Annex 1: Planning and preparation template [Insert school name] School’s Pupil Premium Profile [Insert school year] Total number of pupils in the school Number of PP-eligible pupils: Amount per pupil: Total pupil premium budget: Evidence of school performance Key statements from Ofsted report(s) relating to the performance of disadvantaged pupils: Summary of school’s performance data: Does the school’s performance data indicate that attainment and progress for disadvantaged pupils are improving, and that gaps are closing, both within the school and compared to the national average? School’s pupil premium statement (pupil premium strategy statement from Does the school’s published pupil premium statement clearly describe how the school is planning to allocate funding to raise attainment and progress for disadvantaged pupils and close gaps?
Review of expenditure Previous Academic Year 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 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 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
Total budgeted cost Review of expenditure Previous Academic Year 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 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 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
Teaching Lesson observation/ learning walks, to include work scrutiny and discussion with teachers Observation of out of class interventions Current progress data How well do class teachers plan for disadvantaged pupils within lessons and for targeted interventions? How effective are teaching assistants in implementing strategies and raising attainment and progress of disadvantaged pupils? Are parents/carers and multi professionals involved in these discussions? How well does the school plan for and achieve quality first teaching for disadvantaged pupils? Where out of lesson interventions take place, how does the school evaluate impact? Behaviour & safety Learning walk and discussion with PPCo Scrutiny of behaviour records How well is the school using Pupil Premium funding to support pupils to develop positive attitudes to learning and a thirst for knowledge across all learning contexts? Where support is focused on wider issues in pupils’ and their families’ lives and / or to widen opportunity, is there evidence that this support is improving engagement and contributing to closing performance gaps?
Annex 4a: Action plan template (2 of 2) Approach Outcomes and success criteria Owner Milestones Completed Review date Cost per pupil Total cost e.g. Reading comprehension and peer tutoring - Improved engagement and attainment of y5 disadvantaged pupils - Reduce gap by 6-9 percentage points Head of KS2 Design and deliver training to teachers and TAs 01/12/2014 01/02/2015 £100 £1500 Identify and work with peer tutors 04/01/2015 Total pupil premium expenditure: Agreed date for follow-up visit
The first of these programmes has been reduced in scale following review in the past year. This was in response to improved pupil attainment on entry and quality first teaching. This emphasises the review process's focus on matching need to provision. Where such links are less attributable, the school uses softer, more qualitative measures such as observation and staff feedback on impact to review strategy impact: 'It's really hard to say they make a difference to a pupil's achievement, but they do make a difference to the whole child' (Assistant Headteacher) An example of one such strategy is a range of lunchtime activities - these offer additional opportunities to broaden horizons that might not be gained outside of school, aid engagement, support positive behaviour in afternoon sessions and enable staff role models leading them to engage in dialogue with pupils: providing encouragement and giving important messages about their effort and the importance of engagement to shape learning and behaviour. The range of strategies overall is, the school considers, complementary in supporting pupils' needs at a number of levels and, in combination contribute to improved attainment and progress. In the latest exam year, the gap between 5 A*-C (English and Maths) had been reduced to two per cent (69 per cent for pupils eligible for the PPG and 71 per cent for non-eligible pupils). There is an annual review of all interventions, with reporting to governors' achievement and finance committees on impact of expenditure and projected expenditure for the following year based on this. In addition, the school's half-termly (six-weekly) progress checks enable regular ongoing monitoring by assistant headteachers and review of strategy deployment as well as ensuring they are being implemented effectively. For example, the assistant head for progress meets every half-term with curriculum leaders to assess impact of intervention strategies on pupils' achievement and for which pupils these will be focused on in the following half-term. This monitoring allows the school to be flexible in its deployment of some strategies to meet pupils' needs, such as small group interventions in a specific aspect of maths. While there have been some revisions to the timing or extent of strategies deployed following review, which in turn has impacted on expenditure allocations, the school has retained all of those used in the previous year.