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Pupil Premium Statement.

In 2011/12, the Government launched the Pupil Premium Funding initiative. This money is allocated to schools based on the number of pupils who are eligible for Free School Meals (FSM - allocated to pupils who have been registered for free school meals at any point in the last six years, known as ‘Ever 6 FSM’) Looked After Children (LAC) and Armed Forces Services Children (FC) The government believes that the pupil premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Schools have the freedom to spend the Pupil Premium in a way they believe will best support the raising of attainment and help overcome barriers to learning for the most vulnerable pupils. The pupil premium is now a significant part of many schools’ budgets, it is now an expected that Headteacher/ SENCO show the impact that the additional funding is having on eligible pupils.

Our strategy for supporting disadvantaged pupils is to use the best and most experienced teachers to support our most vulnerable learners. For this reason, where possible, additional support is provided by teachers. Each child in receipt of the pupil premium grant has an individual plan to ensure that support is targeted and meets their individual needs.

The main barriers for pupils in receipt of PPG are specific to the child. For some children, barriers may be linked to previous trauma, neglect or attachment issues. This can have significant impact on self-esteem and confidence and so nurture times and interventions are aimed at raising the child's self-image and confidence. This has a direct impact on learning. Our use of an experienced teacher to lead interventions means that barriers are identified on an individual basis and addressed through high quality one to one or small group sessions. Some pupil premium children also have Special Educational Needs.

 

 

 

Pupil premium strategy statement 2017/18:

  1. 1.   Summary information

School

Boroughbridge Primary School & Nursery

Academic Year

April 2017/18

Total PP budget

£43,320

Date of most recent PP Review

September 2017

Total number of pupils on roll including Nursery.

172

Number of pupils eligible for PP inclusive of Nursery premium:

 

 31 full PPG

   8 forces

 

Date for next internal review of this strategy

April 2018

 

  1. 2.   Current attainment  KS2

 

Pupils eligible for PP (your school)

Pupils not eligible for PP  

% achieving expected standard or above in reading, writing and maths

20%

0

% achieving expected standard or above in reading

20%

58%

% achieving expected standard or above in writing

20%

67%

% achieving expected standard or above in maths

20%

59%

 

 

  1. 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)

  1. A.    

Language, communication and interaction skills in EYFS are below the expected age related standard on entry to Nursery which impacts on reading and writing in subsequent years and slows progress.

  1. B.    

Social and emotional intelligence skills combined with low self esteem and resilience for some pupil premium children impacts upon progress and learning.

C.

Pupil premium children at more risk of falling behind in the core areas due to lack of life experiences.

D

Emotional and behavioural needs mean some are pupils at risk of exclusion.

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

E

 

 

Lack of routine and  low attendance rates for some pupil premium children.

F.

Lack of life experiences (e.g. visiting museums, nature reserves etc.)

Research has noted that this impacts on reading and writing in particular.

  1. 4.   Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

  1. A.    

To diminish the difference in interaction and communication throughout school.

Children will make expected or better progress in English skills throughout school measurable half termly.

Pupil premium pupils are monitored through Pupil Premium Passports and half termly progress meetings.

 

Identify children with language, communication and interaction issues on entry to Nursery and elsewhere in school.

Impact early intervention in EYFS through phase 1 phonics interventions and ECAT/Elklan support.

Continue specialist support (ECAT & SALT) in KS1

Where necessary continue support into KS2 through EKLAN support.

For KS1&2 Children set/attempt challenging targets

Upper KS2 Children speak ambitiously about their future at Secondary school and life beyond school.

One to one intervention and preteaching whenever necessary.

 

 

  1. B.    

Children are able to talk about their feelings in a controlled way.

Continue to develop growth mindset to impact on all learning and progress.

Leuven scales as a progress measure in Nursery and then after intervention.  Behaviour tracked through PIVAT’s.

Children seek adult help when they have issues that need to be resolved.

Children have improved scores in the Growth Mindset questionnaire over time.

Use of Leuven scales ensure appropriate support is in place and show progress over time.

Children use restorative practice to resolve conflict.

 

  1. C.    

Data for pupil premium children will show at least expected progress in comparison to their peers in all  subjects – tracked through half termly data.

Early / timely intervention will be sourced by class teachers.

Referrals for extra support will be sourced where necessary.

