Crook Primary School
Crook Primary School
Pupil premium strategy statement (Crook Primary School 2019-20)
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School |
Crook Primary |
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Academic Year |
2019-20 |
Total PP budget |
£202,220.00 |
Date of most recent PP Review |
12.09.2019 |
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Total number of pupils |
365 (excluding nursery) |
Number of pupils eligible for PP |
152 43% |
Date for next internal review of this strategy |
July 2020 |
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Pupils eligible for PP (your school) |
Pupils not eligible for PP ( your school) and National All pupils |
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% achieving in reading, writing and maths |
35% |
42% |
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% attaining expected level in reading |
50% |
56% Na. |
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% attaining expected level in writing |
69% |
74% Na. |
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% attaining expected level in maths |
62% |
59% Na. |
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In-school barriers (issues to be addressed in school, such as poor oral language skills) |
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Historical low on entry abilities particularly around speech and language, vocabulary, and social skills. |
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Increasing % of SEN pupils, pupils with social, emotional and mental health issues and pupils with multiple risk factors. |
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C. |
High % of FSM and SEN (combined) pupils in certain cohorts. |
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External barriers (issues which also require action outside school, such as low attendance rates) |
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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; lack of parental engagement in school in relation to children’s progress, pupil attendance and attendance at parents’ meetings all contribute to poor communication skills and an underdeveloped vocabulary. |
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E. |
Many pupils experience limited opportunities for cultural and life experiences to develop and stimulate a love of learning. |
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F. |
51% of PP have multiple risk factors |
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Desired outcomes and how they will be measured |
Success criteria |
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Improve the progress made by PP pupils in reading , writing and maths with a focus on vocabulary across all areas of the curriculum. Measured by: Ongoing assessment and tracking of pupil attainment will be used alongside work scrutiny, pupil progress meetings in line with school policy. Book scrutiny and lesson observations will be used to measure improved use of vocabulary. Increase in progress measures. |
The % of PP children working at the expected level in Y6 by the end of the year is :- Maths 67%, reading 67% writing 67% The % of PP children working at greater depth in maths in Y6 increases to 20% The % of PP working at greater depth in reading in Y6 is 20% The % of PP working at greater depth in writing in Y6 is 20%. |
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Close gaps in attainment for PP children in reading, writing and maths. Measured by: Ongoing assessment and tracking of pupil attainment and progress will be used alongside work scrutiny, pupil progress meetings in line with school policy. Increase in attainment and progress. |
Data is showing that gaps are beginning to close in Y3-Y6 The % of PP pupils working at greater depth increases in KS2. Increase attainment at ARE the end of KS1. |
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Enable PP pupils to access year group expectations and therefore attain the expected standard and greater depth whenever possible. Measured by: Ongoing assessment and tracking of pupil attainment will be used alongside work scrutiny, pupil progress meetings in line with school policy. Lesson observations and talking to pupils will also help to assess the impact of teaching on learning. Increase in progress measures. |
More PP children attain the expected standard and more can access the greater depth curriculum |
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PSA to work with vulnerable families to reduce external barriers, reduce persistent absences and increase parental involvement in their children’s progress. Ongoing weekly monitoring of absences and discussions with PSA. |
PA data shows an improving picture for some PP pupils. . Parents attend planned sessions: both whole school events and individual meetings and become more active in supporting their children. |
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Academic year |
2019-20 |
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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. |
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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? |
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Improve the progress made by PP pupils in reading, writing and maths through developing vocabulary. Close gaps in attainment for PP pupils. The % of PP children working at greater depth increases across the cohorts. Improve the cultural capital of all pupils. . |
Peer tutoring Targeted intervention by teachers in identified year groups including for more able PP children on improving vocabulary across the curriculum. Use the expertise of staff to work on vocabulary and spellings. Challenge programme to continue with termly Mastermind challenges throughout the school. Y6 pupils to work with STEM lead and access higher level reading support. Embed a bespoke curriculum for Crook Pupils. Connecting classrooms project. Climate challenge project. Pixie protectors Adventure golden time. Maintain the use of key worker teacher led PP groups in Reception |
Data shows that PP pupils attain below non PP pupils. External barriers relating to speech, language and vocabulary impacts on their overall attainment. Moderation of writing is evidencing the need to improve spelling and vocabulary in order to achieve higher. 51% of these pupils have multiple risk factors which impact on learning. Data shows that few PP pupils achieve GD. This is due to lack of vocabulary and comprehension due to limited experiences and reading habits. PP pupils lack life experiences and knowledge to access GD questions. In maths pupils are less successful in problem solving and reasoning because of a lack of understanding. They do well in arithmetic. High % of PP pupils across all cohorts: Rec 36% Y1 33% Y2 23% Y3 41% Y4 69% Y5 42% Y6 44% |
Monitoring every half term of interventions. Review of data at PP meetings. Monitoring of interventions through learning walks and intervention trackers Work scrutiny focused on vocabulary linked to teachers’ planning. Literacy and maths leaders to monitor books half termly. More Able PP pupils will be monitored in all subjects and STEM lead will provide evidence of progress. |
HT and DHT Literacy and maths leaders |
Every half term Gov body meeting Pupil progress meetings. Phase leader meetings and discussions half termly. |
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Total budget cost |
£78,020.20 |
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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? |
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Enable PP pupils to access year group expectations and attain at least the expected standard. Develop staff confidence when working with speech and language issues to impact further on outcomes. |
Targeted support for small groups of identified pupils on identified areas in literacy and maths. TA’s to provide pre teaching and over teaching in class in Rec and Y2-Y6. Extra teacher in Y1 to support PP pupils. Training for staff on speech issues. Specialist staff – speech therapist to work with selected pupils. Bespoke support for staff and pupils. |
Extra support is required in Rec to reduce barriers to learning and lack of basic skills asap. This was successful last year. Pupils with SEN and PP require additional support across the school to give scaffolding to access the year group curriculum. Pupils who did not achieve ELG require support to close gaps. . Speech and language support is limited from the LA and NHS. This is impacting on pupil progress. Therefore, the school is paying for support for PP pupils. |
Rigorous regular 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. Discussions with staff and pupils and monitoring of sessions by SLT and SENCo. |
SLT Literacy and maths leaders. AHT SENCo |
Half termly Monitoring programme and targeted feedback. SEN meetings and reviews. |
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Total budgeted cost |
£106,765.60 |
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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? |
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PSA to work with vulnerable families to reduce external barriers, reduce persistent absences and increase parental involvement in their children’s progress. |
PSA working in school 0.6 Attendance officer to target PP low attendance and PA. Employment of attendance officer |
Analysis of attendance data and other work with parents and vulnerable families show a need for support from the 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 Parent meetings when required. Gov body meetings. |
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Total budgeted cost |
£17,434.20 |
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Total budget cost for Pupil premium strategy |
£202,220.00 |
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Previous Academic Year 2017-18 |
Total Expenditure -£207700.00 |
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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 £22974.80 |
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Maintain the good progress made by PP pupils in maths and reading.
