Bothal Primary School - Pupil Premium Strategy Statement:

Summary information
School / Bothal Primary School
Academic Year / 2016/17 / Total PP budget / £121,000 / Date of most recent PP Review / 28th Nov 2016
Total number of pupils / 672 / Number of pupils eligible for PP / 90 including children in Early years / Date for next internal review of this strategy / February 2017
At Bothal Primary School we have high aspirations and ambitions for our children and we believe that no child should be left behind. We are determined to ensure that our children are given every chance to realise their full potential and aspire to be the ‘Be the Best you Can Be’.
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However they will be held accountable for how they have used the additional funding to support disadvantaged pupils. From September 2016, schools are required to publish a Pupil Premium Strategy. This will ensure that parents are fully informed about the amount of allocation, barriers faced by eligible pupils, how the funding is to be spent, how impact will be measured and the date the strategy will be reviewed. We also need to include how the allocation was spent for the previous year and its impact on eligible and other pupils. Our key objective in using the Pupil Premium Grant is to diminish the differences between pupil groups.
As a school we consistently track all groups of pupils to ensure that they make good or better progress. Through targeted interventions we are working to eliminate barriers to learning and progress. For new entrants that start with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations as they move through the school. Once at age related expectations we continue to extend that learning further to ensure that they can potentially reach each higher levels of attainment. We closely monitor how we are spending the allocated funds to ensure they are having an impact on pupil premium pupils achievement.
Trust Pupil Premium Governor: Lee Sprudd. Bothal Primary Link Governor: Gemma Craik / Trust Disadvantaged children advocate: Janice Rochester / Head of School: Louise Hall
Attainment – Please note in 2014, 2015 Bothal Primary School was a First School (Wansbeck First) and therefore no KS2 SATs data is available. In 2016 the school became a Primary School and for one year only, fed from 4 schools in Year 6 whilst building work was completed to accommodate Primary provision in a three other schools. The result of this increased the schools Year 6 disadvantaged population by 50%. Pupils in this year group only attended the Primary school for one year and no longer feed into the school.
Aspect and national comparison / Pupils eligible for PP (your school) / Pupils not eligible for PP
2016
Early years – GLD / 69%
By the end of Year 2 phonics screening / 92% / 93%
KS1 % achieving expected standard or above in reading / Cohort 13
62% / 78%
KS1 % achieving expected standard or above in writing / 46% / 72%
KS1 % achieving expected standard or above in maths / 38% / 73%
KS2 % achieving expected standard or above in reading / Cohort 27
41% / 52%
KS2 % achieving expected standard or above in writing / 67% / 71%
KS2 % achieving expected standard or above in maths / 52% / 66%
  1. 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 / Higher ability children - A greater emphasis on provision for accelerating the progress of this group
B / Some disadvantaged children (and their families) have low aspirations
C / Year 6 progress outcomes particularly in reading need to improve for disadvantaged pupils especially those with low or middle prior attainment - Poor language /vocabulary is hindering age related expectations being achieved at KS2
D / Some disadvantaged boys in particular entering reception are not yet ‘ready to write’ and need additional teacher intervention
E / A number of pp. pupils have additional SEND, mental health and attachment needs which may impact on academic progress
F / A lower number of pp. parents compared to NPP parents attend parents’ evenings
External barriers (issues which also require action outside school, such as low attendance rates)
G / Attendance – some pp. pupils especially those under the FSM subgroup are PAs (some of whom are under 5)
H / Some low income families find it hard to fund extra -curricular enrichment activities, musical instruments, uniform etc.
  1. Desired outcomes

Desired outcomes and how they will be measured / Success criteria
Increased focus on: Higher ability children and those with the potential to be access mastery learning through programmes such as philosophy for children. Provision for more able children including more able disadvantaged children is an integral aspect of the school development plan for 2016. / Children develop higher order questioning skills
Children see connections between their learning
Children reflect upon their learning
Children develop confidence to articulate their thoughts and feelings
Children talk with enthusiasm about their academic future. / Children talk about their future with enthusiasm
Children talk about academic targets with excitement
Children set/attempt challenging targets
Children speak ambitiously about their future at Secondary school and work.
Parents positively engage in the above discussions with their child
The parents of pp children are given opportunities for work experience by volunteering within school (E.g. helping with school displays, admin work etc.)
PP children’s reading improves so that they attain in line with non-pp children / PP children make better progress in reading so that their writing is influenced by this too
PP children can achieve well in spelling (in excess of 14 average marks at Y6)
Children enjoy reading and can talk enthusiastically about a book they are enjoying
PP. children achieve in line with non-PP children nationally in rd and wr at KS2.
