Pupil Premium Strategy 2017-2018

Pupil Premium Strategy Statement: 2017-2018

1.   Summary information
School Brentnall Community Primary School
Academic Year 2017-2018 Total PP budget £72,100 Including funding for LAC

(September 2017- March 2018)

 

£705 for EYPP

 

Date of most recent PP Review N/A
Total number of pupils 244

(correct as of 9.10.17)

Number of pupils eligible for PP 53 children (21.7% of all children) Number of Ever 6 pupils 81 children (33.2% of all children) Date for next internal review of this strategy January 2018

 

2.   Current attainment (2016-2017)
  Pupils eligible for PP

(Brentnall Community Primary School)

Pupils not eligible for PP

 (Brentnall Community Primary School)

  Year 2 Year 6 Year 2 Year 6
% achieving expected standard or above in reading, writing and maths 50% 75% 75% 84.6%
% achieving expected standard or above in reading 78.6% 75% 75% 84.6%
% achieving expected standard or above in writing 50% 75% 58.3% 84.6%
% achieving expected standard or above in maths 71.4% 83.3% 83.3% 92.3%

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)
 In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.     Language Acquisition for a proportion of our pupils including those in receipt of PPG is poor which has led to a number of pupils making less than expected progress in reading.
B.      Emotional issues for a proportion of our pupils including those in receipt of PPG have had a detrimental effect on their academic progress compared to their peers.
C. Levels of resilience, low self-esteem and social emotional and mental health (SEMH) for some of our pupils (including some of those in receipt of PPG) are not as strong as they could be; which means some of our pupils have an over-reliance on adult help and children feeling defeated when faced with challenging tasks.

 

External barriers (issues which also require action outside school, such as low attendance rates)
D. Attendance and punctuality rates are improving but for some of our pupils eligible for PPG they are still below our school target of 96%.

“Leaders and governors are aware that, due to the high mobility of pupils into the school, securing high attendance will be an ongoing challenge. Leaders are determined to meet this challenge head on because they are unequivocal that the best place for pupils to learn is in school.” Ofsted, March 2017.

E. Social and economic factors including limited life experiences, significantly high levels of deprivation, a high proportion of children with EAL and a number of our pupils have been described as being subtractive bilingualism, which means a second language has been introduced before a child’s first language has been fully established.
4.   Desired outcomes
Desired outcomes and how they will be measured Success criteria
A.      Levels of resilience, self-esteem, determination and independence are improved for our PP children. The resilience, self-esteem, determination and independence of pupils eligible for PP in learning situations will be improved.

Attainment and progress for these and other pupils is improved.

B.       Increased attendance and punctuality rates for pupils eligible for PP. Reduce the number of persistent absentees among pupils eligible for PP.

 

Overall PP attendance improves so it is broadly in line with ’other’ pupils.

C.     Improve oral language skills for pupils eligible for PP in Reception, Key Stage 1 and Key Stage 2 classes to support pupils in the development of reading and writing. Pupils eligible for PP in Reception and KS1 and KS2 classes make rapid progress by the end of the year so that the % of pupils eligible for PP meeting age related expectations equals or exceeds that of non-PP pupils.
D.      Higher rates of progress across EYFS, KS1 and KS2 for high attaining pupils eligible for PP and more children achieving Greater Depth. Pupils eligible for PP identified as high ability make as much progress as ‘other’ pupils in Reading, Writing and Maths. Children in the EYFS also make better than expected progress across all primes areas of learning.

Measured in each year group by teacher assessments, regular pupil progress meetings and successful moderation practices established across the EIP.

More children acheieving Greater Depth in Reading, Writing and Maths across KS1 and KS2.

 

 

5.   Planned expenditure
Academic year 2017/18
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.
    i.    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?
Improve self-esteem, resilience and confidence levels to achieve higher rates of progress

 

To help create a positive mind set in children that will foster habits and attitudes in them that will enable children to become betters learners.

 

CPD will be led by Head Teacher

 

All year groups to teach specific sessions linked to Building Learning Power weekly. Each cycle will have a specific focus.

Cycle 1- Resilience

Cycle 2- Resourcefulness

Cycle 3- Reflectiveness

Cycle 4- Reciprocity

OfSted March 2017 stated that the next steps for our school should be ‘in line with the school’s stated aims, improve collaborative learning, particularly at key stage 2, so pupils develop their team working skills and resilience.’

 

To ensure that children are able to face difficulty and uncertainty calmly, confidently and creatively.

