Sibertswold C of E Primary School

Our vision ‘Fulfilling our God-given potential’ is central to the provision we provide in school for all pupils.  We provide a challenging, caring and inclusive learning environment   in which every child regardless of background or ability may fulfil their potential and grow in self-confidence whilst developing respect for the people and environment around them.

Pupil Premium Funding

Pupil premium funding is allocated to the school to help support children who are known to be eligible for Free School Meals (or have been any time during the last 6 years, known as Ever 6) or children who have been looked after for more than 6 months and children of service families.

National Performance data shows that disadvantaged children are half as likely to achieve five A*to C GCSEs including English and Maths as their peers.  The school aims to use the pupil premium money to support pupils in order that they make progress equal to that of other children.

We aim to provide teaching and learning opportunities in school that meet the needs of all pupils however through our funding we aim to close that the gap in achievement for this group of pupils through accelerated progress.

Summary Information
School Sibertswold C of E Primary School
Academic Year 2019-20 Total PP Budget 22,440 Date of most recent strategy statement September 2019
Total Number of Pupils 199 Number of pupils eligible for PP 14 Date for next review of this strategy January 2020
2019 Attainment
Year 6 All Pupils Pupils Eligible for PP Similar School PP National Average
  33 pupils 7 pupils  
% achieving expected + combined 100 100 TBC
% achieving expected + in Reading 100 100 TBC
% achieving expected + in Writing 100 100 TBC
% achieving expected + in Maths 100 100 TBC
Year 2 30 pupils 1 pupil  
% achieving expected + in Reading 100 100 (achieved GD) TBC
% achieving expected + in Writing 90 100 (achieved GD) TBC
% achieving expected + in Maths 100 100 (achieved GD) TBC
EYFS 30 pupils 0 pupils  
% achieving GLD 93 0 TBC
Barriers to future attainment (for pupils eligible for PP including higher ability)
In-school barriers (issues to be addressed in school)
A.       Quality and monitoring of targeted interventions
B.       Children’s over reliance on adults, lacking independence
C.       Children’s lack of resilience and low confidence
D.       Concentration and behaviour
External barriers (issues which also require action outside school)
E.        Lack of aspiration
F.        Home environmental factors
G.       Lack of wider experiences outside of school
Desired Outcomes
A.

HoS and Exec Head to ensure that teachers are timetabling opportunities for interventions to take place on a regular basis.  Interventions should be based around gap analysis of prior learning to enable children to “catch up” where needed and to develop understanding in areas of weakness.  Effective communication needed between all adults working with a child. SMART targets to be set and impact measured at the end of each term.  The expectation is that pupils make accelerated progress.  2019/20 targets have been set in September 2019 and should be met in June/July 2020. A number of the children reached greater depth at the end of their year group; these children need to be challenged in order to accelerate at a similar rate as they did previously.

HoS and Exec Head to analyse termly teacher assessments and monitor attainment and progress levels of all children.  Effective Pupil Progress Meetings evaluating the impact of whole class and intervention group teaching and making any necessary adjustments to this.  High levels of pastoral support enable all pupils to access learning for 100% of the time, maximising learning opportunities and making good progress across all areas of the curriculum.

B. TAs have received coaching training and need to put their skills into practise. TAs should not work for a long period of a lesson with the same child. They should make sure that the children are given opportunities to attempt tasks or parts of tasks on their own.
C. Use strategies recommended by the SENCO to build the resilience and confidence of some of the children, so that they are able to approach learning and social activities with more confidence.
D. Create plans with the children to address concentration and behavioural issues within the class and playground. Work alongside other adults to make sure that the children are following the plans. Children’s social skills and learning behaviours to improve.
E.

Higher ability pupils fully engaged and excited by learning, pupils making accelerated learning and discussions about future academic choice being ambitious.  Staff being a point of contact for parents in Year 5 and 6 regards discussions around the choice of secondary school.  Pupils are socially equipped for transition to secondary school – making the most of the RAID transition meetings.

Through pupil conferencing children discussing academic choices and becoming more ambitious through setting challenging goals.

