Pupil Premium Strategy Statement

For detailed information on our Pupil Premium Plans and Expenditure for the last 2 years please click on the headings below to view them.

2017 – 18 (click to expand / collapse)

1.Summary information

School Roskear Primary and Nursery School
Academic Year 2017-18 Total PP budget £194160(inc £1900 CIC £600 SRV) Date of most recent PP Review 13th December 16
Total number of pupils 432 Number of pupils eligible for PP 171 inc EYFS Date for next internal review of this strategy March 18

 

2.Current attainment

  Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving in reading, writing and maths 64% 67%
progress in reading (National progress scores 0= expected) +4.1 +0.33
progress in writing +2.5 +0.17
progress in maths +3.0 +0.28

 

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. Children enter school with well below average communication and language skills in EYFS
B. Children have limited experience of enriched learning activities in the home
C. Low attainment on entry across all prime areas
D. Low aspiration and resulting low levels of motivation to learn (parent and children)

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

E. Attendance gap of 1% between pp and non pp children (based on 2016/17). School minibus deployed daily to increase school hours of targeted pp children
F. Significant levels of social and economic deprivation and associated safeguarding concerns resulting in some children not being ready to learn on arrival at school
G. High mobility levels

 

4. Desired outcomes

  Desired outcomes and how they will be measured Success Criteria
A. Improve the communication and language skills of children in FS1 for disadvantaged pupils to be in line with other pupils nationally by the end of EYFS. Attainment for pupils at the end of EYFS will be in line with their peers for CLL
B. Children will experience a variety of rich and real learning opportunities at least half termly such as: Field trips; Musical productions; Dance and Residential visits. Children are able to draw on these experiences and make connections in their learning with a particular focus or reading and writing.
C. Higher attainment in PSED by the end of EYFS. Diminishing the difference at the end of EYFS so that disadvantaged children are in line with their peers in PSED.
D. More PP eligible children achieving greater depth in RW and M by the end of each year. End of Keys stage data will show PP children are in line with non PP children nationally for RW and M.
E. Attendance rates of pupils eligible for PP to increase by approximately 1%. The number of PA PP families will reduce from 14 to 7.
F. Children are ready to learn and display positive learning habits. PP children display resilience in their learning and display positive learning habits as measured using THRIVE and or Leuven scales.
G. Non-standard entry children to be supported to make a positive transition with a minimum disruption to their learning. Children quickly access their learning whilst having their emotional needs met.

 

5. Planned expenditure

Academic Year 2016/18
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 Planned review date
March 18 review
Improve the communication and language skills of children by the end of EYFS. All new staff to attend county training in the strategies of ‘learning language and loving it.’

Staff use these strategies in their everyday teaching and assessment.

Staff from FS1 to support FS2 when not at full capacity to enhance provision and support learning.
2016/17 – Demonstrated successful use of strategy with PP children being in line with non PP with regards CL. Children made accelerated progress from FS1 to end of EYFS.

This is a strategy that has been recommended by the EYFS county team. It has been nationally recognised in raising early language development.
Deputy Head and EYFS practitioner has been using video evidence to embed and develop practice within the key stage. SL July 18  
Children will experience a variety of rich and real learning opportunities at least half termly such as: Field trips; Musical productions; Dance and Residential visits. Whole school expectation for half termly Topic launches.

Each class provided with additional budget to be spent on real life learning experiences.

’60 Life experiences before you leave Roskear’
2016/17 evidence showed that this approach for last year demonstrated that PP children left KS2 broadly in line with the national average for non pp children.

Pupil conferencing suggested that children found it more challenging to write about unfamiliar situations/experiences.

The thematically tailored curriculum provides additional opportunities for children who may not always be provided with these at home.
Pupil conferencing and regular monitoring of writing opportunities will test the impact. New topic coordinator to work closely with English and Maths leads to ensure transfer of skills is applied as well as ensuring the frequency and quality of these opportunities. JS July 18  
Higher attainment in PSED by the end of EYFS and targeted emotional support for vulnerable chn throughout whole school. All staff (including EYFS) trained in ‘Headstart’ and adopt this practice throughout their daily teaching.

