Pupil Premium Strategy

Pupil premium strategy statement (primary)

  1. Summary information

School

Four Dwellings Primary Academy

Academic Year

2017/18

Total PP budget

£339,844

Date of most recent PP Review

15.9.17

Total number of pupils

416

Number of pupils eligible for PP

258

Date for next internal review of this strategy

Dec 2017


  1. Current attainment

Current Year 6

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

30%

61%

% making progress in reading

35%

71%

% making progress in writing

44%

76%

% making progress in maths

42%

75%

Current Year 2

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

20%

%

% making progress in reading

22%

76%

% making progress in writing

20%

68%

% making progress in maths

23%

75%



  1. 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)


The starting point for PP pupils is lower in EYFS, particularly oral language skills. PP at 35% compared to non PP at 55%


Reading attainment is well below average (KS1 PP 63% at ARE compared to 79 % non PP and  KS2 PP 55% at ARE compared to 59% non PP )

C.

Maths attainment is well below average (PP 57% at KS1 at ARE compared to 88% non PP and KS2 PP 53% compared  to 71% )

D

Combined scores KS2 42% compared to 61 % national  

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

E.

Attendance rates for pupils with PP are 92.7% below the target for all children at 96%. This reduces their school hours and causes them to fall behind.

  1. Desired outcomes


Desired outcomes and how they will be measured

Success criteria


Improve oral language skills for pupils eligible for PP in EYFS and KS1.

Pupils eligible for PP in EYFS and KS1 make rapid progress to ensure they leave the year at ARE.


Higher rates of progress in Reading for pupils with PP across all year groups.

Across all year groups, pupils eligible for PP will meet the targets set for them, in order to close the gap.


Higher rates of progress in Maths for pupils with PP across all year groups.

Across all year groups, pupils eligible for PP will meet the targets set for them, in order to close the gap.


Higher numbers of pupils with PP achieving required combined standard in reading, writing and maths

Across all year groups, pupils eligible for PP will meet the targets set for them, in order to close the gap. End of KS2 results will show an increase in pupils meeting the combined level for English and maths


Increased attendance rates for pupil eligible for PP

Overall PP attendance improves form 92.7 % to  96% in line with national.

.

  1. Planned expenditure



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.

  1. 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

B

C

D

Metacognition and self-regulation

(learning to learn approach)

Introduction of Philosophy for Children

We want to invest some PP in long term u change for all pupils. Philosophy for Children aims at developing the whole child as a learner: they will develop skills in reasoning and expressing opinions, which will in turn impact on maths reasoning, reading analysis skills and topic writing. It  will also change the outlook of teachers, who will begin to view children as the ‘whole child’ in terms of assessment and therefore impact on combined data outcomes.


Research suggests, as set out in EEF toolkit, low cost but high impact, especially of low income families (up to five months added)

Training for staff lead and whole school training.

Philosophy lead

Easter 2018

B

C

D

Two additional teachers employed to provide targeted intervention teaching/ cover for leadership. Some of their time will be used to release senior leaders allowing them to monitor and evaluate the standard of teaching and learning. This will raise expectations across the school


We want to invest some PP in long term change for all pupils. Quality coaching will have a sustained impact on the teaching profile of the whole school.

Rigorous coaching programme in place with weekly feedback given

Head teacher

Jan 2018

A,B,C,D

Training for developing behaviour management strategies

Observations in school show that some teaching time is lost due to disruptive behaviour and staff need a range of strategies in place for how to deal with this.

By January, decisions will be made as to what programme will best support us.

Monitoring cycle with check impact of this

SLT








Total budgeted cost

34,000 plus

  1. 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?

B

C

D

Two additional teachers employed to provide targeted intervention teaching/ cover for leadership


Research suggests that the use of 1:1 tuition and small group tuition is very effective in closing the gap e.g. EEF toolkit.