F. Pupils arriving on time, ready to learn, organised and eager to learn.  Families are supported and signposted to other agencies to ensure children are well engaged and able to fully participate in learning able to learn well.  Opportunities are put in place for parents to spend time in school in a bid to enhance their understanding of how to further support their child from home with their learning. CTs to be proactive in involving parents in their children’s learning.
G. Discuss with children and parents to find out what experiences we can help provide for the parents, eg. Music lessons, sports clubs…
Planned expenditure
Academic year: 2019/20
Quality of teaching for all
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?
All children to make at least good progress in Reading leading to good retrieval of information strategies.

1:1 interventions with teacher for children who have difficulties. Training for Reading volunteers. Continually update reading book choices for children.

KS2 results show some children have not developed skills to retrieve information from texts, more individual support is needed for these children.

SLT monitoring of Reading after training of staff.

Intervention provision mapping will show interventions planned for

EI- English Leader.

Additional resources

£1420

Triangulations termly & drop ins termly. Review discussions in staff meetings.
To raise the level and accelerate the progress of Year 5/6 pupils. Year 5/6 children in 4 groups: HA, LA , Year 5 (remainder)  Year 6 (remainder). 1 additional part time teacher employed to enable these smaller groups to work successfully. Higher ability & LA were not reaching expected targets so a more individual approach was needed. Termly data analysis, HoS

Additional Teacher

£10 320

Triangulations termly & drop ins termly. Review discussions in staff meetings.
Pupils to demonstrate independent learning strategies and resilience in their learning. TAs develop coaching style with the children, therefore less over reliance on them from the child. High levels of pastoral support enables all pupils to access learning for 100% of the time, maximising learning opportunities and making good progress across all areas of the curriculum. Pupils over-reliant on adult support, not persevering when they initially do not understand. Monitoring of 1:1 interventions, TA training. EI £200 Termly.
Targeted support for improved outcomes for Pupil Premium pupils
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?
Diminish the difference for pupils achieving combined at KS2 SATs compared to non- disadvantaged nationally & all targeted pupils make accelerated progress to close the gap and meet at least expected levels by the end of the year Diminish the difference through small group work and 1:1 sessions with children outside of usual curriculum time to revisit key concepts and fill gaps to enable children to access appropriate learning for year group. Small group interventions has worked in the past – most recently last year in both Y2 and Y6, where results showed this had a positive impact. Ensure time is given to these interventions and that they are evaluated regularly by CTs and SLT HoS

Additional teacher;

£5000

Termly PPMs

Pupil conferencing with focus children

Analysis of data by HoS and Exec HT

End of Year Outcomes 2018

Other Approaches
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?

Children to improve on their social interaction as well as their vocabulary.

Lego therapy 1:3 group work with an adult. AT least one of the children is to be a good role model to the other children. This child might be selected due to needed self-esteem.

There are a number of children that have presented with self-esteem and anxiety issues. Small group work we help to address these issues.

SLT and SENCO monitoring. Provision maps will help children to meet SMART targets.

ML

AW

£500

Bi-termly reviews with children and teachers.

Provide specific individual extra -curricular activities enabling pupils to access a wider range of opportunities.

Provide places in Breakfast/After School & Holiday clubs.

Discussion with parents to discover appropriate activities their child would benefit from taking part in & funding provided ie. Guitar lessons, holiday club, ASC, violin lessons, violin provided, Specific children showing interest/talent in a range of activities but parents can’t support them. Funding used to enable these children to take part in extracurricular activities in line with their non-PP peers. HoS conferencing termly with each child to review their indidividual provision HoS £5000 Termly

Pupil Premium Plan 2018/19

Sibertswold C of E Primary School

Our vision will be achieved through creating a learning environment & classroom values which embrace & challenge independent learning; this is central to the provision we provide in school for all pupils.  We provide a challenging, caring and inclusive learning environment   in which every child regardless of background or ability may fulfil their potential and grow in self-confidence whilst developing respect for the people and environment around them.

Pupil Premium Funding

Pupil premium funding is allocated to the school to help support children who are known to be eligible for Free School Meals (or have been any time during the last 6 years, known as Ever 6) or children who have been looked after for more than 6 months and children of service families.

National Performance data shows that disadvantaged children are half as likely to achieve five A*to C GCSEs including English and Maths as their peers.  The school aims to use the pupil premium money to support pupils in order that they make progress equal to that of other children.

