Pupil premium strategy statement

1. Summary information

School Buckland Primary School

Academic Year 2017-18 Total PP budget (forecast) £112,200 Date of most recent PP Review July 2017

Total number of pupils 405 Number of pupils eligible for PP 85 Date for next internal review of this strategy Oct 2017

2. Current attainment 2016-2017

EYFS Pupils eligible for PP (n=10) Pupils not eligible for PP (n=47)

% meeting ELG for Personal, social and emotional development 100% 100%

% meeting ELG for Physical development 100% 100%

% meeting ELG for Communication, language and literacy 70% 96%

% meeting ELG for Reading 60% 96%

% meeting ELG for Writing 30% 83%

% meeting ELG for Maths 50% 94%

% achieving GLD 30% 81%

Year 1 phonics screening check Pupils eligible for PP (n=9) Pupils not eligible for PP (n=51)

% meeting the threshold 100% 76%

Year 2 Pupils eligible for PP (n=15) Pupils not eligible for PP (n=44)

% meeting end of year expectations in reading, writing and maths 40% 70%

% meeting end of year expectations in reading 53% 91%

% meeting end of year expectations in writing 40% 77%

% meeting end of year expectations in maths 60% 77%

Year 6 Pupils eligible for PP (n=22) Pupils not eligible for PP (n=27) (national average)

% meeting end of year expectations in reading, writing and maths 45% 44% (61%)

% meeting end of year expectations in reading 45% 52% (71%)

% meeting end of year expectations in writing 59% 70% (76%)

% meeting end of year expectations in maths 59% 78% (75%)

3. Barriers to future attainment (for pupils eligible for PP, including high ability)

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

A. Poor oral and written language skills (vocabulary and grammar).

B. Poor comprehension skills (inference and deduction) for interpreting texts when reading.

C. Some children have poor comprehension of mathematical word problems

D. Children with SEND and eligible for PP

E. Social and emotional issues, including a lack of aspiration in some cases.

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

F. Poor attendance and punctuality (which in some families links to a lack of aspiration / expectation from home).

G. Low parental engagement / hard to reach parents

H. Lack of enrichment opportunities.

4. Desired outcomes

Desired outcomes and how they will be measured Success criteria

A. The children will develop good oral and written language skills, using appropriate grammatical structures and varied vocabulary. This will be monitored through their responses in lessons and in assessed pieces of writing at the end of each term.

The children’s writing will improve and the % of pupils meeting end of year expectations in writing and SPaG will increase, narrowing the gap between them and their peers.

B. The children will use contextual clues to determine the meanings of unfamiliar words in their reading. They will be able to establish layers of meaning within texts through the techniques of visualisation, questioning, empathising etc. This will be measured through their responses to half termly reading comprehensions.

The children’s comprehension, inference and deduction skills will improve, leading to an increase in the % of pupils meeting the end of year expectations in reading, so narrowing the gap between them and their peers.

C. Raised attainment in maths across the school The children’s reasoning and problem-solving skills will improve. The attainment gap in maths between PP children and their peers will diminish.

D. The attainment of PP children with SEND will improve and the attainment gap between them and other PP children will diminish. Measured through progress data and pre and post intervention assessments.

The children will be making steady progress against personalised SMART targets, which are regularly reviewed and updated to address the next steps in learning. Parents of these pupils will be involved in supporting their child’s progress.

E. The children will receive support to enable them to overcome social and emotional barriers to their learning, including raising aspirations where necessary.

The children will be able to explain how the support they have received has helped them. Their attainment in school will be in line with their peers.

F. Attendance of PP children to improve.

Persistent absence of PP children will decrease from 24% to 15%

G. Increased parental engagement leading to better support for school and better outcomes for children.

Increased parental attendance at curriculum workshops and greater support for the school – home learning completed on time, home support with reading and spelling. Improved punctuality and attendance.

H. No PP child will be excluded from taking part in school trips or extra-curricular activities because of lack of funds. Measured through attendance registers.

All PP children attending school trips and taking part in extracurricular activities.

5. Planned expenditure

Academic year 2017-18

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?

A-D: To close the

attainment gap between PP children and their peers.

Quality First Teaching. Every teacher to work regularly with every child in his/her class, regardless of SEND provision.

EEF Teacher’s toolkit: Quality First Teaching is most effective at improving performance of pupils in the classroom.

High quality CPD for all staff to maintain high standards of teaching. Dissemination of new ideas/resources from any training courses to all staff. Planning shows which children CT is working with each day. Regular monitoring through learning walks and lesson observations.

