JWPA Pupil Premium Action Plan 2016-17

JWPA Pupil Premium Action Plan 2016-17

The Secretary of State for Education lays down the following terms and conditions on which assistance is given in relation to the pupil premium grant (PPG) payable to schools and local authorities for the financial year beginning 1 April 2016.PPG provides funding for two policies:

• raising the attainment of disadvantaged pupils of all abilities to reach their potential
• supporting children and young people with parents in the regular armed forces

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 wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The long term aim of this action plan is to reduce all pupil premium gaps to insignificant levels. A series of targets for individual year groups and subjects is kept under review as part of the school’ data analysis process. Areas for concern are targeted and these targets are adapted termly. The current targets can be found as an appendix to this document.

Pupil Premium Category – July 16 / Amount per child / Number of children / Total
Ever 6 / £1,320 / 71 / £93,720
Looked after child / £1,900 / 2 / £3,800
Service Child / £300 / 8 / £2,400
Total / 81 / £99,920

Attendance

Autumn 15 / Spring 16 / Summer 16
Pupil Premium / All / Gap / Pupil Premium / All / Gap / Pupil Premium / All / Gap
95.35% / 95.72% / -0.37% / 94.64% / 96.87% / -2.23% / 95.40% / 95.88% / -0.48%

Persistent absence

September 2016 / Children with 90% or below attendance
Year group / Total PP children / Number of children / Percentage
FS / 8 / 3 / 37.5%
Y1 / 8 / 1 / 12.5%
Y2 / 13 / 5 / 38.5%
Y3 / 13 / 4 / 30.8%
Y4 / 17 / 3 / 17.6%
Y5 / 14 / 6 / 42.9%
Y6 / 8 / 5 / 62.5%

2015-2016 Data

Progress by previous attainment (National average is 0%) / Low Attainers / Middle Attainers / High Attainers
Year 6 2016 / FSM / All / FSM / All / FSM / All
Progress score for reading Y6 2016 / -3.96 / -4.96 / -3.08 / -1.45 / -7.58 / 2.17
Progress score for writing Y6 2016 / -1.6 / -1.6 / -2.87 / -1.45 / 4.32 / 1.32
Progress score for mathematics Y6 2016 / -1.55 / 0.78 / -3.41 / -0.26 / -1.57 / 3.2
Attainment (national averages in brackets) / Low Attainers / Middle Attainers / High Attainers
Year 6 2016 / FSM / All / FSM / All / FSM / All
% making expected attainment for reading / 0 (17) / 0 (18) / 22 (75) / 54 (63) / 100 (96) / 100 (95)
% making expected attainment for writing / 0 (22) / 0 (20) / 44 (78) / 76 (76) / 100 (98) / 100 (97)
% making expected attainment for maths / 0 (21) / 0 (19) / 44 (71) / 78 (78) / 100 (97) / 100 (97)
Attainment (national averages in brackets) / Low Attainers / Middle Attainers / High Attainers
Year 2 2016 / FSM / All / FSM / All / FSM / All
% making expected attainment for reading / 50 (39) / 47 (36) / 100 (87) / 84 (85) / 100 (99) / 100 (99)
% making expected attainment for writing / 38 (33) / 26 (30) / 67 (83) / 81 (82) / 100 (99) / 100 (98)
% making expected attainment for maths / 33 (40) / 42 (36) / 100 (87) / 89 (86) / 100 (99) / 100 (99)

2016 Data

September 2016
Year group / Total PP children / % Working Below / % At expected level / % Working Beyond / Average PS
Expected score in brackets.
Reading / Writing / Maths / Reading / Writing / Maths / Reading / Writing / Maths
FS / 8 / 50.0 / 37.5 / 37.5 / 37.5 / 62.5 / 37.5 / 12.5 / 0.0 / 25.0 / 14.88
Y1 / 8 / 100.0 / 100.0 / 87.5 / 0.0 / 0.0 / 12.5 / 0.0 / 0.0 / 0.0 / 19.75 (21)
Y2 / 13 / 76.9 / 76.9 / 69.2 / 23.1 / 23.1 / 30.8 / 0.0 / 0.0 / 0.0 / 23.35 (24)
Y3 / 13 / 23.1 / 46.2 / 30.8 / 76.9 / 53.8 / 69.2 / 0.0 / 0.0 / 0.0 / 26.62 (27)
Y4 / 17 / 35.3 / 47.1 / 23.5 / 58.8 / 47.1 / 70.6 / 5.8 / 5.8 / 5.8 / 29.79 (30)
Y5 / 14 / 35.7 / 50.0 / 35.7 / 57.1 / 50.0 / 57.1 / 7.1 / 0.0 / 7.1 / 32.46 (33)
Y6 / 8 / 62.5 / 62.5 / 50.0 / 37.5 / 37.5 / 50.0 / 0.0 / 0.0 / 0.0 / 35.56 (36)

Pupil Premium spending 2016-17

Many children attend school with hidden barriers to learning. These can be created in many different ways, including: mental health issues, home environment, a special education need or a recent bereavement. The follow measures are to be put in place to address these issues and provide an effective working environment for all children.

