Pupil Premium Strategy 2018-2019

Pupil Premium Strategy 2018 -19

NOR

373

Number of pupils eligible for PP funding

170

Percentage of pupils eligible for PP funding

46%

Total Budget allocation

£228,920

Academy Deprivation Index

0.3

Nominated member of AAB

Louise Chappell

AAB PP Review dates

22.11.18

21.03.19

11.07.19

 

Outcomes of Previous Academic year

 

All

PP

Others

Key stage 2 Reading ARE

74%

76%

71%

Key stage 2 Reading GD

15%

11%

20%

Key stage 2 Writing ARE

82%

84%

80%

Key stage 2 Writing GD

23%

18%

29%

Key stage 2 Maths ARE

77%

82%

71%

Key stage 2 Maths GD

12%

5%

20%

 

Pupil Premium - What is Pupil Premium?

Pupil Premium was introduced by the Department for Education (DfE) in 2011, as additional funding for pupils who receive Free School Meals and who are Looked After Children. This is because the DfE have recognised that good education is the key to improving young people’s life chances. This is particularly true for children from low-income families, or who are Looked After Children, research shows that without intervention these children are far less likely to leave schools with good GCSE results than other children. The Pupil Premium, using additional resources from outside the School’s Budget, is intended to address the current inequalities by ensuring that funding reaches the pupils who need it most.

The Pupil Premium has also been introduced for children whose parents are currently serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils.

The DfE have stated that schools have the right to spend this funding as they see fit based upon their knowledge of pupil needs.  There is obvious accountability that serves to ensure that the money is used effectively and to the benefit of these key groups.

1.    To continue to narrow the gap between pupil premium children and other in all year groups so they achieve ARE.

2.    To increase the number of pupil premium children achieving greater depth.

3.    Improve the attainment and progress of boys at ARE in all subjects and girls at GD in maths.

Y3

·         26% of the cohort are SEND (10/39ch)

·         48% of boys are working below ARE (10/21). Of those boys 80% (8/10) are SEND

·         83% of girls are working within ARE.

Y4

·         95% of boys were working within the age related curriculum (20/21 ch).

·         88% of girls were working within the age related curriculum (15/17 ch).

** The progress of 2.2 children in reading and writing is a priority to ensure these children spend more time working at ARE independently.

** Challenge for 1 children in reading to ensure they are developing the depth of their answers.

Y5

·         75% of pupil premium children were working within the age related curriculum by the end of the year but 30% are 2.2 children.

·         70% of boys were working within the age related curriculum (19/27 ch) but the 2.2 children are a high priority.

·         3 of the 8 boys not working within ARE are SEND children.   The other 5 boys are a high priority.

·         75% of girls were working within the age related curriculum (15/20 ch) but the 2.2 children are a high priority.

·         2 of the 5 girls not working within ARE are SEND children. The other 3 girls are a high priority.

Y6

·         80% of pupil premium children were working within the age related curriculum by the end of the year however, there is a large gap between the attainment of boys and girls.

·         62% of boys were working within the age related curriculum (19/27 ch).

·         7 of the 10 boys not working within ARE are SEND children. The other 3 boys are a high priority as they should not be more than a year behind.

·         100% of girls were working within the age related curriculum and none are SEND.

 

Behaviour and Attendance

Increased nurture support is required for the Year 3 cohort due to the high number of SEND children and the number of children requiring part time tables or one to one support.

Thrive, parental support and in school nurture work requirements in Y4 – 6 remain high due to the high number of PP children in each year group and the number of open CIN/ CP cases or early help referrals.

 

Current Pupils

Y3

Year group profile:

Total number

Boys

Girls

SEND

39

21

18

10   - 2G 8B

Reading RAG

 

1

2.1

2.2

3

Total

4

13

8

13

Boy/Girl

2B 2G

3B 10G

5B 3G

8B 3G

SEND

0

1 TN

0

8 = 5B 3G

 

Writing RAG

 

1

2.1

2.2

3

Total

4

9

13

12

Boy/Girl

1B 3G

3B 6G

7B 6G

7B 3G

SEND

0

0

1 Boy TN

8 = 5B 3G

 

Maths RAG

 

1

2.1

2.2

3

Total

8

7

15

8

Boy/Girl

5B 3G

4B 3G

8B 7G

5B 3G

SEND

1 Boy TN

0

1B BH

5 – 2B 3G

 

Y3

Specific intervention need

1

Nurture group daily for SEND/ Behaviour children

2

Pivats interventions and precision teaching

3

Phonics for reading and spelling

4

Daily reading and fluency intervention

5

Guided writing

6

Basic number and times table recall

 

Y4

Year group profile:

Total number

Boys

Girls

SEND

36

19

17

3G 0B

 

Reading RAG

 

1

2.1

2.2

3

Total

15

9

7

5

Boy/Girl

8B 7G

5B 4G

5B 2G

1B 4G

SEND

0

0

0

3 all girls

 

Writing RAG

 

