Pupil premium strategy statement (Sandgate Primary School) Summary information School Sandgate Primary School Academic Year 2016/2017 Total PP budget £74,100 Date of most recent PP Review n/a Total number of pupils 422 Number of pupils eligible for PP 55 Date for next internal review of this strategy April 2017 Current attainment and progress 2015-2016 (end of KS2) Pupils eligible for PP (9 pupils) Pupils not eligible for PP (national average) % achieving expected in reading, writing and maths (combined) 67% 73.4% % achieving expected in reading 100% 83.9% % achieving expected in writing 67% 78.6% % achieving expected in maths 89% 82.4% Average progress point in reading 6.94 0 Average progress point in writing -1.09 0 Average progress point in maths 0.04 0 Standardised Score in reading 109.8 103.8 Standardised Score in maths 103 104 Targets for 2016-2017 Key Stage 1 – 7 pupils Pupils eligible for PP Pupils not eligible for PP (national average 2016) % targeted for expected in reading 86% 74% % targeted for greater depth in reading 14% 24% % targeted for expected in writing 71% 65% % targeted for greater depth in writing 14% 13%
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 D Increased attendance rates E Increased support and participation for pupils eligible for PP at home from parents. - Attainment for children cannot improve if they are not attending school. NfER briefing for school leaders identifies addressing attendance as a key step. Limited opportunities outside of school mean that some children do not experience a wide range of activities. Providing these in school will raise attendance, and therefore attainment. Although parental involvement is consistently associated with pupils’ success at school, the evidence about how to increase involvement to improve attainment is mixed and much less conclusive. This is particularly the case for disadvantaged families. There is some evidence that supporting parents with their first child will have benefits for siblings. However, there are also examples where combining parental engagement strategies with other interventions, such as extended early years provision, has not been associated with any additional educational benefit. This suggests that developing effective parental involvement to improve their children’s attainment is challenging and will need careful monitoring and evaluation. Developing effective parental involvement to improve their children’s attainment is challenging. The impact of parents’ aspirations is also important, though there is insufficient evidence to show that changing parents’ aspirations will raise their children’s aspirations and achievement over the longer term. Two recent meta-analyses from the USA suggested that increasing parental involvement in primary and secondary schools had on average 2-3 months positive impact. Thorough analysis of performance of FLO in raising the attendance of these pupils. Every child will have attended two clubs. The head teacher, FLO and deputy head teacher will work collaboratively together to ensure that new provision and standard school processes work smoothly together. Deputy Head teacher Family Liaison Officer All staff – provision of clubs. Jan 2017 Term 1 attendance for PP – 96.5 ALL – 96.3 As of 7.2.17 PP – 96.6 Non PP – 97.6 May 2017 PP - 96.3% ALL - 96.9% Non PP - 97.0% Minimal gap between PP and non due to support from FLO with specific target families . July 2017 PP – 96.4% ALL – 96.9% Total budgeted cost £28,100
Review of expenditure Previous Academic Year 2015-2016 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 Children eligible for the grant will attain similarly to those not eligible in reading, writing and maths. Focused intervention by class teachers and teaching assistants. Daily reading for every child eligible. Senior leaders to support PP children every morning in small group teaching for maths, reading and writing. Tutoring afterschool with a highly experienced teacher in Years 5 and 6. See above notes and analysis of data. Intervention size needs to be reduced for maximum impact from 1-6 to 1-4 for these children. 36 pupils in intervention at cost of £351 pp for the year (3x20 mins every week) £12,356 Daily reading 57 pupils at cost of £48 each £2750 7 Year 6 pupils will be taught reading, writing and maths every morning for 3 terms. £12, 900 39 weeks, 2 hours tutoring at £30 an hour £2340 3 £30,346 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