Pupil premium strategy document 2017/18 Clawton Primary School

1.   Summary information
School Clawton Primary School
Academic Year 2017/18 Pupil Premium allocation £12,020 Date of most recent External PP Review n/a
Total number of pupils 108 Number of pupils eligible for PP 11 (including 2 x CiC +1 Service) Date for next internal review of this strategy

 

2.   Current attainment (based on end of 2017/18 data)
Pupils eligible for PP (your school) Pupils not eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving in reading, writing and maths 33.3% (1/3 pupils) 70.5% (12/17pupils) 64%
% reaching the expected standard in reading 33.3%(1/3 pupils) 88.2% (15/17pupils) 75%
% reaching the expected standard in writing 33.3% (1/3 pupils) 88.2% (15/17 pupils) 78%
%reaching the expected standard in maths 66.6% (2/3 pupils) 82.3% (14/17 pupils) 76%

 

 

 

  • Please Note Results are based on Teacher Assessments as SATs were annulled

 

 

 

 

 

Pupils eligible for PP (your school) Break down per year groups of current cohort (2017/18)  based on end of 2017/18 data
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
% achieving in reading, writing and maths 100% (1/15) N/A 0% (1/14) 100% (1/13)   0%(2/14 pupils) 33% (1/3/pupils)
% reaching the expected standard in reading N/A 0% (1/14) 100% (1/13) 0% (2/14 pupil) 33% (1/3/pupils)
%reaching the expected standard in writing N/A 0% (1/14) 100% (1/14) 50% (2/14pupils) 33% (1/3pupils)
% reaching the expected standard in maths N/A 100%( 1/14) 100% (1/14) 0% (2/14 pupils) 33% (1/3/pupils)

 

  1. B. Data excludes 1 pupil in Foundation cohort 2017 - 18 as there is no previous data.

 

Pupils NOT eligible for PP (your school) Break down per year groups of current cohort (2017/18)  based on end of 2017/18  data
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
% achieving in reading, writing and maths 86% 86% 86% (12/14) 75% (9/12 pupils)  18%

(2/11pupils)

82%

(14/17pupils

% reaching the expected standard in reading 86% 86% 93% (13/14) 92% (11/12 pupils) 64% (7/11 pupils)  88%

(15/17pupils)

% reaching the expected standard in writing 86% 86% 86% (12/14) 75%(9/12 pupils) 82% (9 /11 pupils) 82%

(14/17pupils)

% reaching the expected standard in maths 86% 86% 100% (12/14) 100% (12/12) pupils) 18%  (2/11 pupils) 82%

(14/17pupils

 

 

 

 

 

 

 

 

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.      Current figures 2018-19 = 57% of Pupil Premium children are SEND

24% 4/16 pupils SEND Register )of those eligible for the PP in the school also have additional SEND

B. Those eligible for PP have low baseline data, for example in KS2 1/6 has a reading age at least 1 year below their chronological age and 4/6 have a reading age of at least 2 years below their chronological age. (September 2017)
C. Teachers have observed through conversation and classroom discussion that 6/9 pupils eligible for PP have underdeveloped speaking and listening skills. Grammatical sentence structure is inaccurate and vocabulary is limited.
D. Previous teaching in the upper Key Stage 2 class has not addressed the additional needs of the children.

 

E.  There has been a lack of creditable interventions and training at Key Stage One and Two for those pupils with additional needs
External barriers (issues which also require action outside school, such as low attendance rates)
  F. Three PP pupils come from families hard to reach. Parental engagement is required to develop appropriate support for the PP pupils at home.
4.   Desired outcomes
Desired outcomes and how they will be measured Success criteria
 A+B To raise attainment of all PP pupils (including those with SEND) in spelling, reading, maths and mental maths. SEND pupils to have increased their spelling, reading, maths and mental maths standardised ages by 5 months in a period of 3 calendar months.

