Long Crendon School Pupil premium strategy statement
- Summary information
School / Long Crendon School
Academic Year / 09/2017to 07/2018 / Total PP budget / £18.480 / Date of most recent PP Review / Sept 2017
Total number of pupils / 212 / % of pupils eligible for PP
(including Y6 students to July 2017) / 7% / Next review / Dec 2017
- Current attainment (Previous Y6 to July 2017 and current cohorts)
End of Y6 2017 % of cohort eligible for PP = 17% / Pupils eligible for PP (your school) / Pupils not eligible for PP (national average)
Reading 2017 KS2 outcomes (previous Y6 cohort - 60% also SEN and 20% EAL) / 60% of PP children in this cohort were SEN, 20% were EAL
20% were unable to access SATS
40% had scaled scores below 100
20% achieved expected standard
20% achieved greater depth
Internal tracking showed that progress measure for SEN PP children was equal to class average, and above expected. Non-SEN PP progress was well above class average(0.6 compared to a class average of 0.3)
(Case studies available) / 71%
Writing 2017 KS2 outcomes(previous Y6 cohort - 60% also SEN and 20% EAL) / 60% of PP children in this cohort were SEN, 20% were EAL
Teacher assessment shows:
20% were unable to access SATS
40% had scaled scores below 100
40% achieved expected standard
(case studies available) / 76%
Maths 2017 KS2 outcomes(previous Y6 cohort - 60% also SEN and 20% EAL) / 60% of PP children in this cohort were SEN, 20% were EAL
20% were unable to access SATS
20% had scaled scores below 100
40% achieved expected standard
20% achieved greater depth
Internal tracking showed that PP progress measure was well above class progress measure of (0.9 compared to a class average of 0.6)
(Case studies available) / 75%
Grammar, Punctuation & Spelling (previous Y6 cohort - 60% also SEN and 20% EAL) / 40% achieved expected standard
20% achieved greater depth / 77%
Reading, writing and maths / 20% / 61%
Outcomes for current cohorts in 2016-2017
July 2017 Standardised scores for PP children who do not have additional SEN are :
Year / Non SEN PP PUMA
Maths / Class average / National average / Non SEN PP PIRA
Reading / Class average / National average
3 / N/A / N/A
4 / 119 / 116.4 / 100 / 108.5 / 109.5 / 100
5 / 128.5 / 111.4 / 100 / 111 / 116.1 / 100
6 / 1229 / 114.6 / 100 / 113.5 / 109.1 / 100
Standardised scores for PP with additional SEN are:
Year / SEN PP PUMA / Class average / National average / SEN PP PIRA / Class average / National average
3 / * / 111.9 / 101 / * / 109 / 104
4 / N/A / 110.6 / 101 / N/A / 108.4 / 101
5 / N/A / 109.6 / 101 / N/A / 109 / 94
6** / 74 / 112.2 / 101 / 77 / 108.3 / 98
*P scales
**Current Y6 PP cohort 60% SEN, 20% EAL
- Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
Speech and language disorder
Social skills/BESD
C. / Emotional well being
D. / Gaps in mathematical understanding
External barriers (issues which also require action outside school, such as low attendance rates)
E. / Small percentage with poor attendance /lateness
- Desired outcomes (Desired outcomes and how they will be measured)
Improve outcomes at end of KS2 / 75% end of year ARE in Maths, Reading & Writing
Improve social skills and behaviour , improve emotional well being & ensure that vulnerable children feel supported in school. / Improved classroom behaviour reported by staff and observed during lesson observations. Fewer incidents of poor behaviour reported on playground.
Feedback from children shows that they feel supported.
Close gaps in mathematical understanding / Children taking part in additional maths focus activities show improved understanding/confidence/standardised scores
Support families to improve attendance and timekeeping / Attendance for this group of children shows improvement on previous year.
- Planned expenditure Approximately £16,905
- Academic year
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
- 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?
Quality feedback supports children to make good progress in all subjects. / Immediate feedback/addressing of misconceptions, highlighted by use of R code in books
PP books to be marked first / Research evidence base cites quality feedback as effective in ensuring good progress (Education Endowment Foundation & Sutton Trust) / Weekly work scrutiny at start of staff meetings, reviewed by SLT & subject co-ordinators
Lesson observations
Termly data analysis / Mrs Stamp
Mrs Bowden
Mrs Poote
Mrs McVean
Mrs Jennings / Termly
Improve % of children working at greater depth. / Improve quality of questioning/
Discussion using Philosophy for Children / Evidence base (Education Endowment Foundation & Sutton Trust)suggests good discussion/self-questioning has positive impact on outcomes. / Staff meetings
Lesson observations / Ms Brown
Mrs Jennings
Mrs Bowden
Miss Nolan / Termly
Total budgeted cost for P4C training was taken from previous financial year / £0
- 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?
