Southbourne Junior School Pupil Premium Strategy Statement

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1 Southbourne Junior School Pupil Premium Strategy Statement 1. Summary information School Southbourne Junior School Academic Year Total PP budget 33, 600 Date of most recent PP Review July 2016 Total number of pupils 229 Number of pupils Yr 3 (5) Yr 4 (5) Yr 5 (3) Yr 6 (7) Service Premium: 2 20 Date for next PP Strategy Review July Current attainment 2016 end of Key stage 2 Pupils (your school) Pupils not (national average) % achieving age related expectations (ARE) or above in reading 60% % % achieving ARE or above in writing 70% Grammar, punctuation, % spelling (GPS) 30% Writing % achieving ARE or above in maths Teacher assessment 50% % 3. Barriers to future attainment (for pupils ) In-school barriers A. 50% of children meet the expected standard in Maths at the end of Key Stage 2 B. 60% of children meet the expected standard in Reading at the end of Key Stage 2 C. Oral language and communication skills are lower for the majority of pupils External barriers (issues which also require action outside school, such as low attendance rates) D. Social and emotional issues for a high proportion of pupils having a detrimental effect on their academic progress.

2 4. Outcomes (Desired outcomes and how they will be measured) Success criteria A. A higher Maths at the end of KS2 A greater number of pupils to meet the expected standard at the end of each year. Measured in Y3, 4 and 5 by teacher assessments and in Year 6 by the end of key stage 2 test. B. A higher Reading at the end of KS2 A greater number of pupils to meet the expected standard at the end of each year. Measured in Y3, 4 and 5 by teacher assessments and in Year 6 by the end of key stage 2 test. C. Improved oral language and communication skills for pupils Pupils demonstrate increased in class contributions and take a more active role in group/collaborative work within the classroom D. Increased confidence and self esteem for PP pupils with social and emotional issues Fewer behaviour incidents recorded for these pupils. These children demonstrate increased confidence and raised self-esteem. Pupils feel safe and secure within he school as they have a designated person to talk to who is available every day. 5. Planned expenditure Academic year The three headings below 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 A. A higher Maths at the end of KS2 Mastery learning approach implemented across the school and supported by Numicon materials. Staff training on the mastery approach to mathematics supported by Numicon materials. Staff training on collaborative learning and peer tutoring in maths. We want to invest some of the PP in longer term change which will help all pupils. The EEF toolkit suggests that mastery learning approaches are effective, leading to an additional five months progress over the course of a school year compared to traditional approaches. The EEF toolkit also suggests that mastery learning is particularly effective when pupils work in groups or teams and take responsibility for supporting each other s progress (Collaborative learning and Peer tutoring). This is an approach that we can embed across the school. Numicon materials selected using evidence of effectiveness. Small number of relevant teachers to attend Numicon training. Use staff meetings to deliver training to all teaching staff led by Maths leader. Training for teaching assistants led by Maths leader. The Assistant Headteacher will release teachers so that they can carry out peer observation of each other after the training, to embed learning. Assistant Headteacher/ Maths leader B. A higher Reading at the end of KS2 Staff training on reading comprehension strategies and high quality guided reading. We want to invest some of the PP in addressing progress in reading which is a whole school area for development and will benefit all pupils. The EEF toolkit states that on average, reading comprehension approaches improve learning by an additional five months progress over the course of a school year. Furthermore, these approaches appear to be particularly effective for older readers (aged 8 or above) who are not making expected progress. We want to provide CPD for all our teachers to ensure that they are delivering effective guided reading sessions for all. Use staff meeting and INSET to deliver training. Purchase guided reading sets for all year groups The Assistant Headteacher will release teachers so that they can carry out peer observation of each other after the training, to embed learning. SLT English Leader Total budgeted cost 4,000 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? Staff lead When will you review implementation?

