0191 200 6338
Lanark Close | North Shields | NE29 8DP

Pupil premium strategy statement

Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and to diminish the difference between disadvantaged and non disadvantaged pupils.

To qualify for Pupil Premium a pupil must be in receipt of Free School Meals, be a Looked After Child (LAC), or a Services Child. The amount received per pupil for the current year 2017-18 is £1320.

To access our current pupil premium strategy and impact information .

To review our historic pupil premium information please click here

For more information on pupil premium:

1. Summary information

School

New York Primary School

Academic Year

2017-18

Total PP budget

£145,080

Date of most recent PP Review

N/A

Total number of pupils

330

(Rec-Y6)

Number of pupils eligible for PP

109

Date for next internal review of this strategy

09/18

 

2. Current attainment (as at end of Summer 2017)

Pupils eligible for PP

Pupils not eligible for PP (national average)

% achieving age expected or above in Early Years

58%

Not published

% achieving the expected standard in reading, writing & maths - KS1

63%

67%

% making at least expected progress in reading – KS1

81%

79%

% making at least expected progress in writing - KS1

63%

72%

% making at least expected progress in maths – KS1

81%

78%

% achieving the expected standard in reading, writing & maths – KS2

57%

67%

% making at least expected progress in reading – KS2

57%

77%

% making at least expected progress in writing – KS2

79%

81%

% making at least expected progress in maths – KS2

86%

80%

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school)

A.

Extremely poor oral language skills when pupils first enter school.

B.

Large group of pupils present with mental health issues and other vulnerabilities requiring additional social and emotional support

C.

Social and emotional challenges impact on pupils readiness to learn in school

External barriers

 

D.

Attendance and punctuality variable. Lack of exposure to ‘life experiences’ and limited opportunities.

4. Desired outcomes (Desired outcomes and how they will be measured)

Success criteria

A.

To increase % progress and attainment through continuation of staff CPD both in house and external providers to ensure Quality First Teaching within context to inspire, engage and progress.

Pupils attend school and make rapid progress.

B.

Continue to develop Teachers and TAs to deliver appropriate interventions identified from teacher assessment.

Range of intervention in place with monitored and measured impact.

C.

To provide opportunities for pupils to experience wider life skills and events To involve parents in events and celebration of learning.

Pupils experience real life events and use them to influence learning. Increased parental engagement to increase pupil support at home.

D.

To promote a culture of aspiration where pupils are aware of what achievements can lead to and develop and ethos of aiming high.

Educational visits out and welcome visitors in to school for pupils to increase awareness of future aspirations.

 

5. Planned expenditure

Academic year

2017-18

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

When will you review implementation?

 

Pupils make at

Maintain reduced class sizes by providing specific support for literacy.

To provide additional teaching assistant support for the delivery of Reading Intervention programmes.

Additional teachers and TA Resources

School data identifies need to

Monitored regularly by

JS/SM/RB

Half termly from

least good

improve standards in reading

Headteacher SLT and

SH(EYFS)

monitoring and scrutiny

progress in

in KS2. School SLT recognise

Assessment coordinator

findings and termly as

Reading and

that strengthening standards in

part of Pupil Progress

Writing.

reading will impact upon pupil

DHT is assessment

meetings and ongoing

confidence in writing.

coordinator on a reduced

professional dialogue.

timetable (0.5) to improve

Final Review - Summer

Ongoing CPD for staff – high

monitoring and scrutiny

2018

level of reading CPD for U3

opportunities

teacher (summer 2017)

expected to see main impact in

this academic year.

Year 2 of T4W Literacy project.

Total budgeted cost

£52500

ii. Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

 

Vulnerable pupils are fully supported both academically, socially and emotionally.

Make positive impact upon attendance and punctuality.

Continue to fund and develop the Nurture provision, making use of a part-time TA and Learning Mentor Breakfast Club staffing and resources.

IPADS

Celebration/prizes Whole school focus

Parental engagement

Pupils enter our school with a range of social and emotional needs which often impede learning. Our Nurture provision (including Breakfast Club with 80+ pupils per day) ensures that vulnerable pupils can access learning and make good progress.

This provision aims to improve attendance and punctuality and the general readiness to learn of our pupils.

Refurbished and resourced ‘Nook’ for pupils who need time out, nurture sessions or a safe room to retreat to.

Regular monitoring by Learning Mentor of punctuality and attendance. Senior Leadership monitoring and evaluating pupil progress and amend intervention as required.

Ongoing communication and CPD with staff

Parent voice and opportunities for parents to come in to school.

