Allocated Expenditure and Predicted Impact 2019-2020
| Pupil Premium Allocation 2019 - 2020 | |
|---|---|
| Total number of pupils on roll | 420 |
| Number of pupils eligible for PPG | 204 |
| % of pupils eligible for PPG | 48% |
| Amount of PPG per pupil | £1,320 |
| Total amount of PPG received | £269,280 |
Pupil Premium Grant
Our Vision
The Pupil Premium Grant is government money designed to help disadvantaged children and young people do well at school. The funding is allocated to schools for children from Reception to Year 11 who have registered for free school meals in the last six years, are in care of the local authority (Looked After) or have parents in the Armed Forces. We aim to ensure we spend our additional Pupil Premium Grant on things that work and are effective in making a positive difference to our disadvantaged children, helping to combat their many barriers to learning and close any gaps in achievement so they do just as well as the other children.
Identifying and Addressing Barriers
We identify and address barriers to learning faced by individual pupils through:
- Admission meetings with members of the senior leadership team to identify needs and possible barriers;
- Everyday teaching practice, trawling records etc.
- Discussions with pupils;
- Parents and agencies involved;
- Rigorous regular tracking of pupil attainment and progress, especially in our dedicated, solution-focused “narrowing the gap” progress meetings in which all disadvantaged children (including higher ability PP children) are discussed in detail with senior leaders, including our Inclusion Manager, the effectiveness of strategies to overcome their barriers to learning evaluated and reviewed, and a new tailored programme put in place.
Impact Measures
The School will measure the impact of interventions by:
- Tracking the progress of students on a half termly basis;
- Measuring the success of students at the end of each key stage, particularly key stage 2, against national measures;
- Monitoring the support of students accessing additional need and pastoral support and reviewing provision half-termly;
- Feedback from the additional outside agencies we buy in such as our professional Educational Psychologist (counselling), and from staff about the positive difference these services are making;
- Directly comparing the quality of work and progress in their books to that of the other children in the class;
- Analysis of other relevant key indicators such as attendance, punctuality, behaviour;
- Discussions with pupils;
- Parents and agencies involved.
IT MUST BE NOTED THAT MEETING NEEDS OF THE MOST VULNERABLE ENABLES THE EDUCATION OF ALL PUPILS
Barriers to Success
The main barriers to educational achievement faced by eligible pupils at the school are:
- Pupil Premium pupils often have a very low starting point on entry to school;
- Low language levels – 60% of our pupils have language and communication delay or difficulties when they arrive in Reception. This requires intense speech and language therapy and often leads to issues with R/W;
- Safeguarding and welfare issues, sometimes with social services involvement;
- Socio-economic disadvantages e.g. poverty and deprivation;
- Trauma and other mental health issues in the family &/ or child including loss & bereavement of loved ones;
- Family issues such as domestic violence, single parenthood, worklessness etc.
- Housing issues – overcrowding, housing conditions etc.
- Poor health and diet e.g. high level of medical needs (dental, sight, poor health conditions etc.);
- Special educational needs and disabilities;
- Lack of life experience and lack of support/ ability to support at home. Many do not have positive role models and, as a result, aspirations are low.
Pupil Premium Grant Allocation and Strategies 2019-2020
| Strategy | Estimated Annual 19/20 Expenditure | Predicted Impact |
|---|---|---|
| Every Child a Reader/Writer - Specialist UPS teacher (0.6) Y2/Y1 Intensive 'catch-up' individual reading programme with parental involvement and regular reviews with class teacher Inclusion AHT time to oversee this (3 days per term) | 24,019 1,800 | 12 children to complete the programme All to make faster progress than the national average for the duration of the programme. 8 children to make 8 steps progress in reading, 4 children to make 6 steps progress. At least 8 to maintain rate of progress after the programme is completed. Strategies cascaded to teaching staff - consistency in approaches. |
| Outcomes - Update July 2020: | Impact: All children made at least good progress (only 6 pupils completed due to Covid-19). Staff training provided to all teachers and trainee teachers to ensure strategies used effectively in class. Parents invited to sessions to ensure pupils well supported at home. | |
| WAVE 3 Specialist Teaching Assistant Support Inclusion AHT time to oversee the programme (3 days per term) | 16,300 1,800 | 25 children to be supported individually (minimum 2 sessions/wk) 10 children with Range 3+ to make 5 points progress in R and W 15 children (including children with EHCPs) with Range 3+ to make 4 points progress in R and W |
| Outcomes: | Impact: All children made at least good progress in accordance with reading age. (only 10 pupils completed due to Covid-19). (Salford reading test) | |