 

Children who are more confident of their own abilities are able to learn faster and learn better. Strategy is to support children to help themselves become better learners.

 

 

 

 

INSET day in September 2017 to all staff to introduce Building Learning Power (BLP). Time given for staff to plan specific BLP lessons.

 

Regular reviews with all staff and children. Support staff in creating effective BLP classrooms for all children.

 

Head January 2018 in consultation with all staff
Pupils to have access to a wide range of social/ cultural/ sporting experiences, visits and activities.

 

Pupils will partake in cultural visits. Eg: the zoo, local museums, different places of worship etc.

 

Pupils will benefit from working with others and being introduced to a variety of experiences.

 

Pupils’ horizons will be broadened and they are more likely to be engaged in their learning.

 

Reviewing programme of trips and attendance.

 

Deputy Headteacher (Progress and Performance) Yearly

 

   ii.    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 language skills for pupils eligible for PP

 

Streamed phonics groups with staff delivery groups appropriately trained.

 

As part of our overall school improvement plan we will aim to raise attainment in reading to:

– to improve reading levels across EYFS, KS1 and KS2.

– to encourage children to read for pleasure

– to expose children to a wide range of different stories

– give children access to a range of book genres in greater depth

 

Consistent use of marking and feedback strategies to enable children to make accelerated progress in all areas of the curriculum including ‘pink pen challenges’ where appropriate.

 

Through regular Pupil Progress meetings children to be identified quickly as needing additional support and then appropriately trained staff to run focused intervention groups to meet the needs of these children.

 

To continue to ensure that, through our SENCo, appropriate SMART targets are set for identified SEND children and that these are closely monitored.

 

We will continue to track and monitor data of PP children robustly. Where children have taken part in a specific intervention, progress will be analysed from beginning to end.

National Literacy Trust ‘Reading for Pleasure – a research overview’ 2006
‘—benefits include an increased breadth of vocabulary, pleasure in reading in later life, a better understanding of other cultures, better general knowledge and greater insight into human nature.’

OECD 2002 – ‘Developing a love of reading can be more important for a child’s educational success than their family’s socio-economic background

Sutton Trust – research on effective marking and feedback to enable children to know the next steps in their learning and thereby make good progress.

Early intervention for children identified with language and social skills difficulties will address children’s needs.

Rationale: Education Endowment Foundation (August 2017):

Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind.

Evidence indicates that small group tuition can accelerate learning by 4+ months with moderate costs for moderate impact.

Pupil Progress Meetings at the end of every cycle

 

After each learning cycle staff will be redeployed according to the needs to the children.

 

SENCo and Assessment Co-ordinator to regularly review intervention programmes and monitor the effectiveness of each programme individually.

 

Staff delivering intervention programmes will be suitably trained.

SENCo

 

Assessment Co-ordinator

 

Pupil Premium Co-ordinator

 

Phase Leaders

 

At the end of each cycle and before if necessary.

 

The attendance and punctuality of PP children improves. Pastoral Manager is responsible for sending letters, liaising with the EWO, sending penalty notices etc.

Pastoral Manager to become involved with families whose attendance falls below 95% and offer support or advice to families that may be struggling.

When a child is absent from school Pastoral Manager is responsible challenging any unauthorised absences immediately.

EWO to become involved when attendance falls below 90%.

Awards given for 100% attendance & punctuality

Attendance and punctuality to be shared with parents/ carers regularly

Breakfast club available for all children from 8am.

 

When children attend school regularly without constant breaks, they make greater progress.

Evidence shows that children who attend school make better friendships, take more ownership in their learning and are more confident.

Children enjoy receiving awards and will often try harder when an award is being offered.

Attendance will be monitored weekly

Particular attention will be given to PP children and their families if required.

Any absence will be addressed 
immediately.

 

Pastoral Manager

 

Deputy Headteacher (Inclusion)

Weekly
Higher rates of progress across EYFS, KS1 and KS2 for high attaining pupils eligible for PP

 

All staff know who are the more able PP children and children have been identified on Class Context sheets.

Very specific planning for these children to ensure that they make accelerated progress.

Classes have been created in Year 2 and Year 5 to focus on high attaining pupils and ensure that more children achieve greater depth in reading, writing and maths.

 

Data for PP pupils shows they must make accelerated progress to diminish the differences with non-PP children at Brentnall.

The data for PP pupils shows they must continue to make accelerated progress to diminish the differences with all pupils nationally.