Achievement for All style parental engagement through structured conversations – school/parent partnership.  More time given to PPG children in parent evening appointments.

PPG children’s work is prioritised for immediate feedback and intervention, and pre teaching activities.

 

  1. D.    

The attendance of PP children improves. (checked half termly)

Increased attendance of PP children using Homework club and breakfast club. (monitored and discussed with parents)

Reduce the number of persistent absentees among pupils eligible for PP

So that attendance for the children is in line with national average through increasing attendance of PP children using Homework club and breakfast club.

Follow NYCC Attendance Policy.

Make timely referrals to the prevention team if attendance continues to be a concern.

Reduce fixed term exclusions for some vulnerable pupils with behavioural needs.

 

  1. E.     

Pupil premium children to access more school trips, out of school experiences which involve their families and feel part of the community. Widening of experiences, relationship building & language skills improvement .

Educational visits for PP children to be paid for through PP funding.

Children have prioritised  opportunities to be included in social, sporting and cultural events.

 

 

 

         

 

 

  1. 5.   Planned expenditure

Academic year

2017/18

The two 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?

To diminish the difference in interaction and communication throughout school.

Children will make expected or better progress in English skills throughout school measurable half termly.

Pupil premium pupils are monitored through Pupil Premium Passports and half termly progress meetings.

Identify children with language, communication and interaction issues on entry to Nursery and on entry elswhere in school.

Impact early intervention in EYFS through phase 1 phonics interventions and ECAT support. Continue specialist support throughout school.

 

Pupil progress meetings half termly will inform how the children are achieving.

 

Research suggests that early intervention in particular with early literacy and communication and language approaches maximises pupil progress.

 

Pupil progress dates are set for the year to look at progress data half termly.

PP passports are reviewed and the next steps for individualised learning are agreed.

 

High quality CPD for key staff in language and communication is sourced .

 

Time is provided for quality interactions, small group work and one to one support.

 

 

Gail Lee (pupil progress meetings)

 

Alison Scott/ Cassie Jenkinson (Early intervention/ closing the gap)

January 2018

Children are able to talk about their feelings in a controlled way.

Continue to develop growth mindset to impact on all learning and progress.

Leuven scales as a progress measure  in Nursery and then after intervention.  Behaviour tracked through PIVAT’s.

 

 

 

 

Restorative practice strategies used as part of behaviour policy.

Class ethos is agreed by all parties ensuring all children feel save to talk about their feelings.

Growth mind-set assemblies and questionnaires.

Wellbeing and engagement tracking through the Leuven’s scale.

See also involvement in Compass Buzz project.

 

Use of restorative practice creates an ethos of shared responsibility for our actions/ behaviours and promotes self-regulation. By promoting an emotionally safe ethos in the classroom the children will always feel happy to share their thoughts/fears/worries. This will mean the teacher is aware of concerns early on before they become a catalyst for anger and hinder learning.

Gather evidence  of impact via pupil voice. Learning walks evidence school ethos & behaviour policy.

 

Training will be offered to new staff staff who are unsure about how to implement  good quality restorative practice/ growth Mind-set.

Gail Lee

 

 

Alison Scott

 

Cassie Jenkinson

Review date: April 2018

 

 

Data for pupil premium children will show at least expected progress in comparison to their peers in all subjects – tracked through half termly data.

 

Home work  after school club accessed at no extra cost.

Children will be prioritised when organising all monitoring activities. To include: marking, feedback, one to one tuition and mastery learning.

 

Research from the EEF evidences that the greatest impact can be achieved through one to one tuition, oral language interventions, collaborative learning and mastery learning.

Curriculum choices are based on expanding children’s life experiences and vocabulary which can impact on reading comprehension. Learning is exciting so children want to come to school.

Half termly whole school monitoring activities include:

Progress meetings

Pupil voice

Pupil work scrutiny.

Topic webs will be shared with parents  to encourage parental involvement.

Gail Lee

Termly 17/18

The attendance of PP children improves.

 

Increased attendance of PP children through  free access to breakfast club.

 

Emotional check in to ensure calm start to the school. Staff available  from 845.

 

 

Pupil voice ensures learning is designed around pupil interests.

 

Homework club/ and breakfast club places prioritised for PP children.

 

 

 

Help with homework supports key skills.

 

Breakfast club ensures children are school ready for learning/ in school on time.