EYFS teachers use Leaven Scales to assess and target children accordingly.
‘Head start’ is based on Thrive principles and practices, however it encompasses a more in-depth baseline assessment. It takes into account external barriers that will have an impact on PSED.

The Leaven scales have come from the Early Excellence Programme which has been endorsed by the Dfe.
Staff meeting time to deliver training and evaluate effectiveness.

Evaluation of teacher termly assessments.
SH July 18  
More PP eligible children achieving greater depth in RW and M by the end of each year. Staff training: Teachers will receive specific training around mastery, question, higher order thinking and subject knowledge.

Additional teachers in certain year groups to provide more opportunities for quality first teaching.

More able coordinator to monitor, track and assess children who have been targeted as working at greater depth in every year group (or have the potential to be so)
An increase in ‘greater depth’ attainment at the end of KS2 using similar models of teaching. Research and evidence indicates that effective questioning leads to deeper thinking and greater learning opportunities. Staff training to take place. Coordinator release time.

Termly pupil progress meetings with a specific focus on More Able. (MLT)
KB, KW & SLT. July 18  
Total budgeted cost £82332  
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 Planned review date
March 17 review
Improve the communication and language skills of children in FS1 for disadvantaged pupils to be in line with other pupils EYFS practitioners using ECAT toolkit to assess pupils who are causing concern and target intervention appropriately. ECAT is a nationally recognised programmed which has been independently validated and has shown to be an effective resource in other schools. Certain pupils need targeted support to catch up. Provision of additional staff to deliver targeted ECAT support. SL July 18  .
Children will experience a variety of rich and real learning opportunities at least half termly such as: Field trips; Musical Half termly PP pupil progress meetings with pp champion identifying individual needs and suggesting strategies to support and accelerate progress. Provision of quality time for staff to discuss individuals and to focus on prioritisation of resources. Individual case studies per class track and monitor pupils throughout their time in school. AF July 18  
Higher attainment in PSED by the end of EYFS and targeted emotional support for vulnerable chn throughout whole school Additional dedicated EYFS learning mentor time to target specific children and families.
Learning mentor working with small groups of children who are within the ‘developing’ strand of THRIVE.
Social skills groups.
Vulnerable children within yr 1 have access to nurture provision 4 x weekly
Lunchtime nurture provision available for ks1 children
Access to learning mentors to support targeted families with school uniform and parental support.
Develop a consistent approach between home and school; early identification of any need for external agencies and funding.
Meeting hierarchy of need.
Research indicates that without a child’s basic needs being met a child will not flourish.
Organise timetable to ensure EYFS staff delivering provision have sufficient preparation and delivery time.
Staff training available for specific roles ie Learning Mentors
SL
SH
LJ
July 18  
More PP eligible children achieving greater depth in RW and M by the end of each year. Enhanced Learning provision across the school ensuring immediate feedback and intervention where needed. Based on nationally recognised good practice in enabling all pupils to ‘keep up.’ Organise Enhanced Learning staff to ensure quality time to plan and deliver sessions. Identifying pupils in need of fast tracking support and match their needs accordingly. KB, SH & Class teachers. July 18  
Total budgeted cost £ As above  
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 Date of next review
March 17 review
Attendance: Reduce the number of persistent absentee families from 14 to 7. Attendance monitoring and clinics; Mini-bus used to pick up children daily according to contract agreed with paretns; Additional reward systems for specifically targeted pp children. Attendance of pp children remains a concern from previous year’s data.

Acting upon advice form external agencies, such as EWO, to support and improve families’ attendance.
We follow an open, honest and robust attendance policy.

Learning mentor and deputy head have monthly attendance meetings to monitor patterns and trends and agree next steps.
SL/LJ July 18  
Widen individual’s life experiences to ensure the development of the whole child. Provide a variety of school clubs and targeted social skills groups. Children are able to draw on these experiences and make connections in their learning with a particular on their emotional wellbeing and their understanding of the world around them.

Children have limited understanding of their place within the wider community.
Extra-curricular clubs for all year groups available both at lunchtimes and after school.

Homework club available to all children until 4.15 daily.

Breakfast club available from 7.30am daily.