We aim to provide teaching and learning opportunities in school that meet the needs of all pupils however through our funding we aim to close that the gap in achievement for this group of pupils through accelerated progress.

Summary Information
School Sibertswold C of E Primary School
Academic Year 2018-19 Total PP Budget £22440 Date of most recent strategy statement September 2018
Total Number of Pupils 207 Number of pupils eligible for PP 17 Date for next review of this strategy September 2019
2018 Attainment
Year 6 All Pupils Pupils Eligible for PP Similar School PP National Average
% achieving expected + combined 97 (30 pupils) 75 (4 pupils) TBC
% achieving expected + in Reading 100 100 TBC
% achieving expected + in Writing 97 75 TBC
% achieving expected + in Maths 97 75 TBC
Year 2      
% achieving expected + in Reading 100 100 (1 pupils) TBC
% achieving expected + in Writing 90 100 TBC
% achieving expected + in Maths 100 100 TBC
EYFS      
% achieving GLD 93 0 (0 pupils) TBC
Barriers to future attainment (for pupils eligible for PP including higher ability)
In-school barriers (issues to be addressed in school)
A.       Quality and monitoring of targeted interventions
B.       Children’s reading comprehension skills and vocabulary understanding
C.       Children’s lack of resilience sometimes resulting in poor engagement and attitudes to learning
External barriers (issues which also require action outside school)
D.       Attendance levels
E.        Lack of aspiration
F.        Home environmental factors
G.       Lack of wider experiences outside of school
Desired Outcomes  
A. HoS and Exec Head to ensure that teachers are timetabling opportunities for interventions to take place on a regular basis. Interventions should be based around gap analysis of prior learning to enable children to “catch up” where needed and to develop understanding in areas of weakness.  Effective communication needed between all adults working with a child. To ensure this is happening for all adults leading groups.  The expectation is that pupils make accelerated progress to reach at least expected levels for their age.  2018/19 targets have been set in September 2018 and should be met in June/July 2019.  
B. Quality first teaching 1:1 to target children with low levels of vocabulary. Children to go through expected spelling lists for their year group and understand at least 90% of the words. If they struggle with that list, then they go on to the previous year’s list. Children to be listened to read on a regular basis and are to make termly progress with fluency. They are to go up at least 1.5 years reading age in a year.  
C. HoS and Exec Head to analyse termly teacher assessments and monitor attainment and progress levels of all children. Effective Pupil Progress Meetings evaluating the impact of whole class and intervention group teaching and making any necessary adjustments to this.  High levels of pastoral support enables all pupils to access learning for 100% of the time, maximising learning opportunities and making good progress across all areas of the curriculum.  
D.

At least 96% attendance levels across the school increasing steadily to 97% with the same expectations for PP to Non PP pupils. Parents to be challenged regards persistent absence or lateness.  Reward schemes in place for those with a positive attendance record.

PP pupils’ attendance is consistently at 97% in line with the rest of the school through specific individual monitoring involving regular meetings with parents.

 
E.

Higher ability pupils fully engaged and excited by learning, pupils making accelerated learning and discussions about future academic choice being ambitious.   Staff being a point of contact for parents in Year 5 and 6 regards discussions around the choice of secondary school.  Pupils are socially equipped for transition to secondary school – making the most of the RAID transition meetings.

Through pupil conferencing children discussing academic choices and becoming more ambitious through setting challenging goals.

 
F. Pupils arriving on time, ready to learn, organised and eager to learn.   Families are supported and signposted to other agencies to ensure children are well engaged and able to fully participate in learning able to learn well.  Opportunities are put in place for parents to spend time in school in a bid to enhance their understanding of how to further support their child from home with their learning. CTs to be proactive in involving parents in their children’s learning.  
G. Discuss with children and parents to find out what experiences we can help provide for the parents, eg. Music lessons, sports clubs…  
Academic year: 2018/19                               Planned expenditure:  
   
Quality of teaching for all  
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?

Impact

All children to make at least good progress in Reading leading to good retrieval of information strategies. Training for teachers on information retrieval skills …develop a whole school approach for regular focus on this. 1:1 interventions with teacher for children who have difficulties. Training for Reading volunteers. Continually update reading book choices for children. KS2 results show some children have not developed skills to retrieve information from texts, more individual support is needed for these children.