 

Forest school, DT and outdoor learning will be prioritised and regular enhance wellbeing and promote attendance.

Wow days will be shared with the children and parents as something to look forward to. Funding is available to support PPG children.

 

 

Homework & Breakfast club will be promoted and advertised to parents.

All teachers

 

 

 

 

 

 

 

 

Katie Lea

Gail Lee

Half termly

 

 

 

 

 

 

 

 

September 2016 – termly thereafter.

Pupil premium children to access educational visits and out of school experiences. In EYFS in particular we  involve their families to model parenting and encourage inclusion.

Education visits for PP children to be paid for through PP funding.

 

Uniforms can be provided at no cost to the parents through PP funding.

 

Children have opportunities to be included in social events. Family finances will not be a limiting factor.

 

Transition through primary and into secondary school will  be supported.

 

 

 

Some of our PP families feel socially isolated. Through this provision  they included I the wider school community.

 

Pupil/parent voice.

Structured conversations to promote home/ school communications.

 

Dedicated members of staff to manage transitions.

 

All teachers

Termly 2017/18

Total spend  £19,000

   ii.   Targeted support/whole school approach

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?

To diminish the difference in interaction and communication skills throughout EYFS and KS1. See starting points for children. On entry to N and  R year on year children arrive with skills persistently low.

 

Targeted early intervention support in EYFS.

Identify children with language, communication and interaction issues on entry to Nursery.

Impact early intervention in EYFS through phase 1 phonics interventions and ECAT support. Continue specialist support in KS1

Where necessary continue support into KS2 through EKLAN support.

 

Pupil progress meetings half termly will focus on progress to be at least expected.

 

All EYFS staff are trained to support

ECAT and EKLAN strategies in improving speech and language outcomes for all pupils.

 

EEF research suggests that early intervention is crucial to improve outcomes for children.

Early identification and accurate baselines.

Regular  monitoring of targeted children

Positive relationships with speech and language professionals and external agencies e.g CDC

Professional development sought where needed.

Alison Scott/ Cassie Jenkinson

June 2017

Children are able to talk about their feelings in a controlled way.

Continue to develop growth mindset to impact on all learning and progress.

Leuven scales as a progress measure  in Nursery and then after intervention.  Behaviour tracked through PIVAT’s.

Some PP children will attend nurture and time to talk groups.

School continues to work alongside EMS and other agencies  to adapt behaviour plans and support social/ emotional skills.

 

All staff accessing compass Buzz training.

 

Teacher trained in using Lego Therapy to train other staff.

.

Staff attending training to support children with early life trauma and attachment.

 

 

Children are supported in building relationships and resolving conflict.

 

If children are able to resolve conflict  they will learn.

 

Whole school provision map/ PP monitoring sheets will show and track the children who need support in this area.

KS leaders & SENCO

Termly

The difference will be diminished with their peers in the core subjects – tracked through termly data.

A reading team is set up to ensure PP children receive daily reading and quality 1:1 comprehension support.

 

1:1 and targeted maths interventions.

 

Some children will benefit from a Maths mastery approach.  Teacher Research groups held in school.

 

Use of technology to support learning – laptops for targeted group work.

 

 

When children read daily they gain in confidence,

 

The use of digital technologies to support learning.

 

Time with an adult to receive pre-learning on an area of the curriculum they find difficult ..

 

The small steps in maths mastery approach supports learning.

 

Data tracked in Pupil progress meetings and termly through data trackers/ assessments.

 

Lesson observations and school monitoring cycle.

All teachers

 

 

 

 

 

 

Gail Lee

Termly

 

 

 

 

 

 

Termly

The attendance of PP children improves

 Increased attendance of PP children  and breakfast club.

 

SLT monitor attendance regularly.

Parents contacted when attendance falls below 94%

 

 

 

The prevention team will be involved with families whose attendance falls below 90%.

 

The children will be involved in planning the curriculum.

 

 

 

 

 

 

 

 

When children attend school regularly without constant breaks, they make more progress.  Evidence shows that children who attend school make better friendships, take more ownership in their learning and are more confident.

Children enjoy receiving awards and will often try harder when an award is being offered.

Attendance will be monitored half termly.

 

Any absence will be addressed immediately- followed up by the office.

 

Attendance policy to be adhered to.

