Hungerford Primary School

Transcription

1 Hungerford Primary School Pupil Premium Plan Date Plan created: Sept 2017 Date of next review: Dec 2017 Reviewed by: Children & Learning Committee

2 Pupil premium plan for 2017/ Summary information Academic Year Total PP budget 111,000 Date of most recent PP Review 20/07/17 Total number of pupils 334 Number of pupils eligible for PP 81 Date for next internal review of this strategy Dec 2017 *excludes Foundation pupils and this will be updated in December Current attainment (attainment ) EYFS Pupils eligible for PP (your school) Pupils not eligible for PP % achieving expected standard or above in GLD 43% 74% % achieving expected standard or above in reading 43% 74% % achieving expected standard or above in writing 43% 74% % achieving expected standard or above in maths 43% 74% Year 2 1. Current attainment (attainment ) 6 pupils (4 SEND) 67% of PPG also SEND) Pupils eligible for PP (your school) Pupils not eligible for PP % achieving expected standard or above in reading 14% 75% % achieving expected standard or above in writing 0 71% % achieving expected standard or above in maths 33% 96%

3 1. Current attainment (attainment Year 6 9 pupils (4 SEND: 44% of PPG pupils also SEND) Pupils eligible for PP (your school) Pupils not eligible for PP (national average) % achieving expected standard or above in reading 44% 79% % achieving expected standard or above in writing 14% 70% % achieving expected standard or above in maths 11% 79% 2. Barriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers (issues to be addressed in school) A. Social skills, speech and language needs and positive learning skills B. PPG pupils without SEND must be targeted and focused on daily to ensure their progress matches those of non PPG children. C. A proportion of pupils on Pupil Premium also have Special Educational Needs or Disabilities PPG pupils with SEND have a lower starting point and make slower progress but must be specifically targeted through action plans/saps D Many children begin Y1 at too low a starting point for the new curriculum External barriers (issues which also require action outside school, such as low attendance rates) E F Family circumstances eg lack of parental engagement (not reading with child at home, not supporting homework), parents low level of education and negative attitudes towards school Low aspirations of some of our families and low pupil self esteem 3. Desired outcomes Desired outcomes and how they will be measured A. Improved social skills and learning skills of Pupil Premium pupils. Measure: Qualitative feedback from teaching staff. Attainment measure All pupils attainment to improve as a consequence of minimising classroom disruption through provision of the Nurture Room for target children. Improvements in learning behaviour to be seen in all classes. Measure: qualitative feedback from teachers, whole school use of the behaviour policy. Measure: Attainment of all pupils in the school. Success criteria All pupils targeted for the Nurture provision will show improved social skills and learning behaviours (measured by the Boxall profile). At least 70% of these pupils will make progress in line with their peers. Learning walks show pupils on task with positive learning behaviour

4 B. Improved, focused teaching of disadvantaged pupils within each year group. Measure: Progress measure using teacher assessments Provision of a Reading teacher in Y2 to target specific children to reach a.r.e. Action plans to be written, reviewed and for PPG pupils without SEND to ensure barriers are overcome PPG pupils (without SEND) who are below a.r.e. will make rapid progress and close the gap between them and their peers. The outcomes for PPG pupils without SEND will match those of their peers. PPG at a.r.e. will make progress in line with their peers. C. Pupil Premium pupils with SEND continue to make progress in their learning Measure: Progress measure based on teacher assessments D. FS team to work with Y1 and KS1 middle leader to improve end of FS outcomes and enhance reading readiness for Y1 Consistency of teaching phonics from Foundation Stage to Year 2 Measured through phonic and book band progression PPG pupils with SEND make progress in their learning in line with PPG SEND pupils nationally 65% of children will start Year 1 reading Yellow bookband confidently 85% of Y1 children will fluently read Phase 5 digraphs when reading a Turquoise banded book (a.r.e. end Y1) E. F Develop parental engagement through year group workshops Provide family support through Family support Worker and Nurture team Pupils requiring family support exhibit improved attendance, punctuality or behaviour at school. Measure: attendance and lateness measures. Improve attendance, punctuality and/or behaviour at school for the pupils with the identified need. As many parents as possible will attend

5 4. Planned expenditure 108,950 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? To improve the quality of teaching and learning throughout the school Nurture class to support identified pupils to develop their learning behaviours, overcome barriers to learning and improve their co-operation and social skills. Introduction of targeted teaching time daily for the first 30 minutes (interventions, preteaching, gap filling) Use of precision teaching techniques to teach to gaps. Greater level of monitoring and rigour: targets set, reviewed to drive progress. Use of educational consultant to provide capacity for further monitoring to ensure progress and attainment in Year 6 ( ) Improves access to the curriculum following the intervention Reduces disruption for other pupils, enhancing their learning opportunities and attainment How will you ensure it is implemented well? Nurture class is led by a qualified teacher, supported by an HLTA and other support staff Review through use of Boxall profile All pupil progress to be monitored and tracked using Classroom Monitor and at pupil progress meetings termly Staff lead LJ SLT Cost & when will you review implementation? Termly 55,800 To raise attainment in reading across the school To raise attainment in maths Purchase of appealing, book banded high interest books to increase love of reading. New times tables initiative to be launched by MaCo January 2018 with a greater emphasis on fluency Maths for all PPG project Lack of quality texts available for KS2 which were appropriate to their reading level. Identified need for children to be much more fluent in number facts to ensure readiness for Y6 SATS EnCo to monitor use of books. Teachers to check children are on the correct reading level. Staff training by MaCo. Monitored by MaCo. Given big promotion in assemblies by HT. Delivery of resource by class teachers, monitored by MaCo EnCo Ma Co 1, Total budgeted cost 57,600 ii. Targeted support Desired outcome Chosen action/approach What is the evidence and rationale for this How will you ensure it is implemented well? Staff lead When will you review

