Westfield Primary Community School Pupil Premium Grant: Expenditure / Impact report to governors September 2016

Transcription

1 Number of pupils & pupil premium grant (PPG) received Pupil Premium Grant Available 286,070 EYFS Pupil Premium 5,585 High level impact over time strategies: 1/ Continued employment of Children s Champions and increase in capacity from 2.8FTE to 3.0 FTE' 2/ Continued employment of Parent Support Advisor 3/ Employment of additional NQT teacher in KS1 to reduce class sizes 4/ Additional Teaching Assistant support to provide targeted interventions across the whole school (CW) 5/ Dedicated SENCO time 6/ Employment of 2 x 1:1 TA s to support RSA for funding to be approved later on in the year prevention time loss in employment of said staff. 1 x TA on zero hours contract in view of prevention for possible behaviour measurements required in KS1 7/ Timetabled management time for appointed members of SLT in order develop targeted lunchtime support strategy (SH) 8/ Restructure of staffing to provide a Deputy Headteacher; overview of SENCO provision at Leadership level Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 1

2 Spending Report Strategy / Objective Cost Headline Impact Strategy 1: Employment of 3 Children s Champions (1 x KS1 / EYFS and 2x KS2) 87,694 Led or involved in 31 multi-agency safeguarding teams, including FEHAs, CIN and Child Protection Plans, as well as regular liaison with professionals from Children s Social Care. 12 referrals to CSC to ensure the safeguarding of our pupils. Provided pastoral support to 358 children across school. Pastoral/ behaviour support for parents. Continued Classopoly, attendance panel meetings with Attendance Officer and parents, daily contact with persistent absentees has led to improved attendance across school. Introduction of new Fast Track attendance model. Improvements in attendance were seen across school. See table Delivered ELSA interventions to 28 KS2 children & 12 KS1 children focusing on range of themes including behaviour, friendships, self-esteem & attitude to learning. Successfully applied for secured funding for a disadvantaged pupil. Funding accessed, food vouchers given and emergency food shopping provided for families who were in crisis. Breakfast cereal supplied to our breakfast club for vulnerable pupils Liaised with Children s Centre, PCSO and housing to ensure safety for pupils and their families. Bereavement intervention for 5 pupils across the school. Supported heavily with behaviour in classrooms and through personalised interventions. Support reduced impact of negative behaviour on the rest of the cohort ensuring teaching and learning standards were maintained, particularly in Year 6, 3, 2 and EYFS. Vulnerable children and those with challenging behaviour were supported with an enhanced transition plan: 14 children from Y6-7 and 29 children across EYFS and Year 2 to 3. Supported 3 pupils from other setting with their transition. 3 Young Carers referrals made for pupils. Kid s camp place secured for a pupil. Holiday club /art club places successfully secured for vulnerable pupils. Supported 21 children on medical care plans, 6 pupils with individual dietary requirements, 5 pupils with hearing impaired support to reduce impact of medical conditions on attendance and learning. Breakfast Bus supporting pupils who had attendance concerns and were consistently late. Impact data Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 2

3 Strategy 2: Employment of a Parent Support Advisor 3 days a week Salary costs The number of children persistently late to school, and subsequently being marked as absent, reduced significantly following increased visibility of our PSA each morning & after school and a targeted strategy for 36 families. 31 of the 36 families targeted made improvements. Example of tracking: Parents contacted and encouraged to attend a weekly homework club to support their children. 16 children regularly attended. Strategies shared with parents for supporting children s learning. Engagement and frequency of homework completed increased. Regular parenting courses and coffee mornings with services such as Family Learning, Housing, Benefits Support attending to provide support to families. Other significant outcomes: o Behaviour support for 6 families bedtime routines, getting children into school, positive relationships o Focussed work with 51 families supporting with: completion of educational access forms (EHCP, PIP, Behaviour tools, SEB), liaising with housing, attending court to prevent eviction of families, organising hospital appointment transport, sourcing furniture and clothing, issuing food bank vouchers, supporting return to education or employment and coming of benefits. Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 3

