Pupil Premium

The government continues to provide funding targeted at addressing underlying inequalities and aiming to tackle the disadvantages that some children experience in life. Pupil Premium funding is aimed at children who are entitled to free school meals; children who have been ‘Looked After’ for6 months or more and children from families in the armed forces. This funding now includes any child who has been entitled to free school meals in the last 6 years (FSM 6). As a school we have allocated the money carefully to ensure that our vulnerable children have every opportunity to become an empowered learner and achieve the best results possible.
 

SOUTH RISE PUPIL PREMIUM STRATEGY 2016/17

1. Summary Information

School

South Rise Primary School

 

 

 

Academic Year

2016-17

Total PP Budget

£308880

Date of most recent PP review

Sept 2016

Total Number of Pupils

683

Number of pupils eligible for PP

286 (42%)

Date for next internal review

July 2017

 

2. Current Attainment: Whole school

 

Pupils eligible for PP at South Rise

Pupils not eligible for PP

% achieving Expected R W M combined

63%

66%

% making expected progress in Reading

95%

92%

% making expected progress in Writing

88%

90%

% making expected progress in maths

93%

92%

 

Current Attainment: Reception

 

 

FSM6

Non FSM6

% Achieving ELG

 

72.2%

 

78.9%

Average progress in all 7 areas

3.2

3.6

 

Personal, Social and Emotional Development

 

Physical Development

 

Communication and Language

Literacy

Maths

 

Making relationships

Self-confidence and self-awareness

Managing Feelings and behaviour

Moving and handling

Health and self-care

Listening and attention

Understanding

Speaking

Reading

Writing

Number

Shape, Space and Measures

Pupil Premium

 

72%

73%

73%

72%

72%

72%

72%

72%

72%

72%

72%

72%

Non Pupil Premium

89%

85%

89%

89%

87%

85%

83%

83%

82%

 

82%

83%

82%

                             

 

 

 

Current Attainment 2015-16: Key Stage 1 and 2

 

%of children achieving

Age Related Expectations’

%of children achieving

Above Age Related Expectations’

% Making Expected Progress

(3+ points across the school year)

 

Reading

Writing

Maths

Combined

Reading

Writing

Maths

Combined

Reading

Writing

Maths

Year 1

Year 1

Year 1

Pupil Premium

90%

80%

97%

80%

37%

30%

30%

23%

97%

93%

100%

Non Pupil Premium

80%

76%

80%

73%

49%

36%

44%

31%

92%

92%

92%

Year 2

Year 2

Year 2

Pupil Premium

79%

83%

83%

78%

46%

31%

35%

23%

92%

81%

92%

Non Pupil Premium

86%

79%

86%

79%

37%

27%

35%

21%

89%

90%

95%

Year 3

Year 3

Year 3

Pupil Premium

79%

71%

71%

62%

26%

21%

35%

15%

94%

94%

94%

Non Pupil Premium

69%

62%

75%

56%

21%

19%

27%

12%

96%

90%

94%

Year 4

Year 4

Year 4

Pupil Premium

74%

69%

69%

64%

21%

21%

24%

17%

93%

90%

88%

Non Pupil Premium

72%

75%

72%

64%

36%

36%

39%

28%

97%

92%

92%

Year 5

Year 5

Year 5

Pupil Premium

70%

53%

56%

44%

16%

12%

16%

2%

95%

81%

88%

Non Pupil Premium

77%

70%

72%

60%

35%

28%

23%

12%

86%

86%

86%

 

Year 6 Test Data

 

Reading Expected Standard

Reading Average Scaled

Value added Progress

Writing

Expected Standard

Writing

Average Scaled

Writing VA Progress

Maths

Expected Standard

Maths

Average Scaled

Maths VA Progress

Grammar

Expected

Standard

Grammar

Average Scaled

Combined

Whole Cohort

66%

101

-1.6

79%

 

2.2

74%

102

-1.1

72%

104

59%

Pupil Premium

56%

100

-1.1

67%

 

2.6

59%

100

-1.8

54%

102

54%

Non Pupil Premium

73%

102

-2.0

90%

 

1.6

85%

104

-0.5

88%

106

69%

Year 6 Teacher Assessment

Pupil Premium

69%

 

 

67%

 

 

64%

 

 

 

 

 

Non Pupil Premium

90%

 

 

90%

 

 

90%

 

 

 

 

 

 

3. Barriers to future attainment

In-school barriers (issues to be addressed in school such as poor oral skills)

EYFS

Social and oral language skills in Reception are lower for pupils eligible for PP than for other pupils.

KS1

High ability pupils who are eligible for PP are making less progress than other high ability pupils across Key Stage 1. This prevents sustained high achievement in Key Stage 2.

Y3

Behavioural issues are impacting on academic attainment for certain children and that of their peers.

KS2i

Boys attainment in Reading, Writing and Maths is behind that of the girls and Non Pupil Premium children

KS2ii

Language and aspirations of Year 5 and 6 children are lower than other pupils.