PP boys make accelerate progress from their starting point to achieve the ELG in writing / The difference between gender groups and PP, NPP upon entry to reception this year in writing diminishes
E. / The appointment of a well-being advocate at senior level ensures coordination between the designated safeguarding team, SENCOs, PP and vulnerable group leads across the trust to coordinate provision to address barriers and maximise pupil progress / Fortnightly meetings coordinate school provision taking a holistic view of each child to address barriers utilising the skills of the trust and wider – the impact of actions are reviewed termly by well-being advocate and reported to school governors.
F. / PP parent's access the information provided at parents’ evenings/workshops etc / All parents receive information packs from workshops and parents ‘evenings if they do not attend
All pp parents receive a phone call if they do not attend parents’ evening to update on their child’s progress and invite them in
G. / The attendance of FSM children improves so that it is inline with their NFSM peers / Reduce the number of persistent absentees among pupils in the FSM group (not pp group)
Dedicated time allocated to work with FSM Pas, external agencies and their families
Attendance for the children is in line with school target of 96.7%
H / Low income is not a barrier to education access – children receive a card on their birthday and presents at Christmas / Children are equipped with the resources they need for school
Parents are offered funded places on school trips so all children are able to attend
Reduced price tickets are offered for PTA events so all children are able to attend wider community events
Children receive a birthday card and no child goes without Christmas presents
  1. Planned expenditure – At Bothal Primary School we will:
●Make decisions about the spending of Pupil Premium funding based on educational research
●Make decisions about the spending of Pupil Premium based on our knowledge of the children and their families
●Ensure that staff are aware of the potential barriers to learning for FSM and LAC pupils
●Track the attainment and progress of pupils entitled to pupil premium as a group and ensure this is in line with the progress and attainment of the whole class (and national picture as appropriate)
●Measure the success of intervention programmes through impact analysis
The challenge to establish a clear link between educational expenditure and pupils’ learning is harder than one would imagine. It may seem obvious that more money offers the possibilities for a better or higher quality educational experience, but the evidence suggests that it is not simply a question of spending more to get better results. (Sutton Trust 2012)
Academic year / 2016/17
Expenditure has been aligned to impact reports utilising evidence from EEF Research
Aspect / Overview / EEF Link / Expenditure / Success Criteria / Lead / SDP (Separate action plan to read in conjunction with this document?)
A / Higher ability pupils and those with the potential to be access mastery learning / Mastery learning / 4,721.80 / Children develop higher order questioning skills
Children see connections between their learning
Children reflect upon their learning
Children develop confidence to articulate their thoughts and feelings / JR – Well-Being Trust Lead / Yes - Please note that this is a key driver of the school development plan
B / Children talk with enthusiasm about their academic future. / Aspiration Intervention / 500 / Children talk about their future with enthusiasm
Children talk about academic targets with excitement
Children set/attempt challenging targets
Children speak ambitiously about their future at Secondary school and work.
Parents positively engage in the above discussions with their child
The parents of pp children are given opportunities for work experience by volunteering within school (E.g helping with school displays, admin work etc) / PW – STEM consultant
KMC – KS2 Phase lower
JR – KS2 Phase Lower / Yes
C / PP children’s reading improves so that they attain in line with non-pp children and those nationally / Reading strategies
Phonics intervention / 6,639.60
3,541.20 / PP children make better than expected progress in reading so that their writing is influenced by this too
PP children can achieve well in spelling (in excess of 14 average marks at Y6)
Children enjoy reading and can talk enthusiastically about a book they are enjoying
PP children achieve in line with non-PP children nationally in rd and wr at KS2.
