Head Teacher: Lynne Donald
Number of pupils & pupil premium (PPG) received
Percentage of pupils eligible for PPG / 173
Amount of PPG received per pupil / £1300 (April 2015)
Total amount of PPG received / £224,900 2015-2016
Estimate £225,000 for 2016-2017 based on school trends
Summary of PPG spending
Barriers identified from data and monitoring:
“Deprivation does not determine destiny. Many young people from low-income families succeed brilliantly. There are also schools that overcome these barriers for low-income families…they do this because they have the highest expectations of each of them and are relentless in what they do to secure excellent headway in realising these expectations.” Unseen Children: access to achievement 20 years on- OfSTED
This action plan is based on the some of the higher impact strategies identified by the Sutton Trust and the Ofsted document ‘The Pupil Premium How schools are spending the funding successfully to maximise achievement’ so that we can be confident that we are using interventions and approaches with a track record of success.
The school has identified these as our main areas to focus the use of the pupil premium
Readingattainment–efficientdecodingearlierandcomprehensionskillsexplicitlytaught–(linkedtopoorwritinginKS1andlownumberofhigherlevelsatKS2readingtest)
Language and communicationdifficulties
- Managing behaviour and learningdisengagement
- Low self-esteem/Lack of selfconfidence
Parental engagement withlearning
Absence from school/Lateness toschool
Issues arising from long term low levelneglect
Aims - To close the gap for disadvantaged pupils by:
- Raising the attainment of disadvantaged pupilsthrough:
- Improving teaching &learning
- Removing barriers tolearning
- ProvidingadditionalsupportforthosedisadvantagedpupilswhoareatriskofunderachievinginEnglishandmaths.
- Accelerating the progress of disadvantagedpupils
- Increasingattendanceratesofdisadvantagedpupilssotheyareatleastinlinewithallpupils.
INTENDED IMPACT
The achievement gap between our disadvantaged pupils and national other pupils will be closed. 85% all of all pupils will achieve national standards in reading, writing and maths.
Actions for spending PPG 2015-2017 – two year programme for sustained impact Costings for x1 academic year,
Strategy/ / Costings & (Lead) / Outcomes / Milestones
Inclusion Team staffing including:
Inclusionmanager
LearningMentor
LearningMentor
Family SupportWorker Research – (EEF+4)
Meta cognition and self-regulation strategies (Learning tolearn)
Teaching approaches which encourage learners to plan, monitor and evaluate their learning have very highpotential
Research - Behaviour interventions
Targeted interventions for those diagnosed or at risk of emotional or behavioural disorders producethe
greatest effects / £155,000
staff costs (Andy Hodson) / To champion Inclusion (SEND, BESD, barriers to learning) throughout school ensuring consistently high quality interventions takeplace.
To support parents (CAF/TAC/CIN, attendance, parentingprogrammes)
To improve the behaviour and self-confidence of targeted pupils withinschool.
To support, through intervention, pupils at risk ofunderachieving.
Case studies of pupils accessing Inclusionopportunities
Tracking data shows pupils making acceleratedprogress
Parent engagement in their own children’s learning isimproved / 1.Pupil progress Meetings designed to show how the groups of pupils are achieving againstexpectations
2.Parents are identified and targetedfor support withFSW
3.Pupils are identified and targeted for support through Inclusion Intervention e.g. Kickstart, learning mentors orattendance
4.All staff are trained in restorative approaches to managingbehaviour
5.Periodic (termly) review of school behaviourpolicy
Achievement 4 All programme (3rdYear) ‘Quality Mark’ leading to Quality Lead Research – Parental involvement
- Focused approaches which support parents in working with their children to improve their learning arebeneficial
(Lynne Donald) /
- To improve pupil progress through the four elementsof:
- Leadership
- Teaching &Learning
- Wideroutcomes
- Parent and carerengagement
- Structured Conversations are embedded throughoutschool
- Targeted pupils (bottom 20%) make acceleratedprogress
- Quality Mark isachieved
- Lead School Statusconsidered
2.Pupil progress meetings(x3)
Peer tutoring – focus on reading and maths
1to1 & intensive support (OTS) Research
- In these approaches learners work in pairs or small groups to provide each other with explicit teaching support. The boost to attainment provided by peer tutoring is apparent for both tutor and tutee (particularly in cross-agetutoring).
(Lynne Donald) /
- To support pupils (Y1 initially) who are underachieving inreading
- To improve confidence and enjoyment ofreading
- Impact analysiscompleted
- Data Tracking of tutors and tutees academiclevels
2.Tutors trained in reading skills and strategies touse
Sports Coaches to produce good quality PE lessons through-out school via PPA / £32893
(Premier Coaches) /
- To enable TA’s to plan and assess with class teacher. Working collectively to analyse data and make decisions about which children will benefit from extra support.
