bishop aldhelm’s c.e. v.a. primary school · 2019-05-09 · sept 2016 bishop aldhelm’s primary...

Sept 2016

Bishop Aldhelm’s Primary School Pupil Premium Strategy Statement

1. Summary information

School Bishop Aldhelm’s C.E. V.A Primary School

Academic Year 2016/17 Total PP budget £102,520 Date of most recent PP Review 18.7.2016

Total number of pupils 588 Number of pupils eligible for PP 59 Date for next internal review of this strategy July 2017

2. Current attainment- July 2016

Pupils eligible for PP (your school) Pupils not eligible for PP (national average)

% achieving Expected or above in KS2 RWM 63% 68%

% achieving Expected or above in KS1 RWM 82% 89%

Progress

Bishop Aldhelm’s C.E. V.A. Primary School Loved by God; United in Learning Headteacher: Laura Dickson Deputy Headteacher: Scott Tait

Sept 2016

EYFS- 13 children

Identified area for improvement

By year group + baseline

Barrier to learning Strategy to address barrier

Cost of strategy

Rationale EEF research

Previous impact

Impact Measures By who..

Overall outcome Target

GLD Parental engagement Speech and language difficulties Language barriers Listening and attention skills Poor fine motor skills Confidence and self esteem Age and maturity of the children

Coffee mornings Parent partnership events Pastoral care support SALT therapists and individual programmes. Vocabulary rich environment. Focus in class. Intervention groups Focus during free flow activities + interventions Free flow structure throughout the day to build independence. ELSA sessions

EEF +3 months Previously successful. EEF +5 months EEF +5 months EEF +5 months EEF +4months EEF +4months

PP children to make accelerated progress from their starting points to reach GLD at the end of the year. This will be tracked in observations, data snapshots and pupil progress meetings by headship team.

To close the gap between PP and non-PP children reaching GLD. December- PP children made ‘more than expected progress’ than non PP in maths and writing. They were only 2% behind non PP for progress in reading. This will close the attainment gap. 100% of PP children made at least expected progress in core subjects. March- 100% above expected progress in all three subjects. Summer- 46.1% PP children GLD compared to 88.3% non PP children GLD- gap slightly reduced. 100% of PP children made at least expected progress in all subjects. % in ( ) shows better than expected progress.

Reading Writing Maths

PP Non PP PP Non PP PP Non PP

100 (72.7)

100 (92.2)

100 (90.9)

96.1 (88.3)

100 (100)

100 (87)

Outcome- Target achieved. Gap slightly reduced. All PP children made at least expected progress. With a high % making better than expected.

Sept 2016

Year 1- 7 PP children


By year group + baseline Barrier to learning

Strategy to address barrier

Cost of strategy


Previous impact



Reading

Understanding of inference. Asking and answering questions about a text.

AHTs to support planning and teaching. Enrichment club for specific children. Book scrutinities Small group TA intervention Book scrutinities Small group TA intervention

Previously successful. EEF+5months Moderation of outcomes EEF +4months

PP children need to make accelerated progress to get exceeding in reading, writing and maths. This will be tracked in observations, data snapshots and pupil progress meetings by headship team. English and Maths book scrutiny- subject leaders and AHT.

To close the gap between PP and non-PP children reaching exceeding. December- ongoing target. Children have been supported in class and in focus groups. Spring- ongoing target. Children have been supported in class and in focus groups. Writing- 4 out of the 7 Reading- 2 out of the 7 Maths- 2 out of the 7: have been working through Year 1 targets with an EYFS focus as they did not meet ELG. Summer- Writing- 67% PP non SEN at ARE (91% Non PP non SEN). 67% PP made expected progress (87% Non PP non SEN). Reading- 83.3% PP non SEN at ARE (93% Non PP non SEN). 83.3% PP non SEN made expected

Writing

Using some question marks and exclamation marks. Using co-ordination (and/ or/ but) Spelling most common exception words. Using statements, questions and commands.

