Pupil Premium Strategy Statement
St John’s C.E. (A) Primary School
| 1. Summary information | ||||
| School | St John’s C.E. (A) Primary School | |||
| Academic Year | 2017/18 | Total PP budget: £143,740. | ||
| Total number of pupils | Primary: 405
|
Number of pupils eligible for PP
Primary: 96 Number of pupils eligible for EYPP: 10
|
Date for next PP Strategy Review | December 2017
data update
January 2018 Allocation update |
| 1. Current attainment | |||
| KS1 | Pupils eligible for PP
13 pupils |
All pupils nationally |
Pupils not eligible for PP nationally |
| % achieving Y1 phonics threshold | 31% | ||
| % achieving expected level reading | 46% | ||
|
% achieving expected level in writing
|
8% | ||
| % achieving expected level mathematics | 62% | ||
| KS2 | Y6 16 pupils | ||
| % achieving expected standard reading | 56% | ||
| % achieving expected standard writing | 25% | ||
| % achieving expected standard maths | 31% |
| 2. 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. | On-entry the expressive (speaking) and receptive (understanding) language skills are significantly lower for PP pupils than other pupils. This has an impact on reading, writing and maths progress in subsequent years. Current nursery cohort-on entry 58% of pupils eligible for PP are below expected compared to 47% of non- PP pupils. |
| B. | Low level of basic skills on entry, many are not toilet trained and cannot interact with others. Historically, find concentrating and listening difficult. |
| C. | Attendance and punctuality for PP pupils is lower than for non-PP pupils. |
| External barriers (issues which also require action outside school, such as low attendance rates) | |
| D. | Low parental skill level – pupils unable to receive academic support and guidance from home. Many parents had poor experience of school and do not know how to help their child. |
| E. | Parents’ not attending speech and language NHS referrals-resulting in discharge. Many do not access services/children’s centres/nursery. |
| 3. Outcomes (Desired outcomes and how they will be measured) | Success criteria | |
| A. | Improved expressive and receptive language skills for pupils eligible for PP in EYFS.
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Language skills of pupils eligible for PP funding will be in line with non- PP pupils. |
| B. | All PP pupils who achieved the expected standard for phonics check will convert to the expected standard for reading at the end of year 2. | At least 80% of PP will achieve the expected standard. |
| C. | The majority of pupils eligible for PP funding achieve the expected standard at the end of reception, Y1 and Y2 for reading and will continue to make expected progress in years 3, 4 and 5. | Reception 80% achieve expected standard for reading.
Y2 46% reach the expected standard for reading SATs. |
| D. | Pupils eligible for PP funding will achieve the expected standard in maths at KS1 and continue to make expected progress in years 3,4 and 5 | All pupils working at the expected standard at the end of KS1 will continue to make expected progress in Y3. Y4 and Y5 measured by data and moderation. |
| E. | The attendance of those eligible for Pupil Premium funding is in line with other pupils nationally | Overall PP attendance to be in line with or above 96.5% |
| F. | The proportion of PP pupils achieving the higher standard towards the end of KS2 increases to 20%. | By the end of the academic year, 56% of PP in Y6 will be working above age related expectations in reading. 25% in writing and 31% in maths.
