1.   Summary information

School

Crook Primary

Academic Year

2018-19

Total PP budget

£207700.00

Date of most recent PP Review

06.07.18

Total number of pupils

373 ( Sept 18)

Number of pupils eligible for PP

157 (37%)

Date for next internal review of this strategy

July 2019

2.   Current attainment using 2018 Y6 outcomes

Pupils eligible for PP (your school)

    Pupils not eligible for PP ( your school) and

                                             National All pupils                                          

% achieving in reading, writing and maths

60%

50%                                Na. 64%            

% attaining expected level in reading

71%

71%                                Na. 75%    

% attaining expected level in writing

67%

76%                                Na. 78%

% attaining expected level in maths

67%

57%                                Na. 76%

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 y3 – 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.

G.

51% of PP have multiple risk factors

4.   Desired outcomes

Desired outcomes and how they will be measured

Success criteria

A.    

Maintain the good progress made by PP pupils in maths and reading.

The % of 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%.

B.    

Improve outcomes particularly in writing across the school for PP pupils through implementation of a new writing curriculum based on purpose and audience.

Increase attainment at end of KS2.  ARE in writing increases to 79% overall and 70% for PP pupils.

The % of PP pupils working at greater depth is 10%.

Increase attainment at ARE the end of KS1 for PP pupils - 60% in writing.

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 and confirmed externally.

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 some PP pupils.

.

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

5.   Planned expenditure

Academic year

2018-19

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?

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..

Maintain the use of key worker teacher led PP groups in Reception

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. This is due to the fact that attainment of non PP children has continued to improve.

EY data shows an improved picture in all learning areas due to use of teacher led key worker PP group. PP pupils make good progress. Speaking is the lowest area overall at 77.5% but PP pupils are in line with non PP.

Ofsted 2018

 ‘Improvements have been made to the mathematics and science curriculum. Achievement in these subjects is improving strongly although the improvements are still being embedded across the school.’

‘The pupil premium is having a strong impact on learning for disadvantaged pupils currently in the school. This is apparent in their improved skills, particularly in mathematics and reading.’

Monitoring every half term of interventions.

Review of data at PP meetings.

Monitoring of interventions through learning walks and intervention trackers.

Planning to incorporate key worker groups and focus.

Key worker ongoing assessment overseen by DHT at weekly meetings.

HT and DHT

Every half term

Gov body meeting

Pupil progress meetings.

Phase leader meetings and discussions half termly.

Weekly by DHT (EY lead)

£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 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

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 PP pupils in writing is the weakest.

Children unclear of purpose for writing. Teacher audits show need for guidance in improving writing.

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

Ofsted 2018-

‘Achievement in writing lags a little behind reading and mathematics in some year groups.’

‘Accelerate pupils’ progress in writing in upper key stage 2’

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.

SLT and literacy lead

AHT

Half termly

Monitoring programme and targeted feedback.

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

Challenge programme

Targeted interventions for SEN/PP children to improve confidence and progress

External barriers impact on social and emotional readiness for learning.

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

Need to improve PA as this impacts on confidence and resilience.

Ofsted 2018

‘Pupils who need additional support or have vulnerabilities which affect their learning have their needs well met. `Nurture’ provision in very small groups, which is sometimes taught in a cosy wooden hut, has a good impact on improving pupils’ behaviour and mental health. This, in turn, has a positive effect on their learning.’

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.

DHT to talk to children to assess impact of counselling.

AHT

Every half term.

Leadership meetings and ongoing meetings with councillor.

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 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.

Total budgeted cost

£ 54,862.70

Total budget cost for Pupil premium strategy

£207,700

6. Review of expenditure 2017-18

Previous Academic Year 2017-18

    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

£22974.80

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

Improve feedback to impact on outcomes

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.

Not all SC were met but in most areas there are improvements.

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

Progress in Y4 and Y5 is weaker than in other cohorts.

The % of PP pupils making more than expected progress in reading is low in Y2 and Y4. (4% and 0%)

In maths the % is low in Y4 and Y5 (0% and 8%)

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

Ofsted 2018

‘Mathematics teaching has improved since the new curriculum was introduced in September 2017. This is leading to increased rates of progress.’