SLT monitoring of Reading after training of staff.

Intervention provision mapping will show interventions planned for

GH- English Leader.

Additional resources

£1720

Triangulations termly & drop ins termly. Review discussions in staff meetings. 84% achieved expected or above at the end of the school year. Those that didn’t made good progress none the less.
To raise the level and accelerate the progress of Year 5/6 pupils. Year 5/6 children in 4 groups: HA, LA , Year 5 (remainder)  Year 6 (remainder). 1 additional part time teacher employed to enable these smaller groups to work successfully. Higher ability & LA were not reaching expected targets so a more individual approach was needed. Termly data analysis, HoS

Additional teacher;

£5000

Triangulations termly & drop ins termly. Review discussions in staff meetings. At the end of KS2 100% of children achieved expected in R/W/M.
Focus on deeper learning activities for all pupils across all subjects As part of their targets all CTs have taken on a focus group of student who they will deliver additional interventions on developing mastery through an area of the curriculum. Accessing a deeper understanding should help children come to the learning concepts themselves in all areas of the curriculum given time. Learning opportunities which encourage deeper learning fluency & reasoning will be embedded within the curriculum HoS EHT

Resources;

£500

Termly data, pupil conferencing Children really enjoyed the opportunities to explore subjects in more depth, they acquired deeper knowledge, skills and understanding in those areas.
Outcomes in GPS to match those in other areas. Develop CT /TA subject knowledge in GPS to ensure that teaching is always good or better and pupils meet age-related expectations or above. KS2 outcomes in GPS were lower, compared with 86%+ in other subjects. Track progress and attainment in GPS. On-going CPD through the year. NB/ML

Resources;

£500

Data termly, work scrutiny. SPAG outcomes matched those in Reading and Writing.
Pupils to demonstrate independent learning strategies and resilience in their learning. Through RAID coaching TAs develop coaching style with the children, therefore less over reliance on them from the child. High levels of pastoral support enables all pupils to access learning for 100% of the time, maximising learning opportunities and making good progress across all areas of the curriculum. Pupils over-reliant on adult support, not persevering when they initially do not understand. Monitoring of 1:1 interventions, TA training. EI £200 Termly. Most children are now able to work independently for a period of time during a lesson, there are a couple of children that are still over reliant in one or two areas of the curriculum.
  Total £7 920    
Targeted support for improved outcomes for Pupil Premium pupils  
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?

Impact

Diminish the difference for pupils achieving combined at KS2 SATs compared to non- disadvantaged nationally & all targeted pupils make accelerated progress to close the gap and meet at least expected levels by the end of the year Diminish the difference through small group work and 1:1 sessions with children outside of usual curriculum time to revisit key concepts and fill gaps to enable children to access appropriate learning for year group. Small group interventions has worked in the past – most recently last year in both Y2 and Y6, where results showed this had a positive impact. Ensure time is given to these interventions and that they are evaluated regularly by CTs and SLT HoS

Additional Teacher

£10 320

Termly PPMs

Pupil conferencing with focus children

Analysis of data by HoS and Exec HT

End of Year Outcomes 2018

100% achieved expected across R/W/M
.       Total £10 320    
Other Approaches  
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?

Impact

Improved attendance. EHT and office staff to work together to monitor all absences and make calls home or send letters where necessary. The attendance figures in term 1 this year are down on any point last year and so need to be monitored closely.

Weekly monitoring of persistent absence to monitor focus children.

Mentions in weekly newsletters to remind parents of expectations.

Weekly attendance rewards for classes.

EHT £200

Weekly monitoring.

Termly review of attendance figures – focus on groupings also.

Due to the uptake of breakfast club and after school club, attendance figures for PP children last year was excellent at 97.47%

Provide specific individual extra -curricular activities enabling pupils to access a wider range of opportunities.

Provide places in Breakfast/After School & Holiday clubs.