 

Pupils without SEND to have increased their spelling, reading, maths and mental maths standardised ages by 7 months in a period of 3 calendar months.

  C. Improve vocabulary and oral language skills for pupils eligible for PP. Pupils eligible for PP make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations.
  D. Development of high quality teaching and interventions for PP pupils Learning walks, lesson observations and Headteacher & SLE drop - ins find consistently good or outstanding teaching and learning behaviour resulting in:

●        a calm and stimulating focused learning environment

●       consistently good  behaviour for learning from PP pupils and where pupils struggle, behaviour management strategies are effective

●       Children have the language for learning and can talk about themselves as a learner

●       pupil books show evidence of pupil reflections and thinking to develop mastery and focus on their learning.

  E. Significantly raise self - esteem and self motivation of PP pupils. PP pupils consistently:

●       attempt challenging tasks readily

●       have a desire to learn

●       believe they can improve and are determined to do so

●       work well independently and as part of a group

 

As evidenced by: lesson and intervention observations, work sampling, weekly PP teacher / pupil conferencing, pupil voice questionnaires

 F. Improve the reading and writing of PP pupils and those with SEND All PP parents / carers communicate with school regularly, hear children read at home and encourage with homework

 

5.   Planned expenditure £13440 (total sum of PP monies) + SBS
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 & 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? Expenditure
A + B To raise attainment of all PP pupils (including those with SEND) in spelling, reading, writing, maths and mental maths.

 

Daily, targeted teaching of basic literacy and numeracy skills.

 

PP baseline data (September 2017) shows the pupils are starting well below the expected standard in literacy and numeracy. Teacher observations and pupils’ exercise books show that poor literacy skills are hindering progress in writing and reading comprehension.

 

Poor numeracy skills are hindering progress in other areas of Maths as well as developing reasoning skills.

●       Employ an extra teacher to ensure targeted support

 

●       Planned time-line of lesson observations learning walks and pupil conferencing

 

●       Close monitoring of pupils’ exercise books and standardised scores/ages

Head (PP Lead)

PP Governor

Nov 2017

Jan 2018

March 2018

May 2018

July 2018

 

£2333 Teacher

 

 

 

C. Improve oral language skills for pupils eligible for PP.

 

Teachers to use a wide vocabulary when speaking and in choice of texts.

 

Teachers provide opportunities for discussion and debate in the classroom.

 

Teachers provide a text rich environment.

 

 

Use of TA for PP pupil

PP pupils’ limited vocabulary is hindering the ability to read text for meaning as well as vocabulary choices in writing. ●       Planned time-line of lesson observations learning walks

 

●       Close monitoring of PP pupil / teacher conference

 

●       Evidence (data) showing pupil progress between sessions on Talk Boost Program

Head (PP Lead)

 

PP Governor

Nov 2017

Jan 2018

March 2018

May 2018

July 2018

 

Mighty Writer –

First News & Amazing Magazine –

£540

 

LSA -EYFS

£4790

D. High quality teaching results in dramatic improvement in behaviour for learning of PP pupils and all pupils in the Upper KS2 class. Teachers have high expectations of behaviour and use behaviour management strategies consistently. Poor behaviour for learning is detrimental to progress.  

Head to ensure Appropriate handover time between job sharing teachers to ensure consistency of approach

Head (PP Lead) Nov 2017

Jan 2018

March 2018

May 2018

July 2018

Use of TA Support

 

£2672

E. Significantly raise self - esteem and self motivation of PP pupils. Theories of ‘Growth Mindset’ and ‘The Iceberg Illusion’ explained to children and constantly reinforced through discussion and visual displays, class ethos and expectation

 

Narrow The Gap Support Group

 

Residential Experience

 

Music Lesson (3 pp)

 

Laptops

Theories of mindset have proven to positively enhance pupils’ self belief and will to try and improve. PP Lead to support teachers in their understanding of the theories.