KS2iii

Despite outstanding progress, there is an attainment gap between PP children and other children Year 5 and 6

 

External barriers (issues which also require action outside school, such as low attendance rates)

Parents

Parental engagement of PP parents is low

Social Emotional

PP children with low self-esteem and emotional needs have less engagement with school

 

Extra-curricular

PP children not having the means to access extra-curricular activities

 

 

 

 

 

4. Outcomes

 

Desired outcomes and how they will be measured

Success Criteria

EYFS

Social and oral language skills in Reception improve

PP children show progress in PSED, Communication and Language and Literacy

KS1

High achieving KS1 children to be in targeted groups to keep momentum of outstanding progress into KS2.

High performing PP children in KS1 maintain rapid rates of progress.

Y3

Behavioural issues of Year 3 pupils addressed.

Fewer behaviour incidents recorded for these pupils on the school system and academic progress and attainment increases

KS2i

Higher rates of progress and attainment across KS2 for boys eligible for PP in Reading, Writing and Maths to bring them into line with attainment of girls and Non Pupil Premium children

Boys eligible for PP make as much and more progress as ‘other’ pupils and the girls across Key Stage 2 in Reading, Writing and Maths. Measured by teacher assessments, externally  set assessments and successful moderation practices established across the Partnership

KS2ii

Increased language skills and aspirations of PP children.

Children to talk confidently in public and can discuss the aspirations for the future

KS2iii

 

PP children’s attainment will be in line with Non PP children

Accelerated progress of PP children in all subject areas so that they will be making more progress than other children in order to be in line in terms of attainment.

Parents

Parents’ engagement in school matters is increased

 

Monitoring of attendance at meetings, workshops and courses run at the school is recorded and logged by the Family and Community Coordinator.

Social Emotional

PP children’s self-esteem increases and their emotional needs lessen; behaviour improves and good academic progress is made

Fewer behavioural incidents involving PP children; Learning Mentor reports positively on their progress and they are no longer part of Learning Mentor’s case list

Extra- curricular

Provision is made enabling PP children to take a full part in all activities the school offers

Presence on trips, before and after school clubs

 

5. Planned Expenditure

Academic year

2016/17

 

 

 

 

The 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

  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

When will you review implementation?

EYFS

PP children show progress in PSED, Communication and Language and Literacy

Use of outstanding teacher from partner school to ensure and share best practise in planning and delivery of all aspects of FS curriculum

Experienced teacher with outstanding provision in own school

The monitoring cycle will focus on impact of shared practice in books, planning and lesson observations

EYFS Leader

Wingfield EYFS Leader

Dec 2016

KS1

High achieving KS1 children to be in targeted groups to keep momentum of outstanding progress into KS2.

PDM on Mastery teaching to ensure the more able children are stretched and challenged in every lesson

PP children’s attainment drops off in upper Key Stage 2. We want to make sure that they achieve above age related expectations.

Monitoring cycle – plans, books lesson observations

Revisit  Mastery CPD through PDMs through the year so teachers are trained

Peer observation of teachers lessons

Year 3 Leader

Year 5 Leader

Apr 2017

KS2i

Higher rates of progress and attainment across KS2 for boys eligible for PP in Reading, Writing and Maths to bring them into line with attainment of girls and Non Pupil Premium children

INSET and PDMs on importance of feedback and how it is given;

Guided Reading sessions to shift to whole class, high quality texts which are appealing to boys and a move away from scheme readers; writing outcomes to be linked to whole class texts;

Too many of the scheme books are generic in their teaching of reading; quality texts present more challenge but at the same time more engagement and more writing opportunities

Literacy leaders to ensure all classes have Core Texts in place for each term through the year; book monitoring shows writing emanating from the texts;

PDM to show how to link  texts and writing outcomes in different genres

Class teachers to track progress of boys

Deputy Head

Literacy Coordinators

 

June 2017

 

£175,000

 

  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

When will you review implementation?

EYFS

PP children show progress in PSED, Communication and Language and Literacy

Reading tuition on small group and 1:1 basis established

 

 

 

 

Additional Speech and Language Therapy and Educational Psychology intervention including  Early Years

 

EEF toolkit suggests interventions matched to specific needs can be effective; small group and 1:1 reading sessions will provide this.

 

Providing expert early intervention for both Speech and Language and EP early may help stave off problems which may develop later if not addressed

Children tracked and monitored

New high quality texts purchased appropriate to children’s levels of reading

EYFS Leader

SENCOs

Feb 2017

Behavioural issues of Year 3 pupils addressed.

Children to present learning to AHT every day and to go over learning

Behaviour drives the learning – in bringing learning to AHT every day, the idea is that behaviour will improve to ensure thay have good quality learning to present

Book monitoring of targeted children

Regular discussions with Year 3 staff and support staff

Liaison with SEND team to intervene if measures not proving successful for some of the children

AHT

Year 3 Leader

 

 

Dec 2016

KS2i

Higher rates of progress and attainment across KS2 for boys eligible for PP in Reading, Writing and Maths to bring them into line with attainment of girls and Non Pupil Premium children

Boys to form the basis of the various small group interventions across the key stage

We want to ensure that the extra support is properly targeted by high qualified staff to maximise its impact as evidenced in EEF studies and Visible learning research by John Hattie. All staff trained to deliver the positive messages of aspiration and growth mind-set that run through the school.