Gail Lee/ Cassie Jenkinson

Termly

 

 

 

 

 

 

Pupil premium children to access educational visits and out of school experiences. In EYFS in particular we involve their families to model parenting and encourage inclusion.

Parents are aware we are fully inclusive and costs will not be a prohibiting factor when accessing any area of the curriculum.

 

 

Parental engagement and access to the wider curricuculm.

 

Ensures attendance and access.

Pupil/parent voice.

Structured conversations to promote home/ school communications.

All teachers

Termly

Total spend £24,320

                     

 

 


  1. 6.   Review of expenditure – IMPACT REPORT

Previous Academic Year

-       April 2018

    i.   Quality of teaching for all

&

   ii.    Targeted support

Desired outcome

Chosen action/approach

Impact:

Evaluation/ Lessons learned

 

Cost

To diminish the

difference in

interaction and

communication skills

throughout EYFS and

KS1. See starting

points for children.

On entry to N and R

year on year children

arrive with skills

persistently low.

 

Targeted early intervention support in EYFS.

Identify children with language, communication and interaction issues on entry to Nursery.

Impact early intervention in EYFS through phase 1 phonics interventions and ECAT support. Continue specialist support in KS1

Where necessary continue support into KS2 through EKLAN support.

 

Pupil progress meetings half termly will focus on progress to be at least expected.

Improved CLL in Nursery allows children to access the EYFS curriculum as soon as they enter reception.

 

% children entering nursery significantly below ARE in CLL in 2015-16 = 33%.  GLD at end of reception was 84%, 

 

50% of PP children gained GLD overall with 66% achieving GLD in CLL and 50% in reading.

 

This approach should now have a sustained effect into KS1 phonics test

 

                     

 This practice continues  to insure we gain a Good Level of Development for all children and also for those who are pupil premium. 

 

Of the 2 children who did not gain GLD in CLL, neither attended our nursery.  This would indicate that the earliest possible intervention is essential.

 

Of the 3 pupil premium children who did not gain GLD in Reading (phonics) all three did not attend our nursery. 

 

We still need to identify gaps in KS2

£13,225

 

2x ATA’s part time wages for specialist ECAT/EKLAN intervention training and teaching of intervention.

 

 

Children are able to talk about their feelings in a controlled way.

Continue to develop growth mindset to impact on all learning and progress.

Leuven scales as a progress measure  in Nursery and then after intervention.  Behaviour tracked through PIVAT’s.

Some PP children will attend nurture and time to talk groups.

School continues to work alongside EMS and other agencies  to adapt behaviour plans and support social/ emotional skills.

 

All staff accessing compass Buzz training.

 

Teacher trained in using Lego Therapy to train other staff.

.

Staff attending training to support children with early life trauma and attachment.

 

 Revised approach to behaviour management has had a positive effect on internal and external exclusions.  Exclusions this year have been reduced from x to x 

 

Leuvens scales – most children enter nursery and reception scoring 2/3 across three headings where 5 is the highest. 1. Happy in the Setting, 2. Interacts with Others and 3 Stays on Task. All pupil premium children left EYFS scoring 4/5 last year.

 

 

All staff accessed Compass Buzz training and key staff are yet to be identified to continue more in-depth training in this area.  This, with RP when consistently applied has reduced incidents in the playground and on entry to school.

Training ongoing with KS1 staff

 

 

 

TBA

TA’s need to be placed in classes with a high percentage of children who need extra support, in some cases, one to one, especially if the child also has additional needs.

 

New Tas need to be trained in RP

 

Schedule pupil voice questionnaires at mid point through academic year.

£17,000

 

TA support (3 PT)

 

 

 

£250

 

 

£1000.00

 

£300.00

The difference will be diminished with their peers in the core subjects – tracked through termly data.

 PP children receive daily reading and quality 1:1 comprehension support.

 

1:1 and targeted maths interventions.

 

Some children will benefit from a Maths mastery approach.  Teacher Research groups held in school.

 See below

Staffing stretched due to illness and reduction in TA hours.  Four Ta’s have not been replaced so that when there is illness or CPD interventions are affected.

£2000 on reading comprehension resources/ writing resources for highlighted intervention groups.

 

Supply for TRG groups - £1000

 

 

 

 

 

 

Increased attendance of PP children using Homework club and breakfast club.

