Pupil premium strategy statement (primary) 2017/2018 Financial Year

1.   Summary information

School

Gorseland Primary School, Martlesham Heath, Suffolk.

Academic Year

2016 - 2017

65,342

Date of most recent PP Review

Nov’ 16

Total number of pupils

502

44

Date for next internal review of this strategy

Jul’ 17

 

2.   Achievement at the End of Key Stage 2 2016

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (School)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

67%

59% 

 53%

% making progress in reading

20%

56%

66%

% making progress in writing

20%

58%

74%

% making progress in maths

20%

51%

70%

 

 

 

 

% making the expected in standard in reading

83%

75%

71%

% making the expected in standard in writing

50%

73%

79%

% making the expected in standard in gaps

67%

73%

75%

 

 

 

 

Proportion of pupils in Year 6 eligible for PP

(figures in brackets indicate progress minus 1 specific child)

 

 

Progress measure reading

-0.6 (-0.2)

0.8

0.33

Progress measure writing

-3.6 (-2.4)

0.6

0.12

Progress measure maths

-6.1 (-3)

0.4

0.24

 

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.    

Social and emotional intelligence

B.    

Poor maths skills (factual fluency)

C.

Poor reading skills impacting on writing development (phonics)

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

D.

Attendance

E.

Circumstances in the home have an impact on the pupil’s emotional wellbeing in school. This is a barrier to progress

3.   Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

A.    

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

Children retain more friendships

Children have less fall-outs

Children need less support in class time to resolve friendship issues

 

B.    

PP children’s maths skills improve in line with non-pp children.

Children improve their factual fluency monitored by BMBT Learn Its

Children have more confidence in trying new maths concepts

Children practice maths Learn-its at home to support progress

 

C.    

PP children’s reading improves in line with non-pp children

PP children make better progress in reading so that their writing is influenced by this

PP children can achieve well in spelling

Children enjoy reading and can talk enthusiastically about a book they are enjoying

PP children achieve at least  in line with non-PP children.

 

D.    

The attendance of PP children improves

Reduce the number of persistent absentees among pupils eligible for PP

EWO involvement will not be needed

Attendance for the children is at least  in line with national at 96%

 

E.

Provide support for families through the Family Liaison Officer so that parents engage and work in partnership with the school. The children express their feelings and emotions, emotional literacy sessions and social skills sessions.

Pupils develop their communication skills so they can express when they are feeling anxious or worried. Concentration levels are increased and pupils cope with the demands of the curriculum

 


 

 

4.   Planned expenditure

Academic year

2016/2017

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?

Quality of every lesson is at least good so that all pupils make good progress.

To forensically assess the pupils knowledge and plan lessons that match the pupils needs. Scaffolded by regular 1:1 coaching with SLT.

We use some of the funding to create capacity in the SLT to support, coach and monitor the lessons and subsequent learning on weekly basis. This raises the quality of learning in all lessons. Rowland (2015)

SLT monitor weekly with successes and focus for subsequent lessons.

Inclusion Lead

Termly Jul 2017

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

Class ethos is agreed on a classroom charter to ensure all children feel safe to talk about their feelings.

Mixed age class meetings support confidence in sharing feelings and opinions.

Regular opportunities to discuss feelings and issues with Family Liaison Officer.

Class ethos established creating an emotionally safe ethos in the classroom and the children feel happy to share their thoughts/fears/worries. This will mean the teacher is aware of concerns early on before they become a catalyst for anger.

Mixed age class meetings create a wider range of supportive relationships which value contributions of personal opinions of all in the group.

FLO discussions provide an opportunity to discuss personal issues outside of pupil/teacher relationship. 

Class ethos monitored by SLT

through coaching and learning walks.

 

Coaching with pp chn’s teachers regarding social and academic development.

 

Monitoring of class meetings.

 

FLO discussions reported to SLT.

 

Behaviour Lead to support.

SLT

FLO

Inclusion Lead

July 2017

PP children’s maths skills improve in line with non-pp children.

Whole school approach to improve factual fluency and development of a maths mastery curriculum. Additional to maths lessons, provision of daily CLIC sessions support this progress along with weekly CLIC assessment and monitoring. Factual fluency homework shared termly with parents to support weekly practise.

Children who become competent in factual fluency develop the skills to access the wider maths curriculum leading towards mastery. As children develop their confidence, they will independently approach new concepts and challenges by drawing on prior knowledge. Regular daily revision of number facts help embed this knowledge and weekly input, testing and assessment of calculation skills enables teachers to address misconceptions or identify support needs.  

Records to monitor termly progress in factual fluency and calculation skills.

 

Coaching with teachers on maths.

 

Regular inset and monitoring by Maths lead.

SLT

Maths lead

End of each term

PP children’s reading improves in line with non-pp children

Children receive extra reading sessions to support decoding and comprehension development. Phonics addressed by targeted support to revisit phonic phases and progress towards spelling strategies. Reading progress monitored by teacher assessment of guided reading performance/AR.