- To support team working (classes paired forPPA)
2.TA’s are trained in specific areas of expertise
Research
Evaluation of small-group literacy and maths intervention programmes delivered by well-trained and supported TAs working closely with the class teacher has demonstrated significant impact on children’s progress. / £4720 (Junior Jam)
(Lynne Donald & Kirsten Mckechnie) /
- To monitor the time TA’s spend with SEND pupilgroups
- Impact analysiscompleted
Non-teaching DHT for Teaching & learning
Research (Taken from ‘What make’s great teaching?’ Sutton Trust)
1.(Pedagogical) content knowledge (Strong evidence of impact onstudent outcomes)
2.Quality of instruction (Strongevidence
of impact on student outcomes) / £30000
(Kirsten Mckechnie) /
- To develop a model for improving teaching & learning acrossschool
- To support teachers (and TA’s) in developing pedagogy andQFT
- To improve the teaching profile of the school and thereby improve attainmentof pupils inschool
- All teaching in school is at leastgood
- Attainment is accelerated for disadvantagedpupils
2.Team teaching across school designedand targeted
Attendance Awards/Initiatives (see also attendance action plan)
Research - attendance
Fewer pupils achieve level 4 and level 5 in reading and mathematics tests and writing TA at Key Stage 2 as overall absences increases. / £1000 (holiday)
£300 (Bike x3)
£500 (Vue, stickers, prizes) /
- To improve attendance across school and reduce the incidence of persistent absenteeism
- Attendance improves in all year groups to at least95%
- Attendance of key groups (e.g. PP, SEND etc…) improves to at least95%.
1to1 and intensive targeted support (QTS) To provide additional support to help close the gap in the performance of PP pupils and othergroups
Research - Meta cognition and self- regulation strategies (Learning to learn)
Teaching approaches which encourage learners to plan, monitor and evaluate their learning have very highpotential
Research – Teaching Assistants
Teaching Assistants are most effective when leading a specific intervention program or when they work closely with the classteacher.
Schools should think carefully about the training and deployment ofTA’s.
Research – Small group tuition / £60,000
(Karen Thornley KS2 & Abi Kay KS1) /
- Attainment in reading and maths is increased to at least 85% in bothareas
- DAP attain in line withpeers
- In-school and national gap isclosed
- To expand proven classroom approaches – providing effective feedback on pupils' performance, encouraging pupils to think about their own learning strategies,andgettingpupilstolearnfromeachother.
- To increase the level of TA support, initially for one year, but in the spirit of Achievement for All, with the emphasis on what can besustained.
- Toprovidefocusedsupporttoensurepositiveattitudes,behaviourandlearning. Toovercomebarrierstolearning.
- A qualified teacher is more likely to achieve greater progress and raise attainment.
- Intensive tuition in small groupsis highlyeffective
- Pupils are grouped accordingto current levels of attainment or specificneeds
- Sutton TrustToolkit
Subsidised Breakfast Club Places and staffing
Research
- Asabove
£3982
(Karen Thornley) /
- To improve the attendance of targeted pupils and reduce persistentlateness
- Attendance improves for targeted pupils by3%
- To improve the attendance of targeted pupils and reduce persistent absence and lateness
- To extend breakfast club to KS1 & Early Yearpupils
2.EWOreferrals
Homework Clubs Yr5&6 – Research – EEF +1 / £2063
(Karen Thornley) /
- To provide qualified support in an atmosphere conducive to learning/study in order to raise standards in literacy andnumeracy.
- To develop children’s self-esteem and confidence, which will impact on allareas oflearning.
Speech & Language/communication and language (Early Years)
Research –
- Good speaking and listening skills are integral to developing as an independent and reflectivelearner
- Good communication supportsthe basics skills of pupils in allareas
Kirsten McKechnie /
- To develop speaking and listeningskills
- To provide early intervention of speech & language intervention to support acquisition of languageskills.
- Pupils communication and language skills are improved impacting directly on levelledoutcomes
Read, Write Inc training for whole school (March 2014/2015)
This includes the Freshstartprogramme (catch-up literacy programme by Ruth Miskin for Y5 & 6)
Research – phonics
- The evidence suggests that phonics can be an important component in supporting the development of early reading skills, particularly for children from disadvantaged backgrounds.
£5000 (books & resources) (Sarah Harrison) / All staff trained on how to deliver effective reading andwriting
To provide a consistent approach to how reading is taught acrossschool
Accelerated progress inreading
Reading intervention established in upper KS2(Freshstart)
All staff trained in the teaching of reading acrossschool / 1.Termly RWI data liked to pupilprogress meetings
2.Teacher action plans show targetedreading support for identifiedchildren
Reciprocal Reading Training And dissemination / £500 (training)
£2500 (books)
£2118(library) /
- Pupils comprehension skills and strategies areimproved
- Pupils attainment in reading comprehension (and writing) isaccelerated
- Gap between disadvantaged and non-disadvantaged isclosed
2.Monitoring of RR throughoutschool
Reading for pleasure Research – EEF toolkit
As above – after becoming efficient decoders children need to learn the skills of deep comprehension / (Jo Shipman) /
- Impact studyconducted
- Accelerated progress made inreading
- At least 85% of pupils reach the expected standard in reading acrossschool
Handwriting support
Motor On programme
(Linked to fine & gross motor control, improving writing and behaviour)
Research - Optimizing Early Brain and Motor Development Through Movement
Research shows that early movement experiences are critical to optimal brain development.
