Pupil premium strategy 2017-18 Hillary Primary School
1. Summary informationSchool / Hillary Primary School
Academic Year / 2017-18 / Total PP budget / £284,000 + £3,500 EYPP / Date of most recent PP Review / July 2017
Total number of pupils / 680 / Number of pupils eligible for PP / 211 / Date for next internal review of this strategy / Jan 18, Mar 18, May 18, Jul 18
2. Current attainment
Pupils eligible for PP (your school) / Pupils not eligible for PP (national average)
% achieving ‘at expected standard +’ in reading, writing and Maths / 44% (unvalidated) / 67%
KS2 progress in reading ks1- 2 / 0.3 (-2.1 2016) (unvalidated) / 0.3 (0.1 2016)
KS2 progress in writing ks 1-2 / -1.6 (-3.1 2016) (unvalidated) / -0.2 (0.1 2016)
KS2 progress in maths ks 1-2 / -0.8 (-1.5 2016) (unvalidated) / 0.3 (1.0 2016
% boys achieving at expected + in reading, writing and maths / 42% (unvalidated)
% girls achieving at expected + in reading, writing and maths / 48% (unvalidated)
% KS1 achieving expected standard or above in reading / 69% (unvalidated) / 79%
% KS1 achieving expected standard or above in writing / 57% (unvalidated) / 72%
% KS1 achieving expected standard or above in maths / 66% (unvalidated) / 79%
Year 1 % achieving expected phonics standards / 63% (unvalidated) / 84%
% of pupils achieving GLD 2017 / 39% / 57%
3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A. / Low attainment of PP children.
B. / Slow progress of PP children.
C. / Poor access to technology.
D. / Poor learning behaviours in some disengaged boys.
E. / High levels of EAL/PP combined.
F. / Limited experience of the world.
G. / Speech and language delays.
External barriers (issues which also require action outside school, such as low attendance rates)
H. / Low aspirations
I. / Cultural stereotypes.
J. / Poor attendance and high levels of persistent absence.
4. Desired outcomes (Desired outcomes and how they will be measured) / Success criteria
A. / Low attainment of pupil premium children. / 63% of PP children achieve combined in reading, writing and maths in KS2 assessments
July 2017: School: 44% National 67% (unvalidated)
12% of pp children get greater depth in reading, writing and maths in end of KS 2 assessments.
July 2017: School: 0% National: 11%
B. / Slow progress of pupil premium pupils. / 100% PP/SEN children make at least the expected number of steps progress. Measured through target tracker.
Sept 2017:
Reading:65%
Writing: 54%
Maths: 52%
100% of PP non SEN make 7 + steps progress. Measured through target tracker.
Sept 2017:
Reading: 41%
Writing:51%
Maths:54%
100% of PP pupils completing homework. Teacher records to record returns.
July 2017: 54%
C. / Poor access to technology / 21% of our PP pupils do not have consistent access to a computer and the internet at home.
100% of pupils in school are aware they can access school computer suite for completing homework or class work.
Sept 2017: No data as a new strategy.
100% of pupils who use the facility get the work completed that they needed to do.
100% of pupils using the services make accelerated progress.
Sept 2017: No data as a new strategy.
D. / Poor learning behaviours - particularly in boys – and delayed development. / 100% of pupil premium boys are in class and engaged without significant disruption. SIMs behaviour logs.
2016-2017: 86%
100% of pupil premium children (including boys) are at least ‘thinking’ (18months – 3 years brain development). Thrive assessments.
Sept: 50 PP children are at ‘being’ (0-6 months brain development).
E. / High levels of EAL / 67% of EAL pupils are PP
In nursery and reception, 90% of pp children should be achieving ARE for speech and language.
All PP/EAL children in years 1, 2,3,4,5 make accelerated progress of 7 steps or more.
End of 2016/2017:
Reading 31% made accelerated progress
Writing 37% made accelerated progress
Maths 24% made accelerated progress
F. / Limited experiences of the world / The gap between then the attainment of PP children and National Non PP decreases in the 3 core subjects.
