Pupil Premium strategy statement

Transcription

1 Pupil Premium strategy statement 1. Summary information School St John s CE Primary School Academic Year Total PP budget Date of previous PP report Sept 2015 Total number of pupils 426 Number of pupils eligible for PP 42 Date for next PP review Jan Current attainment Pupils eligible for PP (St John s CE Primary School) % of pupils making 6 points+ progress in nursery 100 % of pupils achieving a good level of development at the end of EYFS 40 % of pupils achieving the expected standard in Phonics screening test 87.5 KS1% achieving Expected standard or above in reading, writing & maths 60 KS2% achieving Expected standard or above in reading, writing & maths 17 KS2 Progress score reading (a score of 0 or above indicates children in our school are doing as well or better than pupils with similar starting points nationally) -0.7 KS2 Progress score writing -4.4 KS2 Progress score maths Barriers to future attainment (for pupils eligible for PP) In-school barriers (issues to be addressed in school, such as poor oral language skills) A. Pastoral/Social - personal issues (Belonging)

2 B. Self-esteem/Emotional issues C. Language skills (particularly early language skills in EYFS and more complex use of language in Year 6) External barriers (issues which also require action outside school, such as low attendance rates) D. Parental engagement including attendance 4. Outcomes (Desired outcomes and how they will be measured) Success criteria A. Pupils feel supported and engaged, with increased self-esteem Pupils will be more able to focus on learning. Pupils feel that they are more able to cope with emotional challenges B. Improved attendance and parental support Specific pupils increased attendance by average of 10% C. Developed language skills including writing Increased engagement with and understanding of texts and verbal communication 5. Planned expenditure Academic year The three headings below enable schools to demonstrate how we 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?

3 All pupils will receive regular effective feedback in reading, writing and maths in order to develop learning. Teachers will ensure that effective feedback is given to all pupils, explaining next steps to learning and areas for individuals to focus on. The Education Endowment Foundation suggests that effective feedback has an extremely positive benefit of pupils learning by aligning effort and activity with a desired outcome. Regular book monitoring and scrutiny to ensure written feedback is regularly given. Pupils to respond to written feedback. Discuss with pupils to ensure they understand the nature of the feedback (see also Pastoral Support Team timetable sessions below). Pupil progress meetings. Teachers SLT Termly 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? Total budgeted cost N/A Staff lead When will you review implementation? Increased self-esteem leading to a greater engagement in learning. Focused/targeted pastoral support. Social skills clubs, self-esteem workshops. Targeted feedback. Based on feedback from parents and pupils receiving pastoral support last year, this approach would seem extremely valuable. Similar support for Pupil Premium children was very effective last year in KS1 and Middle School. EEF suggests Social and Emotional Learning interventions have an identifiable and significant impact on attitudes to learning. EEF also finds that targeted feedback has a high impact on developing learning. Pastoral Support Team will timetable regular meetings with vulnerable pupils as well as be available on an ad-hoc basis for the pupils and their parents. Interventions and workshops will be planned by the Inclusion Team. Pupil Premium children will have allocated members of staff to go to as well as have additional timetabled feedback sessions at least once a week. SENCo Inclusion Manager PSW Weekly Total budgeted cost 6017

4 To increase language and communication skills (verbally and in written work). Oral Language interventions. EEF states that Oral Language interventions have positive benefits on pupils learning. EAL leader will plan and organise delivery of the interventions and seek to engage parents of the EAL/PP children. Deputy Head/EAL leader Termly Total budgeted cost 2394 To support lower attaining disadvantaged pupils through focused small group tuition. Teachers and highly skilled LSAs to work with small groups of pupils, focussing on specific areas of need, whilst relating to the appropriate curriculum. The EEF states that small group tuition is effective in addition to greater feedback from the teacher, closely matching learners needs to the activity taught. Class teachers will plan lessons whereby small groups of lower attaining pupils are focused on in order to develop specific learning. Team leaders will monitor planning and hold regular pupil progress meetings. Teachers To support lower attaining disadvantaged pupils through focused small group tuition. Total budgeted cost In class support from LSAs LSA Interventions Additional teacher support To support pupils with social and pastoral issues (including home-life). Pastoral Support Team. Troubled family backgrounds have an impact on personal and social wellbeing demonstrated through behavioural or emotional challenges which must be addressed to allow academic access and progression. Specific timetable of support as well as flexibility to respond to and support pupils as and when required. SENCo Weekly iii. Other approaches Total budgeted cost 11552

5 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 have positive experience at playtimes and lunchtimes and return to class ready to learn. Ensure PP children are involved in play and lunchtime activities Continue to improve and develop use of playground equipment leading to developed social skills Positive adult rolemodels are evident/visible and available to our PP children. When issues at play and lunchtime occur, pupils often find it difficult to refocus on their learning and often, the issues require following up, eating into lesson time as well as the time of the PSW and other members of staff. By offering opportunities to develop our lunchtime provision and equip lunchtime staff with the skills to deliver particular activities, pupils will be actively engaged and we will see a reduction in negative social interactions. Lunchtime staff and LSAs will have training on a variety of lunchtime activities. The PSW (who also oversees lunchtime arrangements) will order a variety of equipment. PSW Termly Total budgeted cost 3000 Overall cost Review of expenditure Previous Academic Year 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

6 To enable pupils to develop their learning through focused feedback. Regular verbal and written feedback from class teacher including comments to take learning to the next step. In attainment in reading, PP pupils were in line with or above the non-pp pupils in Years 2, 3 and 4. In writing the PP pupils were in line with non-pp in Years 2 and 3. In maths, PP pupils were in line with non-pp in Years 1, 3 and 5. Whilst attainment is mixed across the year groups and subjects, it is important to realise that pupils still made progress. In the last academic year, St John s switched to a new system of assessing without levels. For the forthcoming year, a clear baseline of attainment has been established and so progress can be measured more accurately. Targeted additional feedback time 6017 To provide targeted support to PP pupils during curriculum time and develop specific basic skills. Pupil Premium children have been identified as a focus group and as a result receive more support from the class teacher during lessons, as well as interventions in literacy and maths. Interventions are led by highly trained Learning Support Assistants as well as in some cases, a teacher and the focus is on basic skills in reading, writing and maths. Pupil Premium pupils were part of individual class teacher s focus groups and as a result worked with them or an LSA during the majority of reading, writing and maths lessons. Teachers highlighted the groups and particular activities in their planning. Whilst attainment is mixed across the year groups and subjects, it is important to realise that pupils still made progress. In the last academic year, St John s switched to a new system of assessing without levels. For the forthcoming year, a clear baseline of attainment has been established and so progress can be measured more accurately. In class support from LSAs LSA Interventions Additional teacher support 1:1/small group sessions

7 To support the social, emotional and pastoral needs of pupils. Pastoral Support Team. PP children have ongoing excellent support. Role models are available to promote and enhance communication skills. Children feel safe and cared for at school. Pupils develop the social and emotional skills required to thrive. Time dedicated to proactive management of behaviour challenges. In terms of supporting particular PP pupils with attendance issues, the pastoral support (including collecting children from home and walking them back after school on occasion) led to an average increase of 6%. Social and emotional support is essential for particular families, and the Pastoral Support Team has enabled us to reach particular pupils and get them into school, when otherwise they would not have attended. PP pupils and their families report that they have received invaluable support and feel loved and cared for by the school Overall cost 92318