Sports competitions organised internally and within the wider community.
SLT & AF July 18  
Support parents through educational and parenting programmes. Use of school facilities and staff to facilitate adult education programmes. In order to break the cycle and in recognition of the fact that there are high levels of deprivation in the community we serve we strive to enable parents to improve their own skill set. Family learning programmes; good links with the locality team who offer such programmes and social services. SL July 18  
Ensure that PP children have their basic needs met on a daily basis this allowing full access to the curriculum. Minibus collection; daily breakfast club; access to learning mentors; school uniform and parental support. Research indicates that without a child’s basic needs being met a child will not flourish. Timetables in place and prioritisation of resources to ensure adequate and immediate response to need. AF July 18

EL - £51550
Clubs - £12,960
Booster - £47250
 
Total budgeted cost £194092  

 

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
Maintain number of pp pupils making expected progress with an increased focus on the number of pp children making more than expected progress. Termly PP progress meetings; Enhanced learning and individual action plans. Termly PP progress meetings; Enhanced learning and individual action plans. By the end of KS1 there were no significant gaps between pp and non pp children. This was also reflected in our end of KS2 data. Termly pp meetings will continue. New tracking system allows for more regular checks with an increased focus on teachers – linked in to their performance management targets – to address any gaps immediately.

Enhanced learning is more effective when the adult is involved with the prior learning carried out in the morning. We therefore have had to increase the number of hours for each class by approximately 50%.

Progress made by pupils in reading was ‘well above’ national with maths and writing being ‘above’.

£3250 – cost of teacher cover for pp progress mtgs.

£44688 – cost of enhanced learning

£4468 – cost of TA hours for specialist speech and language support.

Increase the number of pp children achieving above expected in maths by the end of KS1. Additional clubs in place targeting pp children for maths. Implementation of 99 club. Staff training allocated to more able – enrichment activities. 63% of pp were children were at expected which was above national for pp however slightly below national overall. Whilst significant steps have been made to successfully diminish the difference for pp children meeting the expected standard we now recognise the need for an increased focus in our more able pp children.

PP 64% national 67% - broadly in line with.

£1000 – purchase of 99 club.

£450 – Staff training.

Reduce the gap between pp children and others for those achieving GLD by the end of EYFS. Staff training of all EYFS practitioners in ‘Learning language and loving.’ A reduction from 39.3% to 20.1% of pp children achieving GLD. Continue with Learning Language and Loving it programme. Retrain all existing and new staff. Enhanced learning in EYFS added to success.

EYFS data shows gap closing between groups.
£3552.32 – Cost of training provider and non teaching staff overtime
Provide opportunities for children in mixed y3/4 class with improved immediate feedback and marking alongside quality first teaching. Existing 3 classes be split into 4 new classes with no mixed year groups and smaller numbers of children per class. Teacher employed on trial/temporary basis. Parent and pupil conferencing highlighted the positive impact of this restructure. All children including pp made strides towards meeting the expected standard and working in greater depth. There was a disproportionate number of pp children within these mixed classes – approx. 60% of cohort. Costing of additional teacher through supply bank proved to be an expensive short term solution. Teacher taken on full time on permanent contract to reduce cost.

SLT monitoring/External monitoring and in house data identifies accelerated progress in these key areas.
£40000
Improve the quality of feedback and marking for all children with an increased focus on pp children.

Develop a whole school approach to meta-cognitive enabling children to take ownership of their own learning.
SLT to attend training to embed whole school approach to teaching and marking.

SLT attend training and provide inset to staff and cluster group.
The quality of marking and feedback has improved across the school. Immediate feedback within lessons has also improved significantly with children having regular opportunities to be challenged and extended.

Behaviour for learning highlighted as a strength on HIP visits.
Continue with feedback and marking policy.

Ensure a consistent approach is carried out throughout the entire school addressing any underperformance accordingly.

As above – SLT, external monitoring and data reflects teaching on the whole is at least good. Areas of expertise and ‘better than good’ are being used to further develop staff where needed.

£1110 – SLT training

£500 – SLT training.

£10500 – Staff training days.

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
Higher levels of engagement with parents to remove barriers to learning and increase parent’s awareness of how to support their child’s learning. parents Provision maps to identify hard to reach families (linked parental engagement to teachers performance mgt targets) Two family learning courses; provide a venue for parent courses; THRIVE family courses ran by our SENDco. Set up a parent council group. Weekly class assemblies – inviting parents in. Proactive support of learning mentor to engage positively with families and make referrals to other agencies where necessary. Parent surveys demonstrate an increased percentage of parents who feel well prepared to support their childrens’ learning at home. Continue with positive engagement with parents. Parental engagement will always remain a priority.