Extra interventions are carefully planned in to weekly timetables and children are chosen on basis of need

Different subject coordinators to be involved in process

Year group leaders

Subject coordinators

 

March 2017

KS2ii

Increased language skills and aspirations of PP children.

 

Involvement on Philosophy Foundation, Yes Futures. Grub Club and Enterprise Advisors

Philosophy shown in EEF studies to raise attainment particularly that of PP children.

Yes Futures programme to grow aspirations and confidence.

Grub Club to bring child and parents to discuss and cook food together with trained chef.

Careers and Enterprise Team at the school to target children to be involved with trips, initiatives and visitors to broaden their scope of life’s possibilities

AHT to be involved with all of the initiatives in liaison with key staff.

 

Lauren Walters to continue to work in close liaison with Enterprise Advisors and governors to continue to seek new possibilities for initiatives

AHT

Enterprise Coordinators

KS1 Phase Leader

Dec 2016 and then termly

KS2iii

PP children’s attainment will be in line with Non PP children

Use of experienced teachers to provide targeted support in small groups and 1:1 in key areas – Maths, phonics, comprehension and writing -  in addition to standard lessons

We want to provide extra support to ensure high attainment.

Easter school for Year 6 to provide extra ‘top up’ sessions for targeted children; these will also benefit from iPad loan which come with specific educational Apps.

By using experienced teachers and highly trained TAs to fulfil this role we aim to ensure maximum impact

 

Impact overseen by subject coordinators and year group leaders

 

 

Deputy Head

Assistant head Teacher

Year 6 intervention

March 2017

Total budgeted cost

£55,000

 

  1. Other approaches

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?

Behavioural issues of Year 3 pupils addressed.

Use AHT to regularly support targeted children via book scrutiny, behaviour walks and 1:1 sessions. Use restorative approaches and focus on positive behaviours.

School has record using restorative approaches restoratively; relationships between staff and pupils essential for positive behaviour; EEF toolkit on Behaviour Intervention

Ensure pupils targeted are accurate and fluid. Monitor impact of behaviour improvement on academic outcomes.

 

Year 3 teachers

Assistant Head Teacher

 

Dec 2016

Parents’ engagement in school matters is increased

 

Assertive and proactive engagement to be used to involve parents in school life eg approaching parents on the playground, named letters go home that signpost workshops, meetings, courses etc to ensure we reach the  parents we want to participate.

Discover ME programme to run

The parents who need to engage the most are often the ones hardest to reach, but once they are engaged the benefits are tangible. The OFSTED document ‘Using pupil premium to engage with parents: Robin Hood Primary School and Nottingham City Council’ makes it plain how beneficial engagement with pupil premium parents can be.

 

Discover ME has proved successful in the past few years in getting parents more involved with school  and with their own aspirations and confidence

Attendance at meetings and workshops to be monitored; parents to be contacted if not engaging

Discover ME to run in Autumn term – attendance to be monitored

Parents and Communities Coordinator

 

Family Liaison Coordinator

 

 

 

March 2017

PP children show progress in PSED, Communication and Language and Literacy

Establish a Toy Library

Where children can borrow educational games, puzzles etc to further their learning at home

New resources with academic outcome will encourage the children to speak for a meaningful purpose.

It also engages parents into their child’s education and brings them into the classroom and into contact with staff on a regular basis where child’s progress can be discussed informally yet informatively

Register of loans to be kept

Parents who have not utilised the library to be contacted

Games to be introduced and modelled if necessary during ‘Stay and Read’ sessions

 

EYFS Leader

Assistant Head Teacher

 

Feb 2017

PP childrens’ self-esteem increases and their emotional needs lessen; behaviour improves and good academic progress is made

Professional development session to provide staff strategies for supporting children and families with mental health issues

 

Amber Light Mentoring/Counselling Service

KS2 learning mentors

Additional Speech and Language Therapy and Educational Psychology intervention This includes Early Years and family intervention.

These actions will provide support for those children who receive pupil premium with emotional and behavioural needs and also may have additional needs.

 

 

 

Feedback from staff after session;

Monitoring of children’s emotional development alongside number of behavioural incidents recorded.

Learning Mentors

SENCOs

Phase Leaders

 

 

April 2017

Provision is made enabling PP children to take a full part in all activities the school offers

Funded Breakfast and After School Club; other before and after school clubs and activities; art workshops to support PP children with art knowledge, skills and understanding.

Funded School trips, travel and visitors

Forest School to provide outdoor learning opportunities for PP children in FS and KS1

Music tuition

 

 

 

All children need to be made feel part of the school and everything it provides; they should be able to access the entire curriculum to optimise their engagement and their academic progress

Ensuring all PP children are involved on the experiences where they would otherwise miss out

PE Coordinator

Art coordinator

Forest School coordinator

Business Manager

PP Coordinator

 

 

June 2017

 

Total cost

78,880

Grand Total

£308,880

 

6. Review of expenditure

Previous Academic Year 2015-16

  1. 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

Cost

All children make expected and better than expected progress and attainment is in line with Non PP children

Funding used across the school to provide intervention teachers to work with booster classes, small groups and one to one with specific children. It has also been used to provide before and after school booster classes and Easter School.