 

 

. SLT monitor attendance regularly.

Parents contacted when attendance falls below 94%

 

The prevention team will be involved with families whose attendance falls below 90%.

 

The children will be involved in planning the curriculum.

 

Pupil premium attendance figures:

 

Mid-Summer term = 91% (with still 4 weeks of term left)

 

March 2018 – 94.05%

 

Whole School attendance from September 2017 to March 2018 – 95.8% (non pupil premium 96%)

 

Homework club attendance for Pupil premium children in KS2 = 5/20 = 25%

 

25% of children who attend homework club are pupil premium this is an increase from 15% at the same point last year.

 

Breakfast club attendance for Pupil premium children in KS1&2 fluctuates daily as it is an adhoc basis. It is an average of

 

PP children who do attend come into school more readily with less anxiety around leaving parents and ready to learn because they have eaten.

 

 

Pupil premium attendance is just above the floor target set by NYCC of 94%. In order to improve this further target children need to be monitored more closely by SENCO/Head teacher particularly in the summer term.

 

Foundation subject curriculum still needs to be developed.

 

 

 

 

£3,000

Outlay cost for the year for 2 TA’s to run Breakfast club each morning. Plus cost of food and equipment/games to use.

 

(Other parents pay for their child to attend Breakfast club therefore money is generated for the school.)

 

 

Pupil premium children to access educational visits and out of school experiences. In EYFS in particular we involve their families to model parenting and encourage inclusion.

Parents are aware we are fully inclusive and costs will not be a prohibiting factor when accessing any area of the curriculum.

 

Gym club is successfully up and running with a good attendance from pupil premium children. The club has not charged parents for this; instead it is paid through PP funding.

 

School trip amount varies from class to class however more trips have been planned in this year and as a result all trips for PP children have been paid for out of PP funding unless a parent has wanted to make a contribution. 2 of these trips were residential trips and of high cost but high impact to the children.

 

 

School feels this is a highly valuable learning experience and would like to carry this on in further years using the PP funding to support the activities.

 

As sports premium funding pays for most sporting trips and events. PP funding supports more social and educational events, it provides travel costs and adult to child ratios to help the children get maximum benefits from the experiences. Preparation and follow up work is always done in class when a trip happens.

Gym club is partly paid through sports premium, parent payment and pupil premium for children who come under this category. As a result £800 of PP funding has been used to pay for a TA to support KS1/EYFS  PP children for the year.

 

PP funding used for taking children on trips for the year has been £5000 (this includes 2 residential trips)

  1. 7.    Additional detail

 

Y6 residential – more money may be needed for pupil premium children to secure attendance.  Also staffing ratios may need to be increased.

 

 

 

 

Pupil premium strategy statement 2016/17:

Summary information

School

Boroughbridge Primary School and Nursery

Academic Year

2016/17

Total PP budget

£41,632

Date of most recent PP Review

January 2017

Total number of pupils on roll including Nursery.

186

Number of pupils eligible for PP inclusive of Nursery premium:

 

 35

Date for next internal review of this strategy

April 2017

1.   Current attainment

 

Pupils eligible for PP

Pupils not eligible for PP  

% achieving expected standard or above in reading, writing and maths

66%

67%

% achieving expected standard or above in reading

66%

78%

% achieving expected standard or above in writing

66%

94%

% achieving expected standard or above in maths

100%

83%

 

   

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.    

Language, communication and interaction skills in EYFS for pupil premium children are below the expected age related standard on entry to Nursery which impacts on reading and writing in subsequent years.

B.    

Social and emotional intelligence skills combined with low self esteem and resilience for some pupil premium children impacts upon learning within KS2.

C.

Social and emotional needs impact on behaviour and learning

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

D.

 

 

Lack of routine (sleep, food, homework) can mean poor concentration and behaviour.

 

 

E.

Attendance rates for some pupils eligible for pupil premium are low.

F.

Lack of life experiences (e.g. accessing family holidays, visiting museums, nature reserves etc.)

2.   Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

To close the gap in interaction and communication throughout EYFS and KS1 leading into KS2 from September 2016 .Children will make expected or better attainment in English skills throughout the time with us – measurable termly.

Identify children with language, communication and interaction issues on entry to Nursery.

Impact early intervention in EYFS through phase 1 phonics interventions and ECAT support.

