Pupil premium strategy statement (primary)

1.  Summary information
School / Luddington & Garthorpe Primary
Academic Year / 2017-2018 / Total PP budget / £21,420 / Date of most recent PP Review / July 2017
Total number of pupils / 73 / Number of pupils eligible for PP / 17 / Date for next internal review of this strategy / December 2017
2.  Current attainment
Whole school overall / Pupils eligible for PP (our school) / Pupils not eligible for PP (our school) / Pupils not eligible for PP (national average)
% achieving in reading, writing and maths / 58% / 33% / 57%
% making progress in reading / 90% / 70% / 100%
% making progress in writing / 89% / 75% / 91%
% making progress in maths / 85% / 79% / 85%
3.  Barriers to future attainment (for pupils eligible for PP, including high ability)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.  / Poor spelling – children not able to read or spell CEW
B.  / Poor arithmetic skills – children do not know their times tables
C. / Poor comprehension skills
External barriers (issues which also require action outside school, such as low attendance rates)
D. / Poor attendance rate of a small number of PP children
E / Children often come to school without correct PE kit
4.  Desired outcomes
Desired outcomes and how they will be measured / Success criteria
A.  / To raise attainment in spelling / Children will be able to spell the vast majority of CEW for their year group
B.  / To raise attainment across Key Stage 2 in maths for pupils eligible for Pupil Premium / Children’s progress and attainment will improve
C.  / To raise attainment across Key Stage 2 in Reading for pupils eligible for Pupil Premium / Children will make progress in their PIRA tests. They will be able to access age-appropriate tests.
D.  / To increase attendance rates for pupils eligible for Pupil Premium / PA will be reduced
E.  / To build resilience and self-esteem of identified children. / Children will be able to access the full curriculum. Boxall & SDQ scores will increase for targeted children.
5.  Planned expenditure
Academic year 2017-2018
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?
Improve children’s comprehension skills / Enlist the support of Addy Farmer as the school’s reading champion to improve attitudes to reading. Cost £800
Improve the teaching of reading throughout the school, using the whole class approach to support vocabulary development
All children in KS2 to receive regular formal comprehension activities / Children’s comprehension skills are poor – they are unable to retrieve information from texts because they do not understand the word choices.
Exposure to high quality texts in every year group, with a focus on vocabulary choices will help children’s vocabulary to grow.
Monitoring shows that the carousel style approach to guided reading is limiting progress for all children. / Monitoring (formal & informal)
Standardised testing
Pupil voice surveys / R Dixon / February 2018
To improve the quality of teaching of writing / Staff to observe outstanding teaching of writing in other schools. Develop an English curriculum based on the Talk for Writing approach
All teachers to set morning work relating to the learning of CEW (common exception words) Invest in No Nonsense Spelling to give staff a structure for the teaching of spelling / Children do not currently attain well in spelling. The way spelling has been taught previously has had limited impact. The purchase of a scheme should support teachers to teach spelling more effectively.
Children’s vocabulary is limited. Whilst this is a universal approach, all children should benefit from better teaching of writing. The Talk for Writing approach will help children to develop their working memories (another current weakness) and they will learn to rehearse and perform a range of stories. / Book scrutiny, learning walks, pupil progress meetings, pupil voice / S Eggington / December 2017
Total budgeted cost / £10,800
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?
To improve the mental health of PP children / Get Going Mental Health coaches to support for a period of 6 weeks
Cost £900 / A number of our PP children have poor attendance. Parents report that they sometimes think their children feign illness to avoid coming to school. This programme will provide the children with mechanisms to develop resilience and therefore better access the curriculum / Parental & child surveys
The programme will be evaluated by the Get Going team.
Informal observations / Sarah McDermott / December 2017
To improve attainment & progress of PP children in upper KS2 / Kip McGrath tuition for PP children for 2 hours every week.
Every PP Y6 child to attend a booster (1:1)
Cost £3500 / In the UK, three recent evaluations of one to one tuition interventions (seeCatch Up Numeracy,Catch Up LiteracyandSwitch-on Reading) found average impacts of between three and five months’ additional progress, suggesting that positive impacts can be successfully replicated in English schools. In addition, an intensive coaching programme that involved one to one and small group tuition had an average impact of five additional months’ progress. / Pupil voice, book scrutiny, informal drop ins. / Sarah McDermott / October half term
To ensure parents have a clear understanding of children’s attainment and progress / Write case studies for all PP children. Share IEPs with parents – hold structured conversations termly and send home reports, skill builders, additional resources via School Ping to ensure all parents are well informed.
Hold English and Maths workshops once a term to show parents how we teach the curriculum / Parents have previously reported that they do not know how their child is getting on. We aim to improve communication with parents as a school and be explicit about the children’s strengths and areas for development. In this way, parents will be able to support the school to improve outcomes.
