Pupil Premium Strategy 2018-2019

Pupil premium strategy statement:

1.   Summary information
School Brentnall Community Primary School
Academic Year 2018-2019 Total PP budget September 2018- March 2019

£66,687 Including funding for LAC

£649 – EYPP

 

September 2017- August 2018

£119,101 Including funding for LAC

£1113 – EYPP

Date of most recent PP Review November 2017
Total number of pupils 237

(correct as of 28/9/2018)

Number of pupils eligible for PP 64 children (27% of all children) Number of Ever 6 pupils 89 children (38% of all children) Date for next internal review of this strategy November 2018

 

Current attainment- End of Key Stage 1 Assessments 2018 (Year 2)
45 children in total

13 disadvantaged

Expected standard Greater Depth
  Eligible for PP

 

Not eligible for PP

 

Eligible for PP

 

Not eligible for PP

 

% achieving in reading, writing and maths 62% 50% 0% 6%
% achieving in reading 62% 8 children 44% 14 children 23% 3 children 22% 7 children
% achieving in writing 54% 7 children 44% 14 children 8% 1 child 9% 3 children
% achieving in maths 85% 11 children 53% 17 children 0% 0 children 13% 4 children

 

Current attainment- End of Key Stage 2 Assessments 2018 (Year 6)
29 children in total

13 disadvantaged

Expected standard Greater Depth
  Eligible for PP

 

Not eligible for PP

 

Eligible for PP

 

Not eligible for PP

 

% achieving in reading, writing and maths 54% 75% 8% 6%
% achieving in reading 54% 7 children 81% 13 children 31% 4 children 31% 5 children
% achieving in writing 62% 8 children 81% 13 children 15% 2 children 13% 2 children
% achieving in maths 62% 8 children 94% 15 children 15% 2 children 25% 4 children

 

Current attainment- Year 1, 3, 4 and 5 – 2018
Pupils Achieving the Expected Standard
  Reading Writing Maths
  Eligible for PP

(__ pupils)

Not eligible for PP

(__ pupils)

Eligible for PP

(__ pupils)

Not eligible for PP

(__ pupils)

Eligible for PP

(__ pupils)

Not eligible for PP

(__ pupils)

Year 1 20% 35% 10% 26% 20% 39%
Year 3 25% 31% 33% 23% 25% 39%
Year 4 42% 18% 33% 36% 33% 46%
Year 5 19% 36% 19% 41% 31% 27%

 

Current attainment- Year 1, 3, 4 and 5 – 2018
Pupils Achieving Greater Depth
  Reading Writing Maths
  Eligible for PP

 

Not eligible for PP

 

Eligible for PP

 

Not eligible for PP

 

Eligible for PP

 

Not eligible for PP

 

Year 1 0% 0% 0% 0% 0% 0%
Year 3 17% 31% 8% 15% 25% 15%
Year 4 25% 36% 17% 18% 25% 27%
Year 5 6% 18% 6% 14% 6% 18%

 

1.   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.     The percentage of children working at the age related expected level or above in writing is low across the school.
B.     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.
C. 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.
D. 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.
E. On early to the EYFS the Baseline assessment is low, showing the percentage of children working significantly below the expected standard in all of the seven areas of learning and development.
F. High mobility in the area has led to a higher than expected number of in-year admissions, many of these children are pupil in receipt of PPG

 

External barriers (issues which also require action outside school, such as low attendance rates)
G. 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.

H. 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.
2.   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 percentage of PPG children achieving the age related standards at the end of the academic year Pupils eligible for PP making less than expected progress will be identified during regular Pupil Progress Meetings and measures will be taken to support the needs of these pupils.

 

Progress will be measured using regular teacher assessments, regular Pupil Progress Meetings and successful moderation practices established across the EIP.

 

More PPG children achieving the age related exected standard or above in Reading, Writing and Maths across KS1 and KS2.

E.       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.

 

3.   Planned expenditure
Academic year 2018/19
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 and other members of SLT

 

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 September 2017 focused on introducing all members of staff to Building Learning Power (BLP). Time given for staff to plan specific BLP lessons.

 

CPD through regular staff meeting/ phase meeting time focused on BLP

 

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

 

BLP display in the hall.

 

Posters displayed in all classrooms and referenced regularly.

