The school’s approach builds upon ‘the seven building blocks of success’ (Macleod S: Sharp Bernadnelli D; Skipp A & Higgins S (2015)), ‘Supporting the attainment of disadvantaged pupils: Achieving Success and Good Practice’: An emphasis on achievement for all pupils; high aspirations for all Addressing behaviour and attendance; strong social and emotional support strategies Addressing the needs of individual underperforming pupils including high achievers –providing targeted support during curriculum time (intervening for mastery); individual support for children with specific needs and group support for children with similar needs High quality teaching for all - high expectations and standards; monitoring teacher performance; tailoring teaching and learning to support pupils; sharing best practice Using evidence in decision making Sutton Trust /Education Endowment Foundation’s Teaching and Learning Toolkit; using evidence about what makes a difference to change practice e.g. early intervention/language/cultural literacy Deploying staff effectively – identifying the strengths of the team and finding the best ways to use them. Clear responsive leadership – Mastery Learning in Pursuit of Excellence Summer 2017 Outcomes Early Years Foundation Stage Of the seven children in Nursery who were in receipt of Early Years Pupil Premium funding 2016-17, all made good progress despite their varying challenges. Five of these children moved up to Reception in September having reached an attainment level, which indicates they are ready to do this. The children have continued to make good progress in FS2. FS2 - 11/21 disadvantaged children achieved a good level of development. This proportion (52%) is 8% lower than their non-disadvantaged classmates (60%) and 19% lower than non-disadvantaged pupils nationally (ASP). This however is an improvement on 2015-16 when only 3/13 (23% of disadvantaged children) achieved a good level of development. Year 1 Phonics Screening Check 71% of disadvantaged children achieved the expected standard compared to 84% PP nationally and 84% non-disadvantaged nationally. This differential is cohort specific (in 2015-16 the differential was -7%) and progress from starting points in F2 is at least good. 2018 results are expected to see a considerable diminishing of the gap.
Data analysis at school and national level Review of the last plan and best value Research e.g. Hattie, Sutton Trust, Education Endowment Foundation including EY Toolkit, ‘Transforming Writing’ (National Literacy Trust), Handwriting research from America and Israel and new EY research that the school is engaged with (TfW from September 2017) Potential barriers to learning that Pupil Premium Spending aims to address: Speech and language difficulties (27 out of 68 (40%) of children identified with difficulties are entitled to pupil premium funding) Social, emotional and mental health difficulties (21 out of 42 (50%) of children with SEMH difficulties are entitled to pupil premium funding) Poor basic skills upon entry to school including handwriting English as an additional language Dyslexia type difficulties Varying parental capacity to support learning As a consequence, the priorities are: Early spoken language, early reading (reading planet) and the development of vocabulary (Early Years Funding & PP) Early mathematical concepts and vocabulary development (Early Year Funding & PP) ‘Talk for Writing’ including the internalisation of texts, context- embedded grammar and drama; vocabulary development and independent application as a phase in TfW sequence A meta- cognitive whole school approach to spelling – No Nonsense Spelling Intervening for Mastery in Mathematics – fluency, reasoning and problem solving: times tables Reading – decoding (RWI) and comprehension (Reading Planet and the work of Doug Lemov and other experts in the field e.g. Corbett, Tennant and Reedy) Early identification and early intervention so that no child with dyslexia type difficulties or language development disorder is missed Quality feedback and direct instruction (Hattie) Support for children’s social, emotional and mental health including use of drama and the sensory hub. Opportunities for curriculum enrichment, cultural opportunities, support for families ‘barely managing’ Attendance Assessment Increasing parental engagement
Planning and monitoring/evaluation outline Pupil Premium used for: Priority Areas Amount allocated to the intervention / action Is this a new or continued activity/cost centre? Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescale Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful? How will this activity be monitored, when and by whom? How will success be evidenced? Residential visit 10 £3,190 Continued Y6 residential trip to build learning skills and dispositions that will ease transition to secondary school Children confident and positive about transition to secondary education. Children more self-aware and aware of others. skills enhanced. Skills such as perseverance and resilience developed. Many children challenge themselves Key skills questionnaire completed at the beginning and end of academic year – based on Deborah Eyre characteristics. SMSC evaluation in SEF/PITA assessments.
