Historical Pupil Premium

Pupil premium strategy statement (Crook Primary School 2017-18)

1.   Summary information

School

Crook Primary

Academic Year

2017-18

Total PP budget

£207700

Date of most recent PP Review

06.09.17

Total number of pupils

386(Jan census)

Sept 2017 - 363

Number of pupils eligible for PP

162(42%)

 

Sept 2017

138 (38%)

Date for next internal review of this strategy

July 2018

 

2.   Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

38%

61%

% making progress in reading

73%

71%

% making progress in writing

42%

76%

% making progress in maths

50%

75%

 

3.   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.    

Historical low on entry abilities particularly around speech and language and social skills.

B.    

Increasing % of SEN pupils and pupils with social, emotional and mental health issues

C.

High % of FSM pupils in certain cohorts eg y2 – 52% and higher than national proportion of boys in the school.

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

D.

High social deprivation – majority of pupils live in the bottom 30% of the most deprived areas in the country. This results in low aspirations and a negative attitude towards education by some parents and pupils.  Low adult literacy means many pupils receive little support from home.

E.

Few opportunities for cultural and life experiences to develop and stimulate a love of learning.

F.

Low attendance rates especially persistent absences among vulnerable pupils impact on learning.

4.   Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

A.    

Improve outcomes for PP children in both attainment and progress and narrow gaps in reading and maths.

Improve feedback to impact on outcomes

 

 

The % of pupils working at ARE and exceeding increases in all cohorts.

The % of PP children working at greater depth in maths is in line with NA(20%)  at KS1.

 

The % of PP children working at greater depth will increase in all areas compared to 2017 data in KS2.

 

Books support the positive impact of feedback on the quality of the work.

 

B.    

Improve outcomes particularly in writing across the school for PP pupils. Use outdoor activities to enrich the curriculum and stimulate and interest pupils.

 

 

Increase attainment at end of KS2 .  ARE in writing increases  by 20% to 65%

The % of PP pupils working at greater depth also increases.

 

Increase attainment at ARE the end of KS1 to 65% in writing.

 

Increase the % of pupils working at ARE in all year groups compared to 2017 data.

 

C.    

Provide counselling for specific vulnerable children to improve confidence, resilience and self regulation.

 

Identified pupils improve their resilience,  are more prepared to tackle problems independently and work with confidence. This is reflected in increased progress shown in books and tracking.

 

D.    

PSA to work with vulnerable families to reduce external barriers, improve attendance, reduce persistent absences and  increase parental involvement.

PA data shows an improving picture for PP pupils.

Parents attend planned sessions, both whole school events and individual meetings and become more active in supporting their children.

PP SEN children make improved progress.

 

         

 

 

5.   Planned expenditure

Academic year

2017 -18

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 outcomes for PP children in both attainment and progress and narrow gaps.

 

The % of PP children working at greater depth in maths is in line with NA(20%) and in writing it will increase at KS1.

 

The % of PP children working at greater depth will increase in all areas compared to 2017 data.

 

 

 

 

 

 

 

 

 

Peer tutoring

Targeted intervention by teachers in identified year groups including for more able PP children.

Maintain small groups in EYFS, Y1 and Y6 and target MA PP pupils.

 

Analysis of data is showing improved progress across the school of PP children but attainment varies compared to NA.

Although attainment has improved, gaps between PP and non PP remain due to the fact that attainment of non PP children has continued to improve.

Monitoring every half term of interventions.

Review of data at PP meetings.

Monitoring of interventions through learning walks and intervention trackers.

 

 

AHT

Every half term

Gov body meeting

Pupil progress meetings.

Phase leader discussions half termly.

Improve feedback to impact on outcomes

Introduce time for pupil/ teacher conferencing.

Ownership of targets by children.

Specific attainment based targets used to close gaps in learning.

Monitoring  of books has revealed that limited opportunities are provided for pupils to review and self improve their work in some classes.

 

Pupils lack confidence in talking about their learning.

Work scrutiny, moderation sessions, CPD

SLT and literacy lead

Termly PP meetings and half termly monitoring activities.

Total budgeted cost

£22,974.80

   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?

