Pupil Premium Strategy Statement (St John’s CE (A) Primary School – 2018/19)
1. Summary information
School: St John’s CE (A) Primary School
Academic Year: 2018/19
Total PP budget: £117,780
Date of most recent PP Review
Total number of pupils: 330
Number of pupils eligible for PP/Ever 6 Primary:96
Number of pupils eligible for EYP: 21
Date for next internal review of this strategy: December 2018
January 2019 Allocation Update
| 2. Current attainment of Pupil Premium Pupils | ||
| KS2 | Pupils eligible for PP
Primary |
National Expected Standard |
| % at ARE | ALL Pupils eligible for PP (16) Other Pupils (17) | Pupils eligible for PP Other Pupils |
| Reading (26) | 79% (11) 69% (15) 88% | |
| Writing (23) | 70% (9) 56% (14) 82% | |
| Maths (28) | 85% (13) 81% (15) 88% | |
| SPaG (28) | 85% (13) 81% (15) 88% | |
| Combined Reading, Writing and Maths | 85% (8) 50% (15) 88% | |
**(Number of Pupils in brackets)
Average Progress + 1.9
Average Scaled Score 108.9 National 106.1
| 3. Barriers to future attainment | ||||
| In-school barriers | ||||
| A. | Ensuring that pupils are on track for or exceed expectations to reach EXS or GDS from their EYFS/KS1 starting points. | |||
| B. | To improve speech and language skills (delayed on entry to Nursery. This has an impact on reading, writing and maths progress in subsequent years). | |||
| C. | Opportunities to understand the wider world | |||
| D. | To raise the importance of social emotional well-being including healthy lifestyles | |||
| External barriers | ||||
| E. | To improve attendance and punctuality for PP pupils (currently lower than non-PP pupils) | |||
| F. | To increase parental involvement in education. | |||
| 4. Outcomes | ||||
| Desired outcomes and how they will be measured | Success criteria | |||
| A. | To strengthen approaches to teaching and learning across the school which will accelerate pupils’ progress. | High quality teaching and interventions will ensure that PP children either remain on or exceed their trajectory based on EYFS or KS1 results. | ||
| B. | Speech and Language skills in Early Years. | Children in Nursery and Reception will apply skills taught in the classroom in a language rich environment. Pupils eligible for PP will achieve and attain in line with peers. | ||
| C. | Opportunities to understand the wider world. | For children to have a wider vocabulary as a result of visiting more places and wow days. Children to have increased self-confidence and ambitions. Data to show PP children participate in extra curriculum activities. | ||
| D. | To raise the importance of social emotional well-being including healthy lifestyles. | Children’s emotional needs are met enabling them to deal with ‘life problems’ easier, with confidence, knowing what the right thing to do is. | ||
| E. | To raise the attendance and punctuality of PP pupils. | To see increased number of PP pupils with attendance of above 90%. | ||
| F. | To increase parental involvement in education. | To see an increase in parental involvement with their children’s homework % of children reading at home. | ||
| 5. Planned expenditure | |||||||||||||||
| Academic year | 2018-2019 | ||||||||||||||
| 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? | ||||||||||
| Outcome A
To strengthen approaches to teaching and learning across the school which will accelerate pupil progress
|
Appraisal for 2018/19 clearly identifies pupils who must achieve EXS or GDS based on EYFS or KS1 data
Quality CPD for staff |
By identifying children that are not on track to achieve EXS or GDS teachers can ensure that high quality interventions are used to target those pupils.
Identifying children that have the potential to reach GDS will ensure that better than expected progress can be made.