More parental engagement with homework enabling parents to provide their children with real life learning opportunities.

Instead visit and parent feeback demonstrates parental engagement as good. PP provision maps identify key barriers and staff and parents work collaboratively to overcome these barriers.

£2600 – Cost of staff release time

£4642 – cost of 10 hours per week learning mentor time

Targeted provision to develop pastoral and emotional development of pupils thus enabling them to demonstrate a readiness to learn Nurture group for Y1 pupils; THRIVE training for 2 members of staff. THRIVE assessments for Y1 children highlighted significant progress enabling them to reintegrate back into main stream classes. SEN children and other individuals benefited from THRIVE. Continue with THRIVE as a whole school approach – all staff require training on THRIVE principles.

Continue this whole school approach.

£2000 – Cost of THRIVE annual license.

£3000 – Staff training in THRIVE.

£1680 – Cover cost for staff to attend training.

£15500 – Cost of NUTURE group staffing.

Target specific children with enrichment activities for more able pp children. Provided a cookery course and forest schools course for targeted children. Forest schools & Cookery programmes. Raising self-esteem and aspiration for targeted pp children. High levels of enjoyment however impact hard to measure.

New curriculum leader appointed to measure this area and identify key actions. Pupil conferencing very positive with regards to real life learning experiences.

£12580 – cost of forest schools

£1574 – cost of cookery.

Improve year 6 outcomes. Tuition delivered by fully qualified teacher. Observed increase progress in all areas of curriculum amongst participating children compared to peers. Very effective strategy to be used again. Costs of building alterations quite extensive.

KS2 attainment above national average. Progress above national average.

£32000 – cost of teacher per year

£6000 – cost of building work

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
Continued focus on attendance reducing the number of pp children who are persistently absent. Monthly attendance challenge; Individual rewards scheme for persistently absent pp children; worked closely with parents of KS1 & EYFS pupils.

Daily minibus collection to secure good attendance for vulnerable families.
A diminishing of the gap to less than 1% between pp and non pp children. Continue with rigorous attendance monitoring working closely with parents and other external agencies.

Continue with daily minibus service.

Continue the monitoring of attendance accessing the school minibus. Continue to work with targeted families.

£4642 – Learning mentor time.

£1125 per year for minibus running costs.

£2979.20 – Cost of staff to drive and collect children on a daily basis.

£2850 – Cost of breakfast for 15 pp children per year.

 

7. Additional detail

Progress measures taken from Ofsted data dashboard in line with new national assessment.

Attendance a key priority. PP Champion has specific appraisal targets linked to specifically to PA pp children. Continue proactive work with EWO and attendance groups.
2016 – 17 (click to expand / collapse)

1.Summary information

School Roskear Primary and Nursery School
Academic Year 2016-17 Total PP budget £234560(inc £19000 CIC £3000 SRV) Date of most recent PP Review 13th December 16
Total number of pupils 443 Number of pupils eligible for PP 158 + EYFS Date for next internal review of this strategy March 17

 

2.Current attainment

  Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving in reading, writing and maths 58% 60%
progress in reading (National progress scores 0= expected) +4.49 +0.13
progress in writing +4.17 +3.21
progress in maths +3.51 +0.02

 

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. Children enter school with below average communication and language skills in reception thus slowing reading progress in earlier years.
B. A lack of enrichment learning activities take place outside of school making real life learning more challenging.
C. Low attainment on entry across PSED measures
D. Low aspiration and resulting low levels of motivation to learn

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

E. Attendance gap of 1.5% between pp and non pp children (based on 2015/16). School minibus deployed daily to increase school hours of targeted pp children
F. Significant levels of social and economic deprivation and associated safeguarding concerns resulting in some children not being ready to learn on arrival at school.

