system (without changing recording practices or standards). Attitudes to learning in class improved. Increased attendance rates for pupils eligible for PP. Reduce the number of persistent absentees among pupils eligible for PP from 93.07% to 95% or above. 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? A. Greater number of PP boys to make good/expected progress in maths in KS1 Staff training in maths strategies including Numicon. PP children to be targeted for in class support & booster groups. Use of our tracker to measure progress and identify areas for possible support, to feed into class planning. Maths lead to support and challenge. Low EYFS starting points. School data has identified this group. Teachers have observed that they cannot apply learnt skills independently. Early identification in reception and KS1 which triggers rapid intervention[s]/strategies to be put in place. Courses identified that will enhance the teachers maths knowledge to best suit the needs of the children. Use of INSET and team teaching to help support and develop all teachers CPD within maths i.e. further Numicon training. Timetabled support, resourced with the implementation of baselines and final results to evidence progress and to determine those crucial next steps. Maths lead alongside SEND lead to support and analyse data. SC TW Jan 2017
B. Higher rates of progress across KS1 for high attaining pupils eligible for PP. Early identification of specific teaching groups for most able pupils. Staff training for greater depth maths strategies as well as higher order questioning. Parents of PP children targeted for workshops. PP children tutored in maths workshops. PP children to be targeted for in class challenge & attend booster groups. Maths lead to support and challenge. School data has identified this group because we want to guarantee that PP pupils achieve high attainment at greater depth as well as meeting expected standards. We want to share our expertise within school and across our cluster to improve teacher practises to provide challenge and support for these pupils. External validation on entry EYFS data. Early identification in reception and KS1 which allows specific strategies to be put in place. Weekly planning to be monitored and analyse to see if HA groups are being challenged and supported where needed. Find appropriate training to match theses needs for all staff. Outcome to be reviewed through pupil voice, book looks, planning scrutiny, SLT drop ins and pupil conference meetings. KB SC TW Jan 2017 C. Behavioural issues of Pupil Premium children addressed. Further training on Attachment aware schools for all members of staff form an external agency. Training for our Mid-Day Supervisors. Triggers identified for behaviour patterns and tailored individual response developed. SEND to source appropriate outside agencies to support staff & children. Nurture practitioner to support across the school. Implementation in all classes of the Boxall Profile. Observations across the day have identified vulnerable children need that extra support. Pupil voice and responses to questionnaires. Staff understanding the individual needs of the children from our community. Staff training and regular updates plus time to reflect. Teachers to be part of the analysing of the Boxall profiles to gain a deeper/better understanding of their children’s needs. Nurture provision to drill down specific areas/targets to be addressed, and teachers to have an input into class strategies that will support these targets. Boxalls profiles will show improvements. Analysing the behaviour white slips. CP RC Feb 2017 Total budgeted cost £59, 700 Targeted support Desired outcome Chosen What is the evidence and rationale How will you ensure it is Staff lead When will you
To aim to ensure pupil premium to meet ARE by end of KS1. Identified children below and just in ARE. Booster groups [teacher], small group work, targeted planning; use of TA’s and school resources. Team teaching. Close liaison with SEND lead and through pupil progress management meetings. This objective was achieved for all pupils except for one pupil in writing. 89% success rate. Reading PP children – 100% against Non-PP children Reading 64% ARE & 18% greater depth. Writing PP children – 66% ARE against Non-PP children 45% below ARE, 36% ARE & 17% greater depth Maths PP children – 100% against non-PP below ARE 36%, 55% at ARE & 9% at greater depth. [PP children 3, Non PP children 10] Booster groups delivered by a teacher was successful; to be carried over next year. Earlier identification to be implemented and actioned to maximise the success rate. £8500 [Academic year] 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 To provide wider opportunities/inclusion for pupil premium children. Structured conversations with parents. Nurture consolations. Identification SEMH needs through the Graduated Pathway. Pupil voice, they have a valid input to what their needs are. Sourced resources. Use of PP funding. This was met. The children were all able to access everything that the school offered such as: trips, visitors, music lessons, residential visits, counselling, play therapy, breakfast club to name but a few. Nurture provision has impacted on the behaviour and readiness to learn. School has created a creative and inclusive curriculum which has allowed a wide range of tasks and experiences for all children to enjoy and provide greater depth of learning. PP children were provided with support, resources and opportunities wider than the academic parameters. PP children are equipped and ready to learn. Barriers to learning are identified and actioned. Building positive relationships with all parents via the ‘meet and greet’ morning welcome at the school gates. Wider range of opportunities was very successful and will continue. Introduction to nurture to younger children had a positive impact and expanded and further developed. PP children are equipped and ready to learn. Breakfast club has positively impacted on some PP children’s attendance and this needs to be further addressed through parental engagement. £56 000 [Academic year]