Historical Pupil Premium

Pupil Premium 2016-17

1. Summary information
School	Crook Primary School
Academic Year	2016-17	Total PP budget	£ 197,360	Date of most recent PP Review	20/1/2017
Total number of pupils	383 plus 58 nurser nnursery	Number of pupils eligible for PP	39%	Date for next internal review of this strategy	09/17

2. Current attainment
Y6 2015/2016			Pupils eligible for PP (your school)		Pupils not eligible for PP (national average)
% reaching age related expectations in Reading, Writing and Maths			48%		60%
% meeting standard or above in reading			65%		71%
% meeting standard or above in writing			65%		79%
% meeting standard or above in maths			65%		75%
Y2 2015/2016
% meeting standard or above in reading			63%		78%
% meeting standard or above in writing			63%		70%
% meeting standard or above in maths			63%		77%
3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers
		PP pupils generally have few independent learning strategies so require highly structured and scaffolded lessons. Too few PP pupils reach combined outcomes for: English reading, writing and mathematics.
		Separate nursery provision led to historically weak starting points entering into reception. Too few MAP PP exceed GLD Transition from EYFS development groups expected and exceeding to KS1 for PP pupils is lower in the following areas: reading –exceeding GLD to greater depth respectively writing – expected and exceeding GLD to greater depth mathematics – expected and exceeding GLD to greater depth Transition from KS1 to KS2 to high standard
		Emotional readiness for learning – lacking confidence and resilience. Mental wellbeing
External barriers
		Limited access to wider enrichment / language activities.
		Persistent absenteeism for PP pupils
		Mobility – inward and outward
		Varied nursery provision resulting in low on entry data.
4. Desired outcomes (Desired outcomes and how they will be measured)				Success criteria
	To secure quality first teaching for disadvantaged pupils and raise standards PP pupils are identified in each year group within class profiles and cross reference with SEN Those PP pupils whose prior attainment would indicate they should reach expected standard in all subjects, will receive targeted intervention to ensure they reach combined outcomes. Pupil progress meetings analyse assessment outcomes of key groups – referring back to starting points to analyse historical gaps and how well they are reducing..			Attainment improves and gaps narrow when compared to 2016
	Transition from KS1 to KS2 demonstrates that more disadvantaged pupils reach the high standard than 2016.			Greater proportion of PP EYFS group reach greater depth at end of KS1
	Provide therapeutic services and nurture provision for vulnerable PP pupils.			Targeted pupils show more resilience in lessons and are more able to access learning in the classroom environment.
	Attendance – reducing the proportion of disadvantaged persistent absenteeism across the school. Of the pupils with attendance below 90%, 75% are identified PPG pupils			Reduce PA on disadvantaged pupils

5. 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
1. 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?
	Detailed cohort files identify PP pupils, including more able. Targets are set at the beginning of the academic year for end of year outcomes that show accelerated progress to enable more pupils to reach combined attainment outcomes and higher standard		Research from The Sutton Trust has shown that good teachers have the most direct impact on student outcomes. Teachers were not fully aware of the impact of mobility upon the size and dynamic of pupils groups.	Termly pupil progress meetings Inclusion manager ensures all mobility is tracked and recorded within cohort files and staffs are informed of pupil movement.	HT DHT AHT	termly
	Speech and oral language interventions including resources to help self regulation and independence.		Lesson observation of PP pupils identified that classrooms were not supporting pupils’ independently learning effectively. Learning walls were not accessible for PP pupils and therefore to supporting. Resources were not easily accessible for pupils	Monitoring Staff training	SLT	Spring Term
	Remove RWI. Adjust the teaching sequence of phonemes so that PP pupil have access to all sounds before screening		Limited access to quality talk within the home resulted in PP pupils lower phonics screening outcomes Highly structured RWI approach to writing limited PPG exposure to quality text and writing styles.	Monitoring Staff training	SLT	Spring term and summer term review of results
	3X Y6 classes Reduce class size		Reduce class size to address high proportion of PP within the cohort (46%) Outcomes low and gap wide for PP and other pupils	Monitoring	SLT	Spring term and summer term review of results
Resource management and monitoring costs Additional teacher Y6 Additional support Year 1 phonics intervention PPG
Total budgeted cost						£ 48781