Continue specialist support (ECAT & SALT) in KS1

Where necessary continue support into KS2 through EKLAN support.

For KS1&2 Children set/attempt challenging targets

Upper KS2 Children speak ambitiously about heir future at Secondary school and work.

B.    

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

Growth mind-set more evident within their learning.

Resilience and self-esteem to be measured through the Leuven scales as a baseline in Nursery and then after intervention.  Behaviour tracked through PIVAT’s.

Increased resilience when tackling new learning.

 

C.    

Pupil premium children will close the gap on their peers in the core subjects – tracked through termly data.

Early / timely intervention will be sourced by class teachers/ SENCO

Referrals for extra support will be sourced where necessary.

Achievement for All – parental engagement trough structured conversations – school/parent partnership.

 

D.    

The attendance of PP children improves. (checked half termly)

Increased attendance of PP children through using breakfast club. (monitored and discussed with parents) Provide access to homework support

Reduce the number of persistent absentees among pupils eligible for PP

So that attendance for the children is in line with national average.

E.     

Pupil premium families offered financial support to access educational visits and extra-curricular opportunities.

Educational visits for PP children to be paid for through PP funding.

Uniforms provided at no cost to the parents through PP funding.

Children have more opportunities to be included in social events.

 

 

F.     

Pupils with Social and Emotional needs often need one to one support to engage with learning and be part of their class. Attendance will improve as will access to the curriculum. Behaviour incidents decrease, progress data improves.

Less incidents of poor behaviour.

Progress data shows improvements over time.

 

 

Planned expenditure

Academic year

2016/17

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?

To close the gap in interaction and communication throughout EYFS and KS1 leading into KS2 from September 2016.

Children will make expected or better attainment in English skills throughout the time with us

Identify children with language, communication and interaction issues on entry to Nursery.

Evidence impact of early intervention in EYFS through phase 1 phonics interventions and ECAT support. Continue specialist support in KS1and

where necessary  KS2 through EKLAN.

 

Pupil progress meetings half termly will inform how the children are achieving.

 

When children join us from other settings or on entry in nursery – baseline assessments often show that there is a gap for Pupil Premium children in their communication and interaction skills.

 Early intervention research shows that children need to close the gap on their peers at an early stage in their educational career in order for them to stand a chance of catching up to their peers later on, therefore we are targeting early intervention.

 

 

Pupil progress dates are set for the year to regularly look at data and plan out intervention for PP children, we will monitor and track their progress  through planning and assessment data. 

HLTA’s/ATA’s and GTA’s are employed to carry out interventions, this is mainly targeted as early intervention. 

 

Gail Lee (pupil progress meetings)

 

Alison Scott/ Cassie Jenkinson (Early intervention/ closing the gap)

Termly  throughout

2016/17

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

Increased growth mind-set more evident without their learning.

Increased resilience and self-esteem.

 

 

 

 

 

Circle times and

restorative practice strategies are used as part of behaviour policy.

Class ethos is agreed by all parties ensuring all children feel safe to talk about their feelings

Resilience tracking through the Leuven’s scale.

Use of circle time and restorative practice creates an ethos of shared responsibility for our actions/ behaviours and promotes self-regulation and justifying our actions. It creates an emotionally safe ethos in the classroom and the children will always feel happy to share their thoughts/fears/worries.

Gather a pupil voice.

 

‘Drop ins’ to lessons will show the school ethos & behaviour policy.

 

Training will be offered to staff who are unsure about good quality restorative practice/ growth Mind-set.

Gail Lee

 

Gail Lee/ Alison Scott

 

Gail Lee/ Alison Scott/ Cassie Jenkinson

Review date: April 2017

 

Half termly lesson observations

 

To be reviewed April 2017

Pupil premium children will close the gap on their peers in the core subjects – tracked through termly data.

 

Contribution to teacher salary to reduce class size of cohort with high% of PP children

Children will receive extra daily reading/ maths intervention/ writing interventions with a GTA.

 

Phonics will be addressed in pupil progress meetings if it is a barrier to progress in reading and alternative approaches planned for.

 

When children read daily their reading improves.  Any areas of difficulty can be address (phonics) and quickly recapped or alternative strategies planned for. Assessment outcomes will be accurate and swiftly addressed.

 

Pupil progress meetings will review intervention given and progress made.

