Pupil Premium Strategy · 2019-06-21 · Pupil Premium Strategy The pupil premium is additional funding given to schools in England which is designed to help disadvantaged children

Pupil Premium Strategy

The pupil premium is additional funding given to schools in England which is designed to help disadvantaged children of all abilities perform better and close the gap between them and their peers. It is paid to schools according to the number of pupils who have been registered as eligible for free school meals at

any point in the last 6 years or been in care for 6 months or longer. The facts speak for themselves: if you are a disadvantaged child in Surrey, you are significantly less likely to reach age expected levels at 5, 7 and 11. Low attainment at school is associated with reduced life chances. The consequences can be felt socially and economically, but above all, education has a moral dimension. Education is a force for good, for personal wellbeing and advancement. We all want the best for our own children and as teachers, we want to create the conditions that seek to provide the best for all children. Breaking the link between

poverty and educational achievement is one of the hardest and most persistent problems we face in education.

Our data shows it doesn’t matter if you go to a school in Britain, Finland or

Japan, students from a privileged background tend to do well everywhere. What

really distinguishes education systems is their capacity to deploy resources

where they can make the most difference. Your effect as a teacher is a lot bigger

for a student who doesn’t have a privileged background than for a student who

Andreas Schleicher, OECDhas lots of educational resources.”

“By age four, an average child in a professional family would accumulate

experience with 45 million words…and an average child in a welfare

family would accumulate experience with 13 million words”.

Vocabulary is intrinsically linked to academic success. Not having enough

words ‘in the bank’ affects progress in school but also enjoyment of

Betty Hart & Todd Risleyschool.

1. Summary information

School Horley Infant School

Academic Year 2018-19 Total PP budget £33000 Date of most recent PP Review Aut ‘18

Total number of pupils 265 Number of pupils eligible for PP 21 (8%) Date for next internal review of this strategy Sum ‘19

2. End of Year attainment for 2017-2018 cohort

Pupils eligible for PP

(HIS)

Pupils not eligible for

PP (HIS)

National average

(2018)

% achieving GLD (end of EYFS) 60 -- 72

% achieving the expected standard in phonics in (end of Year 1) 71 84 83

% achieving expected standard + in RWM combines (end of KS1) 47 59 65

% achieving expected standard + in reading (end of KS1) 68 78 75

% achieving expected standard + in writing (end of KS1) 63 65 70

% achieving expected standard + in mathematics (end of KS1) 63 79 76

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

Academic barriers (issues to be addressed in school)

A. Limited vocabulary / poor oral language skills.

B. Low core subject attainment, particularly mathematics and writing.

C. Undeveloped learning behaviour / social and emotional understanding.

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

D. Some limited parental understanding/involvement with how best to support their child.

E. Turbulent home-life resulting in complex behaviour/emotional issues in school.

4. Intended outcomes (specific outcomes and how

they will be measured)

Success criteria

A. EYFS: To improve the oracy, speech, language

and vocabulary of children.

All PP GLD in-line with or above National average for ‘all’ children with a particular

focus on strengthening achievement in the Early Learning Goals for Communication &

Language and Personal, Social & Emotional Development

B. KS1: To improve spoken and written literacy and

number and place value understanding.

Progress of PP children within writing and mathematics will be equal to or better than

those who aren’t eligible for PP resulting in greater proportions meeting age-related

expectations.

C. All: The emotional health and well-being of all

PP children is supported.

PP children will be happy and engaged with the school curriculum and will have

attendance figures in line with the school target.

D. All: Parental involvement is increased so that PP

children’s learning is reinforced at home.

PP children’s rates of progress and well-being will improve thanks to greater parental

involvement with class teachers, SENDCo and HSLW

E. All: PP children develop strategies to help

manage their difficulties at home.

PP children will have learnt strategies to deal with difficult home situations which will

in later life contribute towards ‘breaking the cycle’ regarding social immobility.

5. Review of expenditure

Previous Academic Year 2017-2018

i. Quality of teaching for all Cost: £10,707

Action Intended outcome 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)

Implement Talk

for Writing

Improved writing

outcomes through

‘keeping up’ with the

curriculum.

Writing continues to be a weaker area although

it is improving for both PP and Non-PP in EYFS

and continuing through to KS1. Overall writing

attainment below National Average but only

slightly (6%) and attainment gap between PP

and non-PP is small (2%).