i. 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?
	Reading individual targeted support for PP pupils in all year groups from Y1 to Y6 Daily reading KS1 3X weekly KS2	Secure expected standards for those PP pupils who were below at EYFS and KS1. Reading records indicate that PP pupils are not heard to read daily at home	Monitoring on a termly basis through assessment review and data collection	SLT	April ‘17 July’17
	Additional support for PP more able pupils to ensure they receive enrichment activities to develop verbal reasoning skills – link with Durham university	More PP pupils to reach combined greater depth / high outcomes	Monitoring on a termly basis through data collection	SLT	April ‘17 July’17
	Booster Class Y6 Afternoon additional basic skills 1X week Maths class Y2 & Y6 - 2 X hour per week	Bespoke support dedicated to the needs of individual pupils addresses misconceptions quickly and counters underachievement.	Analysis of data collection	DHT + Y6	July ‘17
	Dedicated TA support delivering interventions	Support for: Lexia Reading intervention – word wasp and hornet Lego therapy – 4X 30 min weekly sessions Memory therapy – 4X30min weekly Relaxation S&L therapy – bespoke for individuals PP	Analysis of data collection	AHT Inclusion	April 17
	Additional 2X TA in YR to reduce key worker groups	Weaker historical AOE data Introduction of key worker system high proportion of PP with limited language	Assessment observation	DHT	April 17 GLD
TA employed full time to hear readers Targeted member of staff for enrichment (half costs) Targeted member of staff for language development / intervention Additional HTLA in Y2 to take focus group of PPG pupil to narrow all subjects 0.5 2X TA to reduce key worker group for PPG pupils
Total budgeted cost					114781

ii. Other approaches
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?
	Appointed designated member of SLT for review of PP pupils	Increasing PP pupils, increasing number of PP ever6 Variable gaps within assessment across the school	Outcomes academic BOXALL assessment entry exit	AHT	Performance management review and final assessment
	Develop nurture facility on site -	Access to outdoor learning provision Targeted PPG emotional readiness for learning barrier to learning Improving attention	Improved mental health	AHT	Awaiting LA build Plans approved
	PSA - targeted to PP families to improve attendance and punctuality ad raise the importance of 3X days weekly	Many of our disadvantaged pupils have high PA than other pupils targeted to improve levels of attendance to impact upon their academic achievement.	This will be monitored termly through attendance and punctuality reviews	PSA & HT	April ‘17 July’17
	Induction programme in place for mobility	66% of all school mobility is associated with PP pupils Need for accurate on entry assessment information and establishment of school expectations	Attendance and punctuality monitored Emotional BOXALL assessment to ensure transition procedures are smooth	AHT	ongoing
	Pupils have access to therapeutic services including counselling	This provides support for social and emotional needs.	Targeted pupils will be tracked through data collection cycles Reduced number of behavioural incidents recorded	AHT -inclusion	April ‘17 July’17
Total budgeted cost					_34,356
Overall Spend					_197,918

Pupil Premium 2015-16

Crook Primary was given £194,940 for the academic year 2015-16 for pupil premium. This money was used to fund support for vulnerable children in the following ways:

To provide PSA support two and a half days per week	£13,329.50
Additional teacher in year 6 to narrow the gap by reducing class sizes.	£46,560
Additional part time teacher for intervention KS1	£28,657
Additional EYFS support to reduce size of key worker groups for pupil premium children	£40,308
Additional part time teacher for intervention KS 2	£27,567
To employ an HLTA pupil premium children to develop resilience and emotional well being	£24,982
Additional support in Year 1 to close the gap for pupil premium children with phonics	£20, 151

Impact of Pupil Premium

The Parent Support Advisor has worked closely to support vulnerable families and as a school we have developed resilience and well- being to support vulnerable children. The “Relax Kids” approach has been introduced by the HLTA and we have a weekly resilience award.

Extra support in EYFS ensured that the “Good Level of Development” increased from 49% to 64%. Investment in read, Write, Inc as well as intervention groups and Read, Write Inc Lead Teacher ensured that in Year 1 phonics increased to 80% from 60%. 77% of pupil premium children passed the test compared to 82% of non -pupil premium children.

These intervention strategies also impacted on results in Year 2. Of the Pupil Premium children who were present in EYFS, 100% made expected progress in Reading with 61% making more than expected. 50% achieved a 2A+.

In writing. 100% made expected progress with 61% making more than expected. 33% achieved a 2A+.

In Maths based on Number results in EYFS, 100% made expected with 89% making more than expected.62% achieved a 2A+.

Year 6 results showed a similar picture of good progress for pupil premium children due to a high level of intervention. Gaps were minimal between FSM and Non FSM children at level 4 and progress in line with national expectations at level 5 from 2014 data. There is a gap in attainment between FSM and non FSM at level 5. However, 25% of FSM children are SEN compared to 9% of non FSM.

In reading 94% of FSM children achieved a level 4 compared to 91% of non FSM. 25% of FSM children achieved a level 5 compared to 35% of non FSM. 100% of FSM children made expected progress with 38% making more than expected. 97% of non FSM children made expected progress with 41% making more than expected.

In writing 88 % of FSM children achieved a level 4 compared to 97% of non FSM. 25% of FSM children achieved a level 5 compared to 53% of non FSM. 100% of FSM children made expected progress with 31% making more than expected. 100% of non FSM children made expected progress with 62% making more than expected.

In maths 94 % of FSM children achieved a level 4 compared to 94% of non FSM. 13% of FSM children achieved a level 5 compared to 47% of non FSM. 94% of FSM children made expected progress with 31% making more than expected. 94% of non FSM children made expected progress with 53% making more than expected.