‘Inspired to make a difference in God’s world with excellence and love’
Pupil premium strategy statement & ongoing reviews
St Alban’s CE Aided Primary School
1. Summary informationAcademic Year / 2017 - 2018 / Total PP budget / £58, 340
Total pupils / 222 / Number eligible for PP / 51 (37 disadvantaged; 11 service;3 PLAC)
(Provisional - to be confirmed Sep 2017 for new entrants)
Reviews / Termly
2. Current attainment
The number of pupil premium children at this school has been generally quite low (although rising over time)and therefore comparisons with national groups for some cohorts are not always reliable. However, data indicates that the school’s use of pupil premium funding has been effective by the time children leave the school at the end of Key Stage 2:
2015: pupil premium pupils in most areas attained similarly to national non-pupil premium pupils;
2016:pupil premium pupils attained higher than all pupils nationally. Their attainment was also higher than that of non-pupil premium pupils at this school (whose attainment was also higher than all pupils nationally).
2017:
- Pupil premium (disadvantaged FSM) pupils attained in line with all pupils nationally in Writing and Maths, and well-above in Reading and all subjects combined.
- Non pupil premium pupils attained above all pupils nationally and higher generally than the pupil premium group at this school (expected level). However, the school pupil premium group included 38% pupils with SEND, significantly higher than national average for Year 6 (18% in 2016); attainment in line with all pupils nationally or above therefore indicates strong achievement for this group at this school overall.(*See also case study for additional LAC pupil with an EHCP analysed separately to this group due to significance of need and context).
- At the ‘higher standard’, pupil premium pupils at this school attained in line with all pupils nationally.
- Progress rates for non-pupil premium pupils at this school were higher than pupil premium pupils in 2017. This was not the case in 2016 so this does not form a pattern and in part reflects the high proportion of pupils with SEND in this group. Also, the Pupil Premium group is still in line with (Maths), or above, the national standard (0). Work to accelerate the progress of SEND disadvantaged pupils, however, remains a priority.
Pupils eligible for PP (this school) / Pupils not eligible for PP (this school) / All pupils
(national average 2017)
% achieving ‘expected’ standard or above in reading, writing and maths / 75 (6/8) / 90 (18/20) / 61
% achieving ‘expected’ standard or above in reading / 88 (7/8) / 95 (19/20) / 71
Higher standard / 25 (2/8) / 40 (8/20) / 25
% achieving ‘expected’ standard or above in maths / 75 (6/8) / 90 (18/20) / 75
Higher standard / 25 (2/8) / 40 (8/20) / 23
% achieving ‘expected’ standard or above in writing / 75 (6/8) / 90 (18/20) / 76
Higher standard / 25 (2/8) / 25 (5/20) / 18
Progress score in reading / 0.67 / 4.5 / 0
Progress score in writing / 1.62 / 2.6 / 0
Progress score in maths / -0.1 / 4.1 / 0
2.Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school)
A high proportion of children (40 -45%) currently in the school eligible for pupil premium funding also have special educational needs (SEND) requiring high levels of additional support and intervention in order to meet the higher age- related expectations (new higher standard from 2016 onwards). Some of these pupils have greater needs relating to SEMH concerns that impact on their learning. A greater number of pupils are presenting with communication and language needs (with the SALT service unable to provide consistent and regular support for these pupils who will require additional focused interventions in school).
We have identified that progress for pupils eligible for pupil premium generally accelerates as children move through upper KS2 so that pupils overallcompare at least favourably with all pupils nationally or attain more highly at the end of KS2. Therefore the school has priortised increasing progress in the EYFS and KS1 to accelerate this earlier in order to improve readiness for the KS2 curriculum (particularly for those children with SEND and those whose progress is causing concern). Improvements seen at the end of the EYFS in 2017 for disadvantaged pupils indicate that this approach is proving to be successful and targeting supporting in the Early Years and KS1 will continue in order to impact further on end KS1 attainment and beyond.
A particular barrier for disadvantaged pupils is that they need to increase their resilience and independence in learning as currently some are too reliant on additional adult support within lessons (particularly those with SEND).
External barriers (issues which also require action outside school)
Attendance rates for a proportion of disadvantaged pupils are too low, impacting on their progress overall. These children and families receive and require high levels of school intervention due to peristent concerns (including lack of engagement in their child’s learning and progress for a small number) and further investment in this area is required.
