Pupil Premium

The Pupil Premium is allocated to local authorities and schools with pupils on roll who are known to have been eligible for free school meals (FSM) at any time in the last six years, for Looked After Children (LAC), adopted children (Ad), and for service families.

 

The DfE has given us the freedom to use the Pupil Premium as we see fit, based on our knowledge of our pupils’ needs. ‘It is for schools to decide how the Pupil Premium allocated to school is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility’. Source: DfE website.

Key Priorities

  • To accelerate progress and close the gap in achievement of Pupil Premium children so that their progress compares favourably with non Pupil Premium children
  • To continue to teach all pupils to at least a good standard, if not higher, according to their individual needs

 

 

 

Capel Primary Pupil Premium Strategy 2017-18

Summary information

School

Capel Primary School

Academic Year

2017-18

Total PP budget

 

Date of most recent PP Review

May ‘18

Total number of pupils

211

Number of pupils eligible for PP

23

Date for next internal review of this strategy

July‘18

 

KS2 Attainment and Progress  - SATs 2017

8 Pupil Premium Children in Data (1 absent for Reading test)

Pupils eligible for PP (Kent PP)

Pupils not eligible for PP (national average)

(All – from making figures speak)

% achieving expected standard or above in reading, writing and maths

50

73.3

% making expected standard or above in reading

75

80

% achieving above expected standard in reading

0

33

Progress score in reading

-3.1

-0.9

% making expected standard or above in writing

100

90

% achieving above expected standard in writing

0

23.3.

Progress score in writing

0.5

0.4

% making expected standard or above in maths

75

83.3

% achieving above expected standard in maths

0

20

Progress score in maths

0.1

0.3

 

Pupil Premium Cohort tracking (Year 1 - 6 combined):

Met ARE outcomes 2017 Summer:

 

Reading

Writing

Numeracy

Expected +

85

78

85

Expected + FSM

90

85

85

Exceeding

28.6

16

23.6

Exceeding FSM

5

5

5

 

On track to meet ARE outcomes 2017 Autumn:

 

Reading

Writing

Numeracy

Expected +

 

 

 

Expected + FSM

85

75

80

Exceeding

 

 

 

Exceeding FSM

15

10

5

 

On track to meet ARE outcomes 2018 Spring:

 

Reading

Writing

Numeracy

Expected +

81

81

80

Expected + FSM

95

85

95

Exceeding

30

20

33

Exceeding FSM

15

10

10

 

Barriers to future attainment recognised September 2017

 

 In-school barriers

A.     

Fewer PP children are meeting Greater Depth across all areas of the curriculum

B.     

Emotional needs of PP children. Wellbeing and involvement is less than children without PP funding, which impacts attendance.

C.

High ability PP children not making the required progress compared with other high ability children across KS1 and KS2.

 External barriers

D.

Family vulnerability – impacts on levels of well-being, social and emotional needs and the ability to retain information

E.

Lack of a language rich environment or academic support at home – home learning limited, therefore slower progress in English and Maths

 

2.   Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.     

Children to meet ARE at end of year

PP children make rapid progress by the end of the year to meet age related expectations as a result of personalised provision.

 

 

Measure: EYFS GLD; combined ARE at end of Key Stages.

Track chn as a cohort to ensure validity of data

 

B.     

Increased well-being and involvement for PP children

Improved attendance figures for the PP group, which shows a narrowing gap with non-PP students

Increase in children attendance in clubs

Increased parental involvement in school life

 

Measure: Attendance statistics

C.     

Greater % PP children meet Greater Depth

Target Tracker evidence to show term to term progress as analysed at Pupil Progress meetings. End of year attainment should Greater Depth for identified children

 

Measure: EYFS greater depth; combined exceeding ARE at end of Key Stages.

D.     

Narrow cohort specific gaps in writing to enable them to achieve as well as non-PP pupils 

 

 

PP children make rapid progress by the end of the year to meet age related expectations as a result of personalised provision.

 

Measure: EYFS GLD; combined ARE at end of Key Stages.

 

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?

Children to meet ARE at end of year

 

 

All staff to understand the rationale for PP provision

 

Pre teach in Year 6 (monitored and if successful rolled out throughout school)

 

Quality planning to engage chn – this should have PP chn identified clearly

 

Resources to be purchased as needed

 

Ensure all staff have time to observe quality practice

 

Pupil progress meetings to review and plan for next steps

 

Handwriting focus throughout the school this year – PP chn have been identified and are being closely monitored

 

Feedback marking – PP to be marked first with priority to PP identified as GD

 

Current data and best practice research shows this to be successful

 

Analysis of SATs results in 2017 showed handwriting to be an area of focus for the whole school

 

Best practice shown in schools in Kent with similar PP% (see KELSI ) shows an improvement in empowerment and teacher tracking of PP chn

 

EEF shows that Feedback is a high impact strategy showing an impact of +8 months

 

Monitoring

 

Provision maps

 

Working walls to engage chn and enable LO to be met

 

PP chn are identified on the Handwriting samples

Class teacher

 

Pupil Premium coordinator

 

