Pupil Premium Strategy Statement

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1 Pupil Premium Strategy Statement attainment and progress Pupils eligible for PPG Pupils not eligible for PPG % achieving 100 Scaled Score or above in KS2 reading, writing & maths 57% 85% Average progress in reading Average progress in writing Average progress in maths Barriers to future attainment (for pupils eligible for PPG) In-school barriers (issues to be addressed in school, such as poor oral language skills) A. Housing issues massive overcrowding and temporary accommodation B. 68% of children have English as an Additional Language C. Low levels of parental engagement 1

2 3. 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 What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Higher rates of progress in English across KS1 and KS2 for PPG pupils Implementation of an English Literature programme to improve the teaching of reading and reading comprehension. Improving the quality of the teaching of reading and reading comprehension is a priority for the school. The for EYFS/KS1 and KS2 will monitor and review the quality of teaching and learning along with the English specialist teachers. 2

3 Higher rates of progress in maths across KS1 and KS2 for PPG pupils Implementation of Maths Mastery at upper KS2. Maths specialist teachers in KS2 who support provision in KS1. Further development of staff with regards to subject knowledge and understanding of mastery concepts will benefit all pupils. The training undertaken will be led by providers of proven programmes, local maths hubs and teachers with maths specialism knowledge. Quality assurance of training provision by school leaders will be undertaken to ensure its effectiveness. Classroom observations and pupil data will be used to evidence impact of training. Staff performance management to be used as method to QA the programmes offered. Reduced gaps between PPG/non PPG at end of KS will evidence efficacy. Head Total budgeted cost 110,000 3

4 ii. Targeted support What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Targeted support and guidance to all children in receipt of PPG so that they make at least good progress Small group teaching using additional intervention teachers and TAs Members of the SLT will be able to closely monitor the progress of PPG children across the school. Members of the SLT will be monitor the impact of this programme. Ensure high rates of achievement and parity between PPG/Non PPG eligible pupils at KS1 and KS2 Small group teaching using additional intervention teachers and TAs This model has proved to be successful in other schools. Monitoring of provision by senior leaders Pupil data outcomes will evidence comparable outcomes between those eligible for PPG and peers and compare favourably with national averages. iii. Other es What is the evidence and rationale for this choice? How will you ensure it is implemented well? Total budgeted cost 110,000 Staff lead When will you review implementation? 4

5 Ensure good attendance from PPG children Sports Coaching Club at 8am with the PE coaches Subsidised breakfast club for identified pupils and families All children need to have good attendance to ensure that they make good progress at school. PPG funding will be used to support families to reduce barriers to good attendance. Uptake of clubs offered will be monitored. Parents/carers specifically invited to take up these opportunities for their children. Subsidised after school club for identified pupils and families Ensure PPG children attend curriculum enrichment trips and families are given support Subsidised school trips Subsidised Year 6 school journey for PPG children PPG funding will be used to support families to reduce barriers to their children s learning. Uptake of trips offered will be monitored. Parents/carers specifically invited to take up these opportunities for their children. Hardship fund Total budgeted cost 47,000 5

6 Academic year Total Pupils: 441 PPG Eligible Pupils: 208 Total PPG Budget: 270, Review of expenditure Previous Academic Year i. Quality of teaching for all Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PPG, if appropriate. Lessons learned (and whether you will continue with this ) Cost Accelerate progress to rates, at least in line with national averages. Intervention staff for booster support, small group work and 1:1 tuition in Reading, Writing and Mathematics for Y1-6 pupils. Medium: Progress for PPG children in KS2 was in line with national average. Overall, attainment was below the national average. 93% of Year 1 PPG children in Year 1 passed the phonics screening which was the same as the school s overall pass rate. Success criteria: partially met The outcomes achieved indicate that the taken by the school was not as successful as it should have been in KS2. This needs to be far more targeted and the impact needs to be reviewed more robustly. 55,000 Continue to improve pupil outcomes in EYFS Small group teaching using additional intervention teachers and TAs High: The Good Level of Development was 85% which was above the national average of 69% The outcomes achieved indicate that the taken by the school was successful. This still needs to be refined in order to achieve greater precision teaching. 55,000 Success criteria: met 6

7 ii. Targeted support Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PPG, if appropriate. Lessons learned (and whether you will continue with this ) Cost To improve outcomes for PPG pupils in Year 6 English and Maths teachers will provide daily targeted support Medium: PPG children achieved in line with national expectations for Mathematics but not for Reading and Writing Success criteria: partially met Intervention groups in English need to be more precise. The progress of PPG children needs to monitored more closely and more regularly. 55,000 To improve outcomes for PPG pupils in Year 2 English and Maths teachers will provide daily targeted support Medium: PPG children achieved well in Mathematics and just below national expectations in Reading and Writing Intervention groups need to be more precise. The progress of PPG children needs to monitored more closely and more regularly. 55,000 Success criteria: partially met iii. Other es 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 ) Cost 7

8 To support families to overcome any barriers to children coming to school and learning Subsidised places at breakfast club and after school club Medium: Whilst take up for these clubs and activities was high, PPG pupils only achieved national average for Mathematics. The school will continue to offer subsidised places on breakfast and after school clubs in order to support families and to help ensure good attendance. The activities and the provision will be reviewed in order to ensure that they support learning. 20,000 Subsidised places at holiday play schemes Success criteria: partially met To support families with accessing enrichment activities Subsidised school journey visits for all children High: Children were able to access a range of enrichment activities to support their learning The school will review its provision of enrichment activities in order to give even more opportunities for children to go on educational visits. 30,000 8

9 5. Additional detail In this section you can annex or refer to additional information which you have used to support the sections above. In Year 1 Phonics screening, the percentage of PPG children passing was 83%, the same as for non-ppg children. 100% of Year 2 PPG children sitting the Phonics screening passed in Overall, PPG children achieved well at KS1 in Reading was the weaker of the three main subjects and particularly those achieving greater depth. 9

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