Talk for Writing is in its early stages but has

already improved the language skills and quality

of writing. Further development needed to

develop a long term/sustainable approach.

Refreshed Pupil

Progress

Meetings

Quicker identification

and response to

children who are at risk

of falling behind

(ensuring children

‘keep up’ and ‘catch

up’)

Improved accountability/understanding of

Teacher Standards 1&2. Interventions targeted

children with greater effectiveness, prioritising

those who were PP.

Pupil Progress Meetings to continue but

become more regular, less focussed on

paperwork, more focussed on actions and with

individual teachers rather than as year groups.

Behaviour

action plans;

ELSA; Talk and

Draw; Play

therapy; Staff

training

Improved Learning

Behaviours

Children with additional needs had some

barriers removed for their learning. Some of the

children within this group had significant social,

emotional and mental health needs and this

acted as a positive ‘half-way house’ before

CAMHS could be used.

Continue with additional support but also use

‘One Stop’ through CAMHS and ensure

referrals/support is sought much earlier.

ii. Targeted support Cost: £19,293




Lessons learned


approach)

Wave 2&3

Academic

Intervention

Support (Project

X, SALT, EAL

work, FFT

Wave, 1st Class

@ Number,

Precision

Teaching,

teodorescue,

1:1 reading)

Additional academic

needs supported and

children ‘catch up’

during

See individual attainment of children (pupil

premium profiles) for child specific information

and long-term attainment journey table at foot of

this document. Greater proportion of children

working at the nationally expected standard or

above in comparison from their internal EYFS

baseline to their end of KS1 attainment across

all core areas of reading, writing and

mathematics. Greater proportion of children

working at the Greater Depth in comparison

from their internal EYFS baseline to their end of

KS1 attainment across all core areas of reading,

writing and mathematics.

1st Class @ Number and Project X having

positive impact in accelerated progress. SALT

support having an outstanding impact on

developing children’s speech and language with

a large number of children being assessed at

being within normal development fields. FFT

WAVE intervention and Precision Teaching

interventions to be monitored closely for impact

in 2018-2019.

Wave 2&3

Social &

Emotional

Intervention

Support (Play

therapy, ELSA,

Talk & Draw,

Lunch Club)

Children’s emotional

wellbeing improved

resulting in a positive

attitude to school,

pupils and staff.

Baseline compared to post-intervention

indicates an improvement in emotional

wellbeing. Lunch club has reduced number of

incidents during lunchtime and play

therapy/ELSA has aided children with emotional

development.

Continue with interventions but provide

dedicated ELSA time and fund adults to be in

the classroom to support classroom learning

whilst this takes place.

iii. Other approaches Cost: £24,880




Lessons learned


approach)

Provide support

for clubs and

extended

schools

Develop cultural

capital of children and

strengthen friendships/

relationships with

others.

Children who lack confidence/self-esteem have

grown in confidence due to their involvement in

after school clubs and extended schools

provision. The access to other positive role

models has improved behaviour and cultural

capital of the children.

Continue to provide.

Provide wider

care (uniform,

milk, breakfast)

Ensure PP children’s

basic needs are met.

PP children do not go hungry within school and

do not ‘stand out’. Basic needs being met have

ensured they have an improved start to the day

and are more ready to learn than previously.

Continue to provide.

HSLW

involvement in

supporting

families

Stronger partnerships

with parents and

outside agencies.

Improvements in

absence and

persistent absence

with PP children.

Parents report that the support they receive from

the HSLW is essential to their positive

relationship with school. Absence figures are

improving and persistent absence has been

attributed to very exceptional/unique

circumstances which go beyond the reasonable

control of the school.

Continue with pastoral support from the HSLW

and explore other ways in which to

support/encourage parents with the academic

support they give children.

6. Planned expenditure

A Academic year 2018-2019

The three headings enable you to demonstrate how you are using the Pupil Premium to improve classroom pedagogy, provide targeted

support and support whole school strategies

i. Quality of teaching for all

Action Intended

outcome

What is the evidence and

rationale for this choice?

How will you ensure it is

implemented well?

Staff lead When will you review

implementation?

Cognitive Load &

memory training

Teaching and

learning takes

into account

children’s

cognitive load

and memory and

is responsive to

these needs.