SLT Termly

Dedicated PP Lead to monitor provision and its impact on PP children [and to support PP children who are falling behind (see below)] All PP children receiving targeted support responsive to their needs.

Data tracking systems to monitor progress and attainment of PP children. Regular meetings with SENCO to help inform provision maps. Pupil progress meetings and book scrutiny to have a key focus on Pupil Premium children.

APK Half-termly

B To raise attainment in

reading across the school

Whole staff training

High quality CPD Regular monitoring through learning walks and lesson observations

.JM/SLT Termly

C: Raised attainment in

maths across the school School to follow the White Rose Maths curriculum, based on the Singapore maths mastery curriculum.

TSC Effective Primary Teaching Practice 2016 outlines that ‘Teaching practices that are backed by evidence, such as mastery and catch up interventions, show promising signs of boosting pupil attainment.’

Monitoring by maths co-ordinator and SLT (lesson observations, book scrutiny etc) Data tracking systems to monitor progress and attainment of all children. Half termly White Rose maths assessments.

SG July 2018

PP children in UKS2 who are identified as requiring extra support or extra stretch and challenge in maths will receive 1:1 tutoring with Third Space Learning.

The Education Endowment Foundation reports that one to one tuition can be very effective in helping learners catch up, especially if it is additional to and explicitly linked with normal lessons.

Class teachers set personalised learning objectives for each child. Feedback is provided from the Third Space tutors. Sessions are overseen by PP Lead.

APK Termly, unless tutor feedback indicates a problem.

Total budgeted cost 19,000

ii. Targeted support

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?

A-D: Pupil Premium

children make good progress due to high quality, well -targeted interventions.

Use of HLTAs and qualified teachers to run evidence-based Interventions, targeting PP children for whom progress is slower than expected, especially those who also have SEND

TAs to run small groups in class for reading, handwriting, spelling, pre-teaching technical vocab, etc

Qualified teachers to run small group booster groups before and after school aimed at: closing gaps and addressing

misconceptions extending and challenging

Dedicated Numbers Count teacher to deliver evidence-based Numbers Count intervention and to oversee the implementation of related interventions(Success at Arithmetic, Number Sense) by HLTAs Dedicated PP Lead to work 1:1 and with small groups of

The Education Endowment Foundation reports that small group tuition is effective and studies suggest that greater feedback from the teacher, more sustained engagement in smaller groups, or work which is more closely matched to learners’ needs explains this impact TSC Effective Primary Teaching Practice 2016 outlines that ‘Teaching practices that are backed by evidence, such as mastery and catch up interventions, show promising signs of boosting pupil attainment.’

Pre and post- assessments and/or close tracking of pupil progress, linked to SMART targets and tracking grids. Observations of interventions to monitor quality.

APK/JT Half-termly and at pupil progress meetings

children who are falling behind in their learning or who need extra challenge.

E: The children will

receive support to enable them to overcome social and emotional barriers to their learning, including raising aspirations where necessary

Employment of a trained ELSA (who is also our HSLW) to provide 1:1 or small group support for children with a variety of social and emotional needs. Pupils are more resilient and have strategies to manage their emotions/ work through Problems. Pupils given time to talk in a safe space.

Rationale: Social and/or nurture interventions to support pupils well being Evidence: The Education Endowment Foundation reports that social and emotional learning interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (+4 months)

Outcomes will be measured through pre- and post- support questionnaires (pupil voice) and through discussion with parents/carers and teachers.

MCH (HSLW)

Termly

Investment in the Bridge Builders mentoring programme for selected pupils in Y6 with low self-esteem/poor aspirations

Rationale: To provide aspirational Experiences to children in Year 6. Opportunities to consider future job ambitions.

Feedback from children and teachers. Use of Bridge Builders monitoring resources will form baseline to assess impact of the input against.

JM July 2018

F: Overall attendance of

PP children to improve. Persistent absence of PP children to reduce from 24% to 10%.

School’s welfare officer closely monitors attendance and punctuality of all children and works with families and EWO to try to resolve any issues.

Evidence: Taken from ‘The link between absence and attainment at KS2 and KS4 2012/13 academic year’ which states that, ‘In general the higher the percentage of sessions missed across the key stage, the lower the likely level of attainment at the end of KS2’ If children aren’t in school they are missing out on their education.

