Pupil premium strategy statement: Ladycross Infant School
1. Summary informationSchool / Ladycross Infant School
Academic Year / 2016/17 / Total PP budget / £70,000 / Date of most recent PP Review / September 2016
Total number of pupils / 285 / Number of pupils eligible for PP / Date for next internal review of this strategy / July 2017
2. Current attainment
Pupils eligible for PP / Pupils not eligible for PP
Reading / Writing / Maths / Reading / Writing / Maths
% at age related expectations in nursery
% of children ‘School Ready’
% of children reaching a ‘Good level of Development’
% of children at ARE in Y1
% of children at ARE in Y2
3. Barriers to future attainment (for pupils eligible for PP including high ability)
In-school barriers
A. / Children enter school not ‘school ready’ with communication and language problems and poor gross and fine motor skills.
B. / Children eligible for PP are part of more than one group, so may be SEN, poor attenders, summer born, so complex needs are evident.
C. / Children eligible for PP often have families with complex prolblems that result in poor attendance impacting upon progress and attainment.
External barriers
D. / Parental engagement is low with some pupil premium families with regard to supporting the learning out of school. They are ‘hard to reach’ and do not engage with school.
4. Outcomes
Desired outcomes and how they will be measured / Success criteria
A. / Children will be socially emotionally ready for learning through the use of nurture and lunchtime club provision. Children who are of high ability aspire to do the best they can. / Children who are in receipt of PP and have been identified as needing nurture provision achieve the targets set from the boxall profile and are accessing the curriculum and are beginning to meet more end of year expectations.
B. / For SEN PP children – appropriate intervention and provision is in place and the SENCo monitors the progress of these children in PPM.
HT and Assessment lead monitor the progress of PPM and set clear targets. / All pupil premium children to make at least expected progress and non-SEN children to make above expected progress.
SEN children in receipt of PP will achieve their inclusion targets
C. / Children are supported in school with homework etc. and intervention time is used to support children.
Parents are encouraged to support their children in their learning / All parents actively involved in their child’s learning.
For those that is still continues to be an issue – school to provide the support from within.
5. Planned expenditure
Academic year: 2016/17
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 implement action?
A. Children will be socially emotionally ready for learning through the use of nurture and lunchtime club provision. Children who are of high ability aspire to do the best they can / Nurture provision and lunchtime club /
- EEF toolkit utilizing high quality trained TAs effectively
- Professional knowledge
- Monitoring of Boxall Profiles
- All children – entry Boxall profiles, targets set and monitored termly and exit Boxall profile.
- Monitoralso progress through PPM
B. For SEN PP children – appropriate intervention and provision is in place and the SENCo monitors the progress of these children in PPM.
HT and Assessment lead monitor the progress of PPM and set clear targets.Learning is accelerated and the GAP between disadvantaged and non-disadvantaged is reduced. Children are able to use their feedback to support their learning and development. Children can embed good learning behaviours across the curriculum. / Time with intervention teachers/TAs to work on feedback support, embed good learning behaviours through modelling, enable children to make links across their learning and close the gaps with their peers /
- We have invested some of the PP in longer term change which will help all pupils. Many different evidence sources, e.g. EEF Toolkit suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school.
- Termly assessment shows improvement in all year groups.
- Inclusion targets are appropriate to meet the needs of the individual child.
- Pupils progress meetings and performance management
- Led by qualified teacher
- SENCo monitors provision and inclusion passport targets
Assessment lead
SENCo/PP leader / September 17
C. Parental engagement is an issue with some of our pupil premium families. /
- Family support worker to assist with parental/pupil engagement
- Early parent/teacher interviews
- Parental workshops
- Newsletters
- Provision in school to support
- Getting ready for nursery group
- EEF toolkit
- Professional knowledge
- Quality assurance of the family resource worker.
- Increased number of parent questionnaires completed.
- Increased attendance at parents evening and other special events.
- Parent link worker
FRW
Parent link worker / September 2017
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 implement action?
1)Improve attainment across the school /
- Support staff/Class teacher utilised to support pupil premium pupils and intervention to ensure the gap closes
Support staff provided a key role in supporting the class teachers to achieve their aspirational and expected targets.
Termly book scrutiny’s showed that feedback was being used effectively across the school.
Pupil interviews showed that pupil attitudes to learning had improved. /
- Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time.
- SLT to observe delivery of intervention programmes to ensure quality and consistency
HT / Sept 17
Children who are disadvantaged are given support to attend school in line with their peers, make necessary progress and have the necessary social and emotional support to learn /
- Employ school based family resource worker (2 ½ days a week)
- EEF Tool kit –
- Professional knowledge
HT
SENCo
FRW / Sept 17
Learning is accelerated and the GAP between disadvantaged and non-disadvantaged is reduced.