As parents report that they don’t know how to help their child with Maths and English, we aim to demonstrate so that they can help them at home. / Parental feedback
Attendance at structured conversations
Monitor outcomes / Janine Bassindale / February half term
To raise attainment in core subjects / Targeted nurture workshops – Forest School & Lego on a rolling programme / Some children in upper KS2 are needing a release after having heavy intervention to support core subjects. The rationale is to give them a chance to improve ‘softer outcomes’ and improve their social skills by encourage them to collaborate and problem solve / R Clayphan has been trained in Lego Therapy & Forest Schools.
Informal drop ins and observations to monitor the programme / R Clayphan / Spring 2018
To improve outcomes in Y6 reading / Inference training for Y6 children / Children are having difficulties in retrieving information from texts.
This intervention package is based around strategies to aid pupils to better understand and use inferential thinking more effectively. It is a suitable comprehension intervention for pupils in KS2 who have age appropriate decoding skills but who are experiencing difficulties acquiring full meaning and enjoyment in their reading. / PIRA tests to be used termly to assess reading progress.
Intervention monitoring to be completed by R Clayphan and fed back to teachers. / R Clayphan / December 2017
Total budgeted cost / £8,000
iii.  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?
PA of pupil premium children to be reduced / Sensitive but regular liaison with vulnerable families. Chase up non-attendance with letters.
Use Attendance Tracker and FFT Student Explorer to monitor attendance and analyse patterns. / It has been recognised that some PP children have poor attendance. The school needs to work to improve parents’ attitudes towards school attendance. This has not been challenged in the past so a more aggressive approach to attendance needs to be taken / Use of attendance tracker to check if there is a reduction in PA / J Bassindale / Termly
Children’s aspirations to be raised / Participation in Study Parks – children in Class 3 to attend Scunthorpe United for a 10 week course to develop English skills and expose children to the world of work / This has proven to be a very successful intervention for other schools. We have a number of children in Upper KS2 who are very interested in football but have low aspirations. The logic is to show them how literacy can be presented in a variety of ways and also show them the possibility of future careers / Liaison with Study Parks. Pupil voice, parent voice.
Monitoring of English books to see if there is an improvement in English / Sarah McDermott / End of Autumn Term 2017
Total budgeted cost / £2000
6.  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
Children’s Arithmetic scores will improve / Use Studyzone and Doodle Maths to give children regular opportunities to practise. Regular use of arithmetic tests / This needs to be reviewed – take up was good to start with but then only one or two children from each class are using it regularly. A lot of PP children say that they cannot use the Internet at home.
The test base arithmetic tests have had a positive impact. / We need to be able to make the Internet more accessible within school time and look at other ways of improving arithmetic scores. / £500
Children will read more regularly at home / Regular texts to parents if children don’t read. Rewards for children who are reading
Staff to hear children read daily if they are not reading at home. / All children are reading more regularly at home. Staff were deployed to hear children read who don’t read with parents. The vast majority of children made gains in their PIRA tests. / This has been a positive step forward but we’re finding that we are needing to keep on top of home reading as it soon slips. / Staff costs - £1000
ii.  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
(and whether you will continue with this approach) / Cost
All Y3 and Y4 Children will be able to decode / Use of Lexia (ensuring children access the right number of minutes)
Regular phonics catch up work – investigate spelling patterns. Invest in Alpha to Omega as an intervention / Lexia was successful when children engaged with it. A small number of children needed a lot of support to be able to stay on task. Other methods need to be used to support children who are not able to access the computers. / Other methods need to be used alongside Lexia. Lexia will be more effective if staff are able to follow up with the skill builders and the Lexia lessons. / £3000
Y5 PP children will be able to complete basic calculations. / Targeted support by JB in afternoons, securing understanding of basic skills. / Whilst progress has been made, the Y5 children are still significantly behind ARE. Turbulence in staffing led to this intervention not being carried out as regularly as I had hoped. / Significant changes in staffing arrangements need to be made before this can be effectively implemented. / £1000
Children’s self-esteem will improve and they will participate more actively in lessons / Participation in forest schools / We ran this as an after school intervention. The PP children who attended made good gains
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
Attendance for children who are deemed to be PA will be improved / Structured conversations with parents, letters sent out for poor attendance, move to Early Help if necessary / PA is better than national. We have three children who have had a lot of time of because of medical needs. Lateness and attendance of other children has improved / This has been successful – next steps = to put more in place to support the children with medical needs.
Children will be better engaged in the whole curriculum. / Use Boxall and SDQ as a baseline. Involve Behaviour Support team and carry out cognitive assessments to assess starting point.
Once barriers have been identified, use the Behaviour checklist to adopt strategies to improve productivity . / Some positive impact – however, the change in staffing appears to have more of a positive impact on the child. Productivity still remains a concern. The behaviour toolkit has been used and an IBP put in place. The child still needs a high amount of emotional support. / We will continue to use the Boxall tool to measure impact. It has been tricky to evidence what has had the most impact as a number of positive changes have been made this year.