Pupil Premium

1. Summary Information

Academic Year

2019-20

Total P.P. budget

£136192.00

Date of most recent PP review

September 2019

Total number of pupils

235

Number of pupils eligible for P.P.

98

Date of next internal review

January 2020

1. Current Attainment: Foundation Stage

Good level of development

School: All Pupils

School: Pupil Premium

School: Non-Pupil Premium

National: All

67%

69%

65% tbc

tbc

1. Current Attainment: Year 1 Phonics

Phonics Check

School: All Pupils

School: Pupil Premium

School: Non-Pupil Premium

National: All

90%

83%

94%

tbc

1. Current Attainment: Key Stage 1

Subject

School: All Pupils

School: Pupil Premium

School: Non-Pupil Premium

National: All

Reading

80%

86%

78%

tbc

Writing

80%

86%

78%

tbc

Mathematics

88%

86%

89%

tbc

Combined

72%

1. Current Attainment: Key Stage 2

Subject

School: All Pupils

School: Pupil Premium

School: Non-Pupil Premium

National: All

Reading

59%

63%

50%

73%

Writing

79%

74%

90%

78%

SPAG

69%

63%

80%

78%

Mathematics

72%

69%

80%

79%

Combined

55%

58%

50%

65%

1. Barriers to future attainment (for pupils eligible for pupil premium)

There are a number of in school barriers to be addressed at school level;

Desired outcomes

Success Criteria

Low starting points on entry to Nursery with increasing number of children with additional needs

Accelerate progress from Nursery to the end or Reception

Aspiration targets for end of Reception achieved.

Group of children with below expected speaking and listening skills in Key Stage 1

Children make at least expected progress and the gap between themselves and their peers narrow

Interventions narrow the attainment gap in KS1

Progress data

Children have difficulty applying place value and calculation to  reasoning and problem solving in mathematics  

Children problem solve and reason as part of the daily maths session; this ensures children within the range of 90-102 make more than expected standardised score progress over the year

All children make best progress in mathematics

Social, emotional and mental health needs

Continue to improve the social and emotional health of pupils eligible for pupil premium  

Identified children are working towards silver behaviour and some have achieved this. 

Limited exposure to rich and varied experiences

Visits and experiences engage children with learning.  These experiences create memories and enthusiasm for learning.   

Writing data for PP

1. Planned expenditure

Academic year

2019/20

1. 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

Review

To promote high attainment of reading from EYFS to end of Key Stage 1

AHT for KS1 and DHT to support delivery of daily guided reading

YR – 1 hour a day (KS)

KS1 – 25 minutes daily from 2 adults (DHT and AHT)

AHT KS1 supporting phonics teaching and learning

50% of TA time spent with targeted pp

8.45-9am Reading miles time in each class

Impact on standards within the last 2 years as well as securing improvements in phonics teaching and learning.

Where children are significantly behind and not on track gaps are narrowing

Termly data analysis – in year tests

Lesson observations

Appraisal

DHT

KS1 AHT

Improve attainment in KS2 PP writing, particularly boys.

Amend and review writing policy – changing the structure and resourcing for planning

Implement daily SPAG time

Introduce comparative marking in writing - moderating writing alongside nationwide examples

4 part time teachers across KS2; Y4-Y6 taught in smaller groups for part of week

More opportunities for writing for a purpose

More opportunities to apply skills across a unit

Resourcing improves attitudes and motivation for writing

Smaller groups should impact on better progress within a session

Staff meetings

Book looks

Termly moderation

Termly data and appraisal

KS2 AHT/Literacy lead

DHT – data analysis and impact

Continue to enrich pupil experience through a range of different activities and experiences

Specialist teachers (music/ Spanish/ PE/ after school clubs)

Music – focus on GDS provision 1hr weekly

School visitors – world religion days/ disability awareness days/ anti-bullying workshops/

Other enrichments; pantomime visit, workshops from visitors, Ghyll Head for Year 6 pupils, trips, Shakespeare project

Ensure children have a balanced curriculum that supports all children to find and harness their personal talents. 

To develop and broaden children’s experiences.

Children are motivated by the experiences they have. 

Pupil voice evidences that children enjoy and remember these experiences. 

Termly analysis of data by subject leaders

Termly monitoring of enrichments – pupil voice and appraisal

Subject coordinators  

EYFS Lead

AH KS1

AH KS2

1. 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

Review

To sustain attainment in Year 4 with a particular focus on high numbers of PP with additional needs

• Part time teacher (3 days a week) assigned to the class so that smaller groups can be taught to maximize progress

• Assistant SENCO to run interventions one afternoon a week  

Based on impact from previous year groups

Also year on year data indicates that progress/ attainment in previous years has dipped and we want to avoid this, this year.

Termly data analysis as a result of in year tests

SENCO support

AHT KS2

SENCO

DHT – data analysis and deployment

Accelerate progress in Year 6 so that PP children make expected progress when compared to KS1 data in RWM

Part time experienced Year 6 teacher for 3 days a week - children split into 2 smaller groups for these 3 days.

Focus on 96- 103 group for targeting and specific check in at appraisal times

Smaller teaching groups to maximise learning and quickly address misconceptions for all children 

Book looks

In year tests

Termly data

Appraisal

DHT

KS2 AHT

Continue to support and improve mental health and well being

• Play therapist (1 day a week)
• Therapeutic messy play (45 min weekly)
• No Worries intervention
• CBT
• Optiminds Brain training (.5 days a week)
• Mentor support for targeted individuals
• SLT support at lunchtimes

Impact of these services within school 2018 – 2019 – the school is able to cater for all needs.

End of year outcomes for targeted children  

Behaviour records

Inclusion lead

SLT

Continue to improve speech and language of lower attaining pupils at risk of not achieving targets

Speech and language therapist (.5 days a week)

Liaise with NHS speech and language therapist for EYFS

Increasing number of children entering early years and going into KS1 with weak or significant speech and language barriers.

Termly data and outcomes

Inclusion lead

Phase leaders

Total budgeted cost

£150,696