Maths To use mental and written methods to solve problems.

Sept 2016

progress (77% Non PP non SEN). Maths- 67% PP non SEN at ARE (92% Non PP Non SEN). 67% PP made expected progress (79% Non PP Non SEN). Outcome- although significant support was given, the gap has not closed. The focus for next year will be on expected progress and better than expected progress for PP children.

Sept 2016





Cost of strategy


Previous impact



Maths

Place value understanding Recognising and reading numbers Confidence Retain information – memory skills.

1st @ number intervention for specific children. Memory skills intervention.

Previously successful. Evidence of success across schools nationally. EEF +4 months.

Targetted children to make accelerated progress to reach ARE. Assess during termly snapshots.

To close the gap between PP and non-PP children reaching ARE in maths. December- 100% of PP+SEN children made expected progress in maths. 25% made well above expected progress. Spring- 2 out of the 3 PP+SEN children made expected progress in maths. 1 made better than expected progress. Only 1 child who was expected in EYFS is now emerging. Summer- 40% of SEN + PP are now ARE (20% non PP + SEN). 72.7% of PP children at ARE (87.2% non PP). Outcome- Target achieved. Gap reduced between PP and non PP reaching ARE in maths.

Reading

Lack of 1:1 reading skills Failed the phonics test Lack of reading at home

FFT Intervention for specific children. Parent workshops to teach phonics

Previously successful. Evidence of success across schools nationally. EEF +3months

Targetted children to make accelerated progress to reach ARE. Assess during termly snapshots. Headship team.

To close the gap between PP and non-PP children reaching ARE in reading. December- ongoing target. PP+SEN children made more progress than

Sept 2016

NonPP+SEN children in reading. Spring- 1 out of the 3 PP+SEN children made expected progress in reading. Summer- 72.7% PP at ARE ( 89.9% non PP). Outcome- ongoing target. Higher % of PP children made better than expected progress.

Writing Failed the phonics test Spellings Speaking and listening skills. Handwriting – letter formation – fine motor skills Inability to hold a sentence

Basic skills sessions Phonics intervention Social skills group with PCW. Focused sessions. Handwriting lines in books. Alan Peat and Pie Corbett strategies in lessons.

EEF +4 months EEF +4 months Successful in other schools. Previously successful.


To close the gap between PP and non-PP children reaching ARE in writing. December- ongoing target. PP+SEN children made more progress than NonPP+SEN children in writing. Spring- 2 out of the 3 PP+SEN children made expected progress in writing. 1 made better than expected progress. Summer- 63.6% PP at ARE ( 83.5% non PP). Outcome- Target achieved. Gap reduced between PP and Non PP reaching ARE.

Sept 2016

Year 3




Cost of strategy


Previous impact



Writing

More advance sentence structure Verb tenses A range of punctuation

Dyslexia and dyscalculia screening tests for all PP and SEN children. Alan Peat strategies to be taught. Enrichment club

Previously successful. Identifies barriers and gaps in learning. Previously successful. EEF+5months

Targetted children to make accelerated progress to reach exceeding. Assess during termly snapshots. Headship team.

To close the gap between PP and non-PP children reaching exceeding in writing. December- higher % of PP children at exceeding than non PP children. 1 of the children who hadn’t made expected progress through EYFS has caught up. March- higher % of PP children at exceeding than non PP children. Summer- 2/3 children who were exceeding in EYFS are now exceeding. 1/3 is expected. 72.7% made expected progress this year and 18.2% made better than expected progress. Outcome- Target achieved. Higher % of PP children making better than expected progress than non-PP. Those who left EYFS as exceeding are making at least expected progress.