Discussion with parents to discover appropriate activities their child would benefit from taking part in & funding provided ie. Guitar lessons, holiday club, ASC, violin lessons, violin provided, Specific children showing interest/talent in a range of activities but parents can’t support them. Funding used to enable these children to take part in extracurricular activities in line with their non-PP peers. HoS conferencing termly with each child to review their indidividual provision HoS £4000 Termly A good uptake of extra curricular activities with many PP children performing in the school music concert twice yearly. Opportunities taken for holiday club and after school club building children’s self-esteem.
  Total £4 200    

2017-2018

Summary Information
School Sibertswold C of E Primary School
Academic Year 2017-18 Total PP Budget £27,720 Date of most recent strategy statement September 2017
Total Number of Pupils 207 Number of pupils eligible for PP 21 Date for next review of this strategy September 2018
2017 Attainment
Year 6 All Pupils Pupils Eligible for PP Similar School PP National Average
% achieving expected + combined 82.1 77.8 (9 pupils) 63.7
% achieving expected + in Reading 85.7 77.8 72.1
% achieving expected + in Writing 96.4 88.9 80.1
% achieving expected + in Maths 92.9 88.9 76.7
Year 2      
% achieving expected + in Reading 92.9 50 (2 pupils) 85.2
% achieving expected + in Writing 89.3 50 78.1
% achieving expected + in Maths 96.4 50 83.7
EYFS      
% achieving GLD 93.3 0 (0 pupils) 80.5
Barriers to future attainment (for pupils eligible for PP including higher ability)
In-school barriers (issues to be addressed in school)
A.       Quality and monitoring of targeted interventions
B.       Children’s over reliance on adults, lacking independence
C.       Children’s lack of resilience sometimes resulting in poor engagement and attitudes to learning
External barriers (issues which also require action outside school)
D.       Attendance levels
E.        Lack of aspiration
F.        Home environmental factors
G.       Lack of wider experiences outside of school
Desired Outcomes  
A. HoS and Exec Head to ensure that teachers are timetabling opportunities for interventions to take place on a regular basis. Interventions should be based around gap analysis of prior learning to enable children to “catch up” where needed and to develop understanding in areas of weakness.  Effective communication needed between all adults working with a child. To ensure this is happening for all adults leading groups.  The expectation is that pupils make accelerated progress to reach at least expected levels for their age.  2017/18 targets have been set in September 2017 and should be met in June/July 2018.  
B. Through RAID coaching TAs develop coaching style with the children, therefore less over reliance on them from the child.  
C. HoS and Exec Head to analyse termly teacher assessments and monitor attainment and progress levels of all children. Effective Pupil Progress Meetings evaluating the impact of whole class and intervention group teaching and making any necessary adjustments to this.  High levels of pastoral support enables all pupils to access learning for 100% of the time, maximising learning opportunities and making good progress across all areas of the curriculum.  
D.

At least 96% attendance levels across the school increasing steadily to 97% with the same expectations for PP to Non PP pupils. Parents to be challenged regards persistent absence or lateness.  Reward schemes in place for those with a positive attendance record.

PP pupils’ attendance is consistently at 97% in line with the rest of the school through specific individual monitoring involving regular meetings with parents.

 
E.

Higher ability pupils fully engaged and excited by learning, pupils making accelerated learning and discussions about future academic choice being ambitious.   Staff being a point of contact for parents in Year 5 and 6 regards discussions around the choice of secondary school.  Pupils are socially equipped for transition to secondary school – making the most of the RAID transition meetings.

Through pupil conferencing children discussing academic choices and becoming more ambitious through setting challenging goals.

 
F. Pupils arriving on time, ready to learn, organised and eager to learn.   Families are supported and signposted to other agencies to ensure children are well engaged and able to fully participate in learning able to learn well.  Opportunities are put in place for parents to spend time in school in a bid to enhance their understanding of how to further support their child from home with their learning. CTs to be proactive in involving parents in their children’s learning.  
G. Discuss with children and parents to find out what experiences we can help provide for the parents, eg. Music lessons, sports clubs…  
Academic year: 2017/18                               Planned expenditure:  
   
Quality of teaching for all  
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?

Impact

All children to make at least good progress in Reading leading to good retrieval of information strategies. Training for teachers on information retrieval skills …develop a whole school approach for regular focus on this. 1:1 interventions with teacher for children who have difficulties. Training for Reading volunteers. Continually update reading book choices for children. KS2 results show some children have not developed skills to retrieve information from texts, more individual support is needed for these children.