4 Strategy 3: Employment of additional NQT to reduce class sizes 27,694 Throughout the autumn term, the additional teacher took an additional class in Reception EYFS to reduce the class sizes from 30 to 24. Some children from Year 1 also accessed this provision to better meet their learning needs. Smaller classes allowed for greater impact on quality first teaching in the autumn term whilst routines were established. In the Spring and Summer term the additional teacher delivered high quality interventions and released the EYFS leader for management time (See strategy 8) Despite having the largest Reception cohort to date and a higher number of pupils with SEND and EAL, EYFS outcomes were strong and continued our upward trend. 43% of the 28 pupil premium pupils in EYFS attained a Good Level of Development. Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 4

5 Strategy 4: Additional Teaching Assistant support to provide targeted interventions across the whole school 17k A variety of targeted interventions ran across Key Stage 2 including Read, Write Ink, Speech and Language therapy and writing interventions. Impact of RWI: Year mins, daily Impact of RWI: Year mins, daily Impact of Stage 1 Writing 2 x week Delivered Fine motor skills intervention for 18 KS2 children. All children made progress in writing over the year, one child made 2 years progress in 1 year. Delivered Read, Write, Inc interventions to 18 KS2 children. All children reading age improved, with some children making 2 or 3 years progress in a 1 year period (see data above) Delivered writing interventions to 11 children in KS2. All children made progress. Speech and Language Interventions for 7 children. Completed the ELKLAN training to further support pupils with Speech and Language difficulties. Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 5

6 Strategy 5: Dedicated SENCO time Salary costs Key Stage 1 Provided SEND support for 98 children across the school. KF delivered targeted group work with children from Y2 5 in reading, writing and maths. Identified as stuck children and children working below the expected stage. Positive impact 45 children averaging 5.3 points progress with every child making progress. 44% of children exceeding the expected progress points of 4. 4 out of 4 requests for Statutory Assessments were successful in establishing Education and Health Care Plans for children with SEND. 1 additional request or statutory assessment made before the summer break has been carried through to a Coordinated Assessment Meeting to be held in Autumn 1. Management and implementation of targets set out in 8 My Support Plans Management and implementation of targets set out in 10 EHCPs, including multi-agency meetings, TA support, interventions and SALT and interventions Management of SEND TAs, collating resources and training for interventions Launch of 2 new My Support Plans to direct specific support for children with SEND. Attended and implemented relevant CPD resulting in improved provision and outcomes for pupils Key Stage 2 Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 6

7 Strategy 6: Employment of 2 x 1:1 TA s to support RSA for funding to be approved later on in the year prevention time loss in employment of said staff. 1 x TA on zero hours contract in view of prevention for possible behaviour measurements required in KS1 21.5k One pupil on dual placement supported through TA support in afternoon sessions at Westfield. RSA secured and EHCP in place. One pupil supported in class each morning with behaviour and learning. Pupil made above average progress in reading (5 steps) and average progress in writing and maths. The pupil had 9 detentions in the autumn term however after an increase in support in class and at lunchtimes, this reduced to 4 detentions in the summer term. A further 2 teaching assistants were employed to address behaviour concerns in the Y3 cohort. Additional support on a morning and afternoon reduced the number of children removed from the classroom and detentions given. The additional TA support on a morning enabled children working a year behind the expected stage to receive targeted support in reading, writing and maths. The additional TA on an afternoon offered targeted support to our SEN pupils as well as reducing the number of children in the classroom. The number of detentions given on an afternoon in Year 3: Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 7

