St Margaret’s CE Primary School

Pupil Premium Strategy Statement: Academic Year 2017-2018

Summary Information

Academic Year / 2017/18 / Total PP budget / £183,160 / Most recent PP
Review / Autumn 2017
Total number of pupils / 334 / Number of pupils
eligible for PP / 110 / Date for next
review / July 2018

Current attainment – July 2017 (at expected standard)

End of Key Stage 1 / School / National / School disadvantage / National Other
Reading / 68% / 74% / 60% / Data available at the end of October 2017
Writing / 51% / 65% / 33%
Maths / 54% / 73% / 47%
End of Key Stage 2 / School / National / School disadvantage / National Other
Reading / 61% / 71% / 42% / Data available at the end of October 2017
Writing / 56% / 75% / 42%
Maths / 63% / 76% / 42%
RWM Combined / 46% / 61% / 26%

Barriers to future attainment (internal)


Barriers to future attainment (external)


Desired outcomes

1.  Attainment in EYFS is raised to be in line with national. Quality of provision (teaching, environment, interactions) to be consistently good.

2.  Where children’s starting points are below those of other children of their age, assessment shows they are catching up quickly. Gaps between the attainment of groups, including those for whom the school receives additional funding.

3.  Further improve teaching across school – CPD having a positive impact on teaching and learning.

4.  Pupils are confident and self-assured. Their attitudes to school life and conduct is good. There are marked improvements in behaviour for individuals or groups with particular behaviour needs.

5.  Phonics – Increased amount of children reaching phase four by the end of reception and required standard at the end of year one (in line with national)

6.  To improve reading provision across school and engage parents in home reading to raise attainment

7.  To improve maths provision across school – improve attainment and progress by allowing children opportunities to become fluent, reason mathematically and solve problems.