 

Highly trained teaching assistants to be used to raise attainment and progress -specific focus on narrowing gaps in English and maths in Upper KS2 and full time 1:1 teaching assistant support for identified children

Medium - high: progress was certainly strong and in KS1 and Lowe KS2 the gaps have been closed;

the progress made did not close the gap sufficiently between PP children and  non PP children in all year groups in upper KS2

 

Success criteria: not fully met but progress made shows positive impact and attainment further down the school where PP outperform Non PP is reflective of the impact the funding has made

This seemed to be most effective approach and reflected in good progress across the school.  By looking closer at individual gaps in learning we seek to use this support more intensively next year to close the gaps all through the school.

 

 

 

£170,000

Access to new technologies to further children’s progress and attainment

The purchase of new iPads for classrooms; purchase of a variety of  books for Kindles for readers of all levels

Mixed: The purchase of iPads for every teacher for developing teaching and learning E.G.: display the children’s learning on the Smart boards, but not all staff confident in using the software

The provision of new books on Kindles, at a range of reading levels, have provided opportunities for all children to access the technology and raise the profile of reading in our more vulnerable children. 

Success criteria: partially met

We will ensure that all staff are confident in their use of IT and then monitor its usage. We will continue to keep new titles on the kindles and possibly look to upgrade the models themselves.

 

£14,000

 

  1. Targeted Support

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

Cost

Pupil Premium children close the gap by a range of interventions

Aspects of support included: phonics, reading and spelling support for key children;

support for those children with emotional and behavioural needs;

full time 1:1 teaching assistant support for identified children;

additional Speech and Language Therapy; Educational Psychology intervention.

Medium-High: Effective in KS1 and Lower KS2 as key PP children made outstanding progress and attained in line or better the Non PP children.

Success criteria: not reflected in Upper KS2 but certain targeted individuals made some outstanding progress and  attained at age related expectations.

This had good impact across the school. The results in Upper Key Stage 2 lead us to further drill down into the specifics of what children’s gaps are next academic year and assertively mentor the children.

We will continue with this approach.

 

£37,000

Encourage students from Years 4, 5 and 6 to achieve successes in unfamiliar environments and set goals and targets outside of their current comfort zone.

Pilot courses on various externally run extra curricular programmes

E.G.: Grub Club and Yes Futures

High: Confidence levels, willingness to converse and change of dietary habits all noted. Glowing feedback from teachers, children, course facilitators and parents on impact of courses. Not fully translated into academic improvement yet but that will hopefully come

 

Success criteria: not fully met in academic terms but approach shows promise

While not having immediate impact on attainment, we hope to reap the benefits as the course repeats and the children embed the skills learnt. The courses show creative use of funding and we will continue with the courses next year.

 

Students:

60% of students said that the programme changed their eating habits at dinner and that it had a positive impact on their relationship with their parents.

80% said that they would recommend that South Rise ran the programme again, stating that they enjoyed "getting messy"

60% students said that it changed their attitude to school.

 

Parents:

100% of parents said that they were now more aware of the benefits of eating well.

80% parents said that they had changed their family's eating habits as a result of the programme.

 

Yes Futures

Students

100% of students said the programme had helped to understand themselves better; 93% said it had helped them plan for their future; 83% said they would now not give up when faced with difficulty

Parents

100% of parents said that their children being better to be able to use feedback from others to improve performance

 

£21000

 

 

  1. 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

Cost

Pupil Premium children taking a full part in the extended curriculum including the full range of clubs before and after school that would otherwise be unavailable to them

FSM6 children have had funded places in after school clubs; coaches from Charlton Football Club and Cricket Coaches provided football and designated P.E. sessions; funding also allocated to enable vulnerable children to attend Breakfast Club and  our after school provision and to support funding of school journey, visitors and other educational visits, Forest School and art workshops.

High: good take up of places from PP children in the various schemes and clubs. Participation in before and after school clubs seems to have a positive impact on academic performance

 

Success criteria: met

The impact on sporting activities and the like are a positive addition to the school life of every child; the impact on academic progress shown in reports is reason to continue with this approach.

 

 

£52800

Increased engagement of parents to lead to increase in attainment for children

Funding has been allocated to enable the school to run the Discover ME programme to support disadvantaged parents in developing confidence, health and well-being parents to make a contribution to their child’s learning and improve their own self-belief.

Targeting specific parents to attend meetings.

Medium: Majority of parents report feeling more confident in addressing issues and in school matters. This has had a positive impact in the children’s progress and their sense of engagement with the school.

Success criteria: Not translated into increased attainment yet.

All but one of the parents who took part in the course are now in employment.

Parents were positive about training and we will continue with the course and specific targeting of parents whose attendance at certain courses and meetings will be beneficial.

 

 

£8000

Pupil Premium children have access to mentoring to address social and emotional needs and staff received specialist training

KS2 learning mentors provided support for children with emotional and behavioural needs

‘Attachment and Separation’ Twilight Session provided staff with the skills and understanding needed to support children and families with mental health issues

Medium-High: having two learning support mentors has led to reduction in incidents through their proactive approach. Staff report feeling more confident in dealing with children with attachment issues.