The school’s Welfare Officer has a robust system in place to follow up on low attendance/persistent absence and has regular meetings with HT. PP Lead also monitors PP attendance half-termly and liaises closely with the school’s Welfare Officer to ensure no pupil has slipped through the net.

EH (SWO)

Half-termly

G: Increased parental

engagement leading to better support in school and better outcomes for children.

Employment of a Home School Link Worker (HSLW) to work closely with PP families and to provide parenting classes and family workshops.

Regular coffee morning drop-in sessions with SLT.

Stay and learn sessions – parents working alongside their children in the classroom.

Termly open afternoons.

Personal invites to curriculum workshops/ family learning sessions.

1:1 structured conversations with parents of under-performing children.

The Education Endowment Foundation reports that parental involvement is consistently associated with pupils’ success at school and this is particularly the case for disadvantaged families. They state that “two recent meta-analyses from the USA suggested that increasing parental involvement in primary and secondary schools had on average 2-3 months positive impact.”

Pre- and post- support questionnaires where relevant. Parental feedback. Monitoring of children’s home-learning, attendance and punctuality.

MCH (HSLW) SLT SLT/CT

Termly

1:1 structured conversations with parents/carers of under-performing children. Marvellous Me app to improve communication with parents or carers and engage them further in their children’s learning.

Dedicated time set aside. Notes from meetings. Feedback from parents and children.

APK/ JT

July 2018

H: PP children have

same access to school trips, residential visits and extra-curricular activities as non-PP children.

Check that PP children are accessing to school trips, residential visits and extra-curricular activities and offer assistance where there is financial need.

The Education Endowment Foundation report that studies of adventure learning interventions consistently show positive benefits on academic learning. They state that “On average, pupils who participate in adventure learning interventions 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.”

Monitoring attendance registers and parental consent forms for extra-curricular activities/, school trips/ and residential visits.

SB/ all CT

Half-termly

Total budgeted cost £90,000

iii. Other approaches

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?

E: The children will Employment of staff member to Pupils have a happy and settled lunchtime Attendance register SG Half-termly

receive support to enable them to overcome social and emotional barriers to their learning

run a lunchtime club (KS1) to provide a nurturing environment for children to go to at lunchtime. Daily KS2 lunchtime computer club. Daily KS2 Lego club.

where they feel secure and relaxed. They will have help with their social, communication, play skills and develop positive friendships. Pupils will be more ready to start their afternoon of learning. We trialled this club in the summer and found it to be very popular, especially amongst the boys in UKS2. Behaviour improved on the playground as a result of having fewer of the older boys out there and the children were in a positive frame of mind to start their afternoon of learning.

Pupil voice Discussions with CT Attendance register Pupil voice Discussions with CT Monitoring behaviour incidents

SLT

Half-termly

Total budgeted cost £3,200

6. Review of expenditure

Previous Academic Year 2016-17 105 PP children Total budget £138,600

i. Quality of teaching for all

Desired outcome Chosen action/approach

Estimated impact Lessons learned

Cost

75% Y6 pupils achieving national standard or above in SPaG

Whole staff training in No Nonsense Grammar and purchase of resources

Our SPaG results were very disappointing. There was no difference between our PP and non PP children – 59% of both groups met the expected standard. However, of the PP group without SEND, 80% met the expected standard compared with 70% for non PP pupils without SEND (a difference of + 10% for PP children)

Our children have poor oral communication skills and weak vocabulary. We need to ensure they use the correct grammar when they speak so that they can make good progress in SPaG. 21% of the PP children and 19% of non PP children scored 5 or less out of 20 in the spelling paper. We are going to introduce a type of “spelling bee” to motivate the children to learn their spellings and to use a variety of strategies to help them spell unfamiliar words, which will also improve their SPaG results. We have introduced a school SPaG tracking system and from September we will be using the Rising Stars SPaG assessments across the school for uniformity.

£1,530

75% Y6 pupils achieving national standard or above in reading

Whole staff training in teaching reading comprehension skills

Our KS2 reading results were much lower than expected from our teacher assessments. Overall, only 49% of the children met the expected standard. This can be further broken down into 52% of non PP children and 45% of PP children. 60% of the children without SEND met end of year expectations, regardless of whether they were PP or not (no gap). Our KS1 reading results were good. Overall, 82% of the children met the expected standard. 91% of non PP children and 53% of PP children met the expected standard. Of the PP group without SEND 88% met the expected standard.

