Planned expenditure Academic year 2018 – 2019 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? A. Raise standards at KS1 for pupils eligible to PP, particularly in writing at EXS and writing and maths at GDS. C. Increase the percentage of pupils eligible to PP achieving the expected standard in phonics by Y2. 9 children identified working with a Beanstalk volunteers, twice a week for 30 mins. 98% of children had an improved attitude to reading; 98% of children had an increase in confidence; 94% of children increased enjoyment of reading. (Beanstalk Project) Through observations and termly tracking. BB July 2019 Teaching assistants run interventions for targeted pupils eligible for PP. Individualised instruction has a positive effect, on average, for learners. (EEF toolkit) Through observations, book scrutiny, and termly monitoring. EM July 2019 D. Raise standards at KS2 for pupils eligible to PP, particularly in maths at EXS and writing at GDS. Additional Y6 teacher for English and maths. Reducing the number of pupils in a class will improve the quality of teaching and learning, for example by increasing the amount of high quality feedback or one to one attention learners receive. (EEF toolkit) Through observations, book scrutiny, and termly monitoring. Pupil progress meetings. Learning walks. BB July 2019 Teaching assistants run interventions for targeted pupils eligible for PP. % of the TA budget related to % of PP children? Individualised instruction has a positive effect, on average, for learners. (EEF toolkit) Through observations, book scrutiny, and termly monitoring. EM July 2019 Volunteers target PP for extra reading. Individualised instruction has a positive effect, on average, for learners. (EEF toolkit) Pupil progress meetings. BB July 2019
Nessy subscription (highly structured, sequential, multisensory learning program) to support spelling and reading. Technology has the potential to enable changes in teaching and learning interactions, such as by providing more effective feedback, or enabling more helpful representations to be used or simply by motivating students to practise more. (EEF toolkit) Shared writing scrutiny – are spellings being used in children’s writing. EM July 2019 Total budgeted cost £78,121 budg 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? B. Behaviour issues of vulnerable pupils addressed. Jigsaw 4 U worker to run specialised programmes which are targeted at pupils with specific behaviour issues. Evidence suggests that, on average, behaviour interventions can produce moderate improvements in academic performance along with a decrease in problematic behaviours. (EEF toolkit) Through observations and termly tracking. EM July 2019 2 ELSAs employed to work with our vulnerable pupils eligible for PP. SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself. (EEF toolkit) Through observations and termly tracking. EM July 2019 E. Increased attendance rates for pupils eligible for PP. Family support worker to work with pupils and parents whose attendance is poor (below 90%). NfER briefing for school leaders identifies addressing attendance as a key step. Parental involvement is consistently associated with pupils’ success at school. Attendance Lead to direct pupils and parents to Kim. BB July 2019 Total budgeted cost £33,676 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? A. Raise standards at KS1 for pupils eligible to PP, Financial support towards school trips. Financial support towards Y3 & Y6 residential. On average, pupils who participate in adventure learning interventions make approximately four additional months’ Pupil voice BB July 2019
Pupils eligible for PP achieve as high a standard as other pupils. Pupils eligible for PP achieve the expected standard across all 3 subjects at KS2. Y6 booster teacher. Teaching assistants. Learning conversations. Beanstalk project. Progress in writing for PP at KS2 was 0.5 – the same as for all pupils. % achieving expected standard or above in reading for PP at KS2 was 83% compared to 81% for all pupils. Changed the Y6 booster teacher to be an additional teacher across the year group. We felt that 3 smaller classes would benefit all pupils, as well as those eligible to PP. We have recruited 2 more Beanstalk volunteers as the children enjoy their sessions so much and we feel that more children could benefit from this 1 – 1 tuition. £50,793 Targeted support Desired outcome Chosen action/approach Estimated impact: Lessons learned Cost Increased attendance rates for pupils eligible for PP. Family support worker. Children eligible for PP had attendance rate of 8.1 compared to 5.1 for all pupils. We will continue to provide family support for our families and plan to hold weekly safeguarding meetings to discuss vulnerable families. £20,788 Behaviour issues of vulnerable pupils addressed. Jigsaw 4 U worker. 2 ELSAs. 10 children had individual behaviour plans at the end of the year. Approach to continue in 2018 – 2019 as all pupils benefited. £32,418 Other approaches Desired outcome Chosen action/approach Estimated impact: Lessons learned (and whether you will continue with this approach) Cost Increased attendance rates for pupils eligible for PP. Behaviour issues of vulnerable pupils addressed. Financial support towards school trips, Y6 residential, extra-curricular activities e.g. ASC, scouts, drama clubs, brownies. Children eligible for PP had attendance rate of 8.1 compared to 5.1 for all pupils. 10 children had individual behaviour plans at the end of the year. Approach to continue in 2018 – 2019 as all pupils benefited. £8,739