 

Success criteria: met

Reduction in number of incidents recorded and the ability of certain vulnerable children to reflect on their actions so that they stop themselves in future show that this is good use of the premium.

£16,500

SOUTH RISE PUPIL PREMIUM STRATEGY

1. Summary Information

School

South Rise Primary School

 

 

 

Academic Year

2016-17

Total PP Budget

£308880

Date of most recent PP review

Sept 2016

Total Number of Pupils

683

Number of pupils eligible for PP

286 (42%)

Date for next internal review

July 2017

 

2. Current Attainment: Whole school

 

Pupils eligible for PP at South Rise

Pupils not eligible for PP

% achieving Expected R W M combined

63%

66%

% making expected progress in Reading

95%

92%

% making expected progress in Writing

88%

90%

% making expected progress in maths

93%

92%

 

Current Attainment: Reception

 

 

FSM6

Non FSM6

% Achieving ELG

 

72.2%

 

78.9%

Average progress in all 7 areas

3.2

3.6

 

Personal, Social and Emotional Development

 

Physical Development

 

Communication and Language

Literacy

Maths

 

Making relationships

Self-confidence and self-awareness

Managing Feelings and behaviour

Moving and handling

Health and self-care

Listening and attention

Understanding

Speaking

Reading

Writing

Number

Shape, Space and Measures

Pupil Premium

 

72%

73%

73%

72%

72%

72%

72%

72%

72%

72%

72%

72%

Non Pupil Premium

89%

85%

89%

89%

87%

85%

83%

83%

82%

 

82%

83%

82%

                             

 

 

 

Current Attainment 2015-16: Key Stage 1 and 2

 

%of children achieving

Age Related Expectations’

%of children achieving

Above Age Related Expectations’

% Making Expected Progress

(3+ points across the school year)

 

Reading

Writing

Maths

Combined

Reading

Writing

Maths

Combined

Reading

Writing

Maths

Year 1

Year 1

Year 1

Pupil Premium

90%

80%

97%

80%

37%

30%

30%

23%

97%

93%

100%

Non Pupil Premium

80%

76%

80%

73%

49%

36%

44%

31%

92%

92%

92%

Year 2

Year 2

Year 2

Pupil Premium

79%

83%

83%

78%

46%

31%

35%

23%

92%

81%

92%

Non Pupil Premium

86%

79%

86%

79%

37%

27%

35%

21%

89%

90%

95%

Year 3

Year 3

Year 3

Pupil Premium

79%

71%

71%

62%

26%

21%

35%

15%

94%

94%

94%

Non Pupil Premium

69%

62%

75%

56%

21%

19%

27%

12%

96%

90%

94%

Year 4

Year 4

Year 4

Pupil Premium

74%

69%

69%

64%

21%

21%

24%

17%

93%

90%

88%

Non Pupil Premium

72%

75%

72%

64%

36%

36%

39%

28%

97%

92%

92%

Year 5

Year 5

Year 5

Pupil Premium

70%

53%

56%

44%

16%

12%

16%

2%

95%

81%

88%

Non Pupil Premium

77%

70%

72%

60%

35%

28%

23%

12%

86%

86%

86%

 

Year 6 Test Data

 

Reading Expected Standard

Reading Average Scaled

Value added Progress

Writing

Expected Standard

Writing

Average Scaled

Writing VA Progress

Maths

Expected Standard

Maths

Average Scaled

Maths VA Progress

Grammar

Expected

Standard

Grammar

Average Scaled

Combined

Whole Cohort

66%

101

-1.6

79%

 

2.2

74%

102

-1.1

72%

104

59%

Pupil Premium

56%

100

-1.1

67%

 

2.6

59%

100

-1.8

54%

102

54%

Non Pupil Premium

73%

102

-2.0

90%

 

1.6

85%

104

-0.5

88%

106

69%

Year 6 Teacher Assessment

Pupil Premium

69%

 

 

67%

 

 

64%

 

 

 

 

 

Non Pupil Premium

90%

 

 

90%

 

 

90%

 

 

 

 

 

 

3. Barriers to future attainment

In-school barriers (issues to be addressed in school such as poor oral skills)

EYFS

Social and oral language skills in Reception are lower for pupils eligible for PP than for other pupils.

KS1

High ability pupils who are eligible for PP are making less progress than other high ability pupils across Key Stage 1. This prevents sustained high achievement in Key Stage 2.

Y3

Behavioural issues are impacting on academic attainment for certain children and that of their peers.

KS2i

Boys attainment in Reading, Writing and Maths is behind that of the girls and Non Pupil Premium children

KS2ii

Language and aspirations of Year 5 and 6 children are lower than other pupils.

KS2iii

Despite outstanding progress, there is an attainment gap between PP children and other children Year 5 and 6

 

External barriers (issues which also require action outside school, such as low attendance rates)

Parents

Parental engagement of PP parents is low

Social Emotional

PP children with low self-esteem and emotional needs have less engagement with school

 

Extra-curricular

PP children not having the means to access extra-curricular activities

 

 

 

 

 

4. Outcomes

 

Desired outcomes and how they will be measured

Success Criteria

EYFS

Social and oral language skills in Reception improve

PP children show progress in PSED, Communication and Language and Literacy

KS1

High achieving KS1 children to be in targeted groups to keep momentum of outstanding progress into KS2.