1

2.1

2.2

3

Total

10

11

11

4

Boy/Girl

3B 7G

10B 1G

5B 6G

1B 3G

SEND

0

0

1G

2G

 

Maths RAG

 

1

2.1

2.2

3

Total

13

10

11

2

Boy/Girl

7B 6G

6B 4G

5B 6G

1B 1G

SEND

0

0

3G

0

 

 

Y4

Specific intervention need

1

Daily reading and fluency intervention

2

Reading comprehension

3

Phonics for reading and spelling

4

Pivats interventions and precision teaching

5

Guided writing

6

Basic number and times table recall

 

Y5

Year group profile:

Total number

Boys

Girls

SEND

50

25

25

11

Reading RAG

 

1

2.1

2.2

3

Total

7

14

13

16

Boy/Girl

4G 3B

9G 5B

6G 7B

6G 10B

SEND

0

1

1

9

 

Writing RAG

 

1

2.1

2.2

3

Total

5

13

17

15

Boy/Girl

3G 2B

7G 6B

9G 12B

6G 9B

SEND

0

1

3

7

 

Maths RAG

 

1

2.1

2.2

3

Total

4

17

17

12

Boy/Girl

2G 2B

11G 6B

5G 12B

7G 5B

SEND

0

1

3

7

 

Y5

Specific intervention need

 

 

1

PIVATS interventions and precision teaching

 

 

2

Reading comprehension

 

 

3

Spelling of high frequency words

 

 

4

Daily reading and fluency intervention

 

 

5

Behaviour for learning

 

 

6

Basic number and times table recall

 

 

7

Editing and improving writing

 

 

Y6

Year group profile:

Total number

Boys

Girls

SEND

44

29

15

9

 

Reading RAG

 

1

2.1

2.2

3

Total

9

14

19

2

Boy/Girl

4G 5B

4G 10B

7G 12B

2B

SEND

0

0

7

2

 

Writing RAG

 

1

2.1

2.2

3

Total

7

13

22

2

Boy/Girl

4G 3B

4G 9B

8G 14B

2B

SEND

0

0

7

2

 

Maths RAG

 

1

2.1

2.2

3

Total

12

13

17

2

Boy/Girl

4G 8B

4G 9B

7G 10B

2B

SEND

0

0

8

1

 

Y6

Specific intervention need

1

Daily reading and fluency intervention

2

Reading comprehension intervention

3

Phonics and specific spelling intervention

4

PIVATS intervention and Precision teaching

5

Guided writing

6

Basic number and times table recall

7

Third Space Learning

 

Autumn 1 review of impact

Additional Planned Use of Funding (Whole Academy) Planned spend = £228,920

  1. Teacher CPD – Quality first teaching has the biggest impact on pupil premium children attainment. The academy has 3 NQTs this year and 2 other new starters. High quality CPD is vital to ensure the children receive consistent good or better teaching daily.   CPD focus = assessment in a lesson, planning that identifies how teaching will address identified gaps in children’s knowledge and how to plan and deliver effective interventions.
  • PP reading, writing and maths book scrutiny training – barrier identification
  • Year group target training and pupil identification
  • Coaching – maths focused
  • PP focused RAG meetings in every year group
  • One to one CPD based on RAG barriers
  • Year group data presentations – progress since September and towards end of year targets.
  •  
  1. TA training – use of questioning in a lesson, how to deliver effective interventions and feedback to children in a lesson. – Ongoing training delivered in maths. Feedforward training for TAs linked to writing.
  2. Additional support for any identified pupil premium children focused on knowledge gaps in reading, writing and maths.
  3. Subsidised school visits in every year group – every year group has had a subsidised visit during the autumn term.
  4. Subsidised breakfast and afterschool clubs – numbers need monitoring
  5. Thrive subscription and weekly sessions during the school day
  6. Focused nurture provision – Y3 and 5 are the priority year groups
  7. Attendance prizes and EWO time
  8. Free PE kits

Whole school initiative

What will it cost?

How many pupils will

benefit?

Who will be responsible?

Impact?

Teacher CPD to include DOL time and external trainers

£25,000

All PP children

HOA to plan whole school CPD

SLT and NQT mentors to identify CPD needs for individual teachers

Autumn CPD has been specifically focused on developing all teachers understanding of how to implement the PP strategy through data analysis and AFL, target setting and provision mapping. All teachers are very clear on who the PP ch are in their classes and the interventions they require.

TA training to include SLT time, release time, external training

£20,000

All PP children

HOA to plan whole school CPD

SLT and TA line managers to identify CPD needs for individuals

 

Targeted breakfast club to include food and Teacher and TA overtime for 1;1 and small group sessions.

£25,112

44 children

RS

Interventions happen daily. Magic breakfast will provide the food from Spring 1 onwards so the saving will be used to staff a Y5 morning intervention

Daily 1:1 readers (staff overtime)

£8550

All PP children below lime on the school book band system

Year group leaders and class teachers

All pupil premium children below age related are reading daily to an adult. However, the children are still not moving through the bands quickly enough. New book band trackers have been introduced so teachers ensure the children are tested and moved up frequently. The data will be checked 3 weekly in RAG meetings.

