36 (10) Date for next internal review of this strategy (+ termly) 2. Current attainment End of KS2 July 2016

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1 BOURNEHALL PRIMARY SCHOOL PUPIL PREMIUM STRATEGY STATEMENT 1. Summary information Academic Year Total PP budget Date of most recent PP Review Total number of pupils 241 Number of pupils eligible for PP (FSM entitlement) 36 (10) Date for next internal review of this strategy final (+ termly) 2. Current attainment End of KS2 July 2016 Pupils eligible for PP (your school) Pupils not eligible for PP (national average) % achieving expected standard in reading 67% 71% % achieving expected standard in writing 33% 79% % achieving expected standard in maths 83% 75% % achieving expected standard in reading, writing and maths 33% 60% % achieving expected standard in grammar, punctuation and spelling 100% 78% End of KS1 July 2016 % achieving expected standard in reading 100% 78% % achieving expected standard in writing 71% 70% % achieving expected standard in maths 71% 77% 3. Barriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers (issues to be addressed in school) A. On entry to Reception - speech and language poor oral skills and poor vocabulary (leads to low attainment in reading and writing in subsequent years) B. Emotional well-being children are not ready to learn, easily distracted and are unable to fully access the curriculum External barriers (issues which also require action outside school, such as low attendance rates) C. Attendance and punctuality for some D. Lack of enrichment /breadth of learning beyond the classroom 4. Desired outcomes Desired outcomes Success criteria A. Improve speech and language skills for PP children in Reception and Year 1 PP group make better than expected progress in Reception all meet age related expected expectations

2 B. PP group are prepared for the day and ready to learn. They are able to maintain focus and take on challenges in their learning C. Improved attendance and punctuality for PP children close monitoring and follow up of any absence or lateness PP group in Year 1 pass the Phonics Check PP group (including high attainers) make good or better progress across all key stages Improved attendance and punctuality for PP to be in line with other pupils (whole school target 97%) D. ALL PP children attend clubs and participate in events within and beyond the school All PP group attend at least one extra-curricular club per term and participate in trips, including residential

3 5. Planned expenditure Academic year 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? PPG children make outstanding progress across the school Pupils who make outstanding progress can narrow the attainment gap between them and national averages -Outstanding progress indicates pupils who are striving to their potential Children will better understand the next steps in their learning and this will be evident in the progress they make. Children s response to marking will continue to improve. Additional time each week for teachers and children to meet to have a dialogue and discuss next steps in learning to accelerate progress and narrow the gaps Teachers benefit from time to ensure that the curriculum builds on prior learning -Focused reviews of pupil work allows a greater shared knowledge that can enhance progression Timetabled meetings weekly to cover whole class over half term (minimum) in each core subject Progress monitored through half termly pupil progress and pupil premium focus meetings AB The significant majority of children have accessed learning at home Club to support children who are unable to be supported at home or who need additional access resources in school Develop independent learning skills children in upper KS2 in preparation for transition to secondary school Attendance register- Progress monitored through half termly pupil progress and pupil premium focus meetings AB/JL Learning is consolidated Development of learning platform use Sessions during and after school for parents/carers to share strategies of how to support learning at home ( to include resources) Support parental involvement and strengthen home-school links Consultation with parents/carers to establish best times/methods of delivery and which resources might be needed Level of participation monitored JL/MT Children able to borrow games to share at home Children are prepared for the day and ready to learn. They are able to maintain focus and take on challenges in their learning Pupils who are ready to learn are more able to acquire and learn effectively -Pupils who feel safe in school are able to learn and develop

