Planned expenditure Academic year 2016-2017 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? Continue to increase the percentage of pupil premium pupils who are working at the expected levels in Reading, Writing and Maths at KS1 and KS2 Pupil Premium Champion to monitor standards and identify areas of success to share across school. Progress meetings to focus on PP attainment – especially those who are not SEN. 47% of school is Pupil Premium – what works for Pupil Premium children should work for all. Maintain emphasis on standards for PP children in progress meetings Highlight pupil premium children who are of higher ability- provide challenge to aim for the higher scores. Pupil Premium Champion to report to SLT and governors on spending and its effectiveness. SG GTa January 2017 April 2017 July 2017 Cost: £36,400 Quality first teaching- never less than good. Effective assessment (formative) to identify gaps in knowledge and skill and differentiate lessons to ensure adequate challenge and support. Bespoke curriculum planned to stimulate all children but especially the pupil premium children. Use of Arbor MIS and marking to track progress and identify areas of strength and weakness for each child/group. Most vulnerable children to be taught by highest quality staff each day. Use of formative assessment and quality feedback proven to aid progress (EEF) Half termly progress meetings. Pupil Premium Champion to track progress of PP children specifically. Provision map for each class to identify how weaker areas will be supported and higher ability children will be challenged. Assessment group to develop quality assessments for foundation subjects Lesson observations, work scrutiny and pupil discussion. GTa GTh RH SG KH November 2016 January 2017 March 2017 July 2017 Cost: £ 18,570
Improve writing attainment of PP children across school – including high achievers and those who are not SEN Read, Write, Inc Literacy and Language from Y2+ Curriculum based on quality texts Dedicated Grammar sessions Increase cross curricular writing opportunities Read, Write, Inc spelling Y2+ In school and external moderation to standardise expectations Guided writing sessions daily Qualtiy phonics sessions daily in KS 1 Read, Write Inc supports improvements in vocabulary – an area of weakness identified in scrutiny and moderation. Use of quality full texts – recommended by Literacy specialists to allow children to study a text in depth Cross curricular writing allows children to apply skills learned in English lessons in other areas – lead to improvements in all areas, not just writing. Weaknesses in spelling are hindering children from achieving end of key stage expectations. Class teachers to assess effectively and use information to inform planning. SLT to analyse data half termly- monitoring progress of PP children specifically Provision map for each class to identify clear plan to improve writing for vulnerable children- including more able. Class teachers to monitor via team work scrutiny Pupil progress meetings to include work scrutiny SG RW RH January 2017 April 2017 July 2017 Cost: £7,00 Total budgeted cost £61,970
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? Improve writing attainment in Years 4 & 6 PP Champion to team teach in Y4 and Y6 (most vulnerable) Focus on specific children on specific objectives – linked to whole class theme PP Champion working with other teachers- sustainable CPD for staff Prior 1:1 support and small group work – removal from the class – did not achieve the improvements hoped for. Issues with lack of application once back in class and lack of cohesion of objectives between 1:1 and class work. Team teach work done in Y5 in the previous year had more impact so is being replicated in two weakest cohorts. Lesson observation Work scrutiny Progress meetings Pupil discussion SG January 2017 April 2017 July 2017 Cost included in PP champion costs Improve support and provision for children with SpLD Drive for Literacy Programme implemented across school IDL programme implemented for specific children Specific literacy support – FFT, phonics, GW,GR Drive for Literacy – early identification and support of SpLD – early intervention proven to lead to longer term improvements IDL – assesses each child and provides specific intervention. Early intervention using proven programmes and approaches Drive for Literacy – monitored by SLT and Drive for Literacy charity. 6 whole staff workshops 3 consultation days 3 specialist days 2 parent workshops Progress meetings SEN surgeries and data analysis TA intervention records RH Following each workshop and consultation event Cost: £4,585 Termly
Improve attendance and punctuality of PP children Rigorous monitoring of attendance data. Clear system of warning letters and parent meetings in place Early Help assessment where necessary followed by Startwell referral if necessary Rewards system in place Penalty notice system in place via LA PP children have poorer attendance than non PP children. Data suggests that the PP girl’s attainment is poorer than PP boys and is often cohort specific. Improved attendance leads to improved attainment. Children with punctuality issues often miss phonics and are therefore at risk of not passing phonics check or meeting end of year writing requirements. HT to work directly with families and Pastoral Team to ensure success GTa CS Fortnightly review of individual children and half termly school analysis. Quality teaching and smaller teacher:child ratios in the early years. Provide 2 qualified teachers in Reception class to make two small classes of 22/23. Use fully qualified teachers for high quality first teaching and group work with support from HLTA and TA. Most vulnerable children with highest ration of teacher to child. HT to monitor via progress meetings and performance management. GTa Governors Performance management cycle Termly data analysis and follow up. Cost: £34,500
Improve attainment and progress of pupil premium children in maths Third Space 1:1 online tuition Improved confidence in maths ability and perseverance in overcoming difficulties. End of Key Stage 2 Maths – 86% of disadvantaged children met the expected standard in maths compared to 75% of others nationally – above End of Key Stage 1 Maths – 73% of disadvantaged children met the expected standard compared with 77% of others nationally – in line To be continued next year – slight change in approach – to use tuition for pre-teaching rather than catch up to enable to hit the ground running in new topics rather than start from behind. This approach was started at the end of last year and was very effective. £ 6,084 Improve the attainment of writing across the school Read, Write Inc Literacy and Language Cross curriculuar writing built into curriculum Digismart New writing assessments Writing at Key Stage 2 was above national at both the expected and higher levels for all pupils. It was below national for the disadvantaged children when compared to others nationally. At Key Stage 1 writing was in line with national at both expected and Greater Depth for all pupils. Writing was below national for disadvantaged children when compared to others nationally. To continue but use additional Guided Writing and team teach approach. Changes to curriculum standards impacted on a number of children who would have previously achieved the standard. Spelling and handwriting were key areas where children could not meet the standard. Drive for Literacy programme and in school strategies will support this. £2,500 £2,250 Other approaches 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