Pupil Premium Strategy 2018-2019 - Year 6

Pupil Premium Strategy 2018 -19

Y6

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.

 

 

 

 

 

What does the data suggest for priorities for the next academic year?

KS2

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.

 

 

 

                                                                                     

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 wquality 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.
  2. TA training – use of questioning in a lesson, how to deliver effective interventions and feedback to children in a lesson.
  3. Additional support for any identified pupil premium children focused on knowledge gaps in reading, writing and maths.
  4. Subsidised school visits in every year group.
  5. Subsidised breakfast and afterschool clubs
  6. Thrive subscription and weekly sessions during the school day
  7. Focused nurture provision
  8. Attendance prizes and EWO time
  9. 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

 

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

 

Daily 1:1 readers (staff overtime)

£8550

All PP children below lime on the school book band system

Year group leaders and class teachers

 

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

 

Thrive subscription and 1:1 sessions for children

£18,000

Targeted children identified through pastoral provision

AP Inclusion

 

Attendance prizes and EWO time

£12000

All PP children

HOA

 

PE Kits

£3000

All PP children

HOA and RT

 

Targeted Learning Director time

£17500

All PP children

HOA

 

Mathletics club (TA overtime)

£1767

All PP children

Maths leader

 

Colour band books - high interest books brown and below

£5000

All PP children

HOA

 

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

£45,000

All PP children and parents

HOA and AP Inclusion

 

Pupil rewards to support positive behaviour

£6000

All PP children

AP Inclusion

 

Individual revision guides

£500

44 children

Year 6 leader

 

 


 

Current children

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

 

 

Year 6

Objective 1

 

What will we do?

How much will it cost?

How many pupils will benefit?

Who will be responsible?

What will success look like?

Daily reading and fluency intervention

Reading focused breakfast club 5 days a week.

Daily reading with named mid day supervisor

Individual reading sessions with TAs

5 x 3 TAs daily rate

5x 1hr overtime MD rate

 

TA time

21 2.2 children (50% of PP ch)

2 3 children

 

1 & 2.1 ch working on speed reading (see class trackers)

Year group leader and class teachers

Monitoring will show increased fluency, speed and confidence in ch’s reading.

QLA will show an increase in qs attempted.

Raw score increases.

Review Term 1

See in school tracker

Review Term 2

 

Review Term 3

 

 

 

 

 

Objective 2

 

What will we do?

How much will it cost?

How many pupils will benefit?

Who will be responsible?

What will success look like?

Reading comprehension

ARE focused Inference intervention

 

Beyond ARE & GD focused intervention

5hr of KM time per week.

 

2x afternoons with DoL

1hr week with HOA

12 ch per term

 

 

30 ch

KM and Y6 leader to monitor

 

Y6 leader to monitor

DoL

HOA

QLA and reading journals will show an increase in correct inference answers.

Review Term 1

 

 

 

See in school tracker

Review Term 2

 

Review Term 3

 

 

 

Objective 3

 

What will we do?

How much will it cost?

How many pupils will benefit?

Who will be responsible?

What will success look like?

Phonics and specific spelling intervention

Target ch with specific spelling needs to ensure they can apply phonic knowledge and spelling rules independently.

DoL time training TAs

Teacher intervention time.

TA intervention time.

Spelling and word resources.

All identified ch (see class trackers)

Y6 leader and class teachers.

Ch are able to correct own spellings.

ITAFS show ARE work with correct spellings.

Review Term 1

 

 

See in school tracker

Review Term 2

 

Review Term 3

 

 

 


Objective 4

 

What will we do?

How much will it cost?

How many pupils will benefit?

Who will be responsible?

What will success look like?

Pivats interventions and precision teaching

SH group daily to focus on specific gaps

5 x Sh salary

6

RS and class teachers

Ch will make points gains in raw scores.

 

Review Term 1

 

 

 

See in school tracker

Review Term 2

 

Review Term 3

 

 

 

 


Objective 5

 

What will we do?

How much will it cost?

How many pupils will benefit?

Who will be responsible?

What will success look like?

Guided writing

Identify vulnerable 2.2 and 3 children through feedforward. These ch will be parking lot focus

Feedforward training costs

5x TA time 2 sessions per day per class

21 2.2 children (50% of PP ch)

2 3 children

Y6 leader and class teachers

All 2.2 children will be working with the ARE ITAF

All 3 children will be working within the WTS ITAF

Review Term 1

See in school tracker

Review Term 2

 

Review Term 3

 

 

 

 

 

Objective 6

 

What will we do?

How much will it cost?

How many pupils will benefit?

Who will be responsible?

What will success look like?

Basic number and times table recall

Maths interventions after school.

Lunch time times table club

Times table rock stars club

 

3hrs week teacher time

5x 30 minutes TA time

5x 30 minutes TA time

20ch

 

8ch

 

8ch

Year 6 team leader and class teachers

Increase in arithmetic scores

 

Increased speed and fluency in times tables and related division facts.

Rapid progression through Rock Star levels

Review Term 1

 

 

 

 

See in school tracker

 

Review Term 2

 

 

 

 

Review Term 3