Improve outcomes in writing across the school for PP pupils.

 

Increase attainment of End of Y6 pupils at ARE in writing by 20% to 65%

 

Increase attainment at ARE the end of KS1 to 65% in writing.

4 Additional teachers working with identified pupils in Y2,3,4,5,6

 

Develop outdoor learning adventures linked to improving literacy.( 3 day training course)

 

LA support for EEF writing project.

 

Provide more bespoke curriculum for SEN PP children to allow progress to be tracked more effectively and narrow gaps.

Analysis of data shows that attainment and progress in writing across the school is lower than in reading and maths.

 

Analysis of data shows attainment and progress for SEN PP pupils is low.

 

Small steps not currently being tracked.

 

Pupils’ feedback from questionnaires indicated that writing was their least favourite subject.

Rigorous monitoring.

Annual monitoring programme involving leaders at all levels. Learning walks, work scrutiny, data analysis and lesson observations.

Termly focused Pupil Progress meetings.

 

SEN support plan reviews and meetings.

 

SLT and literacy lead

 

 

 

 

 

AHT

Half termly

Monitoring programme

SEN meetings and reviews.

Total budgeted cost

£129,862.5

 iii.   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?

Provide counselling for specific vulnerable children to improve confidence, resilience and self regulation.

Counselling service and Time to Talk interventions

Nurture group programme carried out 3 days a week with identified children.

External barriers impact on social and emotional readiness for learning.

The number of pupils with social and emotional needs in increasing year on year.

AHT to monitor and review every half term with TA working on Time to Talk.

HT to monitor work of counsellor and ensure correct children receives the help required.

AHT

Every half term.

Report to gov body termly.

PSA to work with vulnerable families to reduce external barriers, improve attendance, reduce persistent absences and increase parental involvement.

 

PSA working in school 0.6

Attendance officer to target

PP low attendance and PA.

 

Employment of attendance officer

Analysis of attendance data and needs of vulnerable families shows need for PSA and Attendance officer.

PA is higher than NA for PP pupils.

HT to  monitor – ongoing

PSA and attendance officer report to HT on a regular basis.

Govs monitor attendance data every term.

HT and PSA

Every half term

Weekly – attendance discussions.

Gov body meetings.

Total budgeted cost

£ 54,862.70

Total budget cost for Pupil premium strategy

£207,700

 

 

6.   Review of expenditure

Previous Academic Year 2016-17

 

    i.   Quality of teaching for all

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

Improve outcomes in reading

 

 

 

 

 

 

Provide regular reading groups from Y1 to Y6 to improve comprehension skills.

Daily reading KS1

 

 

 

3X weekly KS2

 

Outcomes for reading improved at the end KS2 for all pupils and improved by 35% for PP pupils in Y6

 and 19% improvement in Y1.

 

 

 

Continue with small groups in Y6 and phonics teaching in Y1 as these strategies worked well

 

It is more effective to use a teacher for reading rather than targeted TA support.

 

£48781

 

 

 

 

   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

More PP pupils to reach combined greater depth high outcomes

 

 

Additional support for PP more able pupils to increase confidence and work on mastery of subjects.

Increased % of children exceeding age related expectations at KS2.

This approach enhanced their learning and developed mastery of the curriculum however this year we have other priorities such as writing across the school.

 

 

£114781

Improve outcomes for PP pupils

Extra teachers and staff for Interventions, booster, individual targeted support through TA and teachers.

In some year groups attainment of PP children has improved and across the school progress has increased.

We have refined interventions for 2017 – 18 because not all were effective. This year some interventions will be led by teaching staff and HLTAs.

 iii.   Other approaches

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

Children and families gain emotional stability and resilience to enable children to learn.

Families are well  support.

Provide counselling and  nurture provision.

 PSA support and new therapeutic interventions to be used on identified pupils.

Further monitor attendance and respond to findings.

Increased number of pupils arriving at school on time.

Children more able to self regulate emotions in order to access learning.

More families referred to attendance improvement team.

Increased involvement for targeted families.

 

This approach will be continued through our new nurture provision in order to embed the whole approach for greater impact on attendance and improved mental health.

£197918


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.