We know we have a long way to go to improve our reading results, particularly for those PP children who have SEND. We will continue to maintain a whole school focus on improving the teaching and learning of reading and have plans for more CPD as well as a move towards whole class teaching of reading in UKS2. A greater focus will be given to PP children with SEND.

Children use a Growth Mindset , showing resilience in the face of set-backs, embracing challenge and learning from mistakes.

To develop a Growth Mindset culture across the school community through Family workshops, staff training (including CPD with cluster schools) and direct teaching. Provision of relevant resources to support Growth Mindset implementation.

Lesson observations and learning walks (including learning walks by external colleagues and by Governors) have shown that staff are confidently promoting growth mindsets as reflected in classroom dialogue, increased pupil resilience and engagement and pupils’ willingness to challenge themselves. Analysis of growth mindset questionnaires (all children in years 2-6) show children’s growth mindsets have increased across the year, particularly in PP children.

% with growth mindset Sept 2016

% with growth mindset July 2017

Increase in growth mindset

PP children

23 78 + 53%

Others 42 68 +26%

We have seen a definite improvement in pupil’s attitude to learning with the development of our Growth Mindset culture. This is something we wish to continue to embed and develop and feel confident that we will see a positive impact on the children’s progress.

£1,000

ii. Targeted support

Desired outcome Chosen action/approach

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

Improved outcomes for PP children who are falling behind in their learning

Contribution to the staffing budget for TAs and HLTAs as these staff work with children across the school to support their learning both in and out of class, often delivering specific intervention programmes, such as TRACKs, Lego Therapy or success at arithmetic. Dedicated HLTA support for PP children to deliver FFT intervention.

Through the targeted deployment of support staff we have been able to support those PP children with gaps in their learning or who need extra input to keep up with their peers and, in some cases, to make accelerated progress. The average progress of children who received First Class at Number (2) was 13 months in 10 weeks. The average progress of children who received Success at Arithmetic: Number Sense was 11 months in 10 weeks. The average progress in reading of PP children who received FFT was 11 months over the course of the intervention.

Our HLTA and TA staff are a vital teaching and learning resource. They are highly skilled and very committed. Without them we would not be able to provide the wide range of quality interventions and personalised support that we currently offer. We intend to continue with this approach.

£13,000

To raise attainment in maths

Third Space Learning Targeted maths support for children in Y5 to pre-teach concepts or embed learning (keep up, not catch up)

Children display greater confidence in maths and make progress in line with, or above expected progress from their starting points

We intend to continue with this intervention. £5,070

Part-time teacher to deliver ‘Numbers Count’ intervention and to teach Y6 maths

6 pupils received the ten week 1:1 Numbers Count intervention to boost their understanding and fluency in number. They made an average of 16 months progress by the end of the ten week programme.

7 Y6 PP children were in the maths group taught by the Numbers Count teacher. 6/7 (86%) of the

children made accelerated progress (i.e. more than one year’s progress across the year). 3/7(43%) met end of year expectations.

The Numbers Count intervention is very effective and we will continue with this. The Numbers Count teacher will continue to work with groups of Y6 PP children to enable them to keep up with their peers, but may also work with children from other year groups depending on need.

£75,000

To raise attainment in maths and English

Targeted support (1:1 or small group) in maths or English to help diminish the difference between the attainment of disadvantaged pupils and their peers. Sessions took place before and after school as well as during the school day.

The majority of the children responded well to the extra tuition they received and made good progress. In some cases they made accelerated progress (more than a year’s progress). Class teachers reported improvements in pupils’ confidence, attitude to learning and ability to retain information.

The measurement of the progress of the children is the result of a combination of inputs, not just the targeted support. However, we feel that being able to provide targeted support is highly beneficial for the children and intend to continue with this approach.

To raise the profile of PP children across the school and ensure they are receiving individualised support to help them achieve their best.

Pupil Premium Lead: experienced teacher to identify and coordinate PP provision, monitor progress of PP children and provide targeted support for pupils on an individual or small group basis.

Raised awareness of PP children’s attainment and progress across the school, leading to more personalised provision and timely interventions. Improved outcomes and/or attitudes to learning for our PP children. Implementation of new initiatives –growth mindset culture, No Nonsense Grammar and reading for inference.

The welfare, progress and attainment of PP children has a very high profile within the school. Intervention tracking systems are in place to monitor provision and outcomes, which are reviewed half termly.

iii. Other approaches

Desired outcome Chosen action/approach

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

Improved attendance and reduced persistent absence of PP children. Close monitoring and deep understanding of PP children under CP

Additional admin support (School Welfare Officer) to work with EWO and PP families on attendance and punctuality; and to be the designated deputy DSL for PP families.