A large proportion of parents of disadvantaged pupils request, and are in need of, further support to manage their child’s social, emotional and behavioural needs at home. The school have invested increasingly high levels of funding in Home School Link and ELSA provision in order to meet the needs of pupils and their families, for whom home circumstances and anxieties relating to these are a significant barrier to learning, and will need to furtherincrease investment in this area.
4. Desired outcomes
Desired outcome / Success criteria
A / Increased progress and attainment of disadvantaged pupils, in particular those in the EYFS and KS1 (and particularly those with SEND). /
- 40-50% disadvantaged pupils with SEND achieve ARE compared with approximately 30% nationally (in 2016) at the end of KS1 and KS2.
- The proportion of disadvantaged pupils with no SEND who achieve ARE is in line with or higher than all pupils nationally.
B / Increased resilience and independence in learning for disadvantaged pupils, particularly those with SEND. / 40-50% disadvantaged pupils with SEND achieve ARE compared with approximately 30% nationally (in 2016) at the end of KS1 and KS2.
C / Increased attendance rates for disadvantaged pupils. / The proportion of disadvantaged pupils who are persistently absent is lower than national peers(Nationally 2016 FSM 17.3%) and below 15%.
D / Increased parental engagement in their child’s learning and progress. / The parents of the majority of disadvantaged pupils support their child at home to read regularly and support their child’s attendance at the additional before/after school and lunchtime opportunities offered to their child.
5.Planned expenditure & review notes(to be reviewed termly following data collection points)
i. Quality of teaching for all
Desired outcome / Chosen approach/action & cost / Evidence & Rationale for this choice / How will you ensure it is implemented well? / Staff lead / Review notes
A. Increased progress and attainment of disadvantaged pupils, in particular those in the EYFS and KS1 (and particularly those with SEND). /
- HIAS Advisor training for teachers in the effectiveteaching Reading(and using text led units to impact on outcomes in Writing).
- Increased reading resources to support new Guided Reading approach.(£1000 budgeted)
A / Additional training for staff in analysing progress, attainment and barriers to learning and planning strategies/units of work to accelerate the progress of disadvantaged pupils:
EYFS Advisory teacher x 2 half days;
HIAS Advisor x 2 mornings to work with teachers in classes where attainment needs to be accelerated most rapidly.
(£1,600 training costs and supply cover for teaching staff estimated at £400) / NFER research identified seven “building blocks” for interventions to raise the attainment of disadvantaged children. One of these was ‘meeting individual learning needs’. We want to spend some of the money in analysing carefully the individual learning needs and barriers for our most vulnerable and youngest learners to address the disadvantage gap as early as possible. / Data analysis at key data milestones. / Phase leaders & PP leader
A / Invest in materials to trial the ‘Inspire’ Maths approach to learning in Year 1 and additional resources to support maths teaching in other classes.
(£1,500 estimated)
Release time for T&L coach to support Y1 teacher in delivering new approach
(£1,000 budgeted) /
- The EEF toolkit states that ‘overall, mastery learning is a learning strategy with good potential, particularly for low attaining students.’ We are aiming particularly to accelerate the progress of our low attaining disadvantaged pupils through this approach.
- As the EEF also highlights: ‘implementing mastery learning effectively is not straightforward, however, requiring a number of complex components and a significant investment in terms of design and preparation.’ Therefore we are investing in a researched and recommended scheme to pilot this approach in one year group for a year to evaluate its impact prior to further development of this approach.
A / Review and improve cross- curricular topics through a STEAM approach (real life contexts/purposes and problem solving opportunities). Teacher training in this approach.(STEAM trainer, release time for staff estimated cost £2,000) / NFER research identified seven “building blocks” for interventions to raise the attainment of disadvantaged children. One of these was ‘high quality teaching for all’. We want to spend some of the money in ensuring that our topics are designed and delivered to enable high quality teaching and learning for all. / Planning scrutiny (MT). / Phase leaders
Total budgeted cost / £8,900
ii. Targeted support
Desired outcome / Chosen approach/action & cost / Evidence & Rationale for this choice / How will you ensure it is implemented well? / Staff lead / Review notes
A. Increased progress and attainment of disadvantaged pupils, in particular those in the EYFS and KS1 (and particularly those with SEND). / Continue to increase in-house provision and expertise to deliver communication and language interventions and ability to diagnose/identify needs. i.e. training for one TA and weekly time to deliver to identified pupils.