Drop ins will show books are celebrated and phonics is being used as a spelling strategy.

 

Gail Lee

Termly.

The attendance of PP children improves.

 

Increased attendance of PP children using Homework club and breakfast club.

Topics sourced to interest all children and especially PP children.

They will include WOW days and Forest school,

 

Homework club/ breakfast club promoted through communication with parents.

Help with homework supports learning in class and provides routine.

Breakfast ensures children are fed and ready for learning/ in school on time.

WOW days and exciting activities throughout the term will be fun and the children will want to be part of them.

 

Topic webs will be shared with parents.

Wow days will be shared with the children and parents as something to look forward to. They will be in the diary on the website.

Forest school, DT and outdoor learning will be regular.

 

Homework & Breakfast club will be promoted and advertised to parents.

All teachers

 

 

 

 

 

 

 

 

Katie Lea

Gail Lee

Half termly

 

 

 

 

 

 

 

 

September 2016 – termly thereafter.

Pupil premium children to access more school trips, out of school experiences which involve their families and feel part of the community.

Trips for PP children to be paid for through PP funding.

Uniforms provided at no cost to the parents through PP funding.

Children have more opportunities to be included in social events.

 

Social interaction is a key skill for everyday life and promotes independence, confidence and self-esteem. It prepares children for adulthood and bonds families together.

Pupil/parent voice.

Structured conversations to promote home/ school communication.

All teachers

Termly

Total Budget Cost: £16,885

 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?

To close the gap in interaction and communication throughout EYFS and KS1 leading into KS2 from September 2016.

Children will make expected or better attainment in English skills throughout school

Targeted early intervention support in EYFS.

Identify children with language, communication and interaction issues on entry to Nursery.

Impact early intervention in EYFS through phase 1 phonics interventions and ECAT support. Continue specialist support in KS1

Where necessary continue support into KS2 through EKLAN support.

 

Pupil progress meetings half termly will inform how the children are achieving.

 

Specialist ECAT/EKLAN trained ATA’s to work with identified groups – moderated by SALT and SENCO in order to provide high quality early intervention in order to close the language, communication and interaction gap by the end of KS1.

Feedback from staff/progress and new ATA’s will inform SLT as to whether the children can see that their schooling is teaching them vital skills in order to achieve their targets.

.

Monitoring will show children can discuss how what they are learning in class can be used as a skill outside the classroom.

Alison Scott/ Cassie Jenkinson

Termly

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

Increased growth mind-set more evident without their learning.

Increased resilience and self-esteem.

 

Some PP children will attend nurture/ time to talk groups about their feelings. – KS2 working alongside EMS to adapt behaviour plans and support social/ emotional skills.

Train a teacher to lead in Lego therapy.

 

All staff trained in restorative practice.

 

Some children require regular one to one support to come into school and engage with learning.

Children open up and learn strategies to cope with unhappy feelings. They find solutions to problems or friendship issues and then they can then become more engaged in school work.

Whole school provision map/ PP monitoring sheets will show and track the children who need support in this area

KS leaders & SENCO

Termly

Pupil premium children will close the gap on their peers in the core subjects – tracked through termly data.

A reading team is set up to ensure PP children receive daily reading and quality 1:1 comprehension around the book in a positive way.

 

Gap’s in Maths/ Numbers count. Provide staff and resources for targeted intervention.

 

Interventions are led by Teacher or TA depending on need and staff expertise.

Pre- reading and discussion of a text including linking the story to something they have experienced, helps the long term memory.

 

Time with an adult to receive pre-learning on an area of the curriculum they find difficult helps children to feel prepared for a lesson and the time with an adult makes them feel valued.

Children who have daily reading – progress will be seen at pupil progress meetings.

Children will look to read more at ‘free time’.

 

 

Data tracked in Pupil progress meetings and termly through data trackers/ assessments

All teachers

 

 

 

 

 

 

Gail Lee

Termly

 

 

 

 

 

 

Termly

 

The attendance of PP children improves

 Increased attendance of PP children using Homework club and breakfast club.

 

Discussion with parents of children whose attendance is causing concern.

 

The prevention team will be involved with families whose attendance persistently falls below 92%.

 

Awards are given to children who have ‘good’ attendance.

If travel is an issue for families they will be offered ways to help

Evidence shows that children who attend school make better friendships, take more ownership in their learning and are more confident.