|
· Appraisal meetings in Autumn 2018
· In-year appraisal meetings · Pupil Progress Meetings · Termly data tracking · Whole school staff meeting · Training
|
SLT
|
Termly | ||||||||||
| Outcome A
To strengthen approaches to teaching and learning in Y6 & Y2 |
Stoke 6 – moderation of Writing
Moderation – Sandon Primary Internal moderation |
Cross school moderation with 5 schools across the city will give all staff an agreement of ‘expected’ and ‘GDS’ standards
|
· Y2 teachers to attend the event with Stoke 6 colleagues
· Feedback from staff |
SLT | Following the Event | ||||||||||
| Total budgeted cost
|
£2000 | ||||||||||||||
| Outcome A
To improve outcomes for KS1 by the end of 1/2 in all areas |
KS1 TAs deliver daily reading support and interventions | Additional reading support and interventions for phonics and reading will help to close the gap of PP children with their peers. | · KS Meetings to measure impact
· Reading records sheets · Observations of interventions |
KS1 Lead | Termly | ||||||||||
| Outcome A
To improve outcomes for KS2 by the end of Y6 in all areas |
KS2 TA’s to deliver daily reading support and interventions
Additional sessions for targeted children in Y6 |
Additional reading questioning/support will help to close the gap for PP children and their peers.
Employ a teacher to provide quality maths tuition, highly effective in previous years |
· KS Meetings to measure impact
· Reading records sheets · Observations of interventions Observations of additional sessions EXS & GDS |
EY Lead
SLT |
Termly | ||||||||||
| Total budgeted cost | £8280 | ||||||||||||||
| Outcome B
To improve speech and language skills |
Staff training on Assessment and speech and language skills
Stoke speaks out training Outdoor area in EY improved to help learning activities Parent workshops for EY children Visits/Wow days
|
The Sutton Trust/EEF identifies that disadvantaged children benefit from good quality programmes delivered by well trained staff in early years
Areas more inclusive and interactive |
· Records kept of initial and ongoing assessments
· Peer observations of relevant interventions · Administer Communication screen to all |
EY Lead | |||||||||||
| Total budgeted cost | £4000 | ||||||||||||||
| Outcome C
Opportunities to understand the wider world |
Regular themed days/activities
Children to have visits/visitors to enrich the curriculum Stanley Head residential |
Children enjoying different experiences leads to greater confidence speaking and listening which impacts on reading | · PDM Meeting
· Feedback from children and their families |
SLT | |||||||||||
| Outcome D
To raise the importance of social emotional well-being, including healthy lifestyles |
Whole school training on attachment to raise awareness.
Weekly PSHE lessons Jigsaw resource Additional play and lunchtime resources to encourage co-operative play Health fitness and well-being week external provider |
Emotional needs of children supported to enable them to make good progress
Bergin and Bergin 2009 estimate one third of children have insecure attachment Increased mental well-being behaviour and attachment. |
· Monitoring progress of children through pupil tracking
· Pupil interviews · Governors interviews |
SLT | Termly | ||||||||||
| Total budgeted cost | £16,000 | ||||||||||||||
| Outcome E
To improve the attendance and punctuality of PP pupils |
Whole school focus led by HSLW on importance of good attendance and punctuality
Additional EWO time Attendance clinics Good attendance weekly cinema vouchers and end of year prizes Good attendance reward visit Free breakfast club |
Link with attainment provision
Attendance has improved for 2 years and PP attendance has increased To raise expectations across the community of regular attendance and age related outcomes. |
· Weekly monitoring
· Data analysis · PP attendance 90% |
HT/Link Governor | |||||||||||
| Total budgeted cost | £16,200 | ||||||||||||||
| Outcome F
To increase parental involvement in education |
Parent workshops/courses
Attendance at open evening, SATs meeting increased, so parents see school as a safe place to come Drop ins to HSLW Coffee mornings/afternoons |
· Meetings
· Parental Feedback · Attendance data for open night · Increase in parental involvement with children’s homework |
HT | Termly | |||||||||||
| Total budgeted cost | £500 | ||||||||||||||
| Other areas of spending include | ||
| Additional Detail | Objective | Cost |
| Other areas of expenditure includes | ||
| Support for Parents and Families | To provide uniform resources for PP children | £1,100 |
| Breakfast Club | To provide breakfast for identified pupils | £1,100 |
| Enrichment activities | To subside school visits
To provide pupils the opportunity to experience live theatre |
£10,000 |
| Active Lunchtimes | To provide pupils with fun challenging alternative activates
To encourage healthy lifestyles, team work and to reinforce behaviour during unstructured parts of the day |
£3,000 |
| Teaching Assistants to support reading | To provide daily additional reading opportunities | £49,400 |
| Specific resources including homework resources to support individual pupils identified needs | To provide essentials that are needed to support and enrich individual pupils | £400 |
