Pupil premium strategy statement (primary) 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 |
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% |
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. | 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. |
. 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. | 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 | 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 | 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 |
. Review of expenditure 
| Previous Academic Year |
| 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 |
|
|
| |
| 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 |
|
|
|
|
| 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 |
|
|
|
|
|
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 |
|
|
|
|
|
|
|