Pupil Premium Strategy 2016/17

Pupil Premium Action Plan 2016-17.pdf

• We have a relatively small number of pupils eligible for Pupil Premium Funding – typically being %5 or less of our school population.
• Research shows that they will typically start primary school behind their better-off classmates – and this attainment gap will increase throughout their schooling.
• We think that better use of evidence can make a real difference by helping schools spend money more effectively to improve the teaching and learning of children from low-income families.
• Our action planning has been informed by evidence from the Education Endowment Foundation; allowing us to use the most effective strategies to tackle the attainment gap between Pupil Premium pupils and their peers.

Area For Development:    Pupil Premium
Links to school aims:

All pupils and groups achieve in line or above national data in new tests at the end of each key stage

Improve outcomes for higher ability pupils in all phases

Vulnerable pupils tracked rigorously so they progress and achieve in line with their peers

Promote SMSC and Citizenship though activities that develop understanding, tolerance and respect for others (to include Mental Health).

Success criteria:

Pupils feel supported within the school environment.

Pupils have improved self-esteem.

Pupils achieve or exceed expected targets

Pupils progress is at least in line with non-pupil premium pupils.

Evaluation:

School’s own data tracking

RAISE online

EEF dashboard shows improving outcomes for Pupil Premium.

Boxhall profiles.

Pupils engagement in wide ranging activities, beyond the curriculum) offered in school.

Mat and CAMHs referrals analysis

Action Staff Responsible Milestones: Research: Cost: Review of actions:
Positive Play intervention HW, JP, SM and SENCO All year on a weekly basis There is extensive evidence to show that social and emotional interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months’ additional progress on average). A total of 3hrs per week

£1,270

Additional EYFS support-outdoor learning and development:

Support for Outdoor Learning Physical Development leading to coordination and development of fine and gross motor skills for writing

 

GB-Y All year Research shows that early years’ interventions have an impact of up to five additional months’ progress and disadvantaged children benefit from good-quality programmes which have a strong educational component. 1.5hrs daily over 39 weeks

£3,527

KS1 Nurture Group 2 pupils JF Termly Review There is a good deal of evidence to show that social and emotional interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself. £847
KS 1 Years 1 & 2 interventions /booster WIG –writing improvement group. JF All year Research shows that intensive tuition in small groups to support lower attaining learners or those who are falling behind, is effective in closing the gap. It allows work to be more closely matched to learners’ needs and greater feedback from the teacher. It also encourages more sustained engagement, leading to improved attainment. £2,036
KS 1 Year 1

Maths monsters and phonics and reading

JF All Year with 5 review points £926
KS2  Y6 Maths booster – HA Girls

KS2  Y6 Maths booster

KS 2 Y6 Reading booster

KS2 Y6  Writing booster

EM and JP-C Spring Terms Research shows that intensive tuition in small groups is effective in closing the gap. It allows work to be more closely matched to learners’ needs and greater feedback from the teacher. It also encourages more sustained engagement leading to improved attainment. 1 hr per week for 14 weeks during the Spring Terms

£2,240

Reduction in UJ class size

TA additional support for 4th class

EM and JP-C All year Although research suggests high cost for moderate impact; the smaller, single year group classes allows teachers to employ better targeted and effective teaching strategies. The amount of attention each student will receive increases, improving outcomes for pupils. This also allows the teacher to change their teaching approach; as a result, the pupils change their learning behaviours. £5,731
Support for Y6 residential visit x

4 pupils

GH May 2018 Studies of adventure learning interventions consistently show positive benefits on academic learning. It has been found that, on average, pupils who participate in adventure learning make approximately four additional months’ progress over the course of a year. There is also evidence of an impact on non-cognitive outcomes such as self-confidence. £860
Support for enrichment/visits/activities  20 pupils  including Sport and Arts JP-C and GH As required throughout the year Arts participation appears to have a positive impact on academic learning. Improved outcomes have been identified in English, mathematics and science learning.

There are reviews linking the benefits of participation in sport with academic benefits, although there is considerable variation in impact.

£500
KS2 Year 6  fast track reading x 6 pupils EM 11 weeks per term There is strong evidence to show that short, regular sessions (about 30 minutes, 3-5 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact. 4 hrs per week for 33 weeks

£1,607

1:1 coaching for PP pupils Y5 / Y6  – 4 pupils EM and JP-C Throughout the Autumn and Spring Terms 24 weeks £1,042
Lower KS 2 study support LY Ten weeks per term each block with a different focus Research shows that intensive tuition in small groups is effective in closing the gap. It allows work to be more closely matched to learners’ needs and greater feedback from the teacher. It also encourages more sustained engagement leading to improved attainment. 2.5 hrs per week for 30 weeks

£822

Lower KS2  HA booster writing group LY Aspirational writing using ICT across 4 terms 1hr per week for 24 weeks £720
EM release for PP assessment etc EM and JP-C 5 days over terms 1-5 Clear and careful tracking of attainment and progress allows resources to be deployed in the most effective way. Monitoring progress allows for in-year adjustments to be made so that identified pupils make the best possible progress. £1100
Nurture support work – Behaviour support. 2 pupils SENCO It has been shown that behaviour interventions can produce moderate improvements in academic performance along with a decrease in problematic behaviours. As the behaviours being addressed are of a low-level, disruptive nature it is felt that this will result in an improvement in academic attainment. 1 hr per week

£847

Additional Support for Post Adoption pupils JP-C 5 hrs per week for 39 weeks

£2,118

Total Budget (as of 1st April 2016) = £26,980

2017-2018 projected budget £25,660 plus £3,800 for post adopted pupils.

Total predicted spend for 2016-2017 = £26,913