8 Strategy 7: Timetabled management time for appointed members of SLT in order to develop targeted lunchtime support strategy (SH) 26k SLT made amendments to the lunchtime behaviour system in line with the introduction of the behaviour policy. Incidents of poor behaviour at lunchtime decreased and MSA s reported feeling better supported by the SLT. Improved links with SLT (SH) and MSA s drop ins x 3 a week and every day after lunch to deal with incidents and support staff. Children with recurring incidents of poor lunchtime behaviour directed to attend lunch club with structured activities and high level of adult support. Incidents of poor behaviour amongst this group of pupils reduced significantly. Number of negative behaviour incidents at lunchtime significantly reduced Pupil voice: o It s good! It used to be a bit good. Everyone is smiling more often. On the playground it s good because we re outside playing with friends. Y5 (after being asked what they thought about behaviour in school at the moment). o Lunch hall is a little too noisy and sometimes I get a bit of a headache. It s quiet when we sit and have lunch outside. ( after being asked what he thinks about lunch time at school). Pupil was then asked - How do you think children behave on the playground? Sometimes people are silly and sometimes they re good just a mix. I d tell Tracey sometimes if she s there. I tell others too. Yr 3 pupil o Some people behave as they are supposed to some don t. It s only a few who don t behave. Yr 6 (after being asked what their thoughts about behaviour at lunch times are). Pupil was then asked - if they thought behaviour in yr 3/4 is it better now or worse? They replied - It s better because we show others how to behave. We have tennis, dodgeball and a bit more grass to play on now that s better. Statements from MSA s anonymous Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 8

9 Strategy 8: Restructure of staffing to provide noncontact leadership time 50k Whole school improvement of teaching and learning Team teach, coaching and support provided for NQTs and recently appointed staff. NQTs passed induction year & quality of teaching improved for all those supported. Individual teacher s performance addressed through appraisal Monitoring, pupil-progress discussions and support provided for all staff to maintain outstanding quality of teaching and outcomes for pupils Actions towards objectives on subject action plans linked to SDP. Behaviour Monitoring highlighted Year 3 as an area of concern regarding behaviour. Additional support was given to teachers and staffing provision increased see strategy 6. Behaviour policy rewritten and new strategies put in place throughout the year to promote positive behaviour: o New reward system designed by staff and children to encourage positive behaviour o Additional adult support in Reception and Year 3 o Behaviour CPD for teachers and TAs o Behaviour training for MSAs o Additional TA support at lunchtime for 5 children o SLT check in system with key children Attendance Regular monitoring and analysis of attendance to identify and address persistent absentees, unauthorised absence, late children, groups/trends. Regular SLT & parent contact. Raised profile with information for parents. SLT worked alongside Children s Champion (JB) & PSA on attendance (see notes on Strategy 1) and PSA monitor and contact parents and families support given where necessary. Overall positive impact on persistent absentees across the school. Yearly attendance continues to improve. Whole school attendance is moving closer to National Average of 96%. 33 children had 100% attendance for , compared to 24 children in Other Additional maths set in Year 6 to improve impact of quality first teaching Additional focussed interventions in Year 6 Intensive SENCO 1:1 support in the autumn term around workload management, deployment of support staff, accelerating support for SEND children and improving outcomes for SEND pupils. Ensured smooth recruitment and induction of new SENCO and SEN outcomes now back on track under new and effective SEN leadership. Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 9

10 EYFS Pupil Premium 5,585 Speaking was identified as an area of weakness in Nursery in To address this in , EYPP money was spend on the I Can Talk boost intervention programme. Average points scored (APS) in speaking between Spring and Summer end Children in Talk Boost Children not in Talk Boost Girls Boys All The improvements in the point scores for the lower achieving speakers improved in one cycle and, when comparing the individual scores in speaking, every child included in the intervention made progress. 58% of children included in the intervention made more than 2 points progress in 12 weeks. Score increase 1 point 2 points 3 points between spring and summer Girls Boys All Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 10

11 Key Stage 2 Results Phonics Check Key Stage 1 Results Pupil Premium Impact Report to School Development Committee 26 th September 2016 Page 11