 

 

 (PP Lead)

 

PP Governor

 

LSA

 

 

 

Nov 2017

Jan 2018

March 2018

May 2018

July 2018

TA

£1030

 

Residential

£268

 

Staff Training

£76

 

Music

£543

 

Laptops

£1188

 

 

 

 

6.   Review of expenditure July 2018
Previous Academic Year  
     i.    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)

A + B To raise attainment of all PP pupils (including those with SEND) in spelling, reading, writing, maths and mental maths.

 

Daily, targeted teaching of basic literacy and numeracy skills.

 

Impact:

 

·        Pupil Premium children have made a little progress generally in the area of confidence and self-esteem.

 

·        Out of 3 Yr6 SEND pupils; 1 achieved at greater depth in Reading and expected across all other areas.

 

·        Out of the whole school PP children 57% are achieving at expected or above.

 

 

 

·        The school will not continue with the use of a teacher re PP or the general use of support staff for PP children

 

·        The school will evaluate all interventions, CPD, systems and procedures to ensure better progress

 

·        The use of First Stop News will discontinue

 

·        The use of PP for residential and Club experiences will continue

 

·        The use of targeted support staff and interventions will continue

 

 

 

 

 

 

 

7.   Planned expenditure £14,688  (total sum of PP monies) + SBS
Academic year 2018/19
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.
   ii.    Quality of teaching for all & 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? Expenditure
A + B To raise attainment of all PP pupils (including those with SEND) in spelling, reading, writing, maths and mental maths.

 

Daily, targeted teaching of basic literacy and numeracy skills.

 

Raising teacher expertise

In Reading, Writing & Maths

 

Use of LSAs to facilitate teacher led interventions

PP baseline data (September 2018) shows the pupils are starting well below the expected standard in literacy and numeracy – 71%

 

Teacher observations and pupils’ exercise books show that poor literacy skills are hindering progress in writing and reading comprehension.

 

Poor numeracy skills are hindering progress in other areas of Maths as well as developing reasoning skills.

 

·        Use of CPD and School to School Support & SLEs to raise teacher expertise

 

●       Planned time-line of lesson observations learning walks and pupil conferencing

 

●       Moderation activities to ensure standards

 

●       Development of Maths in Context & Pre-teaching

 

●       Close monitoring of pupils’ exercise books and standardised scores/ages

Head (PP Lead)

PP Governor

 

English & Maths Leads

 

 

Half Termly reviews

 

 

 

Oct 2018

Dec 2018

February 2019

April 2019

May 2019

July

 

 

£10,524

 

 

 

C. Improve oral language skills and Vocabulary for pupils eligible for PP.

 

Teachers to use a wide vocabulary when speaking and in choice of texts.

To ensure quality texts and literature with whole class reading

 

Teachers provide opportunities for discussion and debate in the classroom.

 

Teachers provide a text rich environment.

 

Training on EYFS/ Key Stage One & Key Stage Two Talk Boost & Resources

Speech Link & Infant Language Link

 

PP pupils’ limited vocabulary is hindering the ability to read text for meaning as well as vocabulary choices in writing.

 

Lack of focus on teaching using quality texts

 

Oracy levels and the lack of talk and explanation in English and Maths which hinders reasoning and mastery and understanding.

 

 

●       Planned time-line of lesson observations learning walks

 

●       Close monitoring of PP pupil / teacher conference

 

●       Evidence (data) showing pupil progress between sessions on Talk Boost Program

Head (PP Lead)

 

PP Governor

 

English & Maths Leads

Half Termly reviews

 

 

 

Oct 2018

Dec 2018

February 2019

April 2019

May 2019

July

 

 

£1865

 

 

 

 

 

 

 

 

 

 

Use of LSAs to deliver Talk Boost & other interventions

 

£2239

 

 

 

 

D. To ensure all PP pupils have access to resources, experiences and activities Use of First News (until subscription ends)

 

Residential & Club  Experiences & activities etc

 

 

£60

 

£700

 

£300