The school has coordinated an Ashington wider partnership review of reading in conjunction with the EEF to complete statistical analysis of reading impact / NK – English Subject Leader
(wider partnership in conjunction with EEF) / Yes
Impact measure NPP pupils Y6 2016 –nationally
66% PP non PP 71%
Average spelling mark of pp 15 plus
D / PP boys make accelerate progress from their starting point to achieve the ELG in writing / Quality first teaching supported by targeted intervention / 1,400 / The difference between gender groups and PP, NPP upon entry to reception this year in writing diminishes / AP – EYFS Lead / Yes
2015 ELG writing
school 73%
Nat 71%
FSM sch 57%
Nat 56%
Boys 69%
Nat boys 64%
To exceed BOYs total
E / The appointment of a well-being advocate at senior level ensures coordination between the designated safeguarding team, SENCOs, PP and vulnerable group leads across the trust to coordinate provision to address barriers and maximise pupil progress / Individual learning
Well-being advocate
Behaviour Resources
Social and Emotional Learning / 6,735.48
29,302
50.00
5,109.20 / Fortnightly meetings coordinate school provision taking a holistic view of each child to address barriers utilising the skills of the trust and wider – the impact of actions are reviewed termly by well-being advocate and reported to school governors. / JR – Well Being advocate (Reviewed by AR Executive Principal) / Trust development plan
Individual plans in place and demonstrate progress of each pupil
F / PP parent's access the information provided at parents’ evenings and workshops in order support learning at home / Parental engagement / 749.10 / All parents receive information packs from workshops and parents ‘evenings if they do not attend
All pp parents receive a phone call if they do not attend parents’ evening to update on their child’s progress and invite them in / Phase Leaders / No
G / The attendance of FSM children improves so that it is inline with their NFSM peers / Attendance Officer targeted support / 7,671 / Reduce the number of persistent absentees among pupils in the FSM group (not pp group)
Dedicated time allocated to work with FSM Pas, external agencies and their families
Attendance for the children is in line with school target of 96.7% / SA – Attendance Lead / Yes
Attendance all and FSM group 96.7% plus
H / Low income is not a barrier to education access / Uniform
Arts and arts participation
Digital resources / 500
382.50
2000 / Children are equipped with the resources they need for school
Parents are offered funded places on school trips so all children are able to attend
Reduced price tickets are offered for PTA events so all children are able to attend wider community events
Children receive a birthday card and no child goes without Christmas presents / NL – Business Manager / No
I / Class sizes across KS1 and 2 are reduced to allow targeted quality first teaching / Reducing class sizes / 35,680.80 / Children access quality first teaching / LH / No
  1. Review of expenditure

Previous Academic Year / 2015-2016 (Total Income 133,270)
Of little impact / Positive impact but lessons learned to be acted upon to refine approach / Positive impact of consideration for following year
  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
(and whether you will continue with this approach) / Cost
Accelerate the progress of a target group of pp pupils in KS1 so that they pass the Year One phonics screening (and apply this in their writing) or catch up if this was not the case in Year 1 – therefore ensuring any differences are diminished / Lead Practitioner – 10 hours small sets – phonics and literacy / Phonics / 2016 School / 2016 County / 2015 National
All / 88% / 80% / 77%
PP / 75% / 69% / 66%
NPP / 90% / 82% / 80%
/ This provision positively impacted upon the progress of identified pp pupils in KS1 who benefited from outstanding teaching – the results of this can be seen in phonic screening outcomes as well as their overall within school progress in both reading and writing which was above expected from their starting points for each child.
Lesson Learned - This provision was in place for one year to address the significant needs of a group of children - This was particularly expensive but ensured that group all began to diminish the difference with their peers. / 20,190
  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
(and whether you will continue with this approach) / Cost
To work within Early Years to address needs upon entry enabling further opportunities to deliver recommendations of specialists / Appointment of a speech and language teaching assistant / 60% of children eligible for Pupil Premium achieved a good level of development. This was an improvement of 10% on the previous year. This shows the gap between the percentage of PP and NPP achieving a good level of development has closed form 14% in 2015 to 9% in 2016.
All children in this group followed a personalised speech and language plan to meet their individual needs / The Speech and Language intervention undoubtedly had an impact on children’s attainment and progress - allowing them to access the curriculum and increase the percentage who achieved GLD. / 22,527
To co-ordinate the targeting and delivery of interventions based on data submitted. / Interventions Manger 0.25 of 0.6 post / Whilst the intervention manager ensured interventions were in place for pp children – it is clear from within school that for some low prior attaining children, interventions met their wider well-being needs/attendance issues but did not always concurrently run with a focus on academic ability – this created a lag between these aspects
Lessons learned –
Define systems in school to that all professionals can feed in on a regular basis with complex cases to ensure all needs are being met and next steps are clearly planned with milestones
Head of school to review quality first teaching as well as interventions for low prior attaining children with particular reference to rd, wr and maths
Link provision for this group to staff appraisal to ensure accountability / 7,241
To increase the progress and attainment of 12% of Y1 children who did not pass the phonic test. / Lead Practitioner 5hrs targeted intervention small groups / Phonic score Y1 / Phonic score Y2
Child 1 / 0 / 27
Child 2 / 0 / 8
Child 3 / 0 / 30
Child 4 / 0 / 0
Child 5 / 13 / 33
Although only Child 5 scored highly enough to have passed the phonic resit in Y2, this strategy was highly successful as can be seen from the increased scores the others did achieve. Child 2 made some progress but was working at the foundation for the expected standard. Child 4 did not increase his score but has highly complex needs and was working below the standard of the pre- key stage. Both children are SEND. / Lesson Learned
Precision teaching will be used to target children in Y2 who did not pass the phonics test in Y1 and will be monitored to see if the results are comparable to targeted intervention in small groups / 10,142
To increase progress and raise attainment of a target group who are in danger of failing to make adequate progress in reading. / Stepping Stones / Pre intervention:
65% (28) pupils had a reading age of below 5yrs 5 months