 

4. Desired outcomes

  Desired outcomes and how they will be measured Success Criteria
A. Improve the communication and language skills of children in YR & Y1 for disadvantaged pupils to be in line with other pupils nationally by the end of Year 1. Diminish the difference so at the end of Year One disadvantaged pupils are in line with their peers.
B. Children will experience a variety of rich and real learning opportunities at least half termly such as: Field trips; Musical productions; Ballet and Residential visits. Children can draw on their real life learning experiences in the classroom.
C. Higher attainment in PSED by the end of EYFS. Diminishing the difference at the end of EYFS so that disadvantaged children are in line with their peers.
D. More PP eligible children achieving higher attainment at greater depth in RW and M by the end of each key stage. Children to be well equipped and ready for the next stage of transition to further education and to leave school as lifelong learners.
E. Attendance rates of pupils eligible for pp to increase by approximately 1%. Reduce the number of persistent absentees; with overall pp attendance improves in line with their peers.
F. Children to feel safe in school and are ready to learn - participating and contributing in all lessons. Resources in place to assist children and families who are having difficulties.

 

5. Planned expenditure

Academic Year 2016/17
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 Planned review date
March 17 review
Improve the communication and language skills of children by the end of EYFS. Whole staff training in the strategies of ‘learning language and loving it.’

Staff use these strategies in their everyday teaching.
This is a strategy that has been recommended by the EYFS county team. It has been nationally recognised in raising early language development. Deputy Head and EYFS practitioner has been using video evidence to embed and develop practice within the key stage. SL July 17

Data shows that the majority of children are making good progress.

Next: focus of appraisal observations in Summer term to monitor practice.
Children will experience a variety of rich and real learning opportunities at least half termly. Whole school expectation for half termly Topic launches.

Each class provided with additional budget to be spent on real life learning experiences.
Pupil conferencing suggested that children found it more challenging to write about unfamiliar situations/experiences.

The thematically tailored curriculum provides additional opportunities for children who may not always be provided with these at home.
Pupil conferencing and regular monitoring of writing opportunities will test the impact. Topic coordinator will track and monitor the frequency and quality of these opportunities. BB July 17

Pupil conferencing show good impact and that entry points are enjoyable.

Next: monitor impact of enrichment on writing
Higher attainment in PSED by the end of EYFS. All EYFS staff trained in ‘Thrive’ and adopt this practice throughout their daily teaching.

EYFS teachers use Leaven Scales to assess and target children accordingly.
Thrive is a nationally, neuro science researched and attachment theory proven resource.

The Leaven scales have come from the Early Excellence Programme which has been endorsed by the Dfe. Staff meeting time to deliver training and evaluate effectiveness.

Evaluation of teacher termly assessments.
Staff meeting time to deliver training and evaluate effectiveness.

Evaluation of teacher termly assessments.
SL July 17

Whole class screening effective in targeting provision.

Next: children identified as making slower progress targeted.
Children to be well equipped and ready for the next stage of transition to further education and to leave school as lifelong learners. Teachers have high expectations for all children and challenge pupil progress.

All staff implement positive learning habit approaches in their everyday teaching.
SLT monitoring had identified resilience as being low. EEF research highlights the impact of meta-cognitive learning as a low cost high impact strategy. Staff meeting time dedicated to training and evaluation of effective strategies and sharing of good practice.

Termly pupil progress meetings with MLT.
KW, AF & KB July 17

Termly meeting continue. Instead review identified learning habits as a strength.

Next: continue
Total budgeted cost £33817  
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 Planned review date
March 17 review
Improve the communication and language skills of children by the end of EYFS. EYFS practitioners using ECAT toolkit to assess pupils who are causing concern and target intervention appropriately. ECAT is a nationally recognised programmed which has been independently validated and has shown to be an effective resource in other schools. Certain pupils need targeted support to catch up. Provision of additional staff to deliver targeted ECAT support. SL July 17

ECAT used to target those at risk of falling behind.

Next: review impact on targeted children.
Children will experience a variety of rich and real learning opportunities at least half termly. Half termly pp pupil progress meetings with pp champion identifying individual needs and suggesting strategies to support and accelerate progress. Provision of quality time for staff to discuss individuals and to focus on prioritisation of resources. Individual case studies per class track and monitor pupils throughout their time in school. AF July 17

Case studies demonstrate positive impact.