Emotional and Physical Barriers to accessing the curriculum
Issue to be addressed / Link to ADP / Action / Projected Cost / Intended Impact / Staff lead / Success criteria / Number of PP children targeted
Children are hungry at the start of school / All members of the school community understand healthy eating. / Provide food and nurture at breakfast club / £3,000 / Children are better able to learn due to being well fed and calm at the start of the day.
Behaviour for learning takes place with no children off task. / MU
SF / There are no reports of children being hungry in class.
Targeted children’s behaviour improves through a nurtured start to the day. / 12
Children struggle to control emotions / All children have a positive attitude to learning / Source counselling services for children with emotional needs / 2,500 / Children are calmer and develop strategies for resilience. / SF
GM / Children access the service.
Incidents of children leaving classrooms are reduced. / 5
Employ a home school link worker / £5,000 / Increased contact with hard to reach families
Improved relationships with difficult parents / SF
GM
RS
DK / Reduction in persistent absence to 0% / 27
Children are late for school.
Children’s attendance is poor (below 90%) / Subscribe to EWA service. / £500 / First day absence followed up. Persistent absence chased up / SF
GM
RS
DK / Reduction in persistent absence to 0% / 27
Problem behaviour in Y5 and Y6 / Ensure good behaviour throughout the school / Source behaviour support for children with emotional needs.
£120 x 20 sessions / £2,400 / All children are fully committed to engaging with their learning / GM / Zero exclusions by Summer term / 3
Communication and language skills not developed to the expected level on entry to FS / All children are able to access the curriculum / TA interventions to be run in early years / TA time 2hours a week
£1000 / Nearly all (-SEN) EY children can communicate at a level that allows them to access the curriculum / RS / Termly data shows all non SEN children on track for speaking and listening goals / 5
Not all PP have been identified / n/a / FSM check to be purchased / £270 / Increase in pupil premium grant for EY and KS1 children / DK
RS / Check purchased.
All pupils identified

The academy is obliged to use pupil premium money is ways to ensure that progress for disadvantaged children is the same as for other groups. This requires focussed funding on both staff and resources. Targeting staff (particularly highly qualified staff – eg teachers) has a significant effect on pupil progress. Targeting money towards specific resources also enables disadvantaged children to access quality educational materials that might be provided as a matter of course in the homes of advantaged children (these would include such things as access to the internet or quality literacture; or more informed support with homework).