Learning is accelerated. Children are able to achieve end of yr. expectations. / Continue with increased hours Increase TA hours so that all classes have a teaching assistant all morning to support intervention and plugging the gaps.
Teacher/TA intervention groups – in afternoon and after school /
- EEF toolkit utilizing high quality trained TAs effectively
HT
SENCo / July 17
Pupil premium plus children are supported to ensure that their progress is equal to their peers so that they make predicted progress.
Learning is accelerated. Children are able to achieve end of yr. expectations. / Pupils who are vulnerable because of their circumstances (including disadvantaged) and need emotional and social support /
- EEF Tool kit –
- Professional knowledge
Pupil interview records.
Children’s books
Boxall profiles / Assessment lead
HT
SENCo / July 17
Total budgeted cost / £60,000
Review of expenditure academic year 2015-2016
Pupil Premium Income £
Activity/intervention / Money allocated / Pupil/student groups supported / Impact and desired outcomes / Evidence / Impact
Assertive Mentoring program
1-2-1 time with class teacher every two weeks to work on feedback support, embed good learning behaviours through modelling, enable children to make links across their learning and close the gaps with their peers / 12000 / All FSM and Ever 6 children / Learning is accelerated and the GAP between disadvantaged and non-disadvantaged is reduced.
Children are able to use their feedback to support their learning and development. Children can embed good learning behaviours across the curriculum. / Children’s books
Running record of the 1-2-1 time with teacher.
Assessment – where children are in relation to end of year expectations
Pupil interview records.
Assessment – where children are in relation to end of year expectations
Pupil interview records. / This was run Dec- Easter due to staffing constraints.
OFSTED recognised that the closing the gap picture is an improving one. All years with exception of Yr. 5 is good. For Yr. 6 data – see report on data outcomes compiled by Stewart.
Continue with increased hours Increase TA hours so that all classes have a teaching assistant all morning to support intervention and plugging the gaps. / 8000 / Pupils who are not on track to me end of year expectations and are at risk of not meeting end of KS2 FFT attainment estimates and are vulnerable because of their circumstances (including disadvantaged) / Learning is accelerated and the GAP between disadvantaged and non-disadvantaged is reduced. / Feedback from class teachers, lesson observations and pupil Assessment – where children are in relation to end of year expectations
Pupil interview records.
1st class at number data can be used. / Intervention was done in a very different way this year; it has been reactive from gaps identified in lessons in morning and followed through with support in the afternoons where possible. This has meant misconceptions have been dealt with quickly, particularly in Yr. 6. – see data for them
One to one tuition / 900 / Pupils who are not on track to me end of year expectations and are at risk of not meeting end of KS2 FFT attainment estimates and are vulnerable because of their circumstances (including disadvantaged) / Learning is accelerated. Children are able to achieve end of yr. expectations and possibly master them. / Assessment – where children are in relation to end of year expectations.
Children’s books.
Pupil interview records. / Not done this academic year
Teacher intervention groups / 3000 / Pupils who are not on track to me end of year expectations and are at risk of not meeting end of KS2 FFT attainment estimates and are vulnerable because of their circumstances (including disadvantaged) / Learning is accelerated. Children are able to achieve end of yr. expectations. / Feedback from class teachers, lesson observations and pupil Assessment – where children are in relation to end of year expectations
Pupil interview records.
Children’s books / HT intervention group for more able results – Maths
HNM= 8 100+=6. All of the HNM were over 95
Reading
HNM = 2
100 = 10
110 = 3
Pupil premium plus children support / £5700 / Pupil premium plus children are supported to ensure that their progress is equal to their peers so that they make predicted progress / Learning is accelerated to ensure progress is made and is equal to their peers. / Feedback from class teachers, lesson observations and pupil Assessment – where children are in relation to end of year expectations
Pupil interview records.
Children’s books / Year 5 children supported with social skills and attending afterschool club to continue to develop social skills.
All Yr4 children made expected progress.
This group of children will be a major focus for next year as 2 will be in Yr. 6 and 2 in Yr. 5. Team teach approach in yr. 6 and 2 adults (teacher plus TA) all day as minimum in Yr. 5.
Nurture group / £6000 / Pupils who are vulnerable because of their circumstances (including disadvantaged) and need emotional and social support / Targets set from Boxall profile are achieved.