Phase leader to ensure groups and individuals are identified and appropriate interventions in place

Assistant head teachers

January 2018

April 2018

Pupil progress meetings

A

B

Forest schools

This is specifically aimed at outdoor learning for early years, it increases oral language skills, resilience and confidence levels of all children. This is supported by extensive research and Forest School is now a firmly establish tool that is used widely across the UK and other devolved countries.

Employment of Forest schools services to support lessons.

Member of staff has specific responsibility for development of Forest Schools

Forest schools teacher

Reception teacher

English Lead

January and April 2018

Total budgeted cost

31,920

  1. 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?

A

B

Introduction of Junior Librarian (digital system for library)

Use of digital technology


Promotes love of reading as children are encouraged to read at home and in school. The library will be more accessible for all and children will be guided in books to read at an appropriate level for them.


Extensive research , as outlined on EEF toolkit, suggests that use of digital technology produces moderate impact for moderate costs (on average 4 months added)

Impact overseen by English lead

Review of use of library and reading habits before and after introduction of new system.

Tracking reading progress in all year groups.

Staff designated to the promotion and implementation of the new system.

English Lead

April 2018

A

B

Development of reading materials in school.

A wider range of quality nonfiction books, linked to topics taught in school, will enable teachers to deliver better quality reading lessons and impact on attainment and progress.

Books will be selected by English and Curriculum lead to ensure quality provision

Reading provision will be monitored regularly to ensure that the new resources are having an impact

English Lead

AHT

April 2018

B

Bug club subscription

Use of digital technology


Promotes of love of reading and develops reading comprehension skills.

This also promotes independent learning skills.

Impact monitored by English lead

English

Lead

January 2018

C

Mathletics subscription

Use of digital technology


Promotes fundamental basic skills and encourages children to work on maths at home as well as in school.

This also promotes independent learning skills.

Impact monitored by Maths lead

Maths

Lead

January 2018


A,B,C,D,E

Extensive range of trips, linked to learning projects, widen children’s experiences.

Outdoor and adventurous activities

Providing a range of trips and visitors enriches the curriculum, making learning more interesting for all

Research suggests that outdoor and adventurous activities has an impact of team building and confidence which in turn impacts academic achievement (usually up to months added)

Monitoring work and learning as a result of trips

Curriculum Lead

Termly

A,B,C,D,E

Development of Children’s University, promoting a wide range of after school learning clubs ,Sports and arts participation


By delivering a whole school programme, we hope that this will also impact on attendance and engagement in learning at home as well as at school as children are rewarded for a wide range of activities .Research suggest a moderate impact on academic achievement ( up to 2 months) for children taking part in sports and arts programmes.

The impact of this may take a while to be seen in academic achievement; however, it is our belief that if children are motivated and engaged they are more likely to want to come to school, so attendance will improve, this will consequently impact on their ability to learn.


Monitoring pupil groups attending clubs and impact on subject specific attainment as well as attendance and attainment in core subjects

Curriculum Lead

Termly

E

Introduction of Super Learning Days.

Children will know that they have an exciting day planned for the first day back after every half term. This will impact on attendance and improve quality provision across the curriculum

Children find it hard to come back to school after the holidays and this can impact on attendance and motivation to learn. By creating a whole school approach, all children will look forward to the start of term and this will impact on subsequent learning

Monitoring attendance on return from holidays.

Pupil voice

Curriculum Lead

Termly

A, B, E

Employment of music services

We believe that children engaging in quality singing lessons in school on a regular basis, will lead to improved concentration and confidence, particularly for oral language skills.


Employment of authority lead music services.

Curriculum Lead

January 2018

A,B,C,E

Extensive programme of family workshops to raise parental understanding of how to support with home learning

If parents are made more aware of the expectations set out in school and what we are teaching them, they will be more confident and able to support them at home, so school and how are giving out the same messages.

SLT plan specific workshops and ensure that they are high quality in planning and delivery.

SLT

January, March 2018

B,C

Easter school and targeted revision

Our Easter school has been refined over the past two years, enabling us to provide good quality revision for children in the lead up to the year 6 tests. We have found that children who attend, are more confident in their abilities upon returning to school in the summer term than those who do not.