Next: update case studies with end of year review
Higher attainment in PSED by the end of EYFS. Additional dedicated EYFS learning mentor time to target specific children and families. Develop a consistent approach between home and school; early identification of any need for external agencies and funding. Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time. SL July 17

½ termly meetings with learning mentor are highly effective building home/school relationships

Next: continue
Children to be well equipped and ready for the next stage of transition to further education and to leave school as lifelong learners. Enhanced Learning provision across the school ensuring immediate feedback and intervention where needed. Learning mentor provision across KS1 & 2 targeting specific children and families. Tutoring by 2 fully qualified teachers in year 5 & 6 Based on nationally recognised good practice in enabling all pupils to ‘keep up.’ Organise learning mentor and Enhanced Learning staff to ensure quality time to plan and deliver sessions. Identifying pupils in need of fast tracking support and match their needs accordingly. SH & Class Teachers July 17

Enhanced learning is effective and demonstrates inpact for individuals.

Next: SLT to review EL strategy to see if can be made more effective.
Total budgeted cost £155160  
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 Date of next review
March 17 review
Attendance: Reduce the number of persistent absentees and ensure attendance of pp children are in line with their peers of 96%. Attendance monitoring and clinics; Mini-bus used to pick up children daily; Additional reward systems for specifically targeted pp children. Attendance of pp children was highlighted as a concern from previous year’s data.

Acting upon advice form external agencies, such as EWO, to support and improve families’ attendance.
We follow an open, honest and robust attendance policy.

Learning mentor and deputy head have monthly attendance meetings to monitor patterns and trends and agree next steps.

Regular meetings with EWO.
KW July 17

Little impact despite regular reviews, meeting with parents and new reward schemes.

Next: look at early intervention with those causing concern. Research effective practice in other schools, KW to report to SLT in June.
Widen individual’s social skills to reduce incidents of inappropriate behaviour. Provide a variety of school clubs and targeted social skills groups. PP children are disproportionately represented on our internal behavioural logs. Monitoring of behaviour logs; parental support and consultations.

Timetabling of learning mentors.
KW & AF July 17 Next: Review representation of PP children on behaviour log
Support parents through educational and parenting programmes. Use of school facilities and staff to facilitate adult education programmes. In order to break the cycle and in recognition of the fact that there are high levels of deprivation in the community we serve we strive to enable parents to improve their own skill set. Family learning programmes; good links with the locality team who offer such programmes and social services. SL & TL July 17

Successful literacy programme completed this year.

Next: continue to work to engage parents. Participate in National research project.
Ensure that pp children have their basic needs met on a daily basis this allowing full access to the curriculum. Minibus collection; daily breakfast club; access to learning mentors; school uniform and parental support. Research indicates that without a child’s basic needs being met a child will not flourish. Timetables in place and prioritisation of resources to ensure adequate and immediate response to need. AF July 17

Well established, successful practice.

Next: pupil conference to assess impact on children
Total budgeted cost £50000  

 

6. Review of expenditure

Previous Academic Year 2015/16
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
Maintain number of pp pupils making expected progress with an increased focus on the number of pp children making more than expected progress. Termly PP progress meetings; Enhanced learning and individual action plans. Termly PP progress meetings; Enhanced learning and individual action plans. By the end of KS1 there were no significant gaps between pp and non pp children. This was also reflected in our end of KS2 data. Termly pp meetings will continue. New tracking system allows for more regular checks with an increased focus on teachers – linked in to their performance management targets – to address any gaps immediately.

Enhanced learning is more effective when the adult is involved with the prior learning carried out in the morning. We therefore have had to increase the number of hours for each class by approximately 50%.

£3250 – cost of teacher cover for pp progress mtgs.

£44688 – cost of enhanced learning

£4468 – cost of TA hours for specialist speech and language support.

Increase the number of pp children achieving above expected in maths by the end of KS1. Additional clubs in place targeting pp children for maths. Implementation of 99 club. Staff training allocated to more able – enrichment activities. 63% of pp were children were at expected which was above national for pp however slightly below national overall. Whilst significant steps have been made to successfully diminish the difference for pp children meeting the expected standard we now recognise the need for an increased focus in our more able pp children.

£1000 – purchase of 99 club.

£450 – Staff training.

