Pupil premium strategy statement

1.  Summary information
School / Donnington Wood CE Junior School
Academic Year / 2016/17 / Total PP budget / £136,688 / Date of most recent PP Review / April 2016
Total number of pupils / 184 / Number of pupils eligible for PP / 69 inc 11 forces. / Date for next internal review of this strategy / Jan 2017
1.  Current attainment (End of KS2 Summer 2016) National From (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/577296/SFR62_2016_text.pdf)
Pupils eligible for PP (your school) / National Average for PP. / Pupils not eligible for PP (national average)
% achieving ARE in reading, writing and maths / 54 / 39 / 60
Reading attainment / 71 / 53 / 66
Writing attainment / 71 / 64 / 74
Maths attainment / 57 / 58 / 71
2.  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.  / PPG pupils mathematical knowledge, skills and understanding inc. Pupils abilities to reason mathematically around problems, inc being able to apply learning to real life problems.
B.  / PPG who are also SEND (not inc GT as separate target below) making progress in line with national expectations. RAISE
C. / High ability PPG pupils (at KS1) not achieving Greater Depth at end of KS2
External barriers (issues which also require action outside school, such as low attendance rates)
D. / Home circumstances affecting aspirations and attendance rates. Attendance rates for pupils eligible for PP are 82% (below the target for all children of 96%). This reduces their school hours and causes them to fall behind on average. (Data Dashboard and inspection dashbaord)
3.  Desired outcomes
Desired outcomes and how they will be measured / Success criteria
A.  / To diminish the difference in attainment of PPG pupils in Maths / PPG Maths attainment at End of KS2 is in line nationally. In school tracking indicates that PPG pupils are on track to maintain KS1 attainment.
B.  / To accelerate the progress of PPG pupils with SEND in order to close the in school attainment gap for this group and to perform in line with national expectations. / Pupils who are SEND and receive PPG funding to progress in line with cohort average and by the end of KS2 to have diminished the difference in Raise.
C.  / To ensure that more able PPG pupils make more than expected progress across curriculum (age-related +) / Pupils eligible for PP identified as high ability make as much progress as non PPG pupils identified as high ability, across Key Stage 2 in maths, reading and writing. Measured in Y3, 4, 5 and 6 by teacher assessments and our assessments.
D.  / To raise the aspirations of Pupils inc their attendance. / Pupil voice indicates pupils have increased attitude and outlook on achieving- which is reflected in: Reduce the number of persistent absentees among pupils eligible for PP to 10% or below. Overall PP attendance improves from 82% to 96% in line with ’other’ pupils; Pupils on track to meet A, B and C; homework is completed to a high standard.
4.  Planned expenditure
Academic year / 2016/17
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. To diminish the difference in attainment of PPG pupils in Maths / Staff training on high quality feedback, verbal and written and the purchase of new assessment ‘rockets’ to allow pupils to own their learning and next steps.
Staff training on developing the language of reasoning, the creation of new SC sheets and using and applying. / The Sutton Trust recommends that this has a +8 impact in month’s progress: Feedback redirects or refocuses either the teacher’s or the learner’s actions to achieve a goal, by aligning effort and activity with an outcome. It can be about the learning activity itself, about the process of activity, about the student’s management of their learning. Pupil’s voice and Primary Advisor visits indicate that this is an area for development and will enable pupils to make rapid progress. By having clear targets pupils and teachers can use and understand teaching will be more effective. / SDP Target and additional monitoring from governors. In house training to deliver the training.
Moderation of books to ensure consistency of approach.
Formal monitoring in Autumn term and pupil voice activities. / Deputy Head / April 2017
C. Improved progress for high attaining pupils / CPD on providing stretch for high attaining pupils- using and applying challenges through Gold work.
Small group teaching of High Ability Using and applying lessons with additional adults. / There was a difference between our most able Year 6s from the high starting points. To embed challenging concepts we will work in small groups. This arrangement enables the teacher to focus exclusively on a small number of learners, usually on their own in a separate classroom or working area. Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind, but it can also be used as a more general strategy to ensure effective progress, or to teach challenging topics or skills. This in turn will allow class teacher to focus on ARE level pupils in class. / Triangulation of data, observation and book scrutiny.
Monitoring of intervention provision and tracking its outcome. / Deputy Head and Literacy across the curriculum coordinator.
TA interventions monitored by DM / April 2017
Total budgeted cost / 22788.25
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?
B. To accelerate the progress of PPG pupils with SEND in order to close the attainment gap for this group / Provide mini school provision for PPG SEND pupils, including SEND support in PM topic Sessions. / This combines many of the most effective EEF research strands and will allow our pupils with specific needs to have them challenged and pushed forwards. Historically this has been a very effective provision for our school- with 90% of Mini School Pupils from last year catching up and reintegrating back into class.
