This has improved to above national from 95.1 % in 2013 to 96.83% in 2016 Attainment

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1 Rathfern Primary School Pupil Premium Where everyone learns to learn School Aim: To increase the progress, attainment and well-being of all children, even if they are already performing at or above national expectations. Key priorities: 1. To raise the progress and attainment of eligible for Pupil Premium funding 2. To address and challenge institutional attitudes that could perpetuate low expectations and an acceptance of lower pupil outcomes for eligible for Pupil Premium funding. Approach: 1. Quality First Teaching - Teaching for learning which effectively uses: assessment for learning, meta learning, language rich strategies and is challenging for eligible for Pupil Premium funding. 2. Forensic commitment to narrowing any identified gaps in progress and attainment through precisely targeting interventions. Impact : Attendance This has improved to above national from 95.1 % in 2013 to 96.83% in 2016 Attainment By the end of Reception the % reaching a Good Level of Development was 81.4% above national (69.3%) 91.6% of Pupil premium children achieved GLD compared with the previous year of 86.4% At Year 1 88% of eligible for Pupil Premium funding achieved the phonics threshold this was above the national figure 69% At KS 1 eligible for Pupil Premium funding (23) performed above national (non- PP) in all subjects at Expected, but below at GD. At KS 1 eligible for Pupil Premium funding that attained at least 2B was equal to or above the national figure for other in reading, writing and maths. At KS2 eligible for Pupil Premium funding performed in line or higher than national in reading at both Expected Standard and high. At KS2 progress for eligible for Pupil Premium funding broadly in line with the national average (0). Progress Overall, the progress of Pupil Premium children was outstanding and the gap has been narrowed across the school. 1

2 Conclusion The forensic focus and precise targeting of in class support and skilled interventions within a culture of high expectation and a willingness to tackle unwitting institutional class prejudice is having outstanding impact on the progress and attainment of eligible for Pupil Premium. There is clear evidence of improvement in attendance, attainment and progress for these. There is clear evidence of higher than national average attendance, attainment and progress for these. There remain some gaps between Pupil Premium children and their peers specifically in and Year 6 at GD. The SIP for has identified these gaps and through high expectations, a culture of aspiration and precise targeted strategies we will continue to address these gaps and inconsistencies. 2

3 Rathfern Primary School-Pupil Premium Schools are funded Pupil 1,320 per pupil for those whose families have registered for FSM. This includes any child who has been registered for FSM at any point during the past 6 years. Year eligible for Pupil Premium Academic 016/17 Number of children in the year group Number of children who are PP Percentage of children that are PP Reception % Year % % Year % Year % Year % Year % Total % Pupil Premium Allocation 2016/ ,250 To overcome the barriers to educational achievement that the disadvantaged children within the school face we will: Ensure the PPG is used effectively to close the gap for disadvantaged by addressing inequalities and raising the progress and attainment entitled to the funding. Ensure that PPG is used effectively to raise the self-esteem and aspirations of those children entitled to funding through pastoral support and enrichment activities. Ensure that parents of PP are engaged and informed of the funding support their children are receiving and, that they have the tools they need to support their children at home. Pupil Premium funding will be used to ensure the identified gaps are closed. Long term goal: Close the gap between FSM and Non FSM for Above ExS at the end of and at the end of year 6 in Reading, Writing and. This is being addressed systematically and consistently from Reception through to year 6 through high expectations and setting challenging targets. It is predicted that the gap will continue to close. The scrutiny of data has identified the flowing gaps to focus on closing: Accelerate the progress of PP in Reading and Year 1 PP at EOYE Reading Non-PP and PP (-8% Gap) Year 1 PP at EOYE Non-PP and PP (-12% Gap) Accelerate the progress of FSM in year 3 in Reading, Writing and PP at GD Reading Non-PP and PP (- 37% Gap) PP at GD Writing Non-PP and PP (- 10% Gap) PP at GD Non-PP and PP (- 14% Gap) Accelerate the progress of FSM in year 6 Reading 3

4 Accelerate the progress of FSM in year 6 Writing Accelerate the progress FSM in year 6 Year 5 PP AE Reading Non-PP and PP (- 4% Gap) Year 5 PP AE Writing Non-PP and PP (- 5% Gap) Year 5 PP at GD Non-PP and PP (- 16% Gap) 4