 

Attendance will be monitored half termly.

Any absence will be addressed immediately.

 

Gail Lee/ Cassie Jenkinson

Half Termly

Ensure pupil premium children access school trips, and if possible out of school experiences.

Structured conversations between children, parents and school to promote services to support their families.

Social interaction is a key skill for everyday life and promotes independence, confidence and self-esteem. It prepares children for adulthood and bonds families together.

Pupil/parent voice.

Structured conversations to promote home/ school communications.

All teachers

Termly

Total Budget Cost: £24,747

 

Evaluation and impact of Pupil Premium spending for 2015/16 academic year.

 

Money allocated: £41,173 (Based upon FSM = 27, LAC = 1 (for 1 term), Service = 10) for 2015/16

 

*EYFS summer term only = Nursery premium = 4 totaling £412.

What are we doing to close the gap?

Money allocated:

How are we measuring impact?

What should we see? When should we see this?

Evaluation and Impact

0.5 experienced teacher wage to keep a class size small for class high in PP children rather than merging 2 classes.

 

£15,776

Data as analysed by SLT

Raised outcomes for children both academically & socially. Half termly progress data.

Looking at internal assessment we can see that for some children in the majority of subjects, particularly in maths and reading the gap is narrowing but at a slower rate in writing. GL assessment showed 80% of PP children in this class made better than expected progress in English and Maths.

1:1 & small group TA support for  PP children.

 

 

£6,136

£3,536

£11,788

 

 

Data as analysed by SLT

 

Half termly progress

In KS1 and EYFS there is no longer a gap between pupil premium children and their peers nationally. In some cases PP children exceeded national expectations.

For classes where additional TA support has been provided GL data shows 80% of PP children making progress in line with their peers nationally in maths, with progress being much higher.

 

Help with paying for school trips- swimming sessions.

 

£249

Parent/ pupil voice questionnaires.

Better school/ parent communication.

 

All children access extra-curricular and external activities regardless of ability to pay. Reduces social isolation.

ICT software

 £625

Through assessment and data tracking via the ICT software – otrack.

Better measuring of data for governor meetings

We are able to better track pupil premium children and put in timely interventions.

Staff training:

Speech and language  ECAT project

 

EKLAN training

 

 

£250

 

 £617

 

 

ECAT progress data

 

 

 

 EKLAN progress data

 

 

Ks1 data for writing should improve

 

 

KS2 Speech & language skills & writing should improve.

 

 

ECAT and Elklan training has enabled us to intervene early with speech and language and social communication difficulties in Reception, Nursery and KS1. This means that children have had tailored plans to ensure they get the interventions they required to insure maximum progress.  We can now feed in directly to SALT services without parents having to go via their GPs which speeds up SALT interventions.

 

 

Resources for Early Intervention Project

£250

 

£250 for individual dyslexia assessment for PP child.

 

Attainment of Bronze and silver awards accredited by British Dyslexia Association

Quality first teaching improvement. Dyslexia friendly classrooms and improved strategies for working with vulnerable learners.

 

 

Practitioners are all now aware of how to ensure that their practise is increasingly dyslexia friendly.  Some children have benefitted from overlays and glasses and we have been able to identify children for specialist assessment with a qualified British Dyslexia teacher.  This has given us detailed support plans.

Achievement for All programme resources

£384

 

Data/ SLT analysis

 Half termly data assessment.

Increased parental engagement.

2 year programme (Second year)

 

 

Staff training around structured conversations, assessment and use of questioning should impact on long term data.

Increased parental engagement for some families.

AFA questionnaires and whole school parent questionnaire.

Breakfast club

£900 for Breakfast club and food. For 3 vulnerable children. 

Non PP child parents asked to contribute £2.00 per session

 

Pupil feedback/ parental questionnaire.

Children ready to learn on a morning – immediately.

 

For the majority of the year children have accessed this club which has provided much needed emotional stability and nutrition to enable children to go into class ready to learn. 

1 year’s National trust group membership & use of community Minibus for Nursery parents/children.

£412

 

Nursery Parent/ pupil voice

Widening of experiences, relationship building & language skills improvement – termly.

Improved relationship between school and parents and language acquisition has allowed children to make age related progress in line with their peers nationally.

TOTAL = £41,173