KS1:
2016-2017: Reading: 5%, Writing: 15%, Maths: 7%
KS2:
2016-2017: Reading: 15%, Writing 15%, Maths: 11%
All children have a minimum of 3 offsite experiences and 3 onsite experiences.
G. / Speech and language barrier to children’s early learning / A minimum increase of 67% in Nursery children achieving GLD in all three areas of speaking and listening. 75% or more children in reception are at GLD for all three areas of speaking and listening.
Reception:
Listening and attention 27/83 32.5%
Understanding 26/83 31.3%
Speaking 15/83 18.1%
All children at ARE attended Hillary nursery
Nursery:
% at ARE 30-50b
Listening and attention 2/78 2.6%
Understanding 3/78 3.8%
Speaking 1/78 1.3%
H. / Low aspirations / 100% of PP children have consistently high aspirations for their future.
Sept 2017:86% of PP have consistent expectations.
Pupils speak positively about their future.
100% of families who approach and/or are approached by school for support are supported to a conclusion – ensuring home lives are more positive, calm and aspirational.
Sept 2017: no data as new strategy.
I. / Cultural Stereotypes. / 100% of PP children know about British values and can speak of why they are important to our society.
Sept 2017: 17%
J. / Attendance is lower in PP children compared to non PP children.
PA absence is high in PP children. / Pupil premium attendance to be in line with non-pupil premium children and always above 95%
End of 2016-17: Whole school 95.8
End of 2016-17: 27 children who are PP identified as persistent absentees.
5. Planned expenditure
· Academic year / 2017-18
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? / How will you ensure it is implemented well? / Staff lead / When will you review implementation?
A + B
Improve attainment and progress of PP children. / Ongoing employment of LLP to develop and strengthen quality first teaching and learning.
£50,000 / Effective primary teaching practice document 2016 recognises the importance of continued staff development through planning, teaching and training support.
Teaching and learning was rated requires improvement in the previous OFSTED inspection.
Depth of questioning was raised in the previous OFSTED inspection. / · NQT monitoring
· Monitoring of staff in accordance with monitoring grid.
· Team Teaching
· Modelling of strategies
· Supportive planning
· Training for staff, in particular NQTs.
· Line manager to lead performance management / LC, JM and LLP team / Jan 18
April 18
July 18
G.
Improve the speech and language development of PP pupils. / Employ a speech and language therapist.
£20,000
£3,500 EYPP / Pupils enter school in EYFS with very low levels of speech and language. Early intervention is proven to have greater impact on children’s learning. On speech and language: Karnes and Lee (1978) have noted that ‘only through early identification and appropriate programming can children develop their potential’. Paediatric speech therapy.
NHS waiting lists in Walsall are lengthy and protracted, in most cases, over 6 months. / · HR evaluation of impact to be produced termly.
· GS to review AG impact.
· DW to track progress of speech and language in EYFS, identify individual needs. / HR, GS, DW and AG. / Jan 18
April 18
July 18
F. Improve and broaden the experiences of pupils. / Fund all transport costs for off site visits.
£20,000
Fully fund residential visits for PP children where needed.
£5,000
Funding for onsite experiences.
£10,000 / Literature Review by Penny Travlou,OPENspace Research Centre (2006)
"Experience of the outdoors and wilderness has the potential to confer a multitude of benefits on young people’s physical development, emotional and mental health and well being and societal development. Mental health and wellbeing benefits from play in natural settings appear to be long-term, realised in the form of emotional stability in young adulthood."
Children in our school have very low social mobility and so very few of our pupil premium children visit places of interest.
Changing Minds: The Lasting Impact of School Trips(UK)
A study of the long-term impact of sustained relationships between schools and the National Trust via the Guardianship scheme.
‘We looked at whether school children’s learning about their local environment would influence the way they treat it. We found that not only was this the case, but high quality, out-of-classroom learning also influenced how children behave and the lifestyle choices they make. It shows the potential for schools trips not just to change individual lives, but the lives of whole communities.’
Key findings
· School trips are vital for children to connect with nature.
· School trips influence lives.
· Community spirit is developed from school trips.