2018 Y6 data:

Reading:               71% PP    71%  non PP

Higher Standard:    14% PP  14%  non PP

Maths:                     57%PP    67% non PP

Higher Standard:    0%  PP    10%  non PP

Maths is the weakest area in this cohort for all pupils including PP.

In reading PP children attain in line with non PP.

Continue with smaller groups however these need to be teacher led where possible as this increases progress and improves attainment more effectively.

This approach has worked particularly well in Reception, Y2 and Y6 this year and has been cost effective.

Maths will continue to be a focus as this is the weakest area at the end of Y6. The new approach which is reaping rewards in younger classes needs to be extended to upper key stage 2. Current Y4 and Y5 are the priority for increasing progress of PP pupils.

Y2 Reading and maths data:
Reading

66% PP  85% None PP

92% of PP pupils made expected progress

4% made more than expected progress

Maths

78% PP  85% None PP

 92% of PP pupils made expected progress

17% of PP pupils made more than expected progress.

EY data shows an improved picture in all learning areas due to use of teacher led key worker PP group. PP pupils make good progress. Speaking is the lowest area overall at 77.5% but PP pupils are in line with non PP.

75% of pupils attained GLD showing a trend of improvement in all areas.

2018 end of Reception results

Reading- 77.8% PP   75% non PP

Number -77.8% PP    87.5% non PP

Ofsted 2018 - EY

Additional funding for disadvantaged children and for those who have SEN and/or disabilities is used well to provide extra support when needed. These pupils are making good progress and so the funding is making a positive difference.’

   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

£129862.50

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

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.

EY outcomes at the end of Rec.

Outcomes in all areas have improved at the end of reception. This year being the highest ever for those pupils attaining GLD.

Writing – 77.8% PP   75% non PP

2018 Y2 Writing Assessments

56% PP and 76% non PP met the expected standard

7% PP and 24% non PP achieved greater depth

Progress Y2 writing

PP 83% made expected progress+

Non PP 90% made expected progress

12% made more than expected progress.

Non PP 0% made more than expected progress.

2018 Y6 Writing results:

66% PP and 76% non PP met the expected standard.

7% of PP and 24% of non PP attained greater depth.

Other cohorts:

Attainment in writing in other cohorts for PP pupils is below that of non PP at the expected standard and at greater depth in 4 out of 5 cohorts.

Expected Progress is broadly in line with non PP in all cohorts.

More than expected progress is above non PP in 4 out of 5 cohorts.

Overall progress has improved for 4 out of 5 cohorts for PP pupils. 

A member of staff has been trained to use the outdoors and this will be disseminated and implemented next year more thoroughly. It is being trialled this year and Y3 writing for PP pupils had improved attainment and progress.

Writing continues to be a priority and a new writing curriculum will be introduced 2018-19.

Writing has been highlighted as an issue for the school by Ofsted March 2018.

‘Achievement in writing lags a little behind reading and mathematics in some year groups.’

 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

£54862.70

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.

A number of the pupils identified are now becoming more confident and resilient in class. They are spending less time in small groups and can self-regulate in certain situations whereas in the past they were very disruptive.

This is beginning to impact on their progress but very small steps are being made in particular with the SEN/PP group.

An increasing number of children have been identified as needing counselling so this will continue next year. Those who received support this year are having more success in class but it is evident that they need this sort of support to achieve and make progress.

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

We have maintained the increased number of pupils arriving at school on time.

Some children are more able to self-regulate emotions in order to access learning because of the extra support from PSA.

More families are referred to attendance improvement team with some evidence of improvement and involvement. Targeting families with meetings and raising expectation is working in some cases.

Ofsted 2018

‘Attendance is improving and is now average. Working closely with families and outside agencies, school leaders are doing all they can to reduce persistent absence from a minority of pupils. Persistent absence is above average.

Due to the heavy workload of the PSA we have increased her working hours and she is now in .6 of the week.

The school worked with the LA to improve attendance and we continue to pursue it rigorously. We have acted on findings and advice and will take on board any new ideas to try and improve PA.

This work will continue.