High performing PP children in KS1 maintain rapid rates of progress.

Y3

Behavioural issues of Year 3 pupils addressed.

Fewer behaviour incidents recorded for these pupils on the school system and academic progress and attainment increases

KS2i

Higher rates of progress and attainment across KS2 for boys eligible for PP in Reading, Writing and Maths to bring them into line with attainment of girls and Non Pupil Premium children

Boys eligible for PP make as much and more progress as ‘other’ pupils and the girls across Key Stage 2 in Reading, Writing and Maths. Measured by teacher assessments, externally  set assessments and successful moderation practices established across the Partnership

KS2ii

Increased language skills and aspirations of PP children.

Children to talk confidently in public and can discuss the aspirations for the future

KS2iii

 

PP children’s attainment will be in line with Non PP children

Accelerated progress of PP children in all subject areas so that they will be making more progress than other children in order to be in line in terms of attainment.

Parents

Parents’ engagement in school matters is increased

 

Monitoring of attendance at meetings, workshops and courses run at the school is recorded and logged by the Family and Community Coordinator.

Social Emotional

PP children’s self-esteem increases and their emotional needs lessen; behaviour improves and good academic progress is made

Fewer behavioural incidents involving PP children; Learning Mentor reports positively on their progress and they are no longer part of Learning Mentor’s case list

Extra- curricular

Provision is made enabling PP children to take a full part in all activities the school offers

Presence on trips, before and after school clubs

 

5. Planned Expenditure

Academic year

2016/17

 

 

 

 

The 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

  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

When will you review implementation?

EYFS

PP children show progress in PSED, Communication and Language and Literacy

Use of outstanding teacher from partner school to ensure and share best practise in planning and delivery of all aspects of FS curriculum

Experienced teacher with outstanding provision in own school

The monitoring cycle will focus on impact of shared practice in books, planning and lesson observations

EYFS Leader

Wingfield EYFS Leader

Dec 2016

KS1

High achieving KS1 children to be in targeted groups to keep momentum of outstanding progress into KS2.

PDM on Mastery teaching to ensure the more able children are stretched and challenged in every lesson

PP children’s attainment drops off in upper Key Stage 2. We want to make sure that they achieve above age related expectations.

Monitoring cycle – plans, books lesson observations

Revisit  Mastery CPD through PDMs through the year so teachers are trained

Peer observation of teachers lessons

Year 3 Leader

Year 5 Leader

Apr 2017

KS2i

Higher rates of progress and attainment across KS2 for boys eligible for PP in Reading, Writing and Maths to bring them into line with attainment of girls and Non Pupil Premium children

INSET and PDMs on importance of feedback and how it is given;

Guided Reading sessions to shift to whole class, high quality texts which are appealing to boys and a move away from scheme readers; writing outcomes to be linked to whole class texts;

Too many of the scheme books are generic in their teaching of reading; quality texts present more challenge but at the same time more engagement and more writing opportunities

Literacy leaders to ensure all classes have Core Texts in place for each term through the year; book monitoring shows writing emanating from the texts;

PDM to show how to link  texts and writing outcomes in different genres

Class teachers to track progress of boys

Deputy Head

Literacy Coordinators

 

June 2017

 

£175,000

 

  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

When will you review implementation?

EYFS

PP children show progress in PSED, Communication and Language and Literacy

Reading tuition on small group and 1:1 basis established

 

 

 

 

Additional Speech and Language Therapy and Educational Psychology intervention including  Early Years

 

EEF toolkit suggests interventions matched to specific needs can be effective; small group and 1:1 reading sessions will provide this.

 

Providing expert early intervention for both Speech and Language and EP early may help stave off problems which may develop later if not addressed

Children tracked and monitored

New high quality texts purchased appropriate to children’s levels of reading

EYFS Leader

SENCOs

Feb 2017

Behavioural issues of Year 3 pupils addressed.

Children to present learning to AHT every day and to go over learning

Behaviour drives the learning – in bringing learning to AHT every day, the idea is that behaviour will improve to ensure thay have good quality learning to present

Book monitoring of targeted children

Regular discussions with Year 3 staff and support staff

Liaison with SEND team to intervene if measures not proving successful for some of the children

AHT

Year 3 Leader

 

 

Dec 2016

KS2i

Higher rates of progress and attainment across KS2 for boys eligible for PP in Reading, Writing and Maths to bring them into line with attainment of girls and Non Pupil Premium children

Boys to form the basis of the various small group interventions across the key stage

We want to ensure that the extra support is properly targeted by high qualified staff to maximise its impact as evidenced in EEF studies and Visible learning research by John Hattie. All staff trained to deliver the positive messages of aspiration and growth mind-set that run through the school.

Extra interventions are carefully planned in to weekly timetables and children are chosen on basis of need

Different subject coordinators to be involved in process

Year group leaders

Subject coordinators

 

March 2017

KS2ii

Increased language skills and aspirations of PP children.