Literacy lead

Preteach now being used in other year groups to support maths teaching – focus is on chn to get them to expected

(FEB 2018)

 

Shaff meeting delivered to share aims and agree as a staff on manageable targets going forward

(JAN 2018)

 

Teachers to mark PP first

(JAN 2018)

Greater % PP children meet Greater Depth

 

 

Review GD identified chn with Teachers and monitor progress seasonally and set aspiration long term targets

 

Time to monitor and feedback to teachers

 

Ensure all staff have time to observe quality practice

 

PP chn identified as GD to have outside home provision to enable learning

(eg.Breakfast/After school/homework club)

 

Pupil conferencing between GD PP and PP co-ordinator to identify learning styles and areas of interest

(particularly in UKS2)

 

Feedback marking – PP to be marked first with priority to PP identified as GD

 

Review of 2017 SATs outcomes highlighted a significant gap in PP children achieving GD

 

Best practice shown in schools in Kent with similar PP% (see KELSI ) shows an improvement in empowerment and teacher tracking of PP chn

 

 

EEF shows that Feedback is a high impact strategy showing an impact of +8 months

 

EEF shows Metacognition and self-regulation has a high impact on attainment showing a +8 month impact

Data Monitoring

 

Discussions with class teachers and subject leaders

 

 

Book monitoring

 

 

Discussion with GD PP at conferencing and chn to reference work and interventions

 

Literacy leader

 

Numeracy leader

 

Pupil premium coordinator

 

 

PP coordinator met with PP chn and carried out pupil conferencing

(FEB 2018)

 

 

Book look and feedback sessions scheduled for (MARCH 2018)

 

 

PP club to start in TERM 4 – target chn who are identified as potential greater depth chn.

Narrow cohort specific gaps in writing  to enable them to achieve as well as non-PP pupils 

 

Ensure teachers are aware of subject gaps

 

Time to monitor and feedback to teachers

 

Ensure all staff have time to observe quality practice

 

Focus on UKS2 writing

 

Survey chn’s interest  - particular focus on PPGD in UKS2 this to inform a WRITING WEEK  for Whole school

 

Pre teach GD PP in UKS2 to enable access to writing

 

Pupil conferencing with books, Provide chn with folders for learning to encourage extra work outside of classroom

 

Feedback marking – PP to be marked first

Review of 2017 SATs outcomes highlighted the specific gap in writing

 

Best practice shown in schools in Kent with similar PP% (see KELSI ) schools have demonstrated an increase in self-esteem and empowerment

 

 

EEF shows that Feedback is a high impact strategy showing an impact of +8 months

 

Data Monitoring

 

Discussions with class teachers and subject leaders

 

Book monitoring

 

Look at folders of children’s work

 

Look at books before and after writing event

Literacy leader

 

Numeracy leader

 

Pupil premium coordinator

 

PP coordinator met with PP chn and carried out pupil conferencing

FEB 2018

 

 

Book look and feedback sessions scheduled for MARCH 2018

 

 

 

Increased well-being and involvement for PP children

Teachers to use class dojo to award points and upload photos and communications to parents

 

 

Learning conferences

 

Fegans

Best practice has shown an increase in pupil enthusiasm and parental involvement

 

Best practice shown in schools in Kent with similar PP% (see KELSI ) and have seen an increase in stimulating conversations at home.

Use class dojo mentor role to monitor it’s use in classes

 

Feedback from PP parents

 

Pupil conferencing with PP chn 

Pupil premium coordinator

2 chn accessing Fegans

 

Class Dojo being used in Year 3

Total budgeted cost

£

 

 

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?

Children to meet ARE at end of year

 

 

Deliver small group interventions, through intervention teacher and HLTA/TA to close gaps identified in pupil progress meeting s

 

·        Number sense

·        Spelling intervention

·        RWI intervention

·        Handwriting coaching

·        Beanstalk

·        Regular readers

·        EYFS language small group

·        EYFS number small group

 

 

Detailed PP folder to include data and snapshot summary of chn so that a big and personalised picture can be shown

 

EAL training for Teacher in EAL 

 

Dual language books in EYFS to enable PP child to access curriculum

Small group tuition is shown by the EEF as having a +4month impact on attainment.

 

Historically these interventions have also shown impact on improving learning outcomes.

 

 

1:1 tuition is recognised as improving attainment by 5+ months. It is also felt that some PP children aren’t getting as many opportunities to read at home with parents, resulting in previous attainment gap.

 

1:1 tuition proved successful for Yr.6 pupil in academic year 2016-2017

Monitoring of provision maps to ensure impact from interventions. Pupil progress meeting s to track impact on any PP to non PP gap

 

Detailed gap analysis monitored by governors three times a year.

 

Regular reports to be made by Beanstalk to ensure value for money and impact on attainment.

Pupil premium

 

EYFS teacher

 

 

Move to focus on preteach to support in maths to support chn achieving on track

 

PP folder to be updated with profiles.

Greater % PP children meet Greater Depth

Small group interventions to enable mastery

 

 

1:2:1 help where needed

 

Extra training for staff on mastery and what greater depth learning looks like

 

Breakfast club offered to chn who will be provided with activities

 

 

Pupil conferencing with PP chn who are identified as potential GD

Small group tuition is shown by the EEF as having a +4month impact on attainment.