Head

 

SLT

On-going
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.

 

Pupils will have more real-life experiences that they might have otherwise have missed.

Reviewing programme of trips and attendance.

 

Deputy Headteacher (Progress and Performance) Yearly
Improve the levels of children achieving the expected standard or above in writing. To ensure that the teaching of writing is more explicit.

The leader of English at PiXL will lead CPD for all staff.

To ensure that all staff are confident in their delivery of writing.

A non-class based teacher to support the teaching of writing and to support staff in the delivery of writing lessons.

Children will be exposed to more opportunities for writing and where possible, they will be linked to real-life experiences.

SLT have agreed a minimum number of pieces of writing per cycle.

Some pupils need additional support to achieve the age related expected standards.

 

Evidence to show that this chosen approach has had a positive impact in other schools similar to ours.

Yearly subscription for PiXL resources for years 1-6 (£3600)

CPD for all staff in January 2019 on the teaching of writing from the English lead at PiXL.

EIP moderations throughout the year to ensure consistency across our ‘cluster’ of schools

 

   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?

 

To improve percentage of children achieving the age related expected standard in reading. 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.

 

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

 

Pupil Progress Meetings at the end of every cycle

 

After each learning cycle staff will be deployed 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.
Improve language skills for pupils eligible for PP

 

Streamed phonics groups with staff delivery groups appropriately trained.

 

Direct phonics for children in years 2 and 3 who didn’t pass the year 1 phonics screening.

 

Introduction of WellComm (Speech and Language toolkit to identify children who might have potential language difficulties) to baseline all children in Nursery and any new children in Reception at the start of the school year.

 

All EYFS staff trained on WellComm

 

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

 

A member of staff (trained in ELKAN) to deliver Speech and Language programme to highlighted children.

 

 

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

WellComm- ‘A Speech and Language Toolkit for Screening and Intervention in the Early Years: It will help to play a crucial role in identifying children with potential language difficulties and offers a range of customised intervention activities to help support their language development.’

 

WellComm has shown previous Brentnall.

 

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.

When appropriate, very specific planning for these children to ensure that they make accelerated progress.

 

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
4.   Review of expenditure
Previous Academic Year 2017-2018
    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. Slight decrease in the number of children achieving GLD at the end of Reception.

 

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

 

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

 

Higher achieving children were targeted more effectively.

 

50% of all disadvantaged pupils in EYFS achieved GLD compared to 59% of disadvantaged pupils in the local authority (LA)

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

 

Change in staff during the school year then followed by supply teachers affected the needs of some of the children.

 

Children achieving expected standard or above by the end of Reception

2014- 27.6%

2015- 43.3%

2016- 58.5%

2017- 67.7%

2018- 65.6%

 

A contribution of £115,501 was taken from PP funding towards staffing costs.
Improve self-esteem, resilience and confidence levels to achieve higher rates of progress

 

Introduce BLP across the school. CPD led by the headteacher and reviewed regularly. With some children there has been a noticeable improvement in self-confidence.

 

Some children are more accepting of being challenged.

After consultation with staff CPD for BLP has been continued into the next school year.

 

Staff are expected to still refer to the principles of BLP regularly.

Pupils to have access to a wide range of social/ cultural/ sporting experiences, visits and activities.

 

School to use some of PPG to ensure all children have access to different trips/ visits throughout the school year.

 

Money to ensure the school minibuses are kept ‘roadworthy’.

Children still speak of experiences from previous years.

 

Children have been able to recommend a number of trips to the children who are now in their previous year group.

Deputy Headteacher (Progress and Performance), in consultation with class teachers, will continue to ensure children are exposed to as many different social/ cultural/ sporting experiences as possible.

 

Research free trips.

 

Purchase of National Trust card.

 

Improve language skills for pupils eligible for PP

 

Streamed phonics groups

 

Most experienced members of staff with key marginal groups

Slight decrease in the number of disadvantaged children passing the phonics screening from previous year. 37 children in total in year group

8 children disadvantaged

63% of disadvantaged pupils passed screening

72% of non-disadvantaged pupil passed screening.

Change of Phonics lead

Experienced members of staff teaching phonics this year

Regular screening checks

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.

 

 

   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
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

 

5.     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.