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

443 inc 58 nursery

Number of pupils eligible for PP

39%

 

Date for next internal review of this strategy

20/7/17

 

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

A.    

PPG pupils generally have few independent learning strategies so require highly structured and scaffolded lessons. Too few PPG pupils reach combined outcomes for: English reading, writing and mathematics.

B.   

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 PPG 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

 

 

C.

Emotional readiness for learning – lacking confidence and resilience. Mental wellbeing

External barriers

D.

Limited access to wider enrichment / language activities.

E.

Persistent absenteeism for PPG pupils  

F.

Mobility – inward and outward

4.    Desired outcomes (Desired outcomes and how they will be measured)

Success criteria

A.    

To secure quality first teaching for disadvantaged pupils and raise standards

PPG pupils are identified in each year group within class profiles and cross reference with SEN

Those PPG 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..

 

Combined reading writing and mathematics outcomes for 2017 are at floor standard of 65%.

 

B.    

There are no weaknesses in transition from EYFS to KS1 for all development groups in all subjects.

Transition from KS1 to KS2 demonstrates that more disadvantaged pupils reach the high standard than 2016.

No identified differences significantly below national figures at KS1

All PPG pupils who are operating above GLD at the end of EYFS make the transition to greater depth.

Greater proportion of expected EYFS development group reach greater depth at end of KS1   (11%)

 

C.    

PPG pupils are confident  in their learning, confident to take risks and well placed to be successful in end of year assessments

All PPG pupils (NOT within SEN group) able to access tests at the end of the academic year with confidence.

D.    

Provide enrichment experiences for learning they wouldn’t that includes trip, visit to the theatre,

Increased access and participation in wider curriculum opportunities

E.    

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

F.     

Reduce the impact of mobility on PPG outcomes – analysis of mobility data indicates that 66% of all school mobility comes from PPG pupils  

Transition procedures ensure all PPG pupils new to the school are well supported and safeguarding procedures for those leaving the school are robust with all forwarding documentation in place. 

 

 

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?

A, B and F

Detailed cohort files identify PPG 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

A,B, C

Implementing a highly structured approach to the planning for writing and mathematics – which starts with concrete experience and focus upon oracy to support pupils cognitive development

Research has shown that CPD for teachers is a significant factor in improving outcomes.

Improved teacher knowledge and expertise has improved outcomes for all pupils year on year.

Focus for monitoring.

SLT

Spring term

A,B, C

Speech and language support  for the classroom environment

Lesson observation of PPG pupils identified that classrooms were not supporting pupils’ independently learning effectively. Learning walls were not accessible for PPG pupils and therefore to supporting. Resources were not easily accessible  for pupils

Monitoring

Staff training

SLT

Spring Term

A,C

Remove the writing element of RWI.

Adjust the teaching sequence of phonemes so that PPG pupil have access to all sounds before screening

Limited access to quality talk within the home resulted in PPG 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

A, B,C

3X Y6 classes

Reduce class size

Reduce class size to address high proportion of PPG within the cohort (46%)

Outcomes low and gap wide for PPG 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?

A, B

Reading

individual targeted support for PPG pupils in all year groups from Y1 to Y6

Daily reading KS1

3X weekly KS2

 

Secure expected standards for those PPG pupils who were below at EYFS and KS1.

Reading records indicate that PPG 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

A, B

Additional support for PPG more able pupils to ensure they receive enrichment activities to develop verbal reasoning skills – link with Durham university

More PPG pupils to reach combined greater depth / high outcomes

Monitoring on a termly basis through data collection

SLT

April ‘17

July’17

A, B

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

A,B,C

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 PPG

 

Analysis of data collection

AHT Inclusion

April 17

A,B,C

Additional  2X TA  in  YR to reduce key worker groups

Weaker historical AOE data

Introduction of key worker system high proportion of PPG 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?

A,B,C,D,E,F

Appointed designated member of SLT for review of PPG pupils

Increasing PPG pupils,  increasing number of PPG ever6

Variable gaps within assessment across the school

Outcomes academic

BOXALL assessment entry exit

AHT

Performance management review and final assessment

D,E,F

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

A,B, E and F

PSA - targeted to PPG 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

A,B, E and F

Induction programme in place for mobility

66% of all school mobility is associated with PPG 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

A,B

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

 

Click here for historical pupil premium information.