Accelerate Learning
Staffing
Issue to be addressed / Link to ADP / Action / Projected Cost / Intended Impact / Staff Lead / Success criteria / Number of PP children targeted
Children with SEND and PP are not progressing at a fast enough rate / Ensure processes are in place for all groups of children to access the curriculum / SENCO half day to monitor attainment of PP children and create IEPs
2 SENCOs / £8,000 / SEN children have targeted support that closes the gap. / SF
GM / Weekly session with SENCO. / 18
More able pupil premium children are not making the same attainment as their peers / Ensure processes are in place for all groups of children to access the curriculum / Increase TA hours to take each PP year group children not making attainment.
Support staff are used to their maximum capacity with specific support for children who have identified as needing it. / 2 hours per year = 14 hours pw @ £15ph (x2 TA’s
£16,800 / TA use is targeted to have direct impact on the outcomes for Pupil Premium children
PP children attainment is more rapid than other children. / CC / Data analysis shows movement to targets
Pupil premium scores for maths, reading and writing (expect scores in brackets)
M R W
Y6: 39.0, 39.0, 39.0 (39)
Y5: 35.7, 35.5 35.5 (36)
Y4: 33.0, 33.0, 33.0 (33)
Y3: 30.0, 30.0, 30.0 (30)
Y2: 27.0, 26.5, 26.4 (27)
Y1: 24.0, 24.0, 22.8 (24) / 9
Attainment in all subjects needs to accelerate / Ensure processes are in place for all groups of children to access the curriculum / Three to one tuition
£25ph with qualified teacher, for children not on track – Spring term.
10 hours for 10 weeks (5 weeks per group) / £5,000 / Scores for children receiving intervention move in line wit other scores according to targets / RS
JR
JC / C24
Pupil premium children are not progressing with writing at the same rate as their peers. / Ensure processes are in place for all groups of children to access the curriculum / One to one tuition for five weeks for Y6 and Y2 children not on track for attainment.
Circa 8 children / £1,000 / From February half term – children not progressing will receive more targeted intervention / SLT / One to one teacher sourced.
Progress in line with targets above / 8
Pupil premium children are not progressing with writing at the same rate as their peers. / Enable pupils to make attainment in writing by teaching them how to work on improving their work. / Training for teachers in teaching of reading and writing / £3,000 including supply / Teachers are better able to teach creative writing to whole classes so that all groups of children progress / JR / Use of the school of learning (SU) / All
Higher ability PP children need to attainment in line with other HA children / Ensure processes are in place for all groups of children to access the curriculum / Group interventions with direct 2xTA support for children needing help.
10hrs per week TA £15x10x40 / £6,000 / Children with specific needs receive targeted interventions / CC
SF
GM / Number of children in brackets
Maths 100% (3)
Reading 100%(9) currently 88%
Writing 100% (3) / 25
Training
Issue to be addressed / Link to ADP / Action / Projected Cost / Intended Impact / Staff Lead / Success criteria / Number of PP children targeted
PP with dyslexia need additional support / Ensure processes are in place for all groups of children to access the curriculum / Whole staff training sessions for dyslexia friendly status / £2,000 / PP children with dyslexic tendencies are identified earlier and support is put in place / GM / Commence preparing the school for Dyslexia Friendly Status. / 12
Some pupil premium children are not progressing with maths at the same rate as their peers. / Give pupils more time to practice maths concepts / Numicon training for staff. Senior staff attend course and feed back / £600 including supply / More confident use of numicon to support children with needs / JC
JB
SH / Evidence of use of numicon in Lower KS2 planning. / 18
Resources
Issue to be addressed / Link to ADP / Action / Projected Cost / Intended Impact / Staff Lead / Success criteria / Number of PP children targeted
Pupil premium children are not accessing a wide range of reading materials / Give pupils more opportunities to read widely and often to broaden their use of vocabulary and improve their writing and spelling / Purchase Accelerated Reader / £11,000 / Pupil premium children’s reading scores in Y1 to Y6 are in line with other children / JR / Accelerated reader tracking show targets for pp children are on track.
PIRA Scores confirm this / 75
Purchase EY reading scheme / £5,000 / EY PP children are exposed to a wide range of genre / JR
JU / Reading is in line with national average at end of reception. / 16 (EY & Y1)
Pupil premium children are not making attainment in maths at the same rate as their peers / Make sure that all pupils are provided with the right level of challenge in mathematics / Purchase maths resources / £3000 / Pupils who need concrete support with maths are able to access a wider range of materials / JC
SH
JB / Assertive mentoring scores show a narrowing to with target ranges for maths. / C65
Pupil premium children do hot have access to online curriculum resources at home / Ensure processes are in place for all groups of children to access the curriculum / Subscription to Expresso / 1,000 / Increased access to the curriculum at home and in school / GE
JF / Pupil voice
Curriculum map review / 81
Curriculum Enrichment
Issue to be addressed / Link to ADP / Action / Projected Cost / Intended Impact / Staff Lead / Success criteria / Number of PP children targeted
PP Children are disengaged from school and the curriculum / Ensure processes are in place for all groups of children to access the curriculum / Provide music tuition for PP pupils / 4,000 / Sense of self-worth and achievement for PP children
Increase engagement with school activities / AW / Tuition takes place.
Children report that they enjoy the activity
Class teachers report increased engagement / 5
PP children do not have the same access to sport provision as other children / Keep all children healthy / Provide PE after school activities for PP pupils / 2,500 / Sense of self-worth and achievement for PP children
Increase engagement with school activities / FG / Tuition takes place.
Children report that they enjoy the activity
Class teachers report increased engagement / 15
PP families face financial hardship when asked to contribute to extended learning / Ensure processes are in place for all groups of children to access the curriculum / Supplement education visit costs for PP children in y4 and Y6 / £75 per child
£1,750 / All PP / DK
DR / 100% take up on educational visits / 23

Total spent to date £85,320

Action- Reduce the pupil premium gap in Year 2 average scores for reading to 0.4 (currently 0.69)

- Reduce the pupil premium gap in Year 2 average scores for writing to 0.4 (currently 0.0.56)

- monitor the pupil premium average score gaps in Year 1 – review at Christmas

- Reduce the pupil premium gap in Year 4 average scores for reading to 0.2 (currently 0.3)

- Reduce the pupil premium gap in Year 4 average scores for writing to 0.2 (currently 0.3)

Action- Increase the percentages of pupil premium of children on track in Year 1 for reading to 60% (currently 50%)

- Increase the percentages of pupil premium of children on track in Year 2 for reading to 60% (currently 21%)

- Increase the percentages of pupil premium of children on track in Year 6 for reading to 60% (currently 44%)

Action- Increase the percentages of pupil premium of children on track in Year 1 for writing to 60% (currently 50%)

- Increase the percentages of pupil premium of children on track in Year 2 for writing to 60% (currently 21%)

- Increase the percentages of pupil premium of children on track in Year 3 for reading to 60% (currently 53%)

- Increase the percentages of pupil premium of children on track in Year 4 for writing to 60% (currently 50%)

- Increase the percentages of pupil premium of children on track in Year 5 for writing to 60% (currently 50%)

- Increase the percentages of pupil premium of children on track in Year 6 for writing to 60% (currently 44%)

Action- Increase the percentages of pupil premium of children on track in Year 2 for maths to 60% (currently 29%)