 

Mastery learning is also shown to heave a + 5 month impact on attainment

 

Historically these interventions have also shown impact on improving learning outcomes.

 

 

1:1 tuition is recognised as improving attainment by 5+ months. It is also felt that some PP children aren’t getting as many opportunities to read at home with parents, resulting in previous attainment gap.

 

Metacognition and self-regulation is shown to have a high impact (+8months) on attainment

 

Best practice shown in schools in Kent with similar PP% (see KELSI ) shows improvement in communication and attainment

 

Monitoring of provision maps to ensure impact from interventions. Pupil progress meeting s to track impact on any PP to non PP gap

 

Detailed gap analysis monitored by governors three times a year.

 

Regular reports to be made by Beanstalk to ensure value for money and impact on attainment.

Pupil Premium Coordinator

 

Class teachers

 

Literacy leader

 

 

Total budgeted cost

£

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?

Increased well-being and involvement for PP children

Rigorously track and challenge the attendance of PP students. Intervene to close gap with non PP children

 

Attendance focus display

Attendance weekly figures – celebrate and reward (cake and squash)

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

 

Best practice shown in schools in Kent with similar PP% (see KELSI ) improved attendance and punctuality

 

Regular attendance reports, generated by Target Tracker, will be presented to both the Senior Leadership Team and Resources Governor Committee. Also identified and referenced in SIP

School Business Manager

Attendance display needs actioned

 

Increased well-being and involvement for PP children

Enable access to enrichment activities for PP children:

 

After-School Club

Breakfast Club

Summer Sports Club

Trip support

Uniform

Evidence of academic impact is limited in this area. Some benefits are evidence by the EEF of summer clubs and extended provision. However, Capel Primary School recognises the importance of ensuring that PP families are able to access similar provisions as non PP families. As a result the school contributes 50% of funds for these activities.

 

We also want to provide funding to help impact the learning of greater depth pupils – Other schools inn Kent with similar PP % have used this method with success

 

School Business Manager

 

Increased well-being and involvement for PP children

Provide Counselling for those PP children who are identified as vulnerable by Social Services

 

 

 

 

 

Monday ‘chat’ preparing PP chn for the learning at the start of the week. Gives chn a chance to talk over the trouble from the weekend or to motivate those who need it

Several PP children are currently subject to either a Child Protection Plan or Children In Need Plan. These pupils require significant support to ensure well –being and involvement doesn’t drop and therefore impact attainment

 

 

Best practice shown in schools in Kent with similar PP% (see KELSI ) showed a reduction in behavioural issues and improved progress and attainment

 

All counselling will run for 12 weeks. A parent/school initial questionnaire will be carried out to form a baseline. Following the support a further questionnaire to stakeholders will be used to assess impact.

 

 

PP coordinator to monitor impact on chn’s attainment

Pupil Premium Coordinator

 

SENCo

 

When discussed with teachers Monday club was not felt to be appropriate for all children.

Total budgeted cost

 

 

Action/ Activity funded or part funded by Pupil Premium

Total hours x hourly rate

Total cost

April 2017 - March 2018

Literacy

Literacy booster

29@£20.33

£589.57

RWI phonics

25@£20.33

£508.25

Speech & Language

44@£14.50

£638.00

Spelling, Punctuation, Grammar

13@£14.50

19.5@£33.00

£188.50

£643.50

Writing

12@£33.00

25@20.33

£396.00

£508.25

Total

£3472.07

Numeracy

Numeracy booster

52@20.33

£1057.16

Number Sense

36@£14.50

£522.00

Success@Artihmetic

101@£14.50

£1464.50

1:2 Tuition

38@£25.00

£950.00

X Tables

11x£13.50

£148.50

Total

£4142.16

Reading

Beanstalk

 

£428.00

Daily Reading

39@£20.33

£792.87

Comprehension

18@£33.00

13@14.50

£365.94

£188.50

Draw to a Cloze

13@14.50

£188.50

Total

£1963.81

Physical/Handwriting

Handwriting

9.5@£14.50

£137.75

Motor Skills

13@£12.00

£156.00

Speed Up!

11@£33.00

10@12.00

 

£363.00

£120.00

Total

£776.75

Wellbeing

Emotional support/Nurture

38@£20.33

£772.54

Luminous

6.5@£12.00

£78.00

Play therapy

6.5@1£2.00

£78.00

Social Skills

9.5@£12.00

£114.00

Time to Talk

12@£33.00

£396.00

Working Memory

5@£12.00

£60.00

Total

£1498.54

Enrichment

After School Club

 

£800.00

Breakfast Club

 

£920.00

Counselling - Fegans

 

£300.00

Summer club

 

£952.00

Trips, class and residential

 

£1016.00

Uniform

 

£300.00

Total

£4288.00

Resources

Literacy

 

£175.20

Numeracy

 

£48.00

SEND

 

£228.00

Training

£816.00

Quality First Support

 

£14,600

Total

15,867.20

Total spend

£32,008.53