Associations Between Low-Income Children's Fine Motor Skills in Preschool and Academic Performance (DinemarkManfra, 2013) 'Fine motor skills are an accurate prediction of future academic success'
'Fine motor skills should be considered a valuable indicator of school readiness
(Grissmer et al., 2010). / £1919
(pencils/pensetc…)
(LD & KM)
£11,500 /
- Concentration isimproved
- Writing ‘comfort level’ is identified andsupported
- Handwriting improves significantly – in line with nationalexpectations
- Improved self-esteemimpact
- Developing childrencognitively
- Addressing Visual tracking issues(reading)
2.Impact study completed for pupils attending
Numicon (KS2 focus – phase 1) Research - Numicon
- A multi-sensory mathematics resource which supports early mathematicians to understand number values andrelationships alongside the writtennumerals.
- Numicon encourages childrento develop their understanding through mental imagery as they manipulate the Numicon tiles to calculate in practicalactivities.
£1363
(resources) (Vicky Simmons) /
- Numicon is used daily in class teaching to support mathematicalideas
- KS2 teachers and TA’s trained in the effective use of Numicon to supportmaths
- The attainment gap in maths between disadvantaged pupils and non- disadvantaged pupils isclosed
2.Resources bought to use Numicon asan intervention throughoutschool
Anti-bullying Ambassadors programmeResearch – ABA
- Pupils feel inspired and motivated to tacklebullying
- Anti-bullying ambassadors to support pupils acrossschool
- Pupils are clear about what bullying is and understand how to tackleit
- Pupils are able to self-regulate their ownbehaviour
2.10 pupils to be trained asAnti-bullying Ambassadors
3.Anti-bullying champion to beappointed 4.
- It gives young peopleconfidence and ideas to lead anti-bullying activities acrossschool
- To implement the ‘Talk forwriting’ across school – INSET andtraining
£500 (training for coordinator)
£600 release for KS1 staff / To provide a consistent approach to how writing is taught acrossschool
All staff trained on how to deliver effective reading andwriting /
- INSET on writing completed (all staff to attend)
- Lit coordinator to monitor andsupport writing aspect of theprogramme
To use PP to support the implementation of a Quality First Teaching Co-ordinator to assist Leadership Team in using PP funding to full advantage (temporary TLRoffered?)
Research-
Leadership with direct responsibility provides focused assessment and evaluation of interventions in order to ensure that children get the right support theyrequire
Research – 1:1 tuition
1:1 tuition in intensive smallgroups is very effective in helping learners to catchup
Allows effectivefeedback.
Short periods of intensive sessions tend to have the mostimpact. / £4500 (TLR) / Deployment of experienced teacher to assist Leadership Team in using PP funding to full advantage, by regularly monitoring and delivering key elements of the strategy of ‘closing the gap’ for five mornings per week.
To support Leadership Team in ensuring that additional funding reaches the pupils who need it most and that itimpacts significantly upon their lives.
The tailoring and targeting of teaching and learning to ensure that all pupils make good rates of progress, and in some cases, accelerated progress where required to close the gap between children entitled and not entitled toPP.
To provide additional educational support to improve the progress and raise the standard of PPpupils.
To close the gap between the achievement of disadvantaged pupils and other children.
To address any underlying inequalities between children eligible for PP andothers. /
- Identify new member ofstaff
To provide targeted sessions of Forest Schools for specific disadvantagedpupils
Research – Forest Schools
Forest School increases theself- esteem and self-confidence of individuals who takepart.
They improve an individual’s ability to work co-operatively and increases their awareness ofothers.
Forest School counters a lack of motivation and negativeattitude towardslearning.
Forest School encourages ownership and pride in thelocal environment.
Forest School encourages an improved relationship with, and better understanding of,the
outdoors. / £2500
Andy Hodson /
- To provide each pupil with the opportunity to experience Forest Schools, using the outdoor environment to better engage pupils withlearning.
- To develop a Forest schools approach through the Nurture group to support pupils withBESD
- Totakepartinactivitiesrequiringsocialskills,withteamwork.
- Towitnessthemodellingofpositiverelationships.
- Toboosteffectiveengagementwithlearning,usingtheenvironmentoutsidethe classroom.
- To improve confidence, independence and a willingness tolearn.
- AHtoorganizesessionsandtargetpupilsto attend
- SDQ to be completed before sessionsstart
- Sessions tostart
- SDQ to be completed after sessionsfinish
- Forest School increases the skills and knowledge of theindividuals who takepart.
To support ‘self-regulation’ strategies in the Early Years (including parentalengagement)
Research – Sutton toolkit (+7 months)
Linked with successful learning, including pre-reading skills,early maths and problemsolving
Lasting positive impact infuture years / £6000 /
- To embed the characteristics of effectivelearning
- To embed the use of SEAL and/or emotionalliteracy
- Inclusion team to do some focusedwork
- Pupils identified for targetedwork
- Youth Service Team to work in school on a planned programme of workshops e.g. emotional literacy, angermanagement
Performance of pupils eligible for FSM or LAC – see attached closing the gap grids (RoL)