to do activities otherwise inaccessible. Children develop more independence as they experience a residential trip. Parents supported financially. Contribution to school trips/cultural events/school uniform/special purchases 10 £3,810 New 2015-16; continued 2016-17, 17-18, 2018-19 Groups across the school Children able to participate in cultural activities/parents supported financially. Children's self-esteem raised Details of school trips and other purchases and numbers of PP children who benefitted from them Breakfast Club 10 £7,203 £150 Boxall assessment annual fee New 2015-16; continued 2018-19 Groups across the school Children are fed and nurtured to support full participation in the curriculum Boxall assessments/PITA assessments/case studies/ NC levels/ Strength and Weaknesses questionnaire (SDQs) Out of school hours tuition 3, 4, 5, 6, 7, 8 £15,000 New 2013-14 ; continued in 2014-15 and expanded; expanded further in 2015-16 (Y2,3, 5,6); continued & After school or holiday group tuition – group size up to 15pupils – in English, Maths or both. 10 sessions of 45 mins (Year 2/3) or 1 hour (Y5 &6) Children attain at least expected standard in tests /secure or mastery within new NC SLT and teacher data analysis of NC levels termly; SLT and teacher analysis of GL Assessments in Reading, Maths and Spelling data termly. Work scrutiny with teachers termly. Y6 progress in mock SATs tests from autumn ii to summer i
EY funding contributes to this. other materials (Year 1 -6). Whole school training from speech and language therapists is implemented. OT therapist – individual, group and whole class sessions on handwriting Communication boards and makaton All children have ‘functional’ handwriting or support plans to enable this. Improved fluency in handwriting will lead to greater fluency across the curriculum, including spelling. indicators in speaking and listening. SSPs updated termly with targets met and new targets. Photographic evidence of handwriting collected and monitored by SLT- progress from before and after intervention. Drama Teacher and expert play practitioner 1, 3, 6, 7,9 &10 £28,207 New 2013-14; extended 14-15; expanded 15-16; continued 2016-17 & extended 2017/18, 2018-19 Work with targeted groups (Y2 – Y6) on drama interventions to support the development of skills in English e.g. performance poetry, public speaking etc. Participation in Shakespeare week/special assembly Class work supports the development of language and behaviours for learning Children make rapid and sustained progress in English towards the expected standard and approach the subject with confidence Children become more confident in drama and performance Behaviours for learning appropriate & enable full curriculum participation Behaviours during lunchtimes and less structured lessons are appropriate Children with SEMH difficulties are supported Qualitative comments by children collected by drama coach and teachers – progress within NC monitored termly by SLT; PITA assessments. Relevant assessments e.g. Boxall, early identification grids. SSP targets met Less intervention by agencies such as SEBDOS Reduction in number of exclusions
Photographic evidence of handwriting collected and monitored by SLT- progress from Autumn to Summer Purchase of books and other reading resources 6 £10,750 Continued commitment to raising standards in reading across the school (£10,000 added 2018-19) Range of fiction and non-fiction books for classrooms and library across the school Broaden range of books available to children. In keeping with Doug Lemov Reading Reconsidered principles, this widening of reading across the curriculum will help to broaden children's knowledge and understanding of the wider world, improving reading attainment. Progress and attainment assessment - internal assessment (GL Assessment) of progress and attainment; end of key stage assessment; upward trend in level of reading independence (PITA); benchmarking progress. £1,000 Purchase and administration of ihub.firstnews.co.uk for KS2 Professional development of teaching of vocabulary, spelling and reading £1,000 Purchase copies of ‘Closing the vocabulary gap’ by Alex Quiggley/investigate Rising Stars vocabulary module Enhance teachers’ knowledge of latest research into the teaching of vocabulary and spelling – to enhance reading and writing standards Investment in new assessment package (GL Assessment) in Reading, Maths and Spelling – KS1/2 12 £7,000 New 2017-18; continued 2018-19 GL Assessment resources to be used in KS1 and KS2 to assess attainment and measure progress in Reading, Maths and Spelling Enabling class teachers to measure more accurately the progress and attainment of children entitled to pupil premium. Allowing class teachers to personalise learning according to individual pupil need. Progress and attainment of children entitled to pupil premium tracked termly by class teachers and SLT