EEF Toolkit identifies this as

being a positive ‘low cost/high

impact’ method for improving

learning. For our lower

attainers, this will help ensure

teaching and learning

addresses their barriers.

Ensure subject leaders act

as role-models and explore

this within their own subject

area, providing informal

peer-peer observations

where this is explored

further.

JW &

SENDCo &

subject

leaders

Through the school’s

own monitoring

schedule (learning

walks & observations)

Develop feedback

strategies

including 1:1

conferencing for

PP children

Feedback is

instead

feedforward and

leads to greater

progress towards

individual goals.

EEF Toolkit identifies

Feedback as a low cost/high

impact strategy to improve

quality of learning.

Review of assessment

policy, staff meetings to

gather ideas, book

scrutinies, pupil discussions,

HLP joint staff meetings &

subject leaders

JW, SLT &

subject

leaders

During book scrutinies,

pupil progress meetings,

during school’s own

monitoring and

evaluation schedule.

Talk for Writing Improved writing

outcomes.

Low writing outcomes at the

end of KS1.

School – school

collaboration/development

project with Earlswood, SDP

Pillar focus

SC & MR During book scrutinies,

pupil progress meetings,


monitoring and


Develop language

and vocabulary in

Reception

Children’s

improved oracy,

speech, language

and vocabulary.

Research identifies that the

children’s lack of ‘cultural

capital’ and reduced

vocabulary affects their

opportunities later in life.

HLP English Leaders focus

for the year,

MR, SC &

TW

During HLP English

subject leader meetings,

throughout HLP Senior

Leader programme

Improve quality of

teaching and

learning of

Mathematics in

Year 1.

Increase in

progress and

attainment within

Mathematics in

Year 1.

Downward trend for outcomes

in Year one in Mathematics.

Regular monitoring and

evaluation during Data

Harvests, Learning Walk

reviews, HLP & Babcock

subject leader meetings

ER, CK &

AD

During book scrutinies,

planning monitoring,

learning walks, pupil

progress meetings,


monitoring and


Improve the Year

1 curriculum so

that it is highly

responsive to the

needs of the

children and

national curriculum

Attainment at the

end of Year 1 is

not below the

national average

at the end of

KS1.

Visits to other Outstanding

schools has identified how the

reviewed curriculum approach

improves Year 1 outcomes for

all and PP children. Previous

approaches have widened the

attainment gap.

Involvement in the Babcock

Lighting up Learning project

and regular

reviews/discussions during

SLT and PPA meetings.

JW, SC &

Year 1

team

Ongoing and at the end

of the academic year.

Additional ‘ad-hoc’

provisions led by

teachers in order

to help children

‘catch up’.

Greater

proportions of

‘low prior

attainers’ will be

on track to

achieve end of

year

expectations.

Changes to assembly times

have allowed for additional

support to be put in place so

that teaching becomes highly

responsive to children’s needs.

Subject leaders and year

group leaders to ensure

these are well planned and

are highly responsive to the

needs identified during pupil

progress meetings.

SLT &

subject

leaders &

teachers

During Data Harvests

Total budgeted cost £10,000

ii. Targeted support

Action Intended

outcome




implemented well?


implementation?

Wave 2&3

Academic

Intervention

Support (Project

X, SALT, EAL

work, FFT Wave,

1st Class @

Number, Precision

Teaching,

teodorescue, 1:1

reading)

Children who fall

behind make

accelerated

progress.

EEF Toolkit identifies that

highly structured intervention

programmes can accelerate

children’s progress.

Regular training for TAs and

SENDCo to oversee the

implementation. Learning

walks and regular checks on

provision/interventions to

take place to audit which

interventions are making a

positive impact, which aren’t

and why.

SLT

SENDCo

TAs


(3 times per year)

Wave 2&3 Social

& Emotional

Intervention

Support (Play

therapy, ELSA,

Talk & Draw,

Lunch Club, CCC)

Children

strengthen their

learning

behaviours and

social/emotional

wellbeing.

Some of our children have

complex home lives which

affects their academic

achievement and social skills.

Regular pupil discussions to

check that children are well-

supported and pastoral

support is having a positive

impact.

SENDCo,

HSLW

During Data Harvest

and in accordance with

the school’s own

monitoring cycle.