Newsletters and social media

JW, JP SLT, JH

Ongoing monitoring and evaluation throughout the year with final evaluation of this spend in Summer 2018

To provide further support for PP pupils working in Key Stage 1 and Key stage 2

Key members of staff released to work predominantly with those pupils not making enough progress in Reading, Writing and Maths

One to One

Tuition to booster support

Intensive focused work with those pupils who are struggling to diminish the difference in both Key Stage 1 and Key Stage 2.

Senior Leaders regularly monitor and track progress of pupils to ensure short term interventions have rapid and sustained impact.

JS, SLT

Phase leaders

Ongoing monitoring and evaluation of interventions and action. Final review - Summer 2017

Total budgeted cost

£62,500

 

iii. Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To ensure pupils

Fund educational

To encourage parents to

Regular monitoring of pupil

JS, SLT

Ongoing monitoring and

experience their

events for pupils

support pupil learning in order

welfare by Learning mentor

making necessary

learning within a

to experiences.

to increase the rate of

and SLT and teaching staff.

changes to provision in

real life context.

Involve parents in

progress.

this area with final

To engage parents

pupils

To widen pupil horizons or real

review - Summer 2017

in pupil learning

experiences and

life with residential visits, local

and celebration of

successes.

areas visits and experiences

pupil success.

Music tuition and

(depositing money in the

perfomances.

bank). An additional stimulus

Arts and Craft

for pupil writing and creativity.

community

events.

Extra curricular

activities.

Total budgeted cost

£30,500

 

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

 

Improve pupil progress in literacy and numeracy

Reduce class sizes by providing specific support

for literacy and numeracy

Attainment in Reading KS1 exceeded both PP pupils in LA and non PP National (81 v 79)

In writing PP pupils increased from 45 –

63 and exceeded LA PP but remain

Splitting a large Year 6 class in Sept 2016 and employing an additional teacher resulted in improved combined data and significantly improved SPAG although reading attainment dipped. Key focus for 2017/18

Increased focus during half terms upon the progress of KS1 PP pupils in line with Non PP peers resulted in clearer direction for staff and therefore more targeted and flexible interventions supported by both teachers and TAs.

CPD in Summer 2017 for U3 teacher will provide a stronger focus upon improving reading across KS1 and KS2. All classes to implement Reciprocal reading and all teacher have received Peer CPD.

45000

sessions

slightly below non PP nationally (63 v 72)

In maths PP pupils increased from 60 to

81 and exceeded national non PP (81 v

78)

Attainment in Reading KS2 fell below

both PP in LA and National non PP.

(57 v 77)

In writing PP pupils broadly in line with

non PP national (79 v 81)

In maths PP pupils exceeded non PP

national (86 v 80) and are above LA PP –

64%

PP pupils exceeded national non pupil

premium in GSpaP (86 v 81).

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

 

Improve pupil progress in Reading

Continue to fund an Every Child a Reader teacher

CPD and resources

ECAR intervention pupils (8) all make progress within the intervention but ongoing monitoring suggests that this progress is not maintained despite QFT.

See data above.

Continue to find the post but to make the intervention less prescriptive and more bespoke to the needs of groups of pupils.

Same intervention teacher to work with targeted small groups of pupils using Reading Recovery methodology

25000

8500

Reading results do not support the continuation of this post and interventions are extended to more pupils and the need for flexibility among the groups is essential and driven from ongoing teacher and SLT monitoring of pupil data.

Improve pupil

To provide additional teaching assistant support for the delivery of Reading programmes

See above outcomes for reading

KS1 progress has improved but KS2 reading attainment has not met anticipated target.

Continued funding of additional TA Embark upon T4W project

Elklan Training for TA to impact upon reading Ongoing CPD in reading including RWInc

18000

6000

4000

2850

progress in

reading, and in

particular

decoding

strategies

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

 

To improve attendance and punctuality figures and readiness for learning

To further fund the Nurture provision with Breakfast Club and Learning Mentor

See above outcomes for Literacy and Numeracy. Inevitably this provision impacts upon some non PP pupils.

Overall school results meet floor targets and exceed national combined results in KS2. School floor targets have increased from 65% to 67% this year.

PP pupil absence is 5% which is slightly below national and LA figures.

Continue with Breakfast Club and Learning Mentor funding. Additional secured services of Play Therapist, subsidised educational visits including local visit costs and residential visit costs and a trip to Theatre Royal in Newcastle city centre.

Continued work with parental engagement and educating to encourage support with attendance.

51000

Persistent absence remains high at 15% but is reducing and is in line with national

7. Additional detail

In this section you can annex or refer to additional information which you have used to support the sections above.

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