine skills in specific areas promoting improved progress and attainment within the given area of the curriculum Every class participates in a high quality enrichment opportunity to support learning at least once a term with a range of experiences subsidised by the school. In addition a number of free enrichment opportunities will be initiated in conjunction with the local community e.g. libraries and other public services Enrichment opportunities made available for G&T pupils. Inclusion lead to ensure such pupils are identified targeted and monitored. Enrichment throughout the curriculum is key to inspiring learning and promoting enjoyment of school-life and education in general. If children are engaged and inspired then they want to be in school learning. Afterschool clubs extend learning and nurture PP children’s interest in specific areas The learning Outside the Classroom Manifesto 2005: Much has been learnt in recent years about how the brain works and the different ways in which we prefer to learn. Research suggests the need to re-engage learners with the world as they actually experience it. This is often called ‘experiential’ or P & VP will work with CT book all arrange all enrichment opportunities on behalf of the school and act upon teacher requests ensuring full coverage of curriculum outcomes. P, VP & CT Half Termly
G: Ensure parents and carers of all our children including the most vulnerable have the support and guidance needed. Parenting Classes and courses (£5000) Classes and courses for parents and carers to support life in and out of school. To help parents and carers tackle challenging parenting situations. Such as FoodNet and ESOL. To begin the classes will be open to all parents and then a range of PP families will be targeted depending upon need. Inclusion Lead, Principal & VP Half Termly Total budgeted cost £45645 Additional Information: £1000 remains un-costed this is for contingency measures that may occur throughout the year. £109958
Review of expenditure Previous Academic Year 2016/17 Quality of teaching for all 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 Higher rates of progress for EAL PP children across the academy. EAL procedures put into place to ensure that progress rates are accelerated across the academy. The gap between EAL/ non PP EAL children closes and matches the progress or exceeds the progress of non EAL children. EAL training given during three PDMS focussing on good practice for all EAL pupils PP & non-PP X 3 sessions, 45 minutes each and a 3 hour session from SALT. The SENco ran the EAL PP and non-pp groups across the year, daily interventions took place with 2-3 interventions taking place in a single afternoon; resulting in the average progress of: Reading: 4 steps of progress which indicated accelerated progress. Writing: 2.5 steps of progress which indicates expected progress Maths: 2.75 steps of progress which indicates expected progress Non-PP EAL Reading: 3.25 steps of progress Writing: 3.3 steps of progress Maths: 2.5 steps of progress This indicates in two out of the three core subjects PP-EAL out-performed non PP-EAL Questionnaire evaluation sheet indicated the training was extremely beneficial and would like more of the longer session. Upon observation staff showed improved understanding and taught skills, confidence levels. Further training will follow during the 2017-18 academic year; we will use an outside agency to deliver high quality CPD. All of the EAL- PP and non-PP interventions indicated expected if not accelerated progress in all core subjects. These were solely run by the SENCO. For this level of success to be sustained EAL-PP interventions need to be run by more staff other than the SENCO. £900 £21200
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 A: I improve oral language skills in EYFS for pupils eligible for PP Speech and Language assistant speaking and listening to all chn in EYFS WELLCOMM speaking and listening to all children in EYFS Package Staff training on developing oracy for pupils in EYFS. Private S&L therapist Walsall S&L Of the 193 pupil on-role in 2016-17, 32 pupils were on the SALT program, (16%) of which 11 were PP (34%). Led the Welcome program and the addition 2 pupils on S&L by the local LEA. Of the 11 pupils 4 pupils (36%) reached ARE and were discharged from the service, the remaining 7 pupils are and awaiting the November re-assessment point. Welcomm is the initial screening program used to baseline EYFS pupil from this point the 32 pupils were identified. This also included 4 KS1 pupils. Every child on the welcome program made on average 16 months progress, at which point they met ARE. SENCO delivered 6 staff training across the school on SALT, EAL and the SEND PP crossover Assessed 19 pupils for S&L of which 27% are PP children. This process began in July 2017 and is an on-going system. Re-assessments will take place in November 2017. This will be assessed through initial targets set. SENCO to oversee. Pupils that have specific S&L issues were all assessed given targets, achieved the targets and are awaiting new targets. The program proved successful, other than the wait time from the local LEA for re-assessments. We will run the program the same for 2017-18. The Welcomm proved extremely successful in fulfilling each childes ARE expectations. We will run the program again 2017-18. New system ongoing and awaiting results. This figure will increase for 2017-18 as we will run the program for the full academic year. £18000 £885 £1140