Sept 2016





Cost of strategy


Previous impact



Writing

Concentration Lack of confidence Advanced sentence structure Verb tenses

Enrichment club Alan Peat strategies to be taught. Small group intervention

EEF+5months Previously successful. EEF +4 months


To close the gap between PP and non-PP children reaching exceeding in writing. December- higher % of PP children above ARE in writing than non PP. Spring- 66.7% of PP children are ARE in writing compared to 69.6% at ARE for non PP children. 94.4% of PP children made expected or better progress in writing. 94.1% of non PP made expected or better progress in writing. Summer- 72.2% PP at ARE and above (71% non PP) and 5.6% at GD (15.9% non PP). 2 children at L3 in KS1 still ARE. Outcome- Ongoing target to reduce the gap between children reacing exceeding. Higher % of PP children making expected progress compared to non PP children. Ongoing target for L3 KS1 children to reach GD.

Sept 2016





Cost of strategy


Previous impact



Reading Comprehension – not able to answer how and why questions. Give the first response that they think of instead of searching the text for possibilities. Poor vocabulary so unable to answer questions around language.

Weekly reading comprehension- teach the strategies. Small group intervention. Language rich lessons. Pre-teach vocabulary before sessions.

EEF +5months EEF +4months Previously successful.


To close the gap between PP and non-PP children reaching ARE in reading. December- 100% PP made expected progress. March- 100% PP made expected progress. 28.6% PP made more than expected progress. 50% of PP now are ARE. Summer-58.3% PP at ARE (83.1% non PP). 100% expected progress (98.6% non PP). 41.7% more than expected progress (21.1% non PP). 7/11 PP who were 2c+ in KS1 are now ARE. Outcome- Gap not reduced to ARE attainment however PP children making more progress than non PP thus difference diminished. Target achieved- PP Non SEN boys- 80% at ARE compared to 89.7%. Different significantly reduced.

Sept 2016

Writing

Handwriting and spelling. Not giving enough detail – extending sentences. Sentence structure – writing sentences that do not make sense because trying so hard to put in the new grammar rules. Some children are not speaking in formal English or full sentences and as a result their writing suffers.

Basic skills sessions. Handwriting lines in books. Alan Peat strategies Interventions Alan Peat + Pie Corbett strategies- talk for writing.

Previously successful. Positive impact in other schools. Previously successful. EEF +4months. Previously successful.


To close the gap between PP and non-PP children reaching ARE in writing. December- 100% PP made expected progress. March- 100% PP made expected progress. 14.3% made more than expected progress. 98.6% of Non PP made expected progress so the gap is closing. Summer-41.7% PP at ARE (71.8% non PP). 100% expected progress (97.2% non PP) 33.3% more than expected progress (15.5% non PP). 5/8 PP who were 2c+ in KS1 are now ARE. Outcome- Target achieved- Gap between PP and non PP reaching ARE has slightly reduced to 30.1%. PP children making more progress than non PP. Gap reduced between PP Non SEN boys 40% at ARE compared to 72.4% Non PP Non SEN boys.

Sept 2016




Cost of strategy


Previous impact



Maths Poor knowledge of times tables and division facts. Misunderstanding of inverse operations. Not reading problems in full/correctly before attempting to solve them. Verbal reasoning –

struggle to put logical

thinking into written

responses to

demonstrate reasoning

and mastery.

Success @ arithmetic for specific children. Focused basic skills sessions. Interventions to include

word problems, mastery

style questions, verbal

reasoning etc.

Previously successful. Evidence of success across schools nationally. EEF +4months

Targetted children to

make accelerated

progress to reach ARE.

Headship team.

To close the gap between

PP and non-PP children

reaching ARE in maths.

December- PP children

made less progress the

non PP this term. 100% of

FSM and PP+SEN children

made expected progress.

March-98.6% Non PP

children made expected

progress. 92.9% PP made

expected progress.

Summer-58.3% PP at ARE

(88.7% non PP). 100% PP

made expected progress

(98.6% non PP). 16.7% PP

more than expected

progress (4.2% non PP).

7/10 PP who were 2c+ in

KS1 are now ARE or ARE+.

Outcome- Gap has not

closed between PP and

non PP reaching ARE

however PP are making

more progress thus

closing the gap.