SLT to ensure adequate resources available and to ensure that provision is high quality

Year 6 teachers


E

Attendance

A strategic plan for rewarding children for good attendance. The prizes will be termly for 100% attendance and then the chance of a more substantial prize in the Summer term.

SLT to monitor impact

AHT


A,B,C,D

Development of outdoor learning space e.g. development of outdoor classroom space, school allotment, wild nature spaces, natural climbing spaces, EYFS outdoor space


Our outdoor space is not utilised fully as it lacks the structure and resources to encourage imaginative play, speaking and listening, and promotion of social skills.

Better outdoor spaces will benefit the development of the whole child, promote resilience and problem solving and resolve current behavioural issues associated with playtimes.



Consultation with other local schools

This will be part of a long term project over the next three years to improve the outdoor learning spaces.

Curriculum lead

March 2018



Total budgeted cost

334,840

.

  1. Review of expenditure

Previous Academic Year


  1. Quality of teaching for all

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





  1. 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






  1. 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







  1. Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.

Our full strategy document can be found online at: www.aschool.sch.uk











Four Dwellings Primary Academy pupil premium

report 2016/2017






















Performance of pupils in support of pupil premium

Grant (FSM/ C LA /Service children)


































2015/16






2015/16






2016/17
























Attainment % at expected


National Average


Progress since KS1


Attainment


Progress since end of




















KS1























Reading


24%




71%



-6.95





55%


-3.2
























Writing


64%




79%



-1.8





63%


-1.7
























Maths


39%




75%



-3.7





53%


-2.5
























Combined English and maths


15%




60%



N /A





42%


N/A































Performance of pupils at end the of K S1 in support of pupil premium

grant (FSM /LAC /Service children)





























2015/2016









2016/2017



















Attainment % at expected


National Average





Attainment %

at expected






















Reading


62%





78%








63 %






















Writing


50%





70%








49 %






















Maths


59%





77%








57 %






















Performance of pupils in support of pupil premium

grant (FSM/ LAC /Service children) in the phonics screening check



























2015/2016









2016/2017












% that achieved the expected standard



National Average



%

that achieved the expected standard



















Year 1



86 %





70 %





75%






















Year 2


91%





86%





86%

























.Performance of pupils at end the of EYFS in support of pupil premium grant (FSM /C LA /Service children)





2015/2016


2016/2017








Attainment % at expected


National Average (2015)

Attainment % at expected








GLD


60 %



45 %

35%











All % refer to the proportion of pupils eligible for the pupil premium grant achieving the appropriate standard, unless otherwise stated.

Red text denoted PPG spend on children with SEND. This is 17% of the total allocation £62,040. A proportion of each planned spend in red text will be spent on children in receipt of the pupil premium grant who also have special educational needs.





Details of planned spending 2016/2017


Focus

Intended outcome

Total cost

Impact





Small group work to address

targets. Small groups tuition for year

6

Pupils achieve maths, reading and

writing targets

£4,000

Children working in small groups made higher progress than those that were not. Groups were changed throughout the year according to the needs of the children.

For next year: smaller groups to ensure more rapid progress.

Medium impact.













Residential visits and day trip



Pupils have access to additional

opportunities

£3,200

Trips were successful in aiding learning and full programme of trips now in place

Families still had to pay a high proportion of the costs of the trip anyway and this did limit numbers attending residential trip.

For next year: higher amount of money needs to be set aside for this have impact

Low impact









Throughout the academy - 7

additional part time staff

Pupils are targeted for guided

teaching. Gaps in learning are

addressed and the gap in

attainment and progress is

narrowed.

£165,500

Staff were used for some target groups but changes to leadership and staffing during the school year meant that the effectiveness of this was limited.

Low impact





















50% of both Pastoral Manager and

Learning Mentor salaries

Support provided for vulnerable

children and their families

£32,000





Pupils supported by pastoral team have such varying needs that the impact of this is hard to measure. There are some individual cases of pupils who received additional pastoral support, particularly in year 6,that made better progress than they made otherwise done.