Support in the Topic PM sessions will not only support our SEND PPG to diminish the difference but also act a way to role model best practice with LA pupils for the topic teacher. / Data analysis and comparisons with national data. / SEND CO / April 2017
D. To raise the aspirations of Pupils and their attendance.
A. To diminish the difference in attainment of PPG pupils in Maths / Coaching sessions for PPG Pupils. The PPG team to regularly meet and mentor and coach pupils to support them to meet their targets and life goals.
Improved homework and marking feedback to consolidate work at home.
Purchase of Mathletics to enable PPG pupils to have access to high quality resources at home. Provision of in school club to allow PPG to use Mathletics if they don’t have provision at home for internet. / To build positive relationships for learning behaviour and act as a role model. Research from the EEF show that although this can have a low impact, a +1 month impact, the school feels that this is effective in helping develop pupils’ social and emotional resilience. Improving attendance will directly improve maths progress due to maths being first.
We will develop our Homework provision and provide access to Mathletics. Parent voice has shown that they are increasingly challenged by the standard of homework pupils get, therefore, a key method of supporting parents will be increasing their access to resources we use. / Case studies of pupils and data analysis.
Homework monitoring to ensure homework is complete.
Mathletics monitoring of use and relationships with the progress and attainment in class data. / Pastoral Manager
DM
Deputy Head / April 2017
C. Improved progress for high attaining pupils / Weekly small group sessions in maths for high-attaining pupils with experienced teacher, in addition to standard lessons. / We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff have been shown to be effective, as discussed in reliable evidence sources such as Visible Learning by John Hattie and the EEF Toolkit. We want to combine this additional provision with some ‘aspiration’ interventions like running Donnington Wood Café. / Extra teaching time and preparation time paid for out of PP budget.
Impact overseen by maths co-ordinator.
Teaching assistant (TA) CPD for TAs supporting the sessions. / Pupil Premium Coordinator / Mar 2017
Total budgeted cost / £97540.25
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?
D. Increased attendance rates / Pastoral manager to monitor pupils and follow up quickly on absences. First day response provision.
Breakfast club offer for PPG pupils to ensure on time to school. / High attendance and being at school on time is essential to achieving the above outcomes. There is lots of research for this and is a particular issue for the school. / Thorough briefing of attendance team about existing absence issues.
PPG coordinator, governor and attendance lead to meet regularly to any issues are being tackled and appropriate steps taken (in line with policy). / Pastoral manager / Jan 2017
D. Aspirations increased and poor learning behaviour decreased / Identify a targeted behaviour intervention for identified students.
Use support worker to engage with parents before intervention begins.
Develop restorative approaches and focus on positive behaviours.
Outside trips and visits to inspire pupils (and parents) and raise their aspirations / This is one of our most challenging targets as raising aspirations is often believed to be an effective way to motivate pupils to work harder so as to achieve the steps necessary for later success. A number of approaches to raising aspirations have been tried across three broad areas:
1.Interventions that focus on parents and families;
2.Interventions that focus on teaching practice;
3.Out-of-school interventions or extra-curricular activities, sometimes involving peers and mentors.
However, research also reports that most underachievement results not from low aspiration itself but from a gap between the aspirations that do exist and the knowledge and skills that are required achieve them. We will therefore focus on helping pupils develop the knowledge and skills that are needed to achieve them for instance trip to TCAT and career development work. / We will monitor in a number of ways against:
1.Interventions that focus on parents and families; we will ensure family learning is supporting parents to develop their support of their child.
2.Interventions that focus on teaching practice; Focus on the use of targets (above)
3.Out-of-school interventions and extra-curricular, sports clubs and / Year 6 teachers
Deputy Head
Pastoral manager
SMSC coordinator. / Jun 2017
Total budgeted cost / £16360
5.  Review of expenditure
Previous Academic Year / This year’s evaluation.
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
A. To diminish the difference in attainment of PPG pupils in Maths / Staff training on high quality feedback, verbal and written and the purchase of new assessment ‘rockets’ to allow pupils to own their learning and next steps.
Staff training on developing the language of reasoning, the creation of new SC sheets and, using and applying. / Our Success Criteria: PPG Maths attainment at End of KS2 is in line nationally.
Sats results in May 2016: This showed a difference between our disadvantaged and the national attainment of pupils in maths (-1.24) (Reading and Writing was above national). The main area was converting progress and attainment of the lowest group. A lot of this data was cohort specific with a large group of pupils not working at the standard of the test.
One focus had been more able challenge for PPG and this was reflected in broadly similar attainment to national.
Our Teacher assessment from June showed: the middle ability had achieved their expected progress.
End of Financial Year, our internal data shows that:
Expected progress in reading and writing is in line with that of whole school data.
Disadvantaged maths progress has increased by 12% to 76% diminish the difference to whole school data (85%).
More than expected progress in English is in line. In maths more than expected progress has increased but remains behind that of whole school.
In school tracking indicates that PPG pupils are on track to maintain KS1 attainment.
Peer teaching has allowed staff to support each other and share best practice.