Regular reading supports not only children’s reading development, but access to the wider curriculum.  Through assessment and systematic monitoring, areas of difficulty can be addressed (phonics) and quickly recapped. Phonics will be encouraged as a strategy to reading in the classroom when necessary.

Children will be encouraged to apply their knowledge of phonics to support development of accurate spelling to enhance independent writing outcomes.

Assessment and monitoring

of reading progress by teachers via:

 

guided reading

one-one reading

Accelerated Reader star test/ book test

PIRA comprehension termly test

Phonic assessments – half termly.

 

Progress analysis from data review by SLT with teachers.

Teachers

SLT

Phonics lead

End of each term

The attendance of PP children improves

Topics will interest all children and especially PP children. A creative curriculum will foster enthusiasm for learning.

They will be included in extra-curricular opportunities where appropriate.

They will be proud of receiving their good attendance certificate each term and good behaviour certificate each half term.

When a child cares about the topics learned and their purpose, this can be a hook to want them to come to school.

Special events involving trips and visitors are organised throughout the term to promote fun in learning and achieving so the children will want to be part of them.

Children will be proud of receiving awards for good behaviour and attendance encouraging them to maintain attendance and behaviour expectations.

Topics will be shared with parents and promoted to interest children.

Special events involving trips and visitors will be shared with the children and parents as something to look forward to. They will be in the diary on the website.

A chart of which children receive awards will be logged and tracked.

Teachers

SLT

Termly

Total budgeted cost

FLO - £24,000

Coaching- £34.86 P/H x 18hrs  x 30wk = £18,824

   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?

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved

Some PP children will attend sessions with Family Liaison Officer to discuss issues. 

Children open up and learn strategies to cope with a range of feelings. They find solutions to problems or friendship issues and then they can then become more engaged in school work.

FLO to provide progress reports to SLT.

Family Liaison Officer

SLT

July 2017

PP children’s maths skills improve in line with non-pp children.

Regular targeted intervention either one-to-one or small groups to practice Learn-its.   

Competency in factual fluency supports general progress of age-appropriate maths curriculum.

Teachers, SLT & Maths lead to monitor progress and outcomes of intervention support.

Teachers

SLT

Maths Lead

End of each term

PP children’s reading improves in line with non-pp children

Regular targeted intervention either one-to-one or small groups to practice Phonics or reading fluency.

Once children are able to use phonic knowledge to decode texts fluently, they will lead to the development of their comprehension skills. This can enhance their engagement and enjoyment of reading.  Reading improvement should support writing improvement.

Teachers, SLT & Phonics lead to monitor progress and outcomes of intervention support.

Teachers

SLT

Phonics Lead

End of each term

The attendance of PP children improves

FLO support for families if improved attendance is needed. EWO involvement if attendance does not improve.

When children attend school regularly without constant breaks, they make more 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 half termly.

Any absence will be addressed immediately.

A chart of which children receive awards will be logged and tracked.

SLT

Family Liaison Officer

Termly

To provide opportunities for disadvantaged pupils to access clubs, visits and uniform.

Provide every child with £100 of diminishing the difference money to help pupils attend clubs, visits and where new uniform.

Remind all parents of the money available and how it can be spent.

Pupils on pupil premium attended fewer clubs and asked for support more for visits. providing these funds enables parents to have choice without having to ask for help and so enabling more pupils to attend etc

Close monitoring of the participation rates of extracurricular activities, visits etc.

PE co-ordinator

Finance officer

 

July 2017

To ensure all PP children (including those who are working above age related expectations ARE) make at least expected progress.

Monitor the progress of all PP children (especially those working above ARE) termly.

Identify barriers to learning including those related to family circumstances and put strategies in place to remove the barriers, for example support with home learning.

More able PPG can be overlooked.

Inclusion Lead to undertake pupil progress meetings with staff focusing specifically on PPG children termly. Discussions will focus on the progress and attainment of PPG children, barriers to learning and progress and the impact of any interventions used.  

SLT- Inclusion lead

Termly

Total budgeted cost

FLO as above

TA costings 3 X £2,299 = £6,897

DD fund 44 X £100 £4,400




How many children are there in the school, mainstream and SSC?


There are 43 children entitled to and registered for Pupil Premium this term - 33 children in mainstream and 10 children in the SSC.

How much money is received for Pupil Premium Children?

£65,342 is the figure in the 2016/17 budget (Based on January Census).


The budgeted figure consists of:

Amount

Pupils

Sub Total

children claiming FSM,

£1,320

32

£42,240

Ever 6 (those children who have ever been entitled to FSM).

1320

10

£13,200

LAC,

1900

1

£1,900

Adopted

1900

4

£7,600

Service Child.

300

1

£300

Early Years Pupil Premium.