OfSted March 2017- ‘develop a strategy to build in the stretch and challenge of the most able pupils so that these pupils make rapid and sustained progress and excel across a wide range of subjects.’

 

 

Regular discussions about progress with Assessment Co-ordinator, Inclusion Lead and Phase Leaders.

 

Pupil Progress Meetings at the end of every cycle

 

After each learning cycle staff will be redeployed according to the needs to the children.

 

Deputy Headteacher (Progress and Performance)

 

Deputy Headteacher (Inclusion)

 

Pupil Premium Co-ordinator

 

 

At the end of each cycle during Pupil Progress Meetings or before if necessary
6.   Review of expenditure
Previous Academic Year 2016-2017
    i.    Quality of teaching for all
Desired outcome Chosen action/approach Estimated impact: Lessons learned

 

Cost
Increased number of children achieving a GLD at the end of EYFS An additional, experienced Teacher to work across Early Years. Increased numbers of children achieving GLD at the end of Reception.

 

With some children there has been a noticeable improvement in their self-confidence.

 

PP children were identified on planning and as a result children made better progress.

 

Higher achieving children were targeted more effectively.

This approach was successful and this approach will be modified and used in future.

 

Children achieving expected standard or above by the end of Reception

 

2014- 27.6%

2015- 43.3%

2016- 58.5%

2017- 67.7%

 

A contribution of £124,795 was taken from PP funding towards staffing costs.
Increased number of children achieving expected standards in reading, writing and maths. An additional teacher working across Middle School and an additional teacher working across Upper School. Vulnerable groups were given more support.

Children were taught in smaller groups.

 

Specific interventions put in place for key marginal children and as a result there was an increased number of children achieving the expected standard in reading, writing and maths.

 

PP children were identified on planning, work differentiated appropriately and as a result children made better progress.

 

Higher achieving children were targeted more effectively.

This approach was successful and this approach will be modified and used in future.

 

Key Stage 1

Subject School National
Reading 83% 74%
Writing 66% 65%
Mathematics 79% 73%

 

Key Stage 2

Key Stage 2 Results  Brentnall Community 

Primary School

National
%of pupils achieving the expected standard in reading, writing and mathematics 38%  

53%

%of pupils achieving the expected standard in reading 38%  

66%

%of pupils achieving the expected standard in writing 73%  

74%

%of pupils achieving the expected standard in mathematics 73%  

70%

Average progress in reading -2.5 (Average) -5.1 to 0.1
Average progress in writing 1.8 (Average) -0.8 to 4.4
Average progress in mathematics 3.2 (Well Above Average) 1 to 5.4
%of pupils achieving a high level of attainment in reading writing and mathematics 0%  

5%

Average scaled score in reading 98 103
Average scaled score in mathematics 105 103
   ii.    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
Achievement for All used to target vulnerable groups of children. Vulnerable groups identified and parents/ carers invited in for a number of structured conversations throughout the year. The majority of parents/ carers attended the meetings and were willing to work alongside school to meet the targets that were set.

 

Targets were then reviewed at the end of each assessment cycle with the parents/ carers.

 

We found was the language barrier was an issue with some parents/ carers as a number of our parents have EAL.

This approach will be used again this year. Staff will continue to receive CPD to support them.

 

 

 

 

 

Pay for interrupters where needed.

£4171
EAL children to make better than expected progress and to demonstrate increased confidence in social situations. A teacher to support EAL children x4 mornings a week. Children new to English received an intensive language support for 8 weeks. Some children were withdrawn from their classes to work on specific areas.

 

Some children who received the intensive language support made significant progress.

 

During pupil progress meetings at the end of each cycle staff will be assigned according to the needs of the children.

 

If there is a need later in the year language support will be put in place.
Funding for extra curricular activities PP children have a contribution paid towards the cost of after school clubs such as horse riding and trampolining. Children who otherwise wouldn’t have had the opportunity were able to attend a variety of different after school clubs.

 

Children were able to socialise with a variety of different children.

 

For some children it has been noticed that there has been a increase in confidence.

 

Children had non-academic achievements celebrated in assemblies.

This approach will continue to be used this year. £146

 

7.     Additional detail
 

We believe that through the introduction of the universal free school meals for children from reception to year 2 that the number of pupil premium children in our school is inaccurate. We have had a ‘big’ push over the last couple of years to ensure that children entitled to PPG actually receive it. Despite our best efforts we still believe that there are some children who are entitled to receive PPG don’t receive their allowance.