Reduce the gap between pp children and others for those achieving GLD by the end of EYFS. Staff training of all EYFS practitioners in ‘Learning language and loving.’ A reduction from 39.3% to 20.1% of pp children achieving GLD. Continue with Learning Language and Loving it programme. Retrain all existing and new staff. Enhanced learning in EYFS added to success. £3552.32 – Cost of training provider and non teaching staff overtime
Provide opportunities for children in mixed y3/4 class with improved immediate feedback and marking alongside quality first teaching. Existing 3 classes be split into 4 new classes with no mixed year groups and smaller numbers of children per class. Teacher employed on trial/temporary basis. Parent and pupil conferencing highlighted the positive impact of this restructure. All children including pp made strides towards meeting the expected standard and working in greater depth. There was a disproportionate number of pp children within these mixed classes – approx. 60% of cohort. Costing of additional teacher through supply bank proved to be an expensive short term solution. Teacher taken on full time on permanent contract to reduce cost. £40000
Improve the quality of feedback and marking for all children with an increased focus on pp children.

Develop a whole school approach to meta-cognitive enabling children to take ownership of their own learning.
SLT to attend training to embed whole school approach to teaching and marking.

SLT attend training and provide inset to staff and cluster group.
The quality of marking and feedback has improved across the school. Immediate feedback within lessons has also improved significantly with children having regular opportunities to be challenged and extended.

Behaviour for learning highlighted as a strength on HIP visits.
Continue with feedback and marking policy.

Ensure a consistent approach is carried out throughout the entire school addressing any underperformance accordingly.

£1110 – SLT training

£500 – SLT training.

£10500 – Staff training days.

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
Higher levels of engagement with parents to remove barriers to learning and increase parent’s awareness of how to support their child’s learning. parents Provision maps to identify hard to reach families (linked parental engagement to teachers performance mgt targets) Two family learning courses; provide a venue for parent courses; THRIVE family courses ran by our SENDco. Set up a parent council group. Weekly class assemblies – inviting parents in. Proactive support of learning mentor to engage positively with families and make referrals to other agencies where necessary. Parent surveys demonstrate an increased percentage of parents who feel well prepared to support their childrens’ learning at home. Continue with positive engagement with parents. Parental engagement will always remain a priority.

More parental engagement with homework enabling parents to provide their children with real life learning opportunities.

£2600 – Cost of staff release time

£4642 – cost of 10 hours per week learning mentor time

Targeted provision to develop pastoral and emotional development of pupils thus enabling them to demonstrate a readiness to learn Nurture group for Y1 pupils; THRIVE training for 2 members of staff. THRIVE assessments for Y1 children highlighted significant progress enabling them to reintegrate back into main stream classes. SEN children and other individuals benefited from THRIVE. Continue with THRIVE as a whole school approach – all staff require training on THRIVE principles.

£2000 – Cost of THRIVE annual license.

£3000 – Staff training in THRIVE.

£1680 – Cover cost for staff to attend training.

£15500 – Cost of NUTURE group staffing.

Target specific children with enrichment activities for more able pp children. Provided a cookery course and forest schools course for targeted children. Forest schools & Cookery programmes. Raising self-esteem and aspiration for targeted pp children. High levels of enjoyment however impact hard to measure.

£12580 – cost of forest schools

£1574 – cost of cookery.

Improve year 6 outcomes. Tuition delivered by fully qualified teacher. Observed increase progress in all areas of curriculum amongst participating children compared to peers. Very effective strategy to be used again. Costs of building alterations quite extensive.

£32000 – cost of teacher per year

£6000 – cost of building work

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
Continued focus on attendance reducing the number of pp children who are persistently absent. Monthly attendance challenge; Individual rewards scheme for persistently absent pp children; worked closely with parents of KS1 & EYFS pupils.

Daily minibus collection to secure good attendance for vulnerable families.
A diminishing of the gap to less than 1% between pp and non pp children. Continue with rigorous attendance monitoring working closely with parents and other external agencies.

Continue with daily minibus service.

£4642 – Learning mentor time.

£1125 per year for minibus running costs.

£2979.20 – Cost of staff to drive and collect children on a daily basis.

£2850 – Cost of breakfast for 15 pp children per year.

 

7. Additional detail

Progress measures taken from Ofsted data dashboard in line with new national assessment.