5 We will use the Pupil Premium funding to enable us to tailor provision to meet individual need through quality first teaching, learning and assessment and the use of effective intervention programmes that identify gaps in learning early to enable sustained and continuous progress for all. Focus Strategy Which Pupil Premium targetted Quality First teaching, learning and assessment Quality First teaching, learning and assessment Reading Reading Improve and strengthen subject knowledge, use of assessment for learning and a commitment to a growth mindset Improve ability to take control of the learning process to become increasingly metacognitive To provide one to one support to key children to improve reading skills so that they are at least at EOYE in Year 1 and FFT - Reading one to one - 2 Teaching Assistants (0.5) Reading and writing Phonics Booster - 1 Teaching Assistant (0.5) Spelling Toe By Toe- Spelling and Sounds Teaching Assistant (0.5) Soundswrite - 1 Teaching Assistant (0.5) All All children Year 1 and Year 1 and Rec, Year 1 and children Cost 18,518 19, ,050 Action Taken Weekly CPD to improve and strengthen subject knowledge, use of afl and a commitment to a growth mindset -using probing questions -opportunities for self assessment -monitoring the balance between guided and independent learning Progress of children eligible for Pupil Premium is a focus for all teachers and leaders Half termly CPD to deepen our understanding of how to develop metacognition and promote metacognitive strategies. All Teaching Assistants have had a refresher training in FFT from a external consultant FFT - Reading one to one - 1 Teacher 0.4 All Teaching Assistants have had a refresher training in FFT from a external consultant are given one to one or group phonics teaching Pupils who have joined Rathfern mid year or after Year 1 are targeted across the school to support filling gaps in phonic knowledge 5

6 Focus Strategy Which Pupil Premium targetted Speaking and Listening Communication Speech & Language SLA Half a day Therapist Improve the speaking, listening and communication skills of All in EYFS and Year1 with an identified need Cost Action Taken The Dockrell tool is used to reflect and improve on effective communication The speech and language therapist supports children, teachers, TAs and parents with advice and strategies to improve speaking, listening and communication Improve understanding of number and confidence with number operations in order to be at least EOYE Pupils in Year 1 and 8000 First Number - 3 Teaching Assistants (0.5) (closing the gap between FSM and Non-FSM in ) Speaking and Listening Communication Reading Handwriting Ensure have a secure understanding of number, place value and number operations in order to be at least EOYE To improve the speaking, listening and communication skills of key To improve reading comprehension skills. To consolidate key maths skills To ensure correct letter formation and development of legible, fluent handwriting. Following up on advice from the specialist support. Pupils in and 6 Pupils in EYFS, Y1 and Y2 Pupils in Year 1 and 28,575 31,681 Numbers Count - 1 Teacher (0.5) to support key children who are underachieving in and Year 6 7,036 Year 4,5 and 6 across the school SALT Practitioner - 1 Teaching Assistant (0.5) Reading Comprehension - 1 Teaching Assistant (0.3) Through one to one reading with an adult and the use of increasingly probing questioning improve comprehension Power of Two - 1 Teaching Assistant (0.5) Handwriting - 1 Teaching Assistant (0.5) 6

7 Focus Strategy Which Pupil Premium targetted Fine motor control To facilitate correct letter formation through specialist input across the school Cost Action Taken Lead Teaching Assistant trained in the use of specialist input re materials and writing tools Spelling To improve spelling of sight words and recognition and use of word patterns and rules across the school Spelling - 1 Teaching Assistant (0.5) To target who achieved just below EOYE in in for consolidation of place value and confidence with number operations and application of number across the school in Year 3 Level 3 enhancement - 1 Teaching Assistant (0.5) Reading Writing Target PP who reached EOYE at the end of Year 5 to consolidate, deepen and extend their understanding of key reading objectives in order ensure outstanding progress this year Target PP who reached EOYE at the end of Year 4 Year 6 Year 4 31,279 Reading enhancement by highly skilled Deputy Head (0.4) Writing intervention by unqualified Teacher (0.5) 1st Writing 14,115 7

8 Focus Strategy Which Pupil Premium targetted Cost Action Taken Educational Visits Music Wraparound and Breakfast Club Target PP who reached EOYE at the end of Year 5 to deepen and extend their understanding of key mathematical objectives in order ensure outstanding progress this year Access to educational trips Subsidised Music Tuition Support for children (and families) experiencing particular difficulties Year 6 All PP Pupils 30 14,115 5,790 PP children by the Music Teacher 2,100 Those it is relevant for 1,500 TOTAL 267,484 Securing Exceeding EOYE for PP - 1 unqualified teacher (0.5) All educational trips with a voluntary contribution are automatically paid using this funding Music Teacher identified PP children with a musical aptitude Funding for free Breakfast/ After school Care, provision of free school uniform items and lunchboxes PP Pupil Premium APS Average Point Score GPS Grammar Punctuation and Spelling AE At expected GD Greater Depth EE Exceeding expected HT Head Teacher SLA Service Level Agreement SEN Special Educational Needs FFT Family Fischer Trust EOYE End of Year Expectation FSM Free School Meals Review Dates Targets set in September 2016 will be reviewed in June 2017 and again after assessment results for July 2017 are published. 8

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