Pupil Premium Strategy

Attainment % at expected

National Average (2015)

Attainment % at expected

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)

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