8.  To continue to improve attendance across school

Desired outcome / Chosen action / Rationale for choice / Quality control / Staff lead / Planned
Expenditure / Review
1. Attainment in EYFS is raised to be in line with national. Quality of provision (teaching, environment, interactions) to be consistently good. / Modify speech and language provision to enable the majority of school SALT to be focused on children in the early years. Speech and language therapist to support staff to further develop communication and language approaches to benefit children’s learning, including spoken skills, expressive vocabulary and early reading skills.
Continue to develop children’s self- regulation strategies, in line with whole / Communication and language approaches appear to be highly effective in raising attainment (EEF EY toolkit), for a very low cost.
Development of self-
regulation and executive functioning is / Learning/ environment drop ins by AHT and HT.
Regular progress reviews to track children. / AHT - Kelly Jones / School speech therapist -
£23,940
Staff meeting/CPD time
- £2000
school focus on personal learning and thinking skills (B.E.C.O.M.E).
Increase number and quality of English
and maths opportunities in outdoor provision. / consistently linked with successful learning.
2. Where children’s starting points are below those of other children of their age, assessment shows they are catching up quickly. Gaps between the attainment of groups, including those for whom the school receives additional funding. / Parental engagement – continue to develop ways to actively involve parents in children’s learning and development – Stay and Plays, REAL, etc. Including parenting and intensive programmes for families in crisis – Place 2 Be parent counselling.
Early intervention is prioritised for PPG
– range of interventions are in place, including: REAL (Raising Early Attainment in Literacy), BLAST,
WELLCOM. New intervention for Sept 2017 – ‘Tune into Talking’ introduced in Nursery. / Parental engagement in Early Years Education is consistently associated with children’s future academic success (EEF)
Interventions chosen are evidence-based – ‘Tune into Talking’ has proven successful by a DfE research project and includes training for practitioners, fortnightly sessions for all Nursery children and 5 focus parents. / Impact of intervention to be measures – WELCOM and baseline as assessment tool. PM targets/reviews monitors attainment and achievement at regular intervals. / AHT - Kelly Jones / Teacher/TA time to deliver interventions –
£10,000
Parental engagement/ workshops –
£1000
REAL - £8400
Stay and Play -
£1170
Tune into Talking - £1000
3. Further improve teaching across school – CPD having a positive impact on teaching and learning. / All teacher to further engage in IRIS Film Club CPD aimed at developing self- regulating, independent learners.
Phase leaders continue to develop the vision of ‘A Place to Become’ – lead growth mindset CPD. / Using high performance, evidence-based methods is recognised good practice.
Research into teaching and learning strategies and factors that affect achievement will impact positively on progress. / Learning drop ins – HT/DHT to check time in lessons is used productively – learning is planned to sustain pupils’ interest and challenge their thinking. / Middle Leaders - Cara Campbell Claire Turner / Staff meeting time
– £2,466
IRIS yearly subscription –
£1275
Growth mindset CPD - £485
Phase Leader work - £2577 + release time -
£626
4. Pupils are confident and self-assured. Their attitudes to school life and conduct is good. There are marked improvements in
behaviour for individuals / Place 2 Be – counselling service in school (12 children 1:1 weekly sessions New behaviour policy and eight expectations to be reviewed (Sept 2017) / Good mental and emotional wellbeing is integral part of childrens’ holistic development. Recent recommendations from
the DfE place / Service reviews of counselling service (every three months) Monitoring of behaviour records
by DHT. / DHT -
Rachel Whittle / Place 2 Be -
£26,266
Staff meeting time to introduce/review
new behaviour policy - £2,000
or groups with particular behaviour needs. / Pastoral lead to continue to provide support to children with social, emotional and mental health needs.
Working with outside agencies and teaching staff as appropriate. / expectations that all schools have access to counselling services. / Pastoral lead support - £10,000
5. Phonics – Increased amount of children reaching phase four by the end of reception and required standard at the end of year one (in line with national) / KS1 phase leader to take responsibility for leading on phonics. Action plan to be produced for this area which includes (but is not limited to): participation in LA enquiry days; increase parental engagement in phonics; engage in Peer, plan, teach, review (PPTR); refine assessment/tracking procedures. / Without a sound grasp of phonics children will have difficulties spelling, reading fluently and comprehending. They are more likely to experience difficulties across other curriculum subjects too.
Phonic results at Year One and Two have been
largely static over the last few years. / Learning drop ins Peer Plan Teach Review – Autumn term 2017 (reading focus)
Challenging PM targets/progress reviews evidence challenging targets for % of children reaching ARE. / Claire Turner / PPTR - £822
Release time for phase leader -
£626
Phase leader work
- £2,577
6. To improve reading provision across school and engage parents in home reading to raise attainment / Whole class approach to continue guided reading to be adopted (Brook Class upwards) – analysis of 2017 results to determine strengths and weaknesses and further refine structure of guided read. Peer plan, teach, review on guided reading in Autumn 2017.
Increase reading across curriculum for all children.
Introduce listening comprehension for children in EYFS.
Further promote reading for pleasure – visits and visitors, author study texts Increase parental involvement in childrens’ home reading.
Intervention teacher to support Year Five/Six children / Results @KS1 in 2017 were 68% (55% last year) at expected standard and 61% (43% last year) at KS2.
Children increasing their ‘reading miles’ (reading more widely and for a variety of purposes) will impact positively on progress. / Rachel Whittle / Author study texts
- £1,200
Staff meeting time
- £1,233
Time with consultant - £250 Iniatives for reading for pleasure (incl poet) – £985
Intervention teacher (0.5) –
£22,717
Intervention reading TA (0.5) –
£7400
7. To improve maths provision across school – improve attainment and progress by allowing children opportunities to become fluent, reason mathematically and solve problems. / Ensure appropriate coverage of the NC for all year groups – progression and pace of learning.
Increase teachers mathematical subject and pedagogical knowledge.
Maths meetings introduced and offer children frequent practice at increasingly complex problems – leading to accurate and quick recall. Teachers routinely check for understanding within lessons – feedback positively impacts on learning
– Peer plan, teach, review to focus on this in Spring term.
An emphasis on problem-solving and reasoning for all pupils and use of the concrete – pictoral – abstract approach when introducing new concepts. / Results @ KS1 in 2016 were 54% (52% last year) at expected standard and 63% (40% last year) at KS2.
Using the IRIS technology will enable better teacher reflection and encourage collaboration.
Successful teaching and learning strategies will be able to be shared and embedded.
High quality CPD for teachers which is not just about subject knowledge but gives teachers a deeper understanding of their subject will impact positively on progress
and attainment. / See monitoring and evaluation schedule
– incl. learning drop ins, book scrutinies and data. / Rachel Whittle / PPTR - £822
Staff meeting time to go over maths meetings/problem- solving are reasoning approaches -
£1,233
Intervention teacher (0.5) –
£22,717
8. To continue to improve attendance across school - overall attendance is raised from 94.7% to 96% / Recognise and reward improvement and good attendance
Reduce the number of children attending appointments in the school day
Reduce the number of late marks - Continue to offer free Breakfast Club for all pupils
Pastoral Leader to continue to support families, where attendance is an issue, for example assisting children to get into school as necessary. / School missed the attendance target last year (94.6%). This was largely down to the suspension of fixed penalties by the LA. As a result there was a significant increase in holidays: 835 sessions lost due to holidays, compared to 457 during the previous academic year. / Termly analysis of attendance data and act on/report findings. See attendance action plan for specific actions. / Kirsty Dowden
Dan Whittle / Attendance reward iniatives –
£200
Attendance officer
– £1,607
Pastoral lead time to collect children as necessary - £1000.
Subsidised breakfast club £4218