 

Involvement on Philosophy Foundation, Yes Futures. Grub Club and Enterprise Advisors

Philosophy shown in EEF studies to raise attainment particularly that of PP children.

Yes Futures programme to grow aspirations and confidence.

Grub Club to bring child and parents to discuss and cook food together with trained chef.

Careers and Enterprise Team at the school to target children to be involved with trips, initiatives and visitors to broaden their scope of life’s possibilities

AHT to be involved with all of the initiatives in liaison with key staff.

 

Lauren Walters to continue to work in close liaison with Enterprise Advisors and governors to continue to seek new possibilities for initiatives

AHT

Enterprise Coordinators

KS1 Phase Leader

Dec 2016 and then termly

KS2iii

PP children’s attainment will be in line with Non PP children

Use of experienced teachers to provide targeted support in small groups and 1:1 in key areas – Maths, phonics, comprehension and writing -  in addition to standard lessons

We want to provide extra support to ensure high attainment.

Easter school for Year 6 to provide extra ‘top up’ sessions for targeted children; these will also benefit from iPad loan which come with specific educational Apps.

By using experienced teachers and highly trained TAs to fulfil this role we aim to ensure maximum impact

 

Impact overseen by subject coordinators and year group leaders

 

 

Deputy Head

Assistant head Teacher

Year 6 intervention

March 2017

Total budgeted cost

£55,000

 

  1. Other approaches

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?

Behavioural issues of Year 3 pupils addressed.

Use AHT to regularly support targeted children via book scrutiny, behaviour walks and 1:1 sessions. Use restorative approaches and focus on positive behaviours.

School has record using restorative approaches restoratively; relationships between staff and pupils essential for positive behaviour; EEF toolkit on Behaviour Intervention

Ensure pupils targeted are accurate and fluid. Monitor impact of behaviour improvement on academic outcomes.

 

Year 3 teachers

Assistant Head Teacher

 

Dec 2016

Parents’ engagement in school matters is increased

 

Assertive and proactive engagement to be used to involve parents in school life eg approaching parents on the playground, named letters go home that signpost workshops, meetings, courses etc to ensure we reach the  parents we want to participate.

Discover ME programme to run

The parents who need to engage the most are often the ones hardest to reach, but once they are engaged the benefits are tangible. The OFSTED document ‘Using pupil premium to engage with parents: Robin Hood Primary School and Nottingham City Council’ makes it plain how beneficial engagement with pupil premium parents can be.

 

Discover ME has proved successful in the past few years in getting parents more involved with school  and with their own aspirations and confidence

Attendance at meetings and workshops to be monitored; parents to be contacted if not engaging

Discover ME to run in Autumn term – attendance to be monitored

Parents and Communities Coordinator

 

Family Liaison Coordinator

 

 

 

March 2017

PP children show progress in PSED, Communication and Language and Literacy

Establish a Toy Library

Where children can borrow educational games, puzzles etc to further their learning at home

New resources with academic outcome will encourage the children to speak for a meaningful purpose.

It also engages parents into their child’s education and brings them into the classroom and into contact with staff on a regular basis where child’s progress can be discussed informally yet informatively

Register of loans to be kept

Parents who have not utilised the library to be contacted

Games to be introduced and modelled if necessary during ‘Stay and Read’ sessions

 

EYFS Leader

Assistant Head Teacher

 

Feb 2017

PP childrens’ self-esteem increases and their emotional needs lessen; behaviour improves and good academic progress is made

Professional development session to provide staff strategies for supporting children and families with mental health issues

 

Amber Light Mentoring/Counselling Service

KS2 learning mentors

Additional Speech and Language Therapy and Educational Psychology intervention This includes Early Years and family intervention.

These actions will provide support for those children who receive pupil premium with emotional and behavioural needs and also may have additional needs.

 

 

 

Feedback from staff after session;

Monitoring of children’s emotional development alongside number of behavioural incidents recorded.

Learning Mentors

SENCOs

Phase Leaders

 

 

April 2017

Provision is made enabling PP children to take a full part in all activities the school offers

Funded Breakfast and After School Club; other before and after school clubs and activities; art workshops to support PP children with art knowledge, skills and understanding.

Funded School trips, travel and visitors

Forest School to provide outdoor learning opportunities for PP children in FS and KS1

Music tuition

 

 

 

All children need to be made feel part of the school and everything it provides; they should be able to access the entire curriculum to optimise their engagement and their academic progress

Ensuring all PP children are involved on the experiences where they would otherwise miss out

PE Coordinator

Art coordinator

Forest School coordinator

Business Manager

PP Coordinator

 

 

June 2017

 

Total cost

78,880

Grand Total

£308,880

 

6. Review of expenditure

Previous Academic Year 2015-16

  1. 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

Cost

All children make expected and better than expected progress and attainment is in line with Non PP children

Funding used across the school to provide intervention teachers to work with booster classes, small groups and one to one with specific children. It has also been used to provide before and after school booster classes and Easter School.