| SEBDS support for disaffected pupils 1:1 Support, agency support, Early Heip/CP and EHCP processes 4 x FT Teaching Assistants 1:1 (LN, NA, SP, AA) pus 1 x PT TA (DW) .25 CLM (CP / Early Help Processes) .25 SENDCo Support | 50,000 9,601 12,000 | All KS2 (and identified KS1) pupils motivated and accessing full curriculum 5 chn with SEND make 6 points progress in R,W,M |
| Outcomes: | mpact: Range 3+ children supported in school to ensure maximum progress (including during lockdown March 2020 – July) | |
| Y6 1:1/Group lessons Y6 HLTA full time (including before and after school) 8 x Saturday booster classes | 22,898 1,000 | 20 Children to be allocated time-100% of targeted children to make the equivalent of 2 levels of progress from KS1 to KS2 85% of targeted children make over 2 levels of progress KS1 to KS2 (equivalent) |
| Outcomes: | Impact: All pupils made exceptional progress and were on track to outperform all pupils nationally. (Predicted results July 2020 | |
| Assistant Headteacher Y6 / 5 Group Lessons (0.5) - Daily lessons | 22,000 | 85% of targeted Pupil Premium children make over 12 points progress KS1 to KS2 (equivalent) and reach 'exceeding' in core subject areas. Pupil Premium children make at least good progress, which can be seen in their learning behaviours and class books. |
| Outcomes: | mpact: All pupils made exceptional progress and were on track to outperform all pupils nationally. (Predicted results July 2020) | |
| Minibuses Lease of 2 x Minibuses to transport children to Swimming and extra curricular activities | 15,960 | Providing access for pupils to their community and learning provisions further afield. Enabling enrichment through access to curriculum activities offsite including day visits, sporting events and residential trips. |
| Outcomes: | mpact: Broad, balanced and relevant curriculum leading to improved outcomes. All PP pupil able to access wider opportunities to broaden their horizons and experiences. (Covid-19 restrictions limited use of minibuses and visits) | |
| Experiences New to English Support Assistant (Part Time) for children with limited fluency in English NTE teacher to work closely alongside staff to ensure continuity of provision in class between and rapid progress in R/W Interpreters for NTE Children Inclusion AHT to oversee this (3 days per term) | 6,500 6,000 1,800 | 5 children to continue in 2019/2020 7 children to progress 6 points or more in Reading 6 children to progress 5 points or more in Writing 16 children to progress 4 points or more in Reading 16 children to progress 4 points or more in Writing Dedicated time every day to work with our New to English children, the majority of whom are disadvantaged |
| Outcomes: | Impact: NTE children and their families supported in school to ensure maximum progress. Able to access learning in classroom. Teachers trained in planning effectively to meet needs of NTE pupils in class. (Limited due to Covid-19) | |
| Nurture Provision 2 x Learning Mentors: 1 x 100% time Outdoor Education inc mentoring 1 x 100% time Mentoring | 39,000 | Emotional needs and pastoral support for pupils; enabling pupils the basic skills and resources to access learning and make rapid progress 5 children to progress 4 points in R,W and M All - PSE and S&L skills to improve by 4 point scores 14 children to progress 4+ points in R,W and M 1 child (Range 3+) to progress 2+ points in R, W, M All - PSE and S&L skills to improve by 4 point scores 6 children make accelerated progress - + 2 points on prediction |
| Outcomes: | Impact: Range 3+ children supported in school to ensure maximum progress. Mindfulness programme developed with pupils to explore strategies. Mentoring through use of digital media including film / Outdoor, including Forest Schools | |
| Speech, Communication and Language Therapist employed for fortnightly sessions. Action plan to maximise impact. SALT to & class staff ensure continuity of provision between sessions. Speech, Communication and Language Therapist full time. To work under direction of SCLN Therapist and SENDCo to ensure strategies deployed and cascaded with class staff to ensure maximum progress made. | 7,000 13,250 | Approx 25 pupils throughout the year (13 chn at any one time) R children to assess, CPD to be provided to staff For all children involved - S&L assessments to improve by 1 level in 2 terms |
| Outcomes: | All pupils met target. 18 pupils on programme 2019 20 6/18 pupils have been discharged from SALT as now language appropriate. 4 children have had needs further identified and awaiting diagnosis, due to Covid-19. Support in place for these children. 2 children currently on JACC Assessment waiting list. SCLN therapist continued to work with identified pupils during Covid-19 lockdown (March 2020- July) | |
| Educational Psychologist - Assessments and support in adapting personalised provision for those with most needs | 2,420 | 3 sessions (10hrs) 2-3 children have comprehensive assessment, leading to high quality personalised provision - progress 4 points more than previous year. |
| Outcomes: | Worked with 1 child due to Covid-19 – complex case which required further sessions. Child was assessed and diagnosed with Dyslexia. X3hrs pupil well-being programme developed and shared with school leaders to support pupils and their mental well being when reintegrating back to school in Sept 2020 | |
