Pupil premium strategy statement 2017 – 18

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

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For more information on pupil premium:

• gov.uk
• Pupil Premium Awards
• Herts for Learning

Pupil Premium Report 2017-18

Summary Information Expand

Academic Year – 2017 – 2018

Total number of pupils – 271 (Rec-Y6)

Total PP budget – £148,400

Number of pupils eligible for PP – 110

Date of most recent PP Review – N/A

Date for next internal review of this strategy – September 2019

 

Current Attainment Expand

	Pupils eligible for PP	(LA PP)	Pupils not eligible for PP (national average)
% achieving age expected or above in Early Years	30% 60%	60%	77%
% achieving the expected standard in reading, writing & maths - KS1 K(oequivalent)	62%	52%	69%
% making at least expected progress in reading Ð KS1	69%	64%	79%
% making at least expected progress in writing - KS1	69%	58%	74%
% making at least expected progress in maths Ð KS1	69%	66%	79%
% achieving the expected standard in reading, writing & maths Ð KS2	86%	56%	70%
% making at least expected progress in reading Ð KS2	86%	67%	80%
% making at least expected progress in writing Ð KS2	86%	72%	83%
% making at least expected progress in maths Ð KS2	86%	68%	81%

Barriers to Future Attainment (for pupils eligible for PP including high ability) Expand

In-School Barriers (issues to be addressed in school)

1. Extremely poor oral language skills when pupils first enter school.
2. Large number of pupils present with mental health issues and other vulnerabilities requiring additional SMEH support.
3. Social and emotional challenges impact on pupils readiness to learn in school

External barriers

1. Attendance and punctuality variable and require constant action from school.
2. Lack of exposure to ‘life experiences’ and limited opportunities.
3. There are increasing issues on the New York Estate involving anti-social behaviour and activity.  This impacts adversely upon pupil readiness to learn. School is working with families and support teams including police and protection team by providing opportunities and events to work with school.  We aim to increase community cohesion and intil a sense of community pride.

Outcomes Expand

	Desired outcomes	Success criteria
1.	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.Measured through school monitoring and measuring of progress and school, local and national data.	Pupils enjoy learning in school and make good progress.
2.	Continue to develop Teachers and TAs to deliver appropriate often bespoke interventions identified from teacher assessment and AfL. Measured though pupil progress and intervention records.	Range of intervention in place with monitored and measured impact. impact
3.	To provide opportunities for pupils to experience wider life skills and events. Measured through organised events and the dialogue from pupils. Work scrutinies to reflect how experience has impact.	Pupils experience real life events and use them to influence learning.
4.	To involve parents in events and celebration of learning. Parents to become regular visitors in school to grow a culture of positivity towards learning and the school establishment. Parental feedback sheets and parent voice. Attendance and punctuality figures. Pupil progress	Increased parental engagement to increase pupil support at home and for home and school to work together for the benefit of pupil.
5.	To promote a culture of aspiration where pupils are aware of what achievements can lead to and develop and ethos of aiming high. Measured by pupil dialogue, culture change evident in how pupils envisage their future and pupil voice.	Educational visits out and welcome visitors in to school for pupils to increase awareness of future aspirations.

Review of expenditure | Academic year 2017

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 sessions	Attainment in Reading KS1 was 10% lower that national non PP and 5% above LA PP (69 v 64 v 79)	Grouping across KS1 for daily RWInc has had impact in improving basic skills for reading and writing and will continue next year. Additional TA for next year enables one additionaln group (with larger numbers of pupils)	45000
		In writing PP pupils attainment increased to 69% exceeding LA PP (58%) but remain slightly below non PP nationally (69 v 74)	T4W to continue to be embedded across school and across the curriculum to maintain impact. CPD for new staff to maintain andf sustain quality of QFT.
		There is a dip in attainment of KS1 PP maths from 81 to 69.. This is 10% below national non PP (79) but above LA PP at 66%	Splitting a large Year 6 class in Sept 2017 and employing an additional teacher resulted in improved combined data. This will remain a key focus for 2018/19
		Attainment in Reading KS2 increased on last year and exceeded national none PP by 6% and LA. (86 v 67 v 80)	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.
		In writing PP pupils broadly in line with non PP national (86 v 83)	All classes to embed Reciprocal reading and all teacher have received Peer CPD.
		In maths PP pupils exceeded non PP national (86 v 81) and are above LA PP – 68%	Additional purchse of class texts and reading books to promote reading.
		PP pupils exceeded national non pupil premium in GSpaP (93 v 82).
		Biggest area of diminishing the difference is in the combined RWM with 86% PP pupils attaining expected levels in all 3 areas compared with 70% national nonPP.

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	ECAR intervention pupils (8) all make progress within the intervention but ongoing monitoring suggests that this progress is not maintained despite QFT.	Continue to fund the post but to make the intervention less prescriptive and more bespoke to the needs of groups of pupils.	25000
	CPD and resources	See data above.	Same intervention teacher to work with targeted small groups of pupils using Reading Recovery methodology
		Removed the ECAR intervention mid year and focused upon T4W. Some BRP interventions and staff CPD took place.	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.	8500
Improve pupil progress in reading, and in particular decoding strategies	To provide additional teaching assistant support for the delivery of Reading programmes	See above outcomes for reading	Continued funding of additional TA	18000
		KS1 progress has improved but KS2 reading attainment has not met anticipated target.	Embark upon T4W project	6000
			Elklan Training for TA to impact upon reading	4000
			Ongoing CPD in reading including RWInc	2850

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.	Continue with Breakfast Club and Learning Mentor funding. Subsidised educational visits including local visit costs and residential visit costs and a trip to Theatre Royal in Newcastle city centre.	51000
		Overall school results meet floor targets and exceed national combined results in KS2. School floor targets have increased from 65% to 67% this year.	Continued work with parental engagement and educating to encourage support with attendance.
		Overall school attendance figures have improved and remains on an upward 3 year trend. PP pupil absence is in line with nonPP in school.	High attenders rewarded with incentives such as Land Train journey, hot chocolate and pizza/film evenings.
		Persistent absence has reduced significantly to 6.25%