 

Highly trained teaching assistants to be used to raise attainment and progress -specific focus on narrowing gaps in English and maths in Upper KS2 and full time 1:1 teaching assistant support for identified children

Medium - high: progress was certainly strong and in KS1 and Lowe KS2 the gaps have been closed;

the progress made did not close the gap sufficiently between PP children and  non PP children in all year groups in upper KS2

 

Success criteria: not fully met but progress made shows positive impact and attainment further down the school where PP outperform Non PP is reflective of the impact the funding has made

This seemed to be most effective approach and reflected in good progress across the school.  By looking closer at individual gaps in learning we seek to use this support more intensively next year to close the gaps all through the school.

 

 

 

£170,000

Access to new technologies to further children’s progress and attainment

The purchase of new iPads for classrooms; purchase of a variety of  books for Kindles for readers of all levels

Mixed: The purchase of iPads for every teacher for developing teaching and learning E.G.: display the children’s learning on the Smart boards, but not all staff confident in using the software

The provision of new books on Kindles, at a range of reading levels, have provided opportunities for all children to access the technology and raise the profile of reading in our more vulnerable children. 

Success criteria: partially met

We will ensure that all staff are confident in their use of IT and then monitor its usage. We will continue to keep new titles on the kindles and possibly look to upgrade the models themselves.

 

£14,000

 

  1. Targeted Support

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

Cost

Pupil Premium children close the gap by a range of interventions

Aspects of support included: phonics, reading and spelling support for key children;

support for those children with emotional and behavioural needs;

full time 1:1 teaching assistant support for identified children;

additional Speech and Language Therapy; Educational Psychology intervention.

Medium-High: Effective in KS1 and Lower KS2 as key PP children made outstanding progress and attained in line or better the Non PP children.

Success criteria: not reflected in Upper KS2 but certain targeted individuals made some outstanding progress and  attained at age related expectations.

This had good impact across the school. The results in Upper Key Stage 2 lead us to further drill down into the specifics of what children’s gaps are next academic year and assertively mentor the children.

We will continue with this approach.

 

£37,000

Encourage students from Years 4, 5 and 6 to achieve successes in unfamiliar environments and set goals and targets outside of their current comfort zone.

Pilot courses on various externally run extra curricular programmes

E.G.: Grub Club and Yes Futures

High: Confidence levels, willingness to converse and change of dietary habits all noted. Glowing feedback from teachers, children, course facilitators and parents on impact of courses. Not fully translated into academic improvement yet but that will hopefully come

 

Success criteria: not fully met in academic terms but approach shows promise

While not having immediate impact on attainment, we hope to reap the benefits as the course repeats and the children embed the skills learnt. The courses show creative use of funding and we will continue with the courses next year.

 

Students:

60% of students said that the programme changed their eating habits at dinner and that it had a positive impact on their relationship with their parents.

80% said that they would recommend that South Rise ran the programme again, stating that they enjoyed "getting messy"

60% students said that it changed their attitude to school.

 

Parents:

100% of parents said that they were now more aware of the benefits of eating well.

80% parents said that they had changed their family's eating habits as a result of the programme.

 

Yes Futures

Students

100% of students said the programme had helped to understand themselves better; 93% said it had helped them plan for their future; 83% said they would now not give up when faced with difficulty

Parents

100% of parents said that their children being better to be able to use feedback from others to improve performance

 

£21000

 

 

  1. 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

Cost

Pupil Premium children taking a full part in the extended curriculum including the full range of clubs before and after school that would otherwise be unavailable to them

FSM6 children have had funded places in after school clubs; coaches from Charlton Football Club and Cricket Coaches provided football and designated P.E. sessions; funding also allocated to enable vulnerable children to attend Breakfast Club and  our after school provision and to support funding of school journey, visitors and other educational visits, Forest School and art workshops.

High: good take up of places from PP children in the various schemes and clubs. Participation in before and after school clubs seems to have a positive impact on academic performance

 

Success criteria: met

The impact on sporting activities and the like are a positive addition to the school life of every child; the impact on academic progress shown in reports is reason to continue with this approach.

 

 

£52800

Increased engagement of parents to lead to increase in attainment for children

Funding has been allocated to enable the school to run the Discover ME programme to support disadvantaged parents in developing confidence, health and well-being parents to make a contribution to their child’s learning and improve their own self-belief.

Targeting specific parents to attend meetings.

Medium: Majority of parents report feeling more confident in addressing issues and in school matters. This has had a positive impact in the children’s progress and their sense of engagement with the school.

Success criteria: Not translated into increased attainment yet.

All but one of the parents who took part in the course are now in employment.

Parents were positive about training and we will continue with the course and specific targeting of parents whose attendance at certain courses and meetings will be beneficial.

 

 

£8000

Pupil Premium children have access to mentoring to address social and emotional needs and staff received specialist training

KS2 learning mentors provided support for children with emotional and behavioural needs

‘Attachment and Separation’ Twilight Session provided staff with the skills and understanding needed to support children and families with mental health issues

Medium-High: having two learning support mentors has led to reduction in incidents through their proactive approach. Staff report feeling more confident in dealing with children with attachment issues.

 

Success criteria: met

Reduction in number of incidents recorded and the ability of certain vulnerable children to reflect on their actions so that they stop themselves in future show that this is good use of the premium.

£16,500