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

 

 

Click here for historical pupil premium information.