Improve % of children making ARE/expected progress / Breakfast maths club
3x weekly / Internal tracking shows that this worked well with a previous cohort, increasing confidence and mental maths skills. / Tracking maths progress using PUMA/PIRA / Mrs Moore / Half termly
£6479
Improve progress /attainment at greater depth in maths, reading and writing in Y6 / Targeted support in class to enable a teacher to work with Y6 PP children to improve metacognition and learning to learn skills & selection of challenge by choice / Identified children making insufficient progress/ with potential to achieve greater depth. Evidence base (Hamilton trust) supports this as high impact intervention. / Tracking progress using PUMA/PIRA and writing criterion scale / Mrs Bowden / Half termly
£3960
Improve language & writing skills for lower KS2 PP / Targeted daily support / Internal evidence base shows progress in spelling & reading from daily 1-1 support. / Track progress in spelling of key words and progress of writing against P scales / Mrs Timberlake / Half termly
£4798
£4798
Total budgeted cost / £15, 237
- 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?
Emotional well being is good and children demonstrate appropriate social skills.
Pupil feedback indicates that these pupils feel supported
PP children achieve and attain as well as other pupils national
The difference between the achievement of PP children and other children in school diminishes. / Weekly social skills group with trained counsellor
1x1 hour
Nurture group to be offered 2 afternoons a week.
3 staff members to attend Nurture Group training (Bucks EP service) Room allocated and nurture group established / Opportunities for children to discuss concerns and seek solutions. Less time spent in conflict resolution.
Evidence Base: Education Endowment Foundation Social & Emotional learning Toolkit / Monitoring of playground behaviour.
Seek feedback from nurture group leaders/parents and children involved. / Mrs Bowden
Mrs Fleming
Mrs Barker / Informally on a weekly basis. Formally half termly
£1068
All children enabled to participate in enrichment activities / Establish “Aspiration” group to maximise potential of PP children to enjoy rich experiences Financial support for children to take part in enrichment activities, e.g Sport, music, trips, tuition etc / Ensure equality of opportunity for all / Monitor uptake (PP children have priority for all school led clubs) and target PP children for specific areas of interest / Mrs Stamp
Mrs Bowden
Mrs Poote / Termly
At least £600
(As required)
Improve attendance and timekeeping / Liaise with parents and support families to ensure children get to school on time. / Evidence Base: Data shows correlation between attendance and attainment (National attainment figures) / Monitor attendance, contact families to ensure they are aware of the correlation data, whole school timekeeping focus – letters to parents whose children are consistently late, use of breakfast maths club. / Mrs Stamp
Mrs Bowden
Mrs Poote
Total budgeted cost / £1468
Total budgeted cost for all planned interventions / £16,905
- Review of expenditure
Previous Academic Year / 2016-2017
- 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
Improve progress in maths, reading and writing in Y6 / 1 x additional teachers 1 half day a week / Enabled additional or class teacher to work with PP children . Support led to increased confidence and better than expected progress (above class average) in reading for PP children. Class attainment is well above national in reading and writing. Internal progress tracking shows progress in reading for non-SEN PP to be above class average and progress in maths for PP children to be above class average. / Additional support to be continued. / £2,222
Improve language & writing skills for lower KS2 PP / Targeted daily support from LSA / Internal evidence base shows progress in spelling & reading from daily 1-1 support. / Will continue for suitable children / £3686
- 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
Close gaps in mathematical understanding / Breakfast maths club / Y6 children attending the maths club were able to demonstrate improved understanding of mathematical concepts and greater confidence in lessons and 60% achieved expected standard / This was a successful intervention and will be continued with a different cohort. / £6415
Improve language & writing skills for lower KS2 PP / HLTA to support SEN PP children 1x hour a week plus resources / Internal tracking evidence base shows progress in spelling & reading from daily 1-1 support. / Support to be continued for PP children with SEN as required` / £4974
- 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
Emotional well being is good and children demonstrate appropriate social skills. / Weekly social skills group with trained counsellor
1x1 hour / Successful for several children (increased confidence, improved conflict resolution and successful transition to secondary school) / It is felt that some children may benefit more from 1-1 counselling and we will be establishing a nurture group with a dedicated space and staff / £390
All children enabled to participate in enrichment activities / Financial support for children to take part in enrichment activities, e.g Sport, music, trips etc / Equality of opportunity for all – all children who wished to attend trips/workshops etc were able to do so / Monitor uptake (PP children have priority for all school led clubs and workshops) and target PP children for specific areas of interest / £500
Where the cost of PP interventions exceeds the PP grant the difference is made up from school budget or other grant funding.
Long Crendon School September 2017