Pupil premium strategy statement 2018-19
What is Pupil Premium?
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 2018-19 is £1320.
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For more information on pupil premium:
Planned expenditure | Academic year 2018 - 2019
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.
Quality of teaching for all
£57500
| 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 least good progress in Reading and Writing and Maths. | Maintain reduced class sizes To provide additional teaching assistant support for the delivery of Reading Intervention programmes. Additional teachers and TA Resources purchased. | School data identifies need to sustain improvement/progress in standards in RWM in KS1 and KS2. Year 2 of T4W Literacy project is complete and T4W is now firmly embedded in teaching and learning across school. Additional CPD for new staff and T4W networking for existing staff to maintain literacy standards. Books, SMEH resources | Monitored by Headteacher SLT and Assessment coordinator DHT is assessment coordinator on a reduced timetable (0.5) to improve monitoring and scrutiny opportunities Monitoring and evaluation of Nook timetabled activity | JS/SM/RB SH(EYFS) | Half termly from monitoring and scrutiny findings and termly as part of Pupil Progress meetings and ongoing professional dialogue. Final Review - Summer 2019 |
Targeted support
£48,888
| 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 | Continue to fund and develop the Nurture provision, making use of a part-time TA and Learning Mentor Breakfast Club staffing and resources. New iPads Additional play resources for breakfast club and Nook, (lego, playdough, large connect etc) | 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. | 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 Additional TA employed for supporting vulnerable children | JW, JP SLT, JH | Ongoing monitoring and evaluation throughout the year with final evaluation of this spend in Summer 2019 |
| To provide further support for PP pupils working in EYFS 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. EYFS additional TA employed to work with vulnerable pupils. | Senior Leaders regularly monitor and track progress of pupils to ensure short term interventions have rapid and sustained impact. EYFS and 2YO monitoring progress from entry | JS, SLT Phase leaders | Ongoing monitoring and evaluation of interventions and action. Final review - Summer 2019 |
Other approaches
£44982
| 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 experience their learning within a real life context including outdoor. To engage parents in pupil learning and celebration of pupil success. | Fund educational events for pupils to experience beyond the clasroom. Involve parents in pupils experiences and successes. Music tuition and perfomances. Arts and Craft community events to encourage parents in to school. Extra curricular activities. | To encourage parents to support pupil learning in order to increase the rate of progress. To widen pupil horizons or real life with residential visits, local areas visits and experiences (running tuck shop, business enterprise projects and depositing money in the bank). An additional stimulus for pupil writing and creativity. Including new Storytime club | Regular monitoring of pupil welfare by Learning mentor and SLT and teaching staff. | JS, SLT | Ongoing monitoring and making necessary changes to provision in this area with final review - Summer 2019 |
Pupil Premium Report 2017-18
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% |