SLT monitoring of Reading after training of staff.

Intervention provision mapping will show interventions planned for

GH- English Leader.

Additional resources

£3550

Triangulations termly & drop ins termly. Review discussions in staff meetings. All children in year 2 and year 6 reached EXP+ in reading. Training was delivered to staff and the approach to guiding reading across the school changed, focussing more on comprehension skills.
To raise the level and accelerate the progress of Year 5/6 pupils. Year 5/6 children in 4 groups: HA, LA , Year 5 (remainder)  Year 6 (remainder). 1 additional part time teacher employed to enable these smaller groups to work successfully. Higher ability & LA were not reaching expected targets so a more individual approach was needed. Termly data analysis, HoS

Additional teacher;

£7000

Triangulations termly & drop ins termly. Review discussions in staff meetings. The majority of children across Y5 and 6 made expected progress in all areas, with some making accelerated progress. A small group of girls in the middle y6 Maths group did not make expected progress.
Focus on deeper learning activities for all pupils across all subjects As part of their targets all CTs have taken on a focus group of student who they will deliver additional interventions on developing mastery through an area of the curriculum. Accessing a deeper understanding should help children come to the learning concepts themselves in all areas of the curriculum given time. Learning opportunities which encourage deeper learning fluency & reasoning will be embedded within the curriculum HoS EHT

Resources;

£500

Termly data, pupil conferencing The number of children reaching greater depth in y2 and y6 is at an all-time high across all areas. Maths is slightly lower than reading and writing in y6 and writing is slightly lower than reading and Maths in y2.
Outcomes in GPS to match those in other areas. Develop CT /TA subject knowledge in GPS to ensure that teaching is always good or better and pupils meet age-related expectations or above. KS2 outcomes in GPS were lower, compared with 86%+ in other subjects. Track progress and attainment in GPS. On-going CPD through the year. NB/ML

Resources;

£500

Data termly, work scrutiny. A greater focus on spelling, with training led by the EHT has shown a great impact on the SPAG results at y6. 97% reached EXP+, with 43% reaching greater depth.
Pupils to demonstrate independent learning strategies and resilience in their learning. Through RAID coaching TAs develop coaching style with the children, therefore less over reliance on them from the child. High levels of pastoral support enables all pupils to access learning for 100% of the time, maximising learning opportunities and making good progress across all areas of the curriculum. Pupils over-reliant on adult support, not persevering when they initially do not understand. Monitoring of 1:1 interventions, TA training. EI £200 Termly. Through monitoring it is clear that children are becoming more independent learners. Taking on a more mastery approach, after training from Chris Quigley has helped towards this.
  Total £11 750    
Targeted support for improved outcomes for Pupil Premium pupils  
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?

Impact

Diminish the difference for pupils achieving combined at KS2 SATs compared to non- disadvantaged nationally & all targeted pupils make accelerated progress to close the gap and meet at least expected levels by the end of the year Diminish the difference through small group work and 1:1 sessions with children outside of usual curriculum time to revisit key concepts and fill gaps to enable children to access appropriate learning for year group. Small group interventions has worked in the past – most recently last year in both Y2 and Y6, where results showed this had a positive impact. Ensure time is given to these interventions and that they are evaluated regularly by CTs and SLT HoS

Additional Teacher

£12 320

Termly PPMs

Pupil conferencing with focus children

Analysis of data by HoS and Exec HT

End of Year Outcomes 2018

All 4 PP children in Y6 made EXP or accelerated progress in all areas. The diminished the difference with their peers significantly. 1 pupil did not make EXP+ in Writing and Maths, however they did make excellent progress in those areas.
.       Total £12 320    
Other Approaches  
Desired outcome Chosen action/approach Evidence and Rationale? How will you ensure it is implemented well? Staff lead Cost When will you review the implementation?

Impact

Improved attendance. EHT and office staff to work together to monitor all absences and make calls home or send letters where necessary. The attendance figures in term 1 this year are down on any point last year and so need to be monitored closely.

Weekly monitoring of persistent absence to monitor focus children.

Mentions in weekly newsletters to remind parents of expectations.

Weekly attendance rewards for classes.

EHT £200

Weekly monitoring.

Termly review of attendance figures – focus on groupings also.