Sept 2016

Year 6- 11 children


By year group + baseline

Barrier to learning Strategy to address barrier

Cost of strategy


Previous impact



Reading Speed of finding answers Speed of writing answers Understanding inference

Basic skills sessions to teach specific strategies. Speed practice sessions. Accelerated reader + whole class reading with high quality texts and examples.

EEF +5 months Previously successful. Previously successful.


To close the gap between PP and non-PP children reaching ARE in reading. December- 100% PP made expected progress, 45% made more than expected progress (higher %s than non PP). Higher % of PP non SEN at ARE than non PP/non SEN. March- 100% PP made expected progress. Summer- 60% PP ARE (72% non PP). 10% PP GD (20% non PP). 90% PP made expected progress (86% non PP). 40% PP made better than expected progress (20% non PP). Outcome- Target achieved – gap between PP and Non PP at ARE reduced from 26% to 12%.

Writing Getting ideas for writing Interest in writing Handwriting Spelling Sentence structure

Enrichment club Pre-writing intervention group Focused handwriting taught sessions. Home/school links Alan Peat strategies

EEF + 5months EEF + 4months Previously successful.


To close the gap between PP and non-PP children reaching exceeding in writing. December- higher % of PP children making ‘above average progress’ than

Sept 2016

non PP therefore closing the gap. March- 70% PP made expected or better progress. Summer- Gap of 8.3% between GD of PP and Non PP. Outcome- Target achieved- 20% PP boys at GD compared to 17.2% non PP boys at GD. % of PP making expected and better than expected progress higher then non PP thus closing the gap.

Maths Application of number knowledge in multistep word problems Accurate use of the four operations including with decimals and fractions.

Enrichment club Intervention sessions Mastery opportunities in class.

EEF +5months EEF + 4months


To close the gap between PP and non-PP children reaching exceeding in maths. December- Higher % of PP reaching exceeding that non PP. March- Higher % of PP children making expected or better progress than non PP. Summer- gap reduced. 18.2% PP to 20.4% non PP at GD. Outcome- Target achieved- gap between PP and non PP at exceeding reduced from 22% to 2.2%.

Sept 2016

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?

To improve the quality of class teaching

CPD – staff meetings

Focus on how to support groups of learners within mixed ability set.

Observations Data snapshots

Headship team

Spring 2016

Learning Exchange with AHTs- planning support and team teach.

Quality first teaching best for pupil progress. Learning exchange.

Observations Data snapshots Planning scrutiny

Headship team

Spring 2016

Feedback first EEF + 9months Successful in other schools

Book scrutiny AHT + Subject leaders

Autumn 2016

Pupil progress meetings to idenfity key foci.

Previously successful in school

Data snapshots Headship Subject leaders

Termly

Total budgeted cost £90,382

ii. Targeted support

Desired outcome Chosen action/approach




To improve children’s emotional wellbeing

Pastoral Care Support/ELSA work Training of ELSAs-£400

EEF + 4months Previously successful in school

Pastoral care weekly notes Weekly CM meetings

AW AHT

Ongoing Summer 2017

To improve children’s language and vocabulary skills.

Speech and language therapist employed Targetted TA intervention- training from SALT.

Previously successful in school. EEF +5 months SALT report reccomendations.

Observation of interventions SALT reports and assessments

AHT

Spring 2017

Sept 2016

To ensure that LAC children are supported to make progress suitable to their starting point.

Funding towards extra-curricula activities Regular pastoral care support

Previously successful in raising attendance. Action points from PEP meetings. Previously successful in school.

Data snapshots Pastoral care weekly notes Weekly CM meetings

AHT AW

Spring 2017

To improve the quality of intervention support

Teaching Assistant CPD Pupil tracker New intervention room

TA feedback in meetings Observations revealed inconsistencies

Observations Intervention tracker along with data snapshot

AHT Summer 2017

To improve outcomes for MA and HA PP children in Year 6

Stretch your brain/enrichment club

Successful in other schools Offer children opportunities outside of the classroom.