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| G. | Parents of pupils who are eligible for PP funding will attend drop in, family learning sessions and phonics meetings, 1to1 sessions to gain confidence in how they can support their children‘s learning. | Parental engagement helps close the gap between PP pupils and non- PP pupils. |
| 5. Planned expenditure | ||||
| Academic year: 2017-2018 | ||||
| The three headings below enables schools to demonstrate how they are using the pupil premium to improve classroom pedology, provide targeted support and support whole school strategies | ||||
| I. Quality of teaching for all | ||||
| Desired outcome | Chosen action / approach | Rationale and evidence for choice | Evidence based performance indication | |
| A. Improved speech and language of E.Y. pupils | 17K | · Start training on assessment and speech and language skills. E.Y. Speech and Language screening tool
· Targeted interventions · Whole school training on inclusion in the classroom / barriers to language · TA to work with PP pupils in role play · 1 to 1 reading · Small group booster groups · Additional Educational Psychologist time |
· The Sutton Trust / EEF identifies that disadvantaged children benefit from good quality programmes delivered by well trained staff in Early Years
· Early year’s intervention +6months.High impact for moderate cost based on moderate evidence · All nursery pupils assessed on entry and identified for relevant interventions · Oral language interventions: +5 months Moderate impact for low cost based on extensive evidence. |
· Target 80% of PP children to achieve a good level of development
· EY leader to monitor half termly · April 2017 – March 2018 |
| B. Improved reading skills throughout the school | 50K | · Quality daily first teaching in guided reading with support tailored to individual needs is the key to raising attainment
· Training in GR · Daily reading for PP pupils · Small group support for RWM |
· Outstanding QFT with targeted support is the key to raising attainment
· Training for support staff will impact · Providing support / positive relationships |
· Autumn term 2017 implementation
· Review April 2018 |
| C. Pupils achieving expected standards in maths at KS1 will continue to make expected progress in reasoning at KS2 | 25K | · Whole staff meeting to support development of higher order reading skills
· Training for all staff · Quality books · Rewards for home school reading rockets / leagues · Active Learn for reading homework · Coaching for staff – supply costs · Continued CPD for all staff achieving QFT and strategies to support the development of reading skills · Weekly monitoring by SL · Use of Puma tests / White Rose resources · Action research mini projects · Booster class Y6 · Maths tables rewards · Specialist teaching in Y6 in preparation for SATs · Additional ICT resources |
· Reading is a strength of the school and 1 to 1 reading provide opportunities for this
· EEF also identifies social and emotional learning as having a more positive impact on disadvantaged pupils than other pupils · Whole staff PDHs for reasoning (linked to SDP) delivered by Maths leader and hub leader · Peer observation · Good CPD essential as evidence shows poor teaching has a more negative effect on disadvantaged pupils. Sutton Trust 2011 and Social Mobility Commission 2014 “For poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning” |
· Regularly reviewed by Key Stage leaders
· Reviewed regularly by SLT meeting and monitoring · Records of training · Review termly |
| D. To convert potential more able PP pupils to above age-related attainment in R / W / M | 15K | · Continued QFT along with support tailored to individual need are key to pupil attainment
· Class teacher to teach extra GR · Small group support and some 1 to 1 tuition · Extra resources · Specialist teaching input in preparation for Y6 SATs · ‘My Maths’/Active Learn online tool for homework · Homework clubs / resources · PP individual tracking sheet
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· Weekly SLT meeting
· Coaching for staff · Supply cover + costs · Key Stage meetings to discuss PP pupils and work on individual profiles for PP pupils to meet their needs · Small group · Sutton Trust / EEF have identified small group intensive tuition is very effective with pupils making an extra 4 months progress
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· SLT Termly 2017 / 18
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| E. To close the attendance gap between PP and non-PP pupils and increase family engagement | 25K | · To purchase additional Education Welfare Officer time to support and challenge
· Funding of HSLW- input with vulnerable families · Weekly cinema vouchers attendance rewards / termly rewards visits / prizes · Subsidised breakfast club, free for target families / monitoring time · HSLW to target PP families · Parent courses / events |
· Rapid response to poor attendance and punctuality. Parental involvement +3 months. Moderate impact for moderate evidence.
· To raise expectations across the community of the value of regular attendance and age-related outcomes · 2016/17 data: – PP pupils 95.67% · Non- PP pupils 96.94% |
· Gap closes
· % of PP pupils below 95% is reduced · PP families’ attendance at family learning sessions increases by 10% 2017/18 · Monitored by HSLW |
| F. To develop personal skills, co-operative play, confidence and aspirations | 25K | · Subsidised / free educational visits / sporting opportunities – break / lunchtime / residential visits
· Half termly ‘WOW’ days across the school · PP only visits · Free sporting clubs / events · Co-operative play resources / trim trail · Uniform, PE kit basic educational equipment, Study packs for PP pupils |
· To ensure PP children have same extra-curricular opportunities as non-PP children
· School grounds important for socialisation |
· April 2017 – April 2018 |
| G. Improved assessment for learning strategies to accelerate learning | 3K | · Weekly high quality pupil interviews with teachers to assess, give feedback and plan next steps. | · Additional oral and written feedback and emotional support for pupils.
· Feedback +8 High impact for very low cost on moderate evidence. |
· Monitored at Pupil Progress meetings and termly 2017/2018 |