The % of PP pupils making expected progress across the school is 80% in reading and maths.
The % of PP children working at greater depth in maths is 15%
The % of PP working at greater depth in reading is 20%. |
Peer tutoring Targeted intervention by teachers in identified year groups including for more able PP children. Maintain small groups in EYFS, Y1 , Y2, Y4 and Y6 and target MA PP pupils.
Challenge programme to be implemented throughout the school. ‘the year of challenge’ – Challenge Days, linked to topics and SEMH. |
Analysis of data is showing some progress, but attainment varies compared to NA. Progress was good but attainment dipped apart from in writing where there was improvement. The 80% target was not met. In y2 – 73% made the expected progress. In Y1 71% In other cohorts it was below 70% Internal data shows that middle attaining PP pupils in the whole make expected progress unless they have have other significant multiple risk factors such as difficult home circumstances or development of a signficant need or both. |
Peer tutoring was successful for lower ability PP pupils who made good progress. This approach will be used for MA pupils next year. Targeted interventions were successful for some pupils but not all. Our desired outcomes were not met because of the high % of SEN/PP pupils. Analysis has revealed that these are also the pupils who have multiple risk factors and little parental support. The monthly challenges provided excitement and challenge for pupils and these will continue. Home based challenges were not always successful because of lack of parental support. The Mastery Maths approach is becoming embedded and we are confident that all pupils are exposed to mastery questions and problem solving. This will continue. At the beginning of this academic year the HT sent letters out to all parents reminding them of the importance of supporting their child with reading, challenges, homework etc. and of attending parent meetings in order to help their child at home. Governors agreed with this action. Last year only 30% of parent attended parent meetings. |
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Chosen action/approach |
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Desired outcome |
Chosen 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 £129862.50 |
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Improve outcomes particularly in writing across the school for PP pupils through implementation of a new writing curriculum based on purpose and audience. |
4 Additional teachers working with identified pupils on identified areas of writing.
Implement and monitor a new writing curriculum based on purpose and audience. Provide support and training for staff working with PP pupils.
LA support for EEF writing project. - ongoing Provide more bespoke curriculum for SEN PP children to allow progress
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Outcomes in writing have improved slightly in Y2 and Y5 but in most cases the overall picture for writing is lower than targeted. A new writing-based curriculum has been implemented and books are supporting much improvement. However, they have helped us to identify that it is weak vocabulary and spelling that is causing lower attainment than expected. |
The new curriculum will continue to be embedded this year. Training has been provided for staff to improve teaching in audience and purpose and lesson observations have evidenced success in this area. It now needs to be extended to vocabulary and spelling. EEF project has ended but strategies form this will continue to be used. SEN bands are now used which enables tighter monitoring of progress but this needs to be embedded this year by the SENCo. |
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Chosen action/approach |
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Desired outcome |
Chosen 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 £54862.70 |
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Provide counselling for specific vulnerable children to improve confidence, resilience and self-regulation |
Counselling service and Time to Talk interventions Challenge programme Targeted interventions for SEN/PP children to improve confidence and progress |
Counselling and intervention targeted individual pupils, some with multiple risk issues – we have seen some pupils begin to improve their behaviour and attitudes in class which is enabling them to access the demands of the whole class situation more positively. |
For identified pupils in specific circumstances, eg bereavement, emotional issues, this approach was successful. School feels that the in-school staff with the necessary skills and personalities have been invaluable in this success too. These staff will be used next year. |
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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 |
PP attendance improved due to consistent, weekly, rigorous monitoring and the systems in place in the school. Despite best efforts a small minority of PP pupils are still on the PA list. The PSA has had an increasing number of PP at risk families this year and has provided good support. She also signposts families to other services to try and increase parental involvement. Questionnaires sent to parents to access their views on how to involve parents further received few responses. Smaller Workshops provided for parents were available but often attendance was poor. |
The PSA will continue to work with vulnerable families. Attendance officer will continue to monitor absences rigorously and respond following school policy. |
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