4 Children will be increasingly able to self - regulate and ready to learn Mindfulness training for staff and information sessions for parents/carers -to introduce Mind-Up curriculum across school Curriculum links with Growth Mindset approach to learning and school values LT weekly drop-in observations reviews NL Protective behaviours training for staff and introduction for parents/carers Raise profile of systems previously introduced a safety awareness and resilience building programme which helps children and adults to recognise any situation where they feel worried or unsafe, such as feeling stressed, bullied or threatened; and explores practical ways to keep safe. Some elements already successfully embedded in school practice LT observations reviews Weekly supervision MT Total budgeted cost ii. Desired outcome Chosen action/approach What is the evidence and rationale for this choice? PP group are prepared for the day and ready to learn. They are able to maintain focus and take on challenges in their learning Children will be increasingly ready to learn and resilient Improve speech and language skills for PP children in Reception and Year 1 Speech and Language therapist advice followed Play therapy (supported by family coach practitioner working with parent/carer) 1:1/small group support to develop and support early language skills led by Elkan trained HLTAs -small group sessions Year 1 involved in HertsforLearning Phonics project Pupils who are ready to learn are more able to acquire and learn effectively -Pupils who feel safe in school are able to learn and develop EEF Toolkit suggests that targeted interventions matched to specific students with particular needs can be effective, especially for older pupils. Children need to be emotionally ready to access learning. Evidence suggests (EEF website and John Hattie in Visible Learning) that smaller groups with well-qualified staff can benefit pupil progress. Some children entering Reception need more targeted support to catch up. Good or better progress from low starting points still not enough to reach age related expectations for some children contributing How will you ensure it is implemented well? SDQs before and after Pupil premium focus meetings Weekly group supervision discussion Feedback from staff Lt observations Regular meetings with SALT team reviews Staff lead JL/NL MT/KH Monitoring and reviews Local Authority SB

5 factor in slower progress in writing across other key stages Total budgeted cost 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? Improved attendance and punctuality for PP children We cannot improve attainment for children if they are not attending school. NfER briefing for school leaders identifies addressing attendance as a key step. Stronger links between home and school Family coach practitioner to work with parents/carers to address issues putting families under stress key features that make up effective family intervention A dedicated worker, dedicated to a family Practical hands on support A persistent, assertive and challenging approach Considering the family as a whole gathering the intelligence Common purpose and agreed action (Department for Communities and Local Government) Close monitoring and follow up of any absence or lateness Weekly supervision discussions Case studies Feedback from parents/carers JL/JO/NL ALL PP children attend clubs and participate in events within and beyond the school Fund extra-curricular opportunities e.g. breakfast club, music tuition, outings, residential trips Pupils should be given the opportunities to experience and develop their skills Analysis of club registers Pupil premium focus meetings CP/AF Total budgeted cost

6 6. Review of expenditure Previous Academic Year i. 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 PPG children will be increasingly ready to learn Play therapy/counselling Shorter and longer term interventions Group and individual sessions Whole class support SDQs evidence positive impact for all Improved access to learning Review of identification and referral system, monitoring and measuring outcomes Weekly supervision therapist/coach/head very effective for monitoring, reviewing and identifying next steps To support parents and families to ensure children are ready to learn. Family coach practitioner Long and short term work Working in tandem with counsellor Text / phone/ meeting /joint working (in term time and through holidays effective model Children who have not previously made progress will make expected or better progress to narrow the gap Small group targeted support to accelerate progress Y6 Improved progress in reading and maths PP group achieved well in GPS Writing remains a challenge low starting points Writing key priority across school for all children central to School Plan Bespoke literacy and maths interventions for identified children to narrow the gaps and accelerate progress Some interventions more effective than others range for literacy but more maths needed. Particularly good outcomes from Lift Off (maths) and Tracks (literacy) Further training in specific interventions for TAs from local SpLD base and from LT over the year improved delivery and outcomes and develop further personalised interventions (refer to EEF, Sutton Trust and other sources) ii. 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 Children will experience a positive start to the day and develop skills further that will support all areas of learning. Breakfast, lunch time and after school clubs Attendance at breakfast club has - increased access to employment for some families - reduced lateness - provided a positive start to the day Well-established lunch time clubs have - given the children new experiences - given the opportunity for older children to develop leadership skills supported happy lunch times consider introducing additional targeted support sessions into this time Develop use of the library at lunchtime for independent learning with access to support All children have opportunity to widen their experience at school. Trips and musical instrument lessons, Skillsforce to enrich Increased uptake in piano lessons, particularly for PP group Real success raised profile of this opportunity and look at further developing musical options

7 Improved attendance learning to support progress in life skills Definitely continue and develop musical options Skillforce expensive and quite disappointing Similar opportunities to be developed in school as a part of Friday creative learning 7. Additional detail