6 choice? implementation? PPG pupils without SEND to make progress in line with or better than non PPG pupils. Tutoring: 1:1 and small group tutoring Targeted small teaching groups across Y6 in maths Trialled in 2016/2017 and pupils made good progress EEF evidence Reviewed by Y6 lead EH July 2018 PPG pupils with SEND to make appropriate in line with PPG/SEND pupils nationally LSA support Snap Maths Structured Approach to Reading Catch up reading Everyday reading programme in KS1 Comprehension and spelling groups across the school Emotional Learning and support Evidence that this approach does accelerate progress compared to non-pupil Premium pupils in 2016/2017 for some year-subject combinations (8 year-subjects showed improvement compared to estimated national average) Share best practice across all staff SENCo PPG lead Termly through vulnerable group data Improve attendance, punctuality and/or behaviour at school for the pupils with the identified need. Attendance Cup will be awarded weekly to class with best attendance. Importance of attendance to be promoted in assemblies throughout year and in newsletters to parents. Pupils need to be school every day, motivated and keen to learn Monitoring attendance Headteacher July 2018 All targeted children will reach a.r.e. in reading by the end of Y2 Reading Teacher to be employed for 15 hours a week to provide a structured reading intervention for target pupils. Importance of every pupil reaching a.r.e. in reading before KS2 will enable progress to be sustained through to Y6 Monitor progress DHT May 2018 Total budgeted cost 43,100 iii. Other approaches Desired outcome Chosen action/approach What is the evidence and rationale for this choice? Supporting access to educational visits for pupil premium pupils. Supporting children to access their learning; improve social, emotional and friendship skills. Funding educational trips for pupil premium pupils who require additional support. ELSA (Emotional Learning Support Assistant) Working alongside Nurture team How will you ensure it is implemented well? Staff lead To provide equal opportunities PPG lead Ongoing To support children s emotional health Monitor progress SENCo Nurture lead Support families at home Family Support Worker To support parents and Monitor progress SENCo Ongoing When will you review implementation? Termly

7 with routines, behaviour; housing, financial issues and working in school on bereavement, friendship circles etc children Nurture lead Total budgeted cost 8,250

8 5. Review of expenditure Previous Academic Year i. Quality of teaching for all 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

9 To raise attainment in identified groups of under-performing pupils in Y3 and Y4 Qualified teachers to work with small groups of children, delivering interventions in spelling, phonics, reading comprehension and maths Whilst overall progress throughout the school didn t meet expected standard, overall in reading, writing and maths, disadvantaged children (without SEND) made greater progress than non PPG children. High level of teacher absence during the year necessitated using these teachers to cover sick leave. Disruptive behaviour of some challenging pupils also impacted on attainment in Yr 3 and : Appointment of 2 HLTAs will enable classes to be covered in case of staff absence so no longer using additional teachers Provision of nurture room will enable all children in the classroom to have improved quality of learning provision leading to improved attainment ,500 Funding for Pastoral lead To support vulnerable children on 1:1 or in small groups; to improve self esteem, conflict resolution Morning club introduced for target children. Aim was to start day positively, ensure breakfast was eaten, build children s resilience: Success showed children had a much calmer start to the day as children returned to their classrooms. Children reported feeling supported, knowing they had a person to go to if needed. Class teachers reported children returned to them settled and ready to start the day. Spotty Leopards group met three times a week; check in circle times; conflict resolution; children able to work together more co-operatively Pastoral lead was also on long term sick leave due to problems with her voice. Pastoral lead role has been taken on by the nurture team aim is for one of the pastoral team to work alongside nurture group children for short sessions in the classroom once they reintegrate Comprehension reading booster group run by JE for 3 weekly half hour sessions focusing on PPG students (all children made expected progress with 28% accelerating progress from KS1)