(Course costsand staff hours for assessments and interventions 6 hours per week £3,536) / Training teaching assistants to support pupils’ learning is one of the seven building blocks identified by NFER research (an element of ‘deploying staff effectively’). We want to ensure that additional staffhave a very high impact on progress and attainment through the delivery of high quality targeted support and interventions and will be investing in training and coaching support to secure this. / SENCO/PP leader monitoring of interventions and impact / SENCO/PP leader (EM)
A / Additional interventions led by part-time teachers (in particular pre-learning and revisiting learning/feedback). (£12, 284) / Meeting individual learning needs (NFER building block): We want to invest some of the money in targeted support that is led by qualified teachers with the expertise to ‘identify and provide the right, targeted support and intervention for pupils’ to enhance their learning (e.g. pre-learning and revisiting and reviewing learning). / SENCO/PP leader monitoring of interventions and impact / PP leader
A / Additional specific learning interventions led by trained TAs (with particular focus on disadvantaged pupils with SEND). (£16,248 approximately 1.3 FTE TAs) / Meeting individual learning needs (NFER building block): We want to invest some of the money toprovide the right, targeted support and intervention for pupils’ to enhance their learning. This will be closely monitored by the SENCO/PP leader and training given/refreshed (as we are aware of the research regarding the best use of TA support to ensure that it has a positive impact on learning and outcomes). / SENCO/PP leader monitoring of interventions and impact / PP leader/ SENCO
A / Reorganising ‘resource area’ large space to be used for multiple interventions (e.g. purchase of new furniture, room dividers to support focus and concentration for pupils).
(£5,000 budgeted) / Meeting individual learning needs (NFER building block): We want to invest some of the money toprovide the right, targeted support and intervention for pupils’ to enhance their learning and need to ensure we have a suitable learning environment in which to deliver this effectively and maximise engagement and focus. / PP leader/ SENCO monitoring of new space and its effective use / PP leader/ SENCO
B. Increased resilience and independence in learning for disadvantaged pupils, particularly those with SEND. / Train all TAs to effectively develop pupils’ ability to learn (particularly their resilience and independence) alongside increasing expectations.
*Carol KoernerHIAS Inspector training (3 mornings) (£1000 estimated) / EEF Toolkit: Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils. / Observations of SEND and disadvantaged pupils in lessons (phase leaders and SENCO/ PP leader). / SENCO
D. Increased parental engagement in their child’s learning and progress. / Introduce homework clubs for targeted pupils and senior leader/HSL worker joint outreach with parents of targeted pupils (to engage).
(TA supervision of session twice weekly after school £720. HSL worker ½ day week £1669.
Phase leader release time to work with parents £3,800)
TA hours to run additional reading sessions during lunchtime/before school (1 hour day). £1365 / We are aware that homework in itself does not lead to high progress gains at Primary level (EEF toolkit). However, it is suggested in the toolkit that it is the level of parental engagement (rather than homework in itself) that leads to greater progress and it is this aspect we intend to improve through a focus on parents supporting their child with home learning with school guidance and support. / KS2 phase leader reports to SLT. / Phase leader & PP leader
D
C. Increased attendance rates for disadvantaged pupils. / HSL worker 1 day a week to work closely with targeted families including running parenting courses (to support behaviour management at home). To include training for HSL worker to run accredited training.(£3,338)
Training cost to run accredited training for parents. (E.g. Triple P - £1500 estimated) / Low attendance prevents pupils from being able to access the high quality provision at school.
Addressing behaviour and attendance is one of the seven ‘building blocks’ in raising disadvantaged pupils’ attainment. (NFER Research). Working closely with families (where support for learning and attendance is too low) is essential to close the gaps between these vulnerable pupils and their peers. / HSL reports to SLT. / PP leader & Phase leaders
Total budgeted cost / £50, 460
iii. Other approaches
Desired outcome / Chosen approach/action & cost / Evidence & Rationale for this choice / How will you ensure it is implemented well? / Staff lead / Review notes
C. Increased attendance rates for disadvantaged pupils. / Attendance analysis and data training (SIMS) for Attendance Officer (also HSL worker), PP leader and HT (£600 budgeted) / NFER research indicates that addressing behaviour and attendance is one of the seven ‘building blocks’ in raising disadvantaged pupils’ attainment. We want to ensure our staff can analyse attendance data effectively to provide early interventions for families. / Attendance Officer data reports to PP leader & SLT / PP leader
C / Personalised rewards/incentives for targeted families.(£500 budgeted) / NFER research indicates that addressing behaviour and attendance is one of the seven ‘building blocks’ in raising disadvantaged pupils’ attainment. / Attendance Officer data reports to PP leader & SLT / PP leader
Total budgeted cost / £1,100
Total estimated spend: / £60,460
NH 8/9/17 1