Absences were monitored and challenged where necessary. At the end of the year the attendance was 97%.

Provide specific individual extra -curricular activities enabling pupils to access a wider range of opportunities.

Provide places in Breakfast/After School & Holiday clubs.

Discussion with parents to discover appropriate activities their child would benefit from taking part in & funding provided ie. Guitar lessons, holiday club, ASC, violin lessons, violin provided, Specific children showing interest/talent in a range of activities but parents can’t support them. Funding used to enable these children to take part in extracurricular activities in line with their non-PP peers. HoS conferencing termly with each child to review their indidividual provision HoS £7000 Termly

A number of children are attending breakfast club and after school club, which is easing pressure on their parents.

It was really encouraging to see in our yearly music concert PP children playing their instruments that they have taken up as a result of PP money.

  Total £7 200    

PUPIL PREMIUM ACTION PLAN 2016/17

Objectives

Actions

Who is responsible Cost implication Expected outcome and time frame for expected outcome Monitoring and Evaluation Achievements to be assessed in order to inform plan for 201/18

1.To improve progress and attainment in Reading so that Pupil Premium Children narrow the gaps in attainment with their peers

PP children are often not heard read at home.

Reading in school on a daily basis. Weekly support from HoS.

HoS  1:1 times for reading comprehension skills provided once weekly. By July 2018 attainment gaps have closed. Pupil Premium children will have made accelerated progress over the year

All staff track progress for each pupil within their class. This data is monitored by SLT and reported to governors. SLT and governors evaluate the school’s six times a year data collection. This together with

Phonics tests and

SATS results will indicate whether Pupil Premium children are catching up. SLT mentor named PP children to ensure progress being made.

Attainment gap is closing as evidenced by July 2018 data

PP children grown in confidence through the year taking lead roles in school life.

CT mentoring of PP children especially beneficial…children reported back that they found this fun and helpful.

2. To improve progress and attainment in English and Maths so that Pupil Premium children close the gaps.

Teachers ensure that feedback is given to all pupils with a particular focus on pupil premium pupils so that they are fully aware of what they need to do to make progress.

Pupils take responsibility for their own learning

Parents fully involved in their children’s education

Improve overall classroom provision ensuring it is particularly tailored to the needs of individuals.

All pupil premium children to have a learning mentor from SLT who will track progress and meet termly with children to discuss learning. Liaison with CT.

HoS

3-5 afternoons a week HoS to work 1;1 & small groups,

EHT and PPT to work 1 afternoon a week 1:1 with PP children

Senco to work 1 afternoon a week with PP children

Teacher employed across year 5 and 6 to create smaller classes.

By

July 2018 attainment gaps are closing. Pupil Premium children better motivated and know what they need to do to improve – more parental support to aid progress

School’s data collection indicates gaps are narrowing.

SATS results and Phonics tests reflect this.

Study of individual progress data by HoS reported to and evaluated by governors

Attainment gap is closing as evidenced by July 2018 data

PP children grown in confidence through the year taking lead roles in school life.

CT mentoring of PP children especially beneficial…children reported back that they found this fun and helpful.

3. To improve communication with parents of Pupil Premium children to promote pupil learning.

School to inform parents of any additional in school teaching and learning provision for their children and why this is needed (eg under achievement) HoS No additional cost By July 2018 all Pupil Premium children using the provision to be on target to make good progress during the year Parent Governors to ensure PP parents aware of additional support and impact of this support. Parents consulted regularly about their children’s learning by 1:1 teacher.
4. To improve the attendance level in order to improve learning outcomes.

Children to be offered Breakfast club and after school club.

More specialised clubs are to be offered linked to their interests.

HoS

Sessions in breakfast and after school clubs

Equipment for specialised clubs

By July 2018 attendance will be 96% or above Termly meetings to discuss PP attendance. Meeting held with parents to discuss any concerns. Improved attendance resulting in greater learning opportunities and helping children to close the gaps.
5. To increase opportunities for PP eligible pupils and broaden their experiences. Children to be offered music lessons, support with paying for educational visits and for holiday clubs. HoS

Purchase of musical instruments

Paying for lessons

Contributing towards educational visits and the year 6 residential visit.

Happier children will be able to settle down to learning more quickly.