4 A. A higher Maths at the end of KS2 121 and small group provision of Breaking Barriers Intervention (Numicon) for children who are significantly behind in their mathematics learning. The majority of SEN and low ability pupils are not meeting end of year expectations in Maths. The EEF toolkit suggests small group tuition targeted at pupils specific needs where children work in small groups (2-4) or in a one-to-one situation is an effective way to improve attainment. Numicon is research-based and proven to have a significant and lasting impact on results. We want to train two teaching assistants in practices that narrow the gap for these pupils. Intervention selected by Maths leader using evidence of effectiveness. Two teaching assistants to attend the Numicon training on delivering the intervention for children with Special Education Needs and for children who have fallen significantly behind in their mathematics learning. Extra hours and preparation time for teaching assistants paid for out of PP budget. The Maths leader will provide ongoing training to the teaching assistants and conduct regular observations to ensure that the material is being delivered effectively. Impact overseen by Maths leader. Assistant Headteacher/ Maths leader A/B. A higher percentage of eligible for PP expected level in Maths and reading at the end of KS2 Employ a teacher to deliver small group targeted reading and Maths provision for Year 5 and 6 children for children who are below expectations, 3 mornings a week We want to target the Year 5 and 6 borderline children with small group tuition delivered by an intervention teacher in order to narrow the gap for these pupils. Research from the EEF toolkit suggests that this approach is most likely to be effective if it is targeted at pupils specific needs. We will employ an experienced teacher to deliver the intervention as studies state that greater feedback from the teacher and work which is closely matched to learners needs has the most impact. The teacher employed to deliver the targeted group support has a proven record of providing high quality intervention and narrowing the gap for low ability pupils. The teacher has been recommended by a local school. The Year 5 and 6 teachers will work closely with the intervention teacher sharing planning and assessment. The impact will be overseen by the Year 5 and 6 teachers and the Pupil Premium Coordinator. Pupil Premium Coordinator/Yr 5 and 6 teachers February 2017

5 B.A higher Reading at the end of KS2 Weekly small group sessions in phonics for low ability pupils in Year 3 and 4 with Year 3 teachers, SENCO, and higher level teaching assistant in addition to in class phonics lessons. Some of our Year 3 and 4 pupils need targeted support to narrow the gap. The EEF toolkit states that phonics approaches are consistently effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months progress. Research also shows that qualified teachers tend to get better results when delivering phonics interventions indicating that expertise is a key component of successful teaching of early reading. Therefore, we want to train our Year 3 teachers, SENCO and higher level teaching assistant in delivering high quality phonics intervention to target these children. Year 3 teachers, SENCO and HLTA to attend phonics training. Preparation time for HLTA paid for out of PP budget. Impact overseen by Year 3 teachers and SENCO Deliver phonics workshops for parents before intervention begins so that they can support the phonics approach when reading with their child at home. SENCO June 2017 C.Improved oral language and communicati on skills for pupils eligible for PP West Sussex Speech and Language Advisory Service- Narrative intervention Staff training on high quality feedback A large proportion of our PP pupils need targeted support to catch up. The EEF toolkit suggests that on average, pupils who participate in oral language interventions make approximately five months' additional progress over the course of a year, this is slightly larger for pupils from disadvantaged backgrounds (up to six months' benefit). We want to train our HLTA to deliver a Narrative intervention programme to narrow the gap for these pupils HLTA to attend training led by West Sussex Speech and Language Advisory Service Impact overseen by SENCO Preparation time for HLTA paid for out of PP budget. Engage with parents and pupils before sessions begin to address any concerns or questions about the additional sessions. 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? Total budgeted cost 23,600 Staff lead When will you review implementation?

6 A. Increased confidence and self esteem for PP pupils with social and emotional issues Forest schools delivered by Releasing Potential a charity based in Havant set up to help young people who are not succeeding in mainstream education. Residential trips and outdoor education After school clubs A high proportion of pupils have social and emotional issues which have a detrimental effect on their academic progress. Overall, studies of adventure learning interventions consistently show positive benefits on academic learning, and wider outcomes such as self-confidence. On average, pupils who participate in adventure learning interventions make 3 additional months progress. Evidence also suggests that the impact is greater for longer courses (more than a week), and those in a wilderness setting. Engage with parents and pupils before course begins to address any concerns or questions about the additional sessions. Impact overseen by PP coordinator- liaise with class teachers to ensure that the benefits of outdoor learning are transferred into the classroom. Pupil Premium coordinator June 2017 D.Increased confidence and self esteem for PP pupils with social and emotional issues Learning mentor employed to monitor pupils and provide timely action to address issues. A play therapist will also be employed to work with specific pupils We want to provide extra support for our disadvantaged pupils who need additional outside of class support to ensure that they are ready to learn. Research from the EEF toolkit, shows that social and emotional learning (SEL) interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).sel programmes appear to benefit disadvantaged or low-attaining pupils more than other pupils. Engage with parents and pupils before course begins to address any concerns or questions about the additional sessions. Impact overseen by PP coordinator- liaise with class teachers to ensure that the benefits of learning mentor are transferred into the classroom. Preparation time for learning mentor paid for out of PP budget. June 2017 Total budgeted cost 6,000

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