In the classroom it is much more settled and as a result children are more settled and make progress / Children make progress at predicted or above levels of progress
Boxall profile (at start, mid-way and end)
Assessment – where children are in relation to end of year expectations
Pupil interview records.
Children’s books / There have been no fixed term exclusions this academic year.
Children have been more settled in school and able to access the curriculum more effectively.
Funding for Yr. 6 residential Pupil premium children / £450 / disadvantaged children in year 6 –3 children / Child able to attend the Yr. 6 residential so that no child is excluded due to monetary constraints / Verbal discussion with Year 6 Teachers and Miss Julian. / All pupil premium children who wanted to attend the residential did. They loved it and had a brilliant time.
Funding for disadvantaged children on school trips / 2200 / All DISADVANTAGED pupils across the school – total of 41 (including Ever 6 children)
41 disadvantaged children = £60 per pupil / Child able to attend the trips throughout the year / No child is denied access to a trip and school provides financial support for all children who need it – whether they are disadvantaged or not / No on missed out on any residential trip. All children who wanted to attended the Harry Potter trip especially.
Lunch time club / 1500 / Pupils who are vulnerable because of their circumstances (including disadvantaged) and need emotional and social support / Lunch times are much more settled and as a result children are more settled and make progress / Children make progress at predicted or above levels of progress
Reduce the number of lunchtime incidents
Assessment – where children are in relation to end of year expectations
Pupil interview records.
Children’s books / There have been very few incidents of bad behaviour at lunchtime, no fixed term exclusions and no major issues.
Family Support worker (2.5 days a week) / 12500 / Pupils who are not on track to me end of year expectations and are at risk of not meeting end of KS2 FFT attainment estimates and are vulnerable because of their circumstances (including disadvantaged) / Children are able to achieve end of yr. expectations and achieve predicted 2 and 3 levels of progress. Learning is accelerated.
Emotional support is given / Attendance data
Parents and children have access to the necessary support (or can be signposted to others)
Assessment – where children are in relation to end of year expectations
Pupil interview records.
Children’s books
(Cross reference to FRW report to Governors) / See FRW summer report
Family resource worked budget to support and increase attendance / 2000 / Pupils who are not on track to me end of year expectations and are at risk of not meeting end of KS2 FFT attainment estimates and are vulnerable because of their circumstances (including disadvantaged) / Attendance rates for these children will increase.
All children are motivated to attend school and look forward to the pizza half term treat.
Children are motivated and supported in their emotional health and wellbeing as well as academically
Parents feel they are able to get the necessary support. / Attendance rates are monitored.
(Cross reference to FRW report to Governors) / Attendance has increased –Cross reference to FRW Summer report
Peer Mentoring (UFA) funding
(For resources, additional training if needed, time) / 1000 / Pupils who are not on track to me end of year expectations and are at risk of not meeting end of KS2 FFT attainment estimates and are vulnerable because of their circumstances (including disadvantaged) / Learning is accelerated and the GAP between disadvantaged and non-disadvantaged is reduced.
Children are able to use their feedback to support their learning and development. Children can embed good learning behaviours across the curriculum. / Children’s books
Assessment – where children are in relation to end of year expectations
Pupil interview records.
Assessment – where children are in relation to end of year expectations
Pupil interview records. / This continues to be a useful way of per support. The UFA would like to come and visit us and look at using us as a case study. Miss Melniks and Miss Dyer have continued to lead this and the children enjoy being both peer mentors and tutees.
Better Reading partnership TA hours / 2000 / Pupils who are not at ARE and are at risk of not meeting end of KS2 FFT attainment estimates and are vulnerable because of their circumstances (including disadvantaged) / Children’s reading age is brought in line with their peers and therefore children are able to achieve end of yr. expectations. / Children’s reading age / This was changed to switch on programme after being asked by DCC to help pilot this scheme. Awaiting outcome data for full impact but provisional data shows that children made very good progress in their reading and many moved up to 4 reading bands and are now in line with age related expectations.
Resources budget for resources to support learning / 5000 / Pupils who are not at ARE and are at risk of not meeting end of KS2 FFT attainment estimates and are vulnerable because of their circumstances (including disadvantaged) / Learning is accelerated and the GAP between disadvantaged and non-disadvantaged is reduced.
Children are able to use their feedback to support their learning and development. Children can embed good learning behaviours across the curriculum. / Children’s books
Assessment – where children are in relation to end of year expectations
Pupil interview records.
Assessment – where children are in relation to end of year expectations
Pupil interview records. / A wide variety of resources have been purchased to support learning and progress and attainment data demonstrates that this is effective.
1