Pupil Premium Strategy

1.  Summary information
School / Viking Primary school
Academic Year / 2016/17 / Total PP budget / £190, 200 / Date of most recent PP Review / n/a
Total number of pupils / 254 / Number of pupils eligible for PP / 145 / Date for next internal review of this strategy / March 18
2.  Current attainment
Attainment for: 2016/17 / Pupils eligible for PP / Pupils not eligible for PP
% achieving expected standard or above in reading, writing and maths / 20 / 30.7
% achieving expected standard or above in reading / 46.7 / 46.2
% achieving expected standard or above in writing / 53.3 / 46.2
% achieving expected standard or above in maths / 33.3 / 53.8
3.  Barriers to future attainment (for pupils eligible for PP, including high ability)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.  / Targeted support with measurable outcomes
B.  / High levels of emotional needs
C. / Low aspirations
External barriers (issues which also require action outside school, such as low attendance rates)
D. / Lack of parental support
4.  Desired outcomes
Desired outcomes and how they will be measured / Success criteria
A.  / Train TAs to deliever interventions required
Staff to receive specialist support from external professionals / Children to demonstrate the impact of the intervention in their class work
Speech and Language Therapist and Educational Psychologist to support and advice programmes of support
B.  / Children’s voices are heard and any issues can be addressed immediately
Feedback from parents
Regular contact with the place2be councillors
Time away from the classroom environment if needed with Pastoral care worker / Place2be councillors working with children and classes of high needs
TA support every morning in each class
Pastoral care
C.  / Children ‘to be the best you can be’ (school motto)
Teachers to inspire children and motivate them in lessons
Raise the expectations of children in their educational journey
Invite previous successful youngsters from the school or area / High quality teaching from teachers
Continual staff CPD
Organise a careers fair
Brentford football club workshop for year 4-6
D.  / Apply for the EFSPA award
Parents to be know about what their children are learning and how they can support them at home
Facilitate a morning for parents to engage and interact with other parents
Establish secure home school partnerships
Support for homework
Subsidies trips/events and workshops
Food and milk for the most vulnerable students / Workshops for parents
Coffee morning every Friday
Home visits for new children
Free homework club
Access to after school club and breakfast club
Children to engage in extracurricular activities
Identified children receive free food and milk
5.  Planned expenditure
Academic year / 2016/17
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.
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 implementation?
Measureable interventions / 1st class @ writing
1st class @ number 2
Talk for Number
Number Sense / Data from the school has highlighted that writing is an area that requires improvement for all students not just pupil premium students. Gaps identified need to be addressed however the right skill base is required. Current staff CPD has been based on depth in writing following the Chris Quigley twilight sessions
Findings from the Edge hill university: Impact on Achievement: 300 pupils in 70 schools took part in 1stClass@Writing in 2014-15. Their teachers reported an almost immediate impact:
·  88% of pupils became more confident and motivated to write
·  70% made more progress than their teachers had expected
·  their spelling scores improved by 42% / Regular conversations with the TAs that lead the intervention.
Pupil voice
Monitoring of the intervention- observations / English lead /
SENCo / End of summer 2
Total budgeted cost: courses range from £900 to £990 pp. Total cost = £6480 plus cover costs = approx. £10,000
Children’s needs and voices are addressed / Pastoral care
TA support in every class in the morning / Many of the children at our school have very individual and complex needs.
Sometimes they have dealt with many issues at home before walking through the school gates expected to learn and follow what the teacher requires of them.
The research report (2015) supporting the attainment of disadvantaged pupils stipulates that schools should have an individualised approach to addressing barriers to learning and emotional
support, at an early stage.
The TAs are able to offer the children time to talk or sort through any problems or difficulties. / Teachers and TAs in the class allow for children to express if needed how they are feeling- as and when required. / Teachers within the class / End of every term
Place2be councillors / Referrals to place2be can be made or children can see the councillors themselves at break times. Evidence from place2be website (2017) / Councillors to prioritise the needs of the children. / End of every term
Total budgeted cost: TAs = £95,276 Place2Be = £26,308 Total = £121,584
‘To be the best you can be’ (school motto- promoting high aspirations) / To organise a careers’ fair
Brentford football club workshop
Invite previous pupils from Viking or the surrounding area / Education into career choices will raise aspirations / Dedicate time to the organise events / Senior leaders / End of Summer term
Total Budgeted cost: Approx £1000 (release time, resources, fees)
Parents to attend workshops
Homework club
All children to take part in trips/events and workshops
All children to be fed / Ealing Family School Partnership Award facilitate workshops to suit parents/carers needs
Free homework club
Subsidised trips/ events and workshops
Food and milk for the most vulnerable / In the past the parents and carers of the school have indicated that they don’t always know how to help their children. As a result workshops from experienced class teachers have been organised to help not only the children but the parents too. Research conducted by the EEF state:
‘The association between parental involvement and a child’s academic success is well established’.
Recent research suggests that ‘positive attitudes to homework are associated with positive attitudes to school life’
As our parents can’t always help the children with their homework they get this opportunity of support in the school as part of an after school club.
Due to deprivation our parents cannot always afford the cost of trips. These are vital experiences for the children and the school believes that these trips add a lot of value and raises aspirations in the community. / Feedback forms / End of a workshop
Total Budgeted cost: Trips £500 Homework club £1000 Food and milk £1255 Total = £2755
ii.  Targeted Support
Teaching Assistants in class / Additional adult support in class and to conduct interventions / Evidence from the DISS report project (2009) suggests that TAs are a valuable when they are deployed effectively. TAs that are trained in the intervention that they are carrying out make a difference in a pupil’s academic attainment.
Whether TAs have a pedagogical or a non-pedagogical role The National Agreement Policy (2003) stated that this extra support in the classroom enables teachers to plan, teach and asses whilst having a supporting adult to manage any low level disruptions. / Training for interventions / Senior leaders
RWInc / Streaming reception, year 1 and 2 children for Literacy allows teachers and TA’s to address the needs of the children. Their individual needs are being met and they are able to progress though the groups with regular individualised assessments teaching systematic phonics using the RWINc approach gives children a base for developing their reading skills. /

The results of a study conducted by by the educational psychologist Marlynne Grant found that in 2013 seven-year-olds were on average 28 months ahead of their chronological age for reading and 21 months above their age for spelling. A survey of more than 1,000 teachers and literacy specialists at primary schools found that 72% agreed the phonics check was useful for identifying children who were struggling. A DfE spokesman said: "We are determined to eradicate illiteracy – and our phonics check is a key part of this objective. In the past, far too many children left primary school unable to read properly and continued to struggle in secondary school and beyond." (www.guardian.com- Phonics education technique shown to have positive impact on literacy June 2014)

/ Feedback from RWINc lead and regular assessments when required / RWINc lead / As and when required
Support from external professionals / Outreach support from Early Years speech and language therapist.
Educational Psychologist Service / More and more children are presenting additional needs. Early intervention and working collaboratively with professionals enables us to ensure targeted support is provided. / SENCo / Beginning of every term a planning meeting is arranged.
Total Budgeted Cost: TAs – see above Ed Psych = £2,600 S+L = £6925 RWI development days, resources, leadership courses = £5000 Total = £14,525
6.  Additional detail
A pupil premium coordinator has been assigned to ensure all class teachers are aware who the pupil premium children are.
Total Budgeted Cost: £27,713