Confidence and self-esteem of pupils increase

Pupil conferencing with each child.

Teachers to monitor for an increase in self-confidence and feedback.

Improved confidence for each child. Greater life experiences which can help with their learning.
6. Effective feedback given to the children

CT to pay close attention to children’s learning and use opportunities for 1:1 quality fist teaching to provide feedback to the children.

TAs used to provide pre teaching.

HoS   By July 2018 attainment gaps have closed. Pupil Premium children will have made accelerated progress over the year All staff track progress for each pupil within their class. This data is monitored by SLT and reported to governors. SLT and governors evaluate the school’s six times a year data collection.

Attainment gap is closing as evidenced by July 2018 data

PP children grown in confidence through the year

7. To allow opportunities for meta-cognition and self-regulation

CT to lead a group each week for 30 minutes.

They are to teach the children how to plan, monitor and evaluate their own learning.

HoS Teacher to cover lessons Children to have more independence with their own learning increasing their resilience and improving their learning outcomes. All staff track progress for each pupil within their class. This data is monitored by SLT and reported to governors.

Attainment gap is closing as evidenced by July 2018 data

PP children grown in confidence through the year

Review of 2016/2017 Pupil Premium Plan

A study of the data for 2016/17 shows that the progress of our Pupil Premium children (28 in total) in Mathematics is improving with 24/28 making expected or better than expected progress but 4/24 making less than expected progress, expected progress is progress in line with their peers. However, it is also evident from the data, 30% of our Pupil Premium children are not making the accelerated progress which is necessary in English if they are to close the attainment gaps and improve their life chances.

We collect progress and attainment data 6 times a year. Our data shows attainment and progress for all vulnerable groups including FSM and Pupil Premium Children. Staff and Governors are able to monitor progress easily both in statistical and graphic form for these groups. All children are individually tracked by staff and Senior Leaders and any child falling behind will have appropriate interventions put in place promptly. The progress of Pupil Premium children is an agenda item at staff meetings on a three-weekly basis in order that these children maintain a high profile with all staff.

Sutton Trust research on the effect of spending on pupil outcomes indicates that feedback, meta cognition and self-regulation have the greatest impact on attainment, followed by peer tutoring, early years’ interventions, one to one tuition, phonics and small group tuition.

Bearing in mind the need to accelerate progress key new initiatives which will include and benefit all children but which are aimed specifically at closing the attainment gaps are the introduction of Class Teacher- led pupil conferencing throughout the school, the appointment of a teacher for 1 day per week to work specifically with pupil premium children. A proportion of Pupil Premium funding has therefore been allocated to these areas.

We shall continue with the measures currently in place to support disadvantaged children as these have proved successful in ensuring that these pupils make similar progress to their peers. Additionally we will put extra support to close the gap in Reading and Writing.

Funding was offered for Pupil Premium children to attend Breakfast club, after school club, holiday club, music lessons and educational visits.

Impact:

  1. Improved rates of progress and raised attainment for identified individuals and groups
  2. Improved levels of confidence in the child’s approach to learning enabling them to build on their new skills or understanding
  3. Improved levels of independence in the classroom
  4. Greater willingness and confidence to talk about learning and what the child wants to learn next.
  5. Pastoral support ensures readiness to learn.

Progress

Table showing 2016/17 progress for pupil premium children compared to cohort.

  PP children Non PP children

Year 6. (9 children)

Reading

Writing

Maths

78% expected+

89% expected+

89% expected+

89% expected+

100% expected+

94% expected+

Year 5 (4)

Reading

Writing

Maths

75% expected+

50% expected+

50% expected+

96% expected+

96% expected+

96% expected+

Year 4 (4)

Reading

Writing

Maths

75% expected+

75% expected+

75% expected+

100% expected+

100% expected+

100% expected+

Year 3   (6)

Reading

Writing

Maths

60% expected+

60% expected+

100% expected+

90% expected+

90% expected+

95% expected+

Year 2   (3)

Reading

Writing

Maths

67% expected+

67% expected+

67% expected+

96% expected+

92% expected+

100% expected+

Year 1     (1)

Reading

Writing

Maths

100% expected+

100% expected+

100% expected+

100% expected+

90% expected+

93% expected+