Disadvantaged

Pupil Profiles

Teachers’ and

TAs’ greater

awareness of the

individual needs

and journey of PP

children.

Not all staff are always aware

of the baseline and previous

intervention and support that

had taken place. Promotes

‘achievement for all’ and higher

expectations for pupil premium

children.

Staff meeting training and

discussions during pupil

progress meetings.

JW, SLT &

teachers


and Pupil Progress

meetings


iii. Other approaches

Action Intended

outcome




implemented well?


implementation?

Improve

strategies for

children with

SEND &

behavioural

difficulties (Action

Research)

Successful

strategies/support

in place for

school staff to

address and

improve

behaviour.

Some of our more vulnerable

learners who are considered

disadvantaged but don’t

always attract PP have

additional behavioural needs

which are barriers to their

learning.

Regular opportunities to

monitor and evaluate

through learning walks, SDP

Pillar will focus on ‘looking

outwards’ for support and

Behaviour Lead to

coach/mentor appropriately.

KS Regularly throughout

SLT meetings and

during SDP cycle in

Governors Meetings

HSLW &

improving parental

engagement

(Action Research)

Parents are

better placed to

support their

children

academically

Teachers identify that a lack of

home support with learning

has a negative impact on

progress some children are

making.

Ensure courses are

attended, look outwards for

school-school support,

regular discussions during

parents evening and review

of homework/reading

completion.

HSLW Regularly throughout

HSLW / internal DSL

meetings and CCC

meetings.

Provide support

for clubs and

extended schools

Children develop

their ‘cultural

capital’,

strengthen

friendships and

give parents

ability to

work/have

respite.

Some of our families have

complex home lives, multiple

children with additional needs

or limited income which can, at

times, prevent children from

developing their ‘cultural

capital’.

Continue to employ a fluid

approach to the needs of

the children e.g. if gross

motor development is an

issue, ensure attendance at

gymnastics club.

HSLW,

HT, KH,

TW

Regularly throughout

HSLW / internal DSL

meetings and CCC

meetings.

Provide wider care

(uniform, milk,

breakfast)

Children have

their basic needs

met and are

ready for

learning.

Some of our families have

complex home lives, multiple

children with additional needs

or limited income which can, at

times, prevent children from:

- accessing the right resources

- accessing healthy/nutritious

food

- starting the day positively

Continue to employ a fluid

approach to the needs of

the children e.g. concerns in

response from family liaison

workers / TAF meetings,

ensure adequate nutrition is

provided within school.

HSLW Regularly during/after

multi-agency meetings.


7. Additional detail

Pupil Premium – Long Term Tracking (2015 – 2018)

Autumn 2015 (13 children)

On Entry Expected +

Reading Writing Mathematics On Entry EXC/GDS

Reading Writing Mathematics

46% (6) 46% (6) 46% (6)

0% (0) 0% (0) 8% (1)

July 2016 (15 children)

End of EYFS Expected +

Reading Writing Mathematics End of EYFS EXC/GDS


67% (10) 67% (10) 80% (12)

13% (2) 7% (1) 13% (2)


End of Year 1 Expected +

Reading Writing Mathematics End of Year 1

EXC/GDS


63% (10) 50% (8) 31% (5)

19% (3) 19% (3) 6% (1)


End of KS1 Expected +

Reading Writing Mathematics End of KS1 EXC/GDS


68% (10) 63% (11) 63% (10)

16% (3) 5% (1) 11% (2)

% and (number of children) working at the expected standard or above

% and (number of children) exceeding / working within greater depth of the

expected standard



On Entry Expected +



50% (2) 50% (2) 75% (3)

0% (0) 0% (0) 0% (0)





50% (3) 50% (3) 67% (4)

33% (2) 17% (1) 17% (1)


End of Year 1 Expected +

Reading Writing Mathematics End of Year 1

EXC/GDS


63% (5) 50% (4) 38% (3)

38% (3) 25% (2) 13% (1)



expected standard



On Entry Expected +



25% (1) 75% (3) 75% (3)

0% (0) 0% (0) 0% (0)





80% (4) 80% (4) 80% (4)

0% (0) 0% (0) 0% (0)



expected standard

Documents

Pupil Premium Strategy · 2019-06-21 · Pupil Premium Strategy The pupil premium is additional funding given to schools in England which is designed to help disadvantaged children