Attendance figures for PP children: 94% at or above 85% attendance, compared with 87% in 2015/16 76% at or above 90% attendance, compared with 69% in 2015-16. (NB: a further 8% have attendance between 89% and 90%) 49% have attendance above 95% Average PP attendance across the year 91.1% As deputy DSL, our School Welfare Officer attended 20 safeguarding meetings to support the welfare of PP children.

Our School Welfare Officer is instrumental in improving the attendance figures for all our children. She has forged good relationships with many of our PP families and works very hard to support them and to ensure that our PP children are kept safe. We intend to continue with this approach.

£26,000

To provide support to PP families To provide a safe place for children to talk about their worries. To enable children to overcome social and emotional barriers to their learning.

Part-time Home School Link Worker to work with vulnerable PP families. Provides support and advice to parents on a range of issues, including parenting, accessing benefits, help with uniform, holiday clubs and school equipment Runs family learning workshops. ELSA trained to provide counselling to children. Also runs lunchtime drawing club and junior choir.

72 children received ELSA support, 21 of whom were PP children (29%). Topics covered included anxiety, anger management, social skills and bereavement/trauma. All children responded positively as reflected in pre- and post-intervention questionnaires and verbal feedback from parents and class teachers. One PP family attended the Parenting Puzzle course. 15 families attended family learning workshops (overcoming stress; e-safety) of whom 5 families (34%) were PP. Feedback in all cases was very positive. Across the year, 35 children have regularly accessed drop-in support at playtime, mostly linked to friendship issues, family issues or anger, 26 of whom were PP children (77%). 55 children participated in the lunchtime drawing club, of whom 12 children (22%) were PP. 3 PP children regularly attended the lunchtime choir. 48 children in Y6 attended Right Moves workshops for transition to secondary school. 23 of these children (48%) were PP children.

The HSLW plays a vital role. She is the main point of contact for parents who wish to speak confidentially but do not want to speak to the head teacher. She has built trusting relationships with a great many of our parents and children. She is much sought after in her role as ELSA and has a permanent waiting list for referrals. This is an approach we intend to continue.

KS1 Lunchtime club – pastoral support

The infant lunchtime club provides a quiet, supportive atmosphere for those children who find the less structured lunch hour difficult or challenging.

Children have a calm, happy lunchtime, ready to make a prompt start on their afternoon learning. Every KS1 PP child has accessed the lunchtime club on more than one occasion. 50% of them have accessed the club 25 times or more.

This club is good value for money and is extremely popular with the children (both PP and non PP). We intend to continue with this approach.

£7,000

KS2 Play Worker This lunchtime supervisor specialises in developing and teaching the children to play cooperative games in the playground.

Children are increasingly able to play together amicably. The average number incidents of poor behaviour on the playground is less than 3 per day.

Staffing issues meant that this provision was more erratic than we would have liked. We will not be continuing with this approach as we have revised our lunchtime provision.

KS2 additional lunchtime supervisor

An additional supervisor at lunchtime helps to promote positive behaviour and thus ensure the well-being of the children.

To enable PP children to play a full part in the life of school, regardless of family income.

To provide financial support to enable PP children to attend educational trips and residential visits, and to take part in a wide range of extra-curricular opportunities. In addition, financial support may be given to help with the purchase of school uniform or to enable PP children to attend the early morning drop-off club.

Children are able to access key learning experiences. The impact has been in building confidence and enjoyment in learning, 84% of our PP children have accessed extra-

curricular provision over the year, including sporting activities, gardening, choir, ICT, ECO club, cooking and art.

8 of our PP children have been supported financially to attend an early morning activity club, enabling their parents to get to work on time.

54% of our PP children have been supported financially to participate in school trips and /or residential visits (including PGL). This represents 131 separate occasions.

As an enrichment experience, an artist was commissioned to deliver an art workshop to each class in KS2.

1 PP child was supported financially to attend a dance club

2 PP families were supported financially so their children could attend Sports reach (a summer sports club)

3 families have been supported with the purchase of school uniform

Through accessing a wide range of enrichment activities the children’s confidence and enjoyment is increased, often resulting in greater self-esteem and enthusiasm for learning. Many of the outdoor adventurous or sporting activities also require the children to develop resilience and good team- working skills. In order to enable our PP children to play a full part in the life of school, regardless of family income, we are intend to continue with this strategy.

£10,000