Pupil Premium used for: Barrier(s) to Learning Cost Brief summary of the intervention or action Specific Outcomes/ success criteria Monitored when and by whom? Actual Impact/ Outcome – End of Year Review- July 2018 Improved Attendance across the Midfield Campus A,E,G,H £3000 (£500 per half term) Attendance for Midfield campus took a 1% drop (91-90%) during 2016-17, however Persistent Absences were reduced from 32% - 25%. Core value of Everyday to be recognised through development of rewards/ reward trips (half termly) for pupils with consistent or improved attendance. Pupils value their education, few are absent or persistently. Pupils are not disadvantaged by low attendance. Consistent and improved attendance to be recognised and celebrated. Pupil attendance to increase by at least1% Persistent absence to decrease by at least 5% Gaps between PP and Non PP pupils to be no more than a point below in key areas of curriculum. (Reading, Writing, Maths and Science) SKS/RF – half termly SKS/RF – Weekly GQ – half termly in line with Assessment Schedule Reward trips for behaviour/attendance took place on a half termly basis to support pupils with excellent or improved behaviour/ attendance. Attendance at BTAM for 2017-18 was 91.1% compared to 90.61% for academic year 2016/17 and 91.4% for academic Year 2015/16. Attendance has remained consistent with last year. PA for BTAM is 22.41% compared to 25% for academic year 2016-17 and 32% for 2015/16. PA has improved from last year by 2.59%. At the End of Year Data drop (end of Summer) PP were out performing non PP in Writing and Maths. (pupils making at least expected progress)
Whilst the average progress for PP pupils across the year was: Reading: 84.72% Writing: 83.88% Maths: 86.15% And for non PP was: Reading: 81.39% Writing:67.78% Maths: 71.11% To provide enrichment opportunities for pupils to develop their learning opportunities through Visits – School – Class trips A,E,F,H,I £3000 (£500 per half term) Half-termly educational - enrichment trips to take place, to support the breadth of curriculum beyond Literacy, Numeracy, Science or Computing. To allow pupils access to cross curricular opportunities and education in context. Educational Visits – or external visitors/ activities relating to taught topics occur half termly. All pupils have the opportunity to participate in at least one trip, or additional activity across the year. RF – Half Termly RF/GQ/PB Feb 2018/ July 2018 Reward trips for behaviour/attendance took place on a half termly basis and provided children with opportunities to visit ‘Air jump’, ‘The Snow Dome’, ‘Chesington’ and the beach. In addition to this, pupils had the opportunity to participate in academic focussed activities/ visits such as the planetarium and science museum. Whilst external speakers/ guests visited during Science and Numeracy week to provide presentations/ demonstration. And workshops for the children. Impact has been seen through improved attendance, behaviour and
performance of key groups (see section above). Teachers develop writing well across the school, equipping all pupils with the necessary skills to make progress. C,D,E,F,I £5,130 (0.2 per week at £135 per day x 38 weeks). Half termly assessments and progress review meetings identify pupils, who are at risk of not making at least expected progress and 1:1 intervention sessions put in place. Assessment to identify and support pupils who are able to make accelerated progress. Progression Engagement Guide to be released from classroom one day per week provide 1:1 or small group interventions for writing. Progression Engagement Guide to work as directed by the Deputy Head of School and Literacy Lead Teacher working to outcomes as identified by the assessment processes in place. Rigorous assessment procedures in place to identify ability and gaps in learning, additional member of staff working with PP pupils displaying historically slow progress providing weekly 1:1 or small group sessions. Gap between PP and non PP writers to be of no more than 1 point. Pupils exceed expected 0.5 tracking points per half term in writing. GQ – half termly in line with Assessment Schedule Across the school 81.58% of pupils were making at least expected progress in Writing – with 22.26% exceeding expected progress. At the end of-year review, PP children significantly out-performed non PP children in writing, as demonstrated below. On average for the school year, 83.88% of PP pupils made at least expected progress in writing as opposed to 67.78% of non PP pupils. Teachers develop numeracy well across the school, equipping all pupils with the necessary D,E,F,I £5,130 (0.2 per week at £135 per day x 38 weeks). Half termly assessments and progress review meetings identify pupils, who are at risk of not making at least expected progress and 1:1 intervention sessions put in place. Rigorous assessment procedures in place to identify ability and gaps in learning, additional member of staff working with PP pupils displaying historically slow progress providing weekly 1:1 or small group sessions. GQ – half termly in line with Assessment Schedule Across the year the average percentage of pupils making at least expected progress in Numeracy was 84.04% – with 15.92% exceeding expected progress. At the end of year review point, PP children were significantly out
skills to make progress. Assessment to identify and support pupils who are able to make accelerated progress. Progression Engagement Guide to be released from classroom one day per week provide 1:1 small or group interventions for maths. Progression Engagement Guide to work as directed by the Deputy Head of School and Numeracy Lead Teacher working to outcomes as identified by the assessment processes in place. Gap between PP and non PP writers to be of no more than 1 point. Pupils exceed expected 0.5 tracking points per half term in writing. performing non PP children in Numeracy, as demonstrated below. On average for the school year, 86% of PP pupils made at least expected progress in Numeracy as opposed to 71% of non PP pupils. Pupils are confident and self—assured taking pride in themselves and all areas of school. A,B,C,D, E,F,G,H,I £6000 Therapy support employed to work with children on identified areas of Social Emotional and wellbeing targets. Every pupil to have access to therapy – counselling support as appropriate with identified and achievable targets for their SEMH needs (use of new SEMH tracker to monitor this) On task behaviour to be sustained with the aspiration of a 1% increase across the year. Gaps between PP and Non PP pupils to be no more than a point below in key areas of curriculum. (Reading, Writing, Maths and Science) RF/PB – Half termly RF/PB – Dec 2017 GQ – half termly in line with Assessment Schedule All pupils had access to at least of one of following interventions: Councillor drop in, councillor 1:1, drama-therapy, music-therapy, boys/girls group. Behaviour continued to show improvement trends with time spent in QR considerably decreased when compared to last year. On task behaviour average for school year was 96.% compared to 94.96% for academic year 2016/17 an increase of 1.04% The average percentage of children making at least expected progress for PP pupils across the year was: