Pupil premium strategy statement ~Wrockwardine Wood CE Junior School

1. Summary information

School Wrockwardine Wood C.E. Junior School

Academic Year 16-17 Total PP budget £123K Date of most recent PP Review 7/16

Total number of pupils 265 Number of pupils eligible for PP 71 Date for next internal review of this strategy 7/17

2. Current attainment

Pupils eligible for PP (your

school)

Pupils not eligible for PP

(national average)

% achieving ARE or above in reading, writing & maths 43% 53%

% achieving ARE in reading 62% 66%

% achieving ARE in writing 67% 74%

% achieving ARE in mathematics 76% 70%

% achieving ARE in SPAG 81% 72%

% Key stage 1 -2 progress in reading -1.92 0.0

% Key Stage 1-2 progress in writing -0.42 0.0

% Key Stage 1-2 progress in maths 0.26 0.0

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

A. Large number of SEN children within group of PPG children which affect results (many are also 2C/100 children)

B. HA children who are PPG tend to have less life experiences and aspirations

C. Lack of parental support or ability to support

External barriers (issues which also require action outside school, such as low attendance rates)

D. Poor home support for reading at home

E Low attendance of a few PPG children (53% of PA are PPG)

F No breakfast / poor routines in the mornings

4. Desired outcomes (Desired outcomes and how they will be

measured)

Success criteria

A. Higher rates of progress and attainment for HA PPG children HA PPG children (as identified in Sept by class teacher using data

provided) will make more than expected progress and they will be

working at greater depth in each year group by end of year

B. Increased attendance rates of those PPG children The attendance of all PPG children will be in line with other pupils.

There will be no more than 25% of PA from the PPG children.

C. Reading ages of PPG children to improve at a greater rate than

currently

Reading ages taken in October will show a greater increase when

repeated in Jan than in previous years. They will increase by more

than the chronological 4 months

5. Planned expenditure

Academic year 2016/2017

Children in Care: The children in Care will be provided with a laptop each to use at home to give them a wider understanding of the world.

They will be included in trips for raising aspirations and improving life experiences. They will both receive magazine subscriptions to bring

them in line with other children’s experiences and to reward them for hard work done so far.

HA PP Children: these children will NOT be overlooked; they will be quickly identified by their class teacher and recorded as such. Individual

needs will then be assessed and addressed. We will drive their aspirations as high as they deserve by introducing them to experiences and

life chances they may not have had experience of.

Research done/ Evidence gained: We have used sources to research ways to best use the monies we are trusted with including Teaching and Learning Toolkit, the

NfER report on supporting the attainment of disadvantaged pupils, Ofsted’s 2013 report on the pupil premium and Ofsted’s 2014 report on pupil premium progress. We have

combined this information on personal experience.

Whole school ethos of attainment for all: NFER: 7 Building blocks have been a major driver in our rationale in school, the first being creating a

whole school ethos as described; PPG children should feel the same as others whilst in our care and we will do whatever we can to achieve this. “More successful

schools have an ethos of high attainment for all pupils. They view each pupil as an individual and consciously avoid stereotyping disadvantaged pupils by referring to

them as a group – they never assume that all disadvantaged pupils face similar barriers or have less potential to succeed.”

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/473976/DFE-RS411_Supporting_the_attainment_of_disadvantaged_pupils_-

_briefing_for_school_leaders.pdf

Addressing behaviour and attendance: Evidence from the DFE says that more successful schools set up rapid response systems to address

poor attendance. This includes staff contacting home immediately a pupil fails to arrive on time. If the problem persists, staff work with families to address any barriers they face in getting their children to school.

High quality teaching for all http://www.suttontrust.com/wp-content/uploads/2011/09/2teachers-impact-report-final.pdf In school we have found that

splitting year groups into 3 classes has a good impact on the attainment, progress and general behaviour of the children involved (Year 6 2015-2016) (pupil voice opinions, parents views on this)Small group tuition: “Overall, the pattern is that small group tuition is effective and, as a rule of thumb, the smaller the group the better, e.g. groups of two have slightly higher impact than groups of three, but slightly lower impact compared to one to one tuition”EEF

Meeting individual learning needs Feedback is more important to these children (especially constructive) as they do not have the same input

from home as others might. (pupil voice). EEF reports “Feedback studies tend to show very high effects on learning” and finds that it has a high impact for low cost. https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/feedback/ Also Evidence from the 151 inspection report shows that the most effective leaders identify their pupils’ specific needs accurately and promptly so that low attainment can be tackled at the very earliest stage. They then track the progress of pupils who are eligible for the pupil premium funding meticulously and make sensible amendments to the support they provide as a result of their monitoring and evaluation. (Ofsted 2014)

From this: Performance management targets connected with PPG for all, culture shared with all staff, no excuses accepted, aspirational targets set for

school and individuals. Individual needs of children addressed by purchasing uniform, PE kits, food etc.

From this: attendance lead within school, relationships with families targeted. No real behavior concerns but individual children helped

From this: 3 classes spread, PM targets for all staff, high teaching profile, qualified teachers employed to do booster work

From this: training for all staff on feedback, use of pupil voice, more individual input and small group work

Deploying staff effectively “More successful schools identify the strengths of each member of staff and find the best ways to use them. They are quick

to spot potential and ‘grow their own staff’.” The best leaders ensure that additional adult support is of high quality. Every effort is made to ensure that pupils eligible

for the pupil premium have access to the best teachers and are supported by skilled and well-trained additional adults. These schools ensure that the work of

additional adults is closely monitored and thoroughly evaluated. DFE

Data driven and responding to evidence: “More successful schools have a consistent marking scheme which recognises pupils’ achievements

and sets out the next steps in their learning. Pupils are given time to review their feedback and discuss their progress with teachers.” DFE

Clear, responsive leadership: “They hold every staff member accountable for pupils’ progress.”DFE

From this: training for all staff as necessary, 2 TAs currently being funded through a degree, staff being given responsibility as to their skills (Mr

Pearson and Outdoor Learning, Nurture group and Mrs Wilton), more specific interventions, pre teaching introduced

From this: staff responsible for regular data analysis, ppg groups as specific focus, Pupil progress meeting based on PPG children, staff respond

straight away to findings. Time paid for for TAs to feedback to teachers

From this: staff meet phase leaders each fortnight to review PPG children, must be responsible and accountable for their progress. Children who are

being failed will be recognized straight away and senior leaders step in. Governors have a PP champion who monitors the spending, achievements and

progress of these children, PPG is a focus for each staff and GB meeting.

Research from our own children and parent group indicated that the children really respond to certificates & good work and

really enjoy receiving phone calls about good things. We will therefore be spending an amount of money buying stamps,

certificates etc to make sure this happens for our PPG children more than now.

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 How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

Higher rates of progress and

attainment for PPG children

including HA PPG children

Quality feedback. CPD to help all staff with questioning techniques.

Children to be in smaller classes in years 5/6.

Staff training on approaches to learning.

Employing Qualified teachers for booster type groups.

The children who are HA and PPG will be

targeted in lesson observations (Oct

2016). We will see what barriers these

children may have along with discussions

with class teachers and parents and make

sure that these are diminished by

Christmas. Pupil voice will be used to

assess changes.

Assistant Head Half term data check.

December meetings for Pupil

Progress

Reading ages of PPG

children to improve at a

greater rate

A new reading programme (Love to Read) has been invested in to deliver

high quality text to all readers.

Regular input with an adult to listen/ talk to them about reading

Reading ages will be assessed at the

beginning of term and then the children

selected for the individual input will be

assessed ain December to allow feedback

for volunteers and children and parents.

Pupil voice will assess the impact of Love

to Read.

Reading data will be reviewed at end of

term to assess impact of both strategies

English /

Reading Lead

Half term / December data catch

Total budgeted cost £78,200

One experienced FT

teacher for year 5 class

= £35,000

One experienced 0.6

teacher = £20,000

One experienced 0.4

teacher = £15,000

Love To Read

Programme and

individual books

£8,200 approx

Beanstalk Readers in

school = £1,000

ii. Targeted support

Desired outcome Chosen action / approach How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

Higher rates of progress and

attainment for PPG children

including HA PPG children

Targeted children according to their need to receive the input which we feel

will most benefit.

One to one tuition for the children in year 6 after school.

Children with specific needs to have the correct and effective interventions.

Staff will therefore be given the appropriate CPD as needed.

2 TAs to be employed to assist children in lessons and at playtimes who are

currently struggling socially and therefore this has an impact on their

attainment and progress but also that of others.

Children currently working in LLP, andMrs

Littleover’s group will be monitored in

terms of their progress and attainment

each half term.

Children with individual difficulties will be

monitored closely both in terms of concrete

data and other skills

Assistant Head /

SENCo

Half term / December 2016

Total budgeted cost £21,000

One TA for 16 hours a

week = £6,000

One FT TA = £10,000

CPD for all staff as

necessary = £5,000

iii. Other approaches

Desired outcome Chosen action / approach How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

Increased attendance rates

of those PPG children

Contact to be made with the families of these children to investigate

problems.

Offer support if practicable.

Children to be given tasks in the morning to get them here on time.

Breakfast to be offered to all children to capture the ones who we know are

not eating at home.

Attendance rates are monitored. Every half

term there will be a check on the children

who are on the PA list.

Karen Conway

Julie Henry

December 2016

Total budgeted cost see below

Other actions we will be taking for more individual needs

Magazine subscriptions £5000

Free breakfasts £800

Taxis to school

£100

Aspirational trips out £3000

Outdoor experiences £1000

Outward Bound trips for children in Year 4 & 6 £1,000

Participation in clubs £200

PP champion to continue monitoring and challenging None

Each PP child to have a point of contact amongst staff to check in with and take an interest in None

Food for each FSM child each day £16000

Two laptops for the Children in Care £1000

Uniforms/ shoes / PE kit for children without £200

Communication with parents materials £500

£28,800

Review of Previous Year’s Action Plan and Expenditure (2015-2016)

Action Details Cost Impact Research

Reducing class

sizes

Year 6 cohort (70 pupils)

will be split into 3

classes for the 2015-

2016 academic year

£28,655 This has been a great success. The SAT results for

this year group are all higher than the NA. The children

who had previously been challenging in terms of

behaviour have been little or no trouble. It has been a

difficult year for the cohort for various reasons and

they have coped well. The ability to split off HA

children for intensive input has worked with a good

number of children achieved above Expected

Attainment. We will extend this next year to the Year 5

classes.

Research taken from

finding provided by:

Awards

Other colleagues

school

The Sutton Trust Teaching

and Learning Toolkit

considers a wide variety of

common approaches and

strategies to raising

achievement and analyses

them based on a range of

evidence to identify the high

impact approaches

alongside cost implications.

This action plan is based on

some of the higher impact

strategies identified by

Sutton Trust so that we can

be confident that we are

using interventions and

approaches with a track

record of success. From this

we noted:

effective in helping learners catch

up

also be effective

-10weeks) of

intensive sessions (up to an hour 3

or 4 times a week) tend to have

Small group

tuition

Qualified teacher to

work with small groups

of targeted

underachieving children

for 5 morning per week

across the year (CL)

Qualified teacher to

work with Year 4,5 & 6

targeting specific groups

of children (high

percentage of

disadvantaged pupils

within the groups) (HL)

£17,364

Approx:

£24,527

The children in the LLP have made excellent progress

and although they are still not at their expected ARE,

the children involved have been able to make huge

improvements in all areas (including behaviour and

self-esteem).

In Reading 86% made expected progress and 43%

made more than expected (one child made 5 sublevels

of progress!)

In Maths 100% made expected progress with 45%

making exceeding progress.

In writing 100% made EP and 40% made more than

exp.

HL has worked very flexibly around the year taking

small groups of children for interventions as deemed

necessary following assessment of needs. These

sessions are for short bursts in the year (10 hrs

commonly). The children she has worked with are

usually of very low ability.

The results for of these groups are:

Year 6 Reading Gp 59% now at

ARE

Year 6 Maths Gp (over 25%

PPG)

63% now at

ARE

Year 6 Spag Gp (over 25% PPG) 53% now at

ARE

Year 4 Spag Gp 84% now at

ARE (16%

above)

Year 4 Maths Gp 50% now at

ARE (9% above)

Year 3 Maths Gp 90% now at

ARE (35%

above)

great impact.

eacher is likely to

achieve greater progress than

support staff

is very effective

specific level or need

Pupils’ needs are accurately

assessed and targeted.

Year 6 after

school booster

groups

Additional support for

borderline level 3/4, 4/5

and 5/6 pupils held by

qualified teachers from

£3,125 The children agreed that this had benefited them as

they felt the small groups made it easier for them to

speak and ask questions.

within school.

TA

Communication

TAs to be paid for extra

time after school to

allow them to feedback

to teachers about work

done and results found.

approx £40

per week

This has been a useful practice for staff and will be

continued next year

INSET Training to be bought in

from LA to support TAs

in questioning, marking

and supporting all

children’s learning

(which will then impact

on the PP children).

Unknown as

of publishing

The staff feel more qualified to deal with the changes

in the curriculum TA support has been well received

and has shown results within class. TAs have been

observed using more models and images following

that Inset and Children have appreciated the detailed

input they receive (pupil voice)

Staff Appraisal All staff will have one of

their performance

management linked to

PP results

NIL Staff are aware of the PPG children in their care and

are focussed on their progress and achievement. They

are able to talk to others about the individual needs of

these children. Staff hace been proactive in using

resources and methods to improve things for these

children.

The gap between the attainment of PPG and NON

PPG children is closing over the past three years.

Governor’s

support

Senior teacher will be

put in charge of PP

children and will report

to the Governors

A PP champion has

NIL A dedicated Governor has given up a great deal of

time to conduct monitoring alongside the HT. She has

questioned the staff on provision for PPG. She also

was involved in deciding how the PPG monies should

be spent after evaluating the impact of this year’s

been appointed from the

Governors who will

monitor and challenge

work being done and

results being achieved.

work.

Staff have fed back to Governors in meeting this year

on the PPG group and their successes.

Residential

visits for pupils

in Year 4 and 6

Financial support for

families in need

£975 A lot of goodwill and cooperation has been gained by

helping out parents in financial difficulty. The children

all loved their time away and are extremely grateful for

the help.

Extension activities

To be investigated further

Approx

£2000

As always we have only been able to find a couple of

appropriate activities for the HA. We have instead

forged our own links with local secondary schools to

stretch our HA children. (TPS / TT)

School meals Daily meal for 45 FSM pupils

£16,380 Families are taking up more of the Free meals.

Targeted PP children to be assigned to a member of staff for contact

Each PP child will have a contact (a member of staff who will specifically target that child for positive communication, praise and attention). The member of staff will look for opportunities to ask that child about their work, home, etc.

NIL Dependant on the child and staff member, this has

made us more aware of who these children are and

has built some links within school.

Family support HT to specifically target parents that have problems being able to work with school (possibly due to previous experiences, financial or practical reasons) Parents to be invited and encourage to attend events to break down

NIL We have bought:

School uniform

PE kits

Shoes

Equipment

Breakfast fruit Parents have been appreciative and the fruit has been

barriers with school.

taken by necessary children without them being

singled out.