· School trips help bond families.
· School trips improve children’s learning. / · Subject co-ordinators to monitor the off-site provision for their subject.
· SLT to track memorable experience.
· Subject leads and LLPs to research and share with staff possible onsite provision.
· Finance manager to ensure that costings exclude transport to make it very affordable for families.
· Letter to parents for residential trips to explicitly show funding is available for the cost of trips if meeting certainly criteria. / SS, Subject leads, SLT. / Jan 18
Apr 18
Jul 18
I.
Children have an in-depth knowledge of British Values and their importance. / Funding for quality resources to teach British Values.
£1,000
Funding for training British Values lead in middle leadership.
£1,000 / Government guidance on British Values.
https://www.gov.uk/government/news/guidance-on-promoting-british-values-in-schools-published
Reduced levels of support in the community for education and its importance. / · Middle leadership training for MS.
· Pupil voice.
· Training for all staff, delivered by MS.
· Line management and performance management of subject lead.
· Monitoring cycle to look at evidence of British Values. / MS, LC, JB, SLT / Jan 18
Apr 18
Jul 18
E. EAL/PP pupils make accelerated progress. / Employ a HLTA to lead EAL provision across the school with headteacher.
£14,000 / 67% of PP pupils are also EAL within the school.
Teachers identified this as being a barrier to pupils in their class being about to make expected progress.
Teachers felt they were not aware of the EAL resources and strategies available in school. / · Lead training on Solihull language trackers.
· Teach focus groups of EAL pupils.
· Conduct EAL audits for census.
· Audit resources and scaffolds for EAL provision.
· Provide resources and training for NQTs / SC, LC / Jan 18
Apr 18
Jul 18
1 / £121,000
ii. 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?
D.H.
Improve learning behaviours.
Improve aspirations for the future. / Training 3 staff on the Thrive programme for wellbeing.
£5000
Construction and fitting of a ‘Thrive room’ where the programme can be carried out.
£12000
Provide funding towards cost of the 3 members of staff who will be delivering Thrive.
£30000 / A large number of pupils within the school, and across all year groups, have been assessed as having development gaps. A larger number have this developmental gap in their ‘being’ (description provided by Thrive). ‘Being’ is usually secured between 0-6 months of age. There are currently 107 children identified who require support to fill these gaps.
Scientific evidence used by Thrive shows the impact of these development issues on academic and pastoral development of pupils later in life. Without direct support it is proven that pupils who do not fill gaps in ‘being’ will not make it through secondary school. / · Performance management of staff AB.
· Staff performance and impact to be tracked through assessments of the children’s well-being.
· Trained staff to deliver training to the SLT and whole school staff on Thrive so that the ethos is implemented across the school.
· Trained staff to have a specific list of children that are being Thrived and they will handle all incidents that require Thrive.
· The room is complete and is warm and welcoming. It is a safe and happy environment. It is well resourced with the equipment needed.
· All children and staff to know where the room is and how it is used. / KD, JM, SD / Jan 18
April 18
July 18
D.H.
Improve learning behaviours.
Improve aspirations for the future. / Employ a pupil mentor to support learning behaviours in class and through sport.
£13,000 / A considerable number of our hard to reach pp boys lack a positive male role model in their lives.
Jama network – sport has a positive impact on the prosocial development of children, in-particular boys.
Identified pupils have difficulty engaging in the playground positively and thus, the impact is distraction in class. / · Line management of PP mentor by PP lead.
· Thrive assessments and teacher views to track the progress of the children and impact on learning behaviours within the classroom. / GS, DM / Dec 17
Apr 18
Mar 18
A + B
Improve attainment and progress of PP children in mathematics. / Employ a maths consultant for teaching focused groups and teacher development.
£20,000 / Historic trends of poor performance in maths for PP children.
Current data suggesting that pp children are at risk of not continuing to close the gap in Mathematics attainment. / · Maths lead and PP lead to analyse the performance of pp children in Mathematics and timetable consultant where needed.
· Tracking progress of identified pupils to ensure they are making accelerated progress. / JB, GS / Jan 18