| Shakespeare in schools (Y5) - Experience and Enrichment Shakespeare in Schools - BD5 Literacy Festival, Actor in residence (Y5 and whole school) | 6,000 | Shakespeare in School - Yr 5 pupils experience Shakespeare plays that exists to instill curiosity and empathy, aspiration and self-esteem, literacy and teamwork. Also develops performance skills Pupils across school experience a range of creative media to enhance the literacy curriculum |
| Outcomes: | Y5 pupils developed in confidence, ambition and aspirations in addition to improving their reading and presentation/ language skills. Pupils performed Shakespeare in a number of theatres, working collaboratively as a team and exploring the area of performing arts. Supported preparation for transition into Year 6. | |
| Educational Visit Contribution School to subsidise or pay for cost of educational visits integrated into the curriculum | 15,000 | All Pupil Premium children broaden their horizons and extend vocabulary and experience including residentials from Y3 to Y6 |
| Outcomes: | Pupils better prepared for the next stage of their education and life beyond school. (limited residentials and visits due to Covid-19) Increased confidence is built and more opportunities are open to pupils who may have limited opportunities due to family circumstances. Academic gap between non PP children and PP children reducing as a result of additional opportunities and experiences. | |
| Chess in Schools Improve children's educational outcomes and foster their social development by introducing them to the game of chess | 2000 500 (overnight stay) | A carefully selected group of children, many of whom are pupil premium benefit from:
Participation in annual Chess in Schools conference in London, competing with chess masters nationally (overnight stay) |
| Outcomes: | Positive impact on pupils’ maths ability as well as developing concentration skills. Pupils improved in their problem solving skills and developed resilience (Most Able pupils in particular). Chess Club attended annual Chess Tournament in London and competed against other chess players/ masters. | |
| Uniform Assistance Eligible parents are provided with a £26 clothing voucher | 4,000 | Children to wear correct uniform to school |
| Outcomes: | All identified children in correct school uniform – improved attitude and concentration towards their learning. | |
| Breakfast Club (Food sponsored by Greggs) Manager time Mentor time TA time Kitchen assistant | 6,353 1,714 1,387 890 | 40 children have improved health and well-being impacting on results + 1 point on predictions |
| Outcomes: | All identified children improved their attendance (overall attendance at 96%) and improved attitude and concentration when in class. Healthy breakfast served, improved diet leading to improved health and wellbeing. (Due to Covid-19 this was reviewed and replaced with regular food parcels and hygiene packs for vulnerable and identified families) | |
| TOTAL | £291,192** | **£21,912 additional spending to allocation |
Recorders, Music club, Y2 hltas – boosters, PIW, Specsavers, Bikability
Pupil Premium Allocation 2019-2020
| Total number of pupils | Number and % of PP Pupils | Number and % of Non PP Pupils | |
|---|---|---|---|
| Whole School | 421 | 191 - 45% | 230 - 55% |
| Reception | 61 | 19 - 31% | 41 - 69% |
| RA | 31 | 9 - 29% | 22 - 71% |
| RB | 30 | 10 - 33% | 20 - 67% |
| Year 1 | 58 | 22 - 38% | 36 - 62% |
| 1A | 29 | 12 - 41% | 17 - 59% |
| 1B | 29 | 10 - 34% | 19 - 66% |
| Year 2 | 57 | 24 - 42% | 33 - 58% |
| 2A | 28 | 9 - 32% | 19 - 68% |
| 2B | 29 | 15 - 52% | 14 - 48% |
| Year 3 | 64 | 29 - 44% | 36 - 56% |
| 3A | 32 | 17 - 53% | 15 - 47% |
| 3B | 32 | 11 - 34% | 21 - 66% |
| Year 4 | 60 | 30 - 50% | 30 - 50% |
| 4A | 30 | 18 - 60% | 12 - 40% |
| 4B | 30 | 12 - 40% | 18 - 60% |
| Year 5 | 60 | 34 - 57% | 26 - 43% |
| 5A | 31 | 15 - 48% | 16 - 52% |
| 5B | 29 | 19 - 66% | 10 - 34% |
| Year 6 | 61 | 34 - 56% | 27 - 44% |
| 6A | 31 | 21 - 68% | 10 - 32% |
| 6B | 30 | 13 - 43% | 17 - 57% |
Assessment Information 2018-2019 (Unvalidated)
| End of Early Years: % GLD | |
|---|---|
| National | 71 (2016 - 2017) |
| All | 64 |
| Pupil Premium | 77 |
| Year One Phonics | |
|---|---|
| National | 82 |
| All | 80 |
| Pupil Premium | 78 |
| Year Two Phonics | |
| National | 92 |
| All | 92 |
| Pupil Premium | 90 |
| End of Key Stage One: Reading | |
|---|---|
| National | 75 |
| All | 74 |
| Pupil Premium | 67 |
| End of Key Stage One: Writing | |
| National | 69 |
| All | 73 |
| Pupil | 67 |
| End of Key Stage One: Maths | |
| National | 76 |
| All | 77 |
| Pupil Premium | 71 |
| End of Key Stage One: R/W/M Combined | |
| National | 65 |
| All | 73 |
| Pupil Premium | 67 |
| End of Key Stage Two: Reading | |
|---|---|
| National | 73 |
| All | 88 |
| Pupil Premium | 86 |
| End of Key Stage Two: Writing | |
| National | 78 |
| All | 90 |
| Pupil Premium | 86 |
| End of Key Stage Two: Maths | |
| National | 79 |
| All | 88 |
| Pupil Premium | 86 |
| End of Key Stage Two: R/W/M Combined | |
| National | 65 |
| All | 88 |
| Pupil Premium | 86 |
| End of Key Stage Two: GPS | |
| National | 78 |
| All | 87 |
| Pupil Premium | 84 |