EEF+5months

Observations Data snapshots

AHT Summer 2017

To identify specific barriers to learning.

Dyslexia and dyscalculia screeners for all PP + SEN children + any other child who displays a concern. Phonological Awareness Battery Tests.

Previously successful in idenfiying specific barriers. Able to use the results to target in class support and interventions.

Screener reports Data snapshots Intervention observations

AHT Autumn 2016

Total budgeted cost £26,218

iii. Other approaches





To improve opportunities for PP children

Funding towards school trips and residentials

Last year, more PP children attended residential trips when a contribution was offered towards funding.

Ensure letters to PP children include information about contribution. Phone parents of PP children to offer support

Y4 + Y6 champions AHT

July 2017

To support parents with helping their children

School run parenting course- focus on behaviour support strategies, homework, healthy eating, routines etc.

Based on a recognised need in our school.

Parent feedback. Review of attendance figures and assessment data for children whose parents attended.

AW + SM AHT

Spring 2017

To support parents in equipping their child for school

To provide a school jumper and PE kit for new PP children

Past experience at school Offer new children who are PP the uniform. Teachers to request support for other children in their class

AHT PCW

Summer 2017

Total budgeted cost £7000

Sept 2016

3. Review of expenditure

Previous Academic Year 2015/2016

i. Quality of teaching for all


Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

To reduce class sizes and deliver quality first teaching for all in smaller groups. To ensure that interventions link to current learning.

HLTA and TAs for each year group. Inclusion Leader to support. AHT to support in Y6 for core lessons Year group TA every afternoon

Success criteria met. Positive impact on all children. The following tables show average points progress:

Whole School PP Non PP

Reading 3.4 3.5

Writing 3.6 3.6

Maths 3.6 3.5

EYFS PP Non PP

Reading 4.4 4.2

Writing 4.4 4

Maths 4.4 3.9

Year 2 PP Non PP

Reading 3.7 3.6

Writing 4.1 4.1

Maths 3.3 3.4

In Year 2, all PP children reached ARE or above in reading, writing and maths.

Year 6 PP Non PP

Reading 3.6 3.4

Writing 3.7 3.7

Maths 3.7 3.6

Continue with approach. Assistant Headteachers to support learning across the school according to need.

£90,252

Sept 2016

ii. Targeted support




Cost

To improve interventions to support current learning.

Change of timetable Basic skills sessions Drop in interventions New intervention room.

Success criteria met. Positive impact. Children’s misconceptions are addressed at time. All children can access interventions

Continue with approach. Track number of drop-in sessions a child is receiving.

£2,654

To improve children’s emotional wellbeing

Pastoral Care Nurture groups

Success criteria met. Positive impact. All children can access Pastoral Care. 2 ELSAs trained in the school.

Continue with approach. Supervision of ELSAs to ensure progression of skills.

£2000

To improve children’s language and vocabulary skills.

Speech and Language Therapist

Success criteria met. Positive impact- recognised in individual SALT assessments and reports (24 children discharged). All children can access SALT although all PP children screened in EYFS.

Continue with approach. Speech and language therapist to train more TAs in SALT interventions to support more children.

£4000

To identify specific barriers to learning and to track progress.

Dyslexia and dyscalculia screeners for all PP + SEN children + any other child who displays a concern. Phonological Awareness Battery Tests. Pupil tracker subscription

Success criteria met. Positive impact. All children had access to tests however all PP screened in Y3.

Continue with approach. Screen earlier in the Autumn term. Ensure all results are shared with parents and copy kept in file.

£2,600

iii. Other approaches




Cost

To encourage PP children to attend school trips and residentials.

Contribution towards cost of the trip.

Success criteria met. 5 PP children attended trips due to funding.

Continue with approach. Plan ahead earlier in the year to allow parents more time to save remaining amount.

£1000

bishop aldhelm’s c.e. v.a. primary school · 2019-05-09 · sept 2016 bishop aldhelm’s primary...

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