Subsidised school visits

£20,000

All PP children

Year group leaders and class teachers

 

Subsidised school clubs

£10,000

All PP children

SLT and RT

Needs monitoring

Thrive subscription and 1:1 sessions for children

£18,000

Targeted children identified through pastoral provision

AP Inclusion

Year 3 exclusions have reduced to zero.

Classrooms and now calm and purposeful.

Attendance prizes and EWO time

£12000

All PP children

HOA

AR has taken over attendance – Spring 1 monitoring to show reduction of PP PAs

PE Kits

£3000

All PP children

HOA and RT

Purchased available for children

Targeted Learning Director time

£17500

All PP children

HOA

Improved Y6 outcomes

Mathletics club (TA overtime)

£1767

All PP children

Maths leader

Lunch time club – now times table rock start focused

Colour band books - high interest books brown and below

£5000

All PP children

HOA

In every classroom and used during one to one reading sessions.

Pastoral support – learning mentor and Inclusion Officer (provides parental support)

£45,000

All PP children and parents

HOA and AP Inclusion

This support is being given but measurable impact is required.

Tracking of the number of parents and ch worked with to be introduced during the Spring term.

Pupil rewards to support positive behaviour

£6000

All PP children

AP Inclusion

 

 

A1 Spending summary:

Staffing & CPD

£76,053.25

Online Learning Resources

£4,058.00

Resources

£745.47

Trips

£1,684.80

Attendance (inc breakfast) and reward points

£2,261.20

Total

£84,802.72

 

**staff absence has presented challenge to year groups 3 – 5**

 

Staff days

Frequency Rate

Average Sickness Days

% Staff with 1 or more sickness absence

Teaching Staff

19

52.6%

1.9

31.6%

Non-Teaching Staff

32

34.4%

3.7

34.4%

All Staff

51

41.2%

3.0

33.3%

 

 

 

Year Group

Evidence of impact

barriers

Next steps

3

Reading – 44% - 47% @1 and 2.1 GD = 39% - 39%

Writing – 36% - 42% @1 and 2.1 GD = 25% - 25%

Maths – 39% - 44% GD = 22% - 31%

 

High need cohort – two infants merging together – transition and PBA expectations.

High SEND

A high number of challenging behaviour (3 part time tables, 1 at Levett, numerous children that attacked adults)

Attendance – parental engagement

Spring 2 onwards - LM time to be allocated to y3 and Y4 interventions.

Teachers to bring class/ year group profile to every RAG meeting.

Afternoon interventions to focus on Feedforward identified gaps or QLA areas in reading and maths.

Teacher led learning conversations to focus on writing gaps.

4

Reading – 67% @1 and 2.1 GD 1 and 2.1 = 42%

Writing – 58% - 53% @1 and 2.1 GD 1 and 2.1 = 42%

Maths – 64% GD 1 and 2.1 = 53%

 

Two NQTs in the team

Year group leader had 6 weeks absence.

3 high needs pupils – behaviour and SEND.

Attendance (particularly boys)

TA confidence in delivering interventions and book banding.

New attendance leader to work one to one with children on attendance. New incentives.

Parent support worker and AR to have regular meetings with parents of all ch below 95%

Reading leader and Senco to model and support TAs during interventions.

5

Reading – 42% @1 and 2.1 GD 1 and 2.1 = 16%

Writing –42% @1 and 2.1 GD 1 and 2.1 = 12%

Maths – 36% GD 1 and 2.1 = 14%

 

Two NQTs in the team

1 NQT on a cause for concern now long term sick.

High send and vulnerable/ volatile ch.

Attendance (OT especially).

Teachers understanding & TAs confidence in designing and delivering interventions.

AP now in class full time and year group leader.

VP supporting planning and the development of the year group leader role in y5. Also provide model lessons.

AR to add additional capacity and to run interventions, model to TAs and monitor provision maps.

Parent support worker and AR to have regular meetings with parents of all ch below 95%

NQT mentors to support use of Feedforward and QLA to identify intervention needs.

6

Reading – 50% - 59% @1 and 2.1 GD 1 and 2.1 = 20% - 23%

Writing –32% - 50% @1 and 2.1 GD 1 and 2.1 = 18%

Maths – 50% - 61% GD 1 and 2.1 = 25 - 30%

 

 

 

 

 

 

 

Knowledge gaps due to inconsistent teaching in y3 – 5.

1 girl & 1 boy – family bereavement

1 girl – attendance due to mum’s health.

1 boy CP now LAC.

Attendance (EP and LN especially)

All PP ch attend interventions (tracked by RS) and changed according to need/ progress.

Vulnerable ch group to be set up with SH.

SH to sit in core lessons with identified ch.

AR to develop the attendance champions starting with LN.