Impact difficult to measure





50% Speech and language therapist

Assessments are made, children in

need of support are identified early

and support given to staff

particularly in the Early Years

£7,500

Due to changes in leadership and lack of strategic oversight, the impact of this has been hard to measure. Speech and language referrals now go through the SENDco so it is much more coordinated.

salary
















50% Speech and language

Pupils are identified as needing

£50

This was used in the Summer term and the target groups have now been set up as a result of this.

assessment tool - Wellcomm

underachieving and supported


Impact difficult to measure






.



appropriately








Additional Educational Psychologist

hours

Pupils are identified as

£5,000

This was used on the needs of individuals who were reaching crisis levels in behaviour and engagement in school.

The impact of this has been hard to measure.


underachieving and supported




academically







Breakfast club and holiday scheme

Pupils invited to attend the breakfast

club, after school clubs and holiday

schemes

£5,300

Pupils attending breakfast club were better prepared and ready for the school day.

Breakfast club will be a continuing provision

work. After

school clubs focusing  in



Medium impact

speaking and listening and in phonics.








1:1 and small group Y2 tutoring

Targeting pupils who are not making

£12,000

Staff were used for some target groups but changes to leadership and staffing during the school year meant that the effectiveness of this was limited.

Low impact



more than expected progress.







Easter school Year 6

Gaps in learning addressed.

Progress accelerated.

£3,000

After Easter, this children who had attended the clubs were more confident and able to access the level of work needed to prepare them for the tests. Attendance at the club was fair. For next year, Easter club will be combined with sports and art provision to make it more enjoyable for pupils.

Medium impact










Staff development - support for

Staff requiring additional support

£32,000

Changes to leadership and staffing meant that this was not sustainable.

Limited impact

teachers and TAs

receive quality, regular support from





External consultants and school to





School support







EAL Support resources and staffing

Targeted support for English as an

£4,000

Due to changes in leadership and lack of strategic oversight, the impact of this was limited.



Additional language to allow pupils


Limited impact



to receive appropriate support







10% Teaching Assistants Salary

Teaching assistant support to

£30,000

Impact of TAs has varied across the academy. Next year there needs to be a more robust system in place for measuring impact and planning interventions.

Limited impact



maintain or increase support in





lessons or to deliver support





through small-group





interventions, especially in English





and Maths.







Therapy to support children with

social, emotional and mental health

needs

Children feel able to deal effectively

with their difficult emotions enabling

them to access their learning and

make progress academically

£30,000









Pupils supported by these providers have such varying needs that the impact of this is hard to measure. There are some individual cases of pupils who received additional support, particularly in year 6,that made better progress than they made otherwise done.

With the external therapists costs so high, therapies next year could be delivered by existing staff with correct training

Low impact










Big Community - providing support

for improving attendance,

supporting

vulnerable families

supporting

the emotional well being

Attendance improves, persistent

absenteeism reduces.

Vulnerable children and their

families are supported during times

£8,000

Attendance has remained below national (92.75)




Limited impact















.

of vulnerable children

of crisis to enable them to develop




Emotional resilience and engage




better with school and learning







Attendance officer

Attendance improves, persistent

£16,400

Changes to provision after Easter as it felt that this was not having desired impact.

Low impact


absenteeism reduces.







Attendance awards

Good attendance is rewarded

£750

Attendance has remained below target levels

Low impact





Mini bus

Vulnerable children who struggle to

get to school are supported. Their

attendance rises and their

engagement with school improves

£2,000





Changes to provision after Easter as it felt that this was not having desired impact.

Low impact













Spare uniform

Children are proud to be part of the

Four  dwellings community with the

correct, clean, well fitting uniform .

£1,000

Children have been able to be dressed and part of school.

There were some negative effects of this though as more families not sending children in with PE kits, expecting it to be provided.

Low impact













Total allocation


£361,680


Total planned spend


£361, 700