302

1

£300



49

£65,542

During the financial year 2015/16, parents entitled to Pupil Premium claimed a total of £1380.15 from the £4800 that was allocated for uniform, trips and after school activities.  

Pupil Premium focus for Spring Term 2017

  • To review the Pupil Premium Strategy Report on the website.

  • To complete a review of the progress, attainment and barriers to learning for all pupil premium children.

  • To create a pupil premium profile document for each PP child. The document will include

a) data on the attainment and progress of the child from EYFS to date.

b) relevant information about possible barriers to learning including attendance, family circumstances and safeguarding issues.


c) a chronology of the support the child has received including both pastoral and   academic interventions, support through quality first teaching and discussions during coaching sessions. The date, duration and impact of the the support will also be documented.


25.2 What are the main spending categories? EKO


Intervention

Spend

Access to Learning Support Assistants

In total we have 23 support staff working in the school, they provide interventions and support across the school

SLT coaching

18 hrs x 30 weeks £18 824

Access to Family Liaison Officer

32.5 hrs per week £24 000

Access to Pastoral Support worker

24 hrs per week

Specialist Dyslexia Teaching Assistant

25  hrs per week

Accessibility Fund

£950

Financial support for uniform, trips and after school activities

£4800 allocated

 

Element

Amount

Balance

Funds received:

65,342

65,342

Family Liaison Officer

24,000

41,342

SLT Coaching

18,824

22,518

Targeted TA interventions

6,987

15,531

Additional TA support in classes

11,131

4,400

Diminishing difference fund

4,400

0



Pupil Premium

Pupil Premium Allocation 2016/2017 Financial Year


The pupil premium is an allocation of funding provided to schools to support children who may be vulnerable to underachievement. The amount received is dependent on the number of children who are eligible and have claimed for free school meals at any time in the last six years (this categorisation changed in 2012), to children  who have been looked after continuously for more than six months and to children whose parents are currently serving in the armed forces.


All schools are required to report on the amount of funding received, how this is being used and the impact it is having on pupil attainment.


It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Source DfE website


Number of pupils and pupil premium grant (PPG) received 2016/2017

Total number of pupils on roll (Sep 2016)

499 Full Time Students

Total Number of pupils eligible for PPG

41 FSM (26 FSM + 15 Ever 6)

4 Service Children

5 LAC and adopted

Amount of PPG received per pupil

FSM x 26 @  £1320 = £34320.00

Ever 6 x 15  @ £1320 = £19800.00

Adopted x 4  @ £1900 = £7600.00

LAC x 1 @ £1900.00 = £1900.00

Children in Service x 4 @ £300 = £1200.00

EYPP x 1 @ £900.00    

Total amount of PPG received

£65720.00




Provision:


Raising attainment in maths

  • One to one and small group tuition for Year 6 pupils by a Numbers Count qualified teacher to provide focused intervention.

  • Additional LSA support (LSA) to reduce teaching groups and therefore target children more effectively.

  • Intervention programmes to support children with specific learning needs in maths:

    • Plus 1

    • Power of 2

    • Perform with Time

    • Perform with Times Tables

    • Numbershark

  • Assessment led coaching for all teaching staff  to develop the teaching of maths based upon summative assessment data.


Raising attainment in English

  • Training for LSAs to deliver intervention programmes.

  • Communication & Language:

    • 1:1 support following up recommendations from the Speech and Language Therapist

    • Small group language and social skills intervention e.g. Socially speaking, Time to Talk

  • Intervention programmes to support children with specific learning needs in English:

    • Read, Write Inc., Dancing Bears, Toe by Toe and other reading interventions

    • Beat Dyslexia

    • Speed up, Write from the Start and other handwriting/ fine motor skills interventions.

    • Word Shark, Nessy and Clicker IT programmes.

  • A dyslexia trained LSA supporting children in Years 3, 4, 5 and 6 to accelerate progress.

  • Close monitoring and support of reading using Accelerated Reader to monitor reading engagement and comprehension.

  • Additional LSA support to reduce teaching groups and therefore target children more effectively, providing a range of support including:

    • Phonic focus group- small group support for Year 1 children developing phonic skills

    • Writing focus groups – small group support in developing writing skills.

    • Reading focus groups- small group support to develop comprehension skills.

    • Spelling focus groups- small group support for phonic acquisition to improve spelling.

    • Individual reading with an adult ensuring that the children have access to a range of literature and can improve their reading skills.


Improving social, emotional, mental health and wellbeing of pupils:

  • KS2 Lunchtime Nurture Group.

  • Additional LSAs in YR to 3 to support at lunchtimes.

  • Family Liaison support offered to children and their families.

  • Pastoral Worker support offered to support children and the staff working with them (from 2016).

  • Lunch time clubs – a variety offered to children including sports, IT, PALs, choir, homework, Lego/ games.

  • Nurture Group/ Forest Schools x3 afternoons weekly offered to children.