10 ii. Targeted support Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Evaluation of Impact and improvements planned for 2017 to 2018 Cost PPG children without SEND to make progress in line with non PPG children Children to be targeted through daily target time; Throughout the school, disadvantaged children (without SEND) made greater progress than non PPG children. Action for PPG lead Autumn term 2017 Review target data set in November Meet with teachers to discuss barriers to attainment for PPG without SEND Set action plans for those children who are below a.r.e. 42,400 PPG pupils with SEND to improve rate of progress through delivery of interventions LSA support for targeted pupils in reading, writing and mathematics. Structured Approach to Reading (STAR) Everyday reading intervention programme Phonics groups SNAP maths All PPG pupils with SEND are working below a.r.e. Intervention data All interventions are monitored for quality of delivery and impact on a termly basis. READING: PPG children data: Year 1: Everyday reader programme 71% made 3 book bands progress across Y1 28% made 4-5 book bands progress Year 2: 14% made between 3 and 6 months gain in reading age. 33% of children made more than 6 months gain in reading age. Year 3: Over 3 months, 29% made between 3 and 5 months gain from Structured Approach to reading intervention 43% made more than 6 months gain Over 3 months, 40% made 3-5 months gain from everyday reader intervention 43% made more than 6 months gain. Working with SENCo; review provision and effectiveness of interventions for PPG pupils with SEND Quantify small steps progress through reading, spelling age Improvements planned for 2017 to 2018 FS and Y1 to use Jolly Phonics as a multisensory approach to teaching phonics to ensure consistency of approach from Foundation Stage through to Y2.. FS to improve end FS reading levels to enable Y1 to make better progress Y2 Reading teacher employed for 20 weeks from January 18 to target pupils below a.r.e. Class teachers to target PPG, SEND pupils Y3/4: Use of Structured Approach to be targeted at just below children. Reading focus to be increased in school led by EnCo Year 4: Structured Approach to Reading pupils made 3 months progress over the term Year 5: Over 3 months, 50% made 3-5 months progress; 50% made 6 months + on STAR intervention Year 6: Comprehension booster group. 89% made between 3-5 months gain in reading age over 3 month period 89% made 6 months + progress over same period. All SEND pupils made 3-5 months gain in reading All school to use Rising Stars assessment for reading to enable effective tracking of progress and to tackle attainment.

11 age on everyday programme. Reading - All PPG children made expected progress with 28% making accelerated progress from KS1. Writing Expected progress was made by 4 PPG pupils with 3 reaching a.r.e Maths: 6 PPG pupils made expected progress with 1 making accelerated progress. To work with children on 1:1 or with small groups of children on emotional skills, learning through play sessions Supported child who had been taken into care; two elective mute children, children with difficulties at home, children with attachment disorder Qualified teacher to provide Rainbow Time learning through play sessions Children valued their Rainbow Time sessions; learned key play skills; learned to express themselves, build some resilience Class teachers reported children returned from their sessions ready to settle back into class. Y1 child began sessions non verbal but improved confidence and began verbally contribution. Meetings held between Rainbow Time provider and teachers improved knowledge of emotional barriers children were having and emotional and social progress they were making. This role has been taken on by the nurture team and pastoral support team. 17,500 To work with families at home: supporting with rent arrears, accessing food banks supporting parents with managing behaviour; working in school with bereaved pupils, with friendship groups etc. Plays key role in bridging home and school Family Support Worker Work with two families improved home/school relationships. Y5 child s attendance and punctuality improved from 85% to 92%. Supported parent with setting boundaries; parent attended BOOST course which improved her self esteem and enabled her to support her child with homework. Child started the year not reading at home at all but reading at home increased to reading 5 times a week. Supported family to sort out rent arrears and prevent family becoming homeless. Pupils benefit from the work on friendship groups and building self esteem. Y5 pupil arriving in school ill equipped. Meetings held with parent; organised pupil to have uniform from PTA; supported mum with making healthier lunchboxes. Lunchbox contents monitored/child often has school lunches. This role will be continued and monitored by the PPG lead. 4250

12 To support children to improve their social skills, emotional skills and to build resilience. ELSA Works with children on 1:1 or in a small group Sessions observed by line manager show children well supported; improvements in social skills shown eg (turn taking) Pupils able to explain strategies taught through these sessions on managing anger. Pupils feel confident they have an identified person to support them when they are struggling ELSA role to continue but to be integrated into the nurture team. Once nurture children are ready to be integrated back into a mainstream setting, ELSA will support for short sessions in class to ensure successful integration. 2,500 iii. 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 To ensure equal opportunities Barton Hall Music tuition 1:1 tutoring All children who wanted to, were able to attend Barton Hall residential Guitar lessons and drum lessons were provided for identified pupils 1:1 tutoring in maths showed an improved confidence We will continue to ensure that all children have the same opportunities as others Additional detail In this section you can annex or refer to additional information which you have used to inform the statement above.

13 PP not SEND Non PP Difference between PP Not SEND and non PP Year R W M R W M R W M year-subjects diminishing the difference PP not SEND National average (estimate) Difference between PP not SEND and national average (estimate) Year R W M R W M R W M making national average progress Notes: 6 = one year progress (End Summer term to End Summer term) 4 = two terms progress for Year 1 (End Autumn term to end Summer term) National average (estimate) is based on 70% of pupils maintaining Age Related Expectation(6) and 30% pupils making 5.3 progress

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