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Pupil premium

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap with peers. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for Free School Meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Whilst schools are free to spend the Pupil Premium in any way they choose, we are required to publish online information about how we have used the funding.

1. Summary Information
School Church Broughton C 0f E (C) Primary School
Academic Year 2018/19 Total PP Budget £16,140 Date of most recent PP Review Sept 18
Total number of pupils 101 Number of Pupils eligible for PP 17 + 1 Service Date for next internal review of this strategy Sept 19

 

2. Current Attainment (%) KS2 2018
  Pupils eligible for PP (School) 0 Pupils not eligible for PP (School) 15 children
Working towards expected standard: Reading N/A 7%
Working at or above expected standard: Reading N/A 93%
Working towards expected standard: Writing N/A 33%
Working at or above expected standard: Writing N/A 67%
Working towards expected standard: Maths N/A 20%
Working at or above expected standard: Maths N/A 80%
Working towards expected standard: EGPS N/A 20%
Working at or above expected standard: EGPS N/A 80%
Working towards expected standard: R, W, M N/A 33%
Working at or above expected standard: R, W, M N/A 67%

 

 

 

3. Barriers to future attainment (for pupils eligible for PP including high ability)
 
In-school barriers
A. Some PP children have SEN which may result in lower attainment and slower rates of progress.
B. Oral language skills in FS/KS1 children are lower for some children eligible for PP.
C. PP children do not have the ‘learning to learn’ skills to enable them to be successful, independent learners
External barriers
A. Attendance rates for some children eligible for PP are low. This slows progress during the term/year.
B. Home support for some children eligible for PP is limited due to educational abilities of parents.
C. Non-attendance in a setting before school means children enter at below the expected levels
D. Some PP children do not have high aspirations as they are not expected to go on to secondary school

 

4. Outcomes
  Desired outcomes and how they will be measured Success criteria
A. Provision Map SMART targets enable SEN children to make progress each term. Children will make progress against the their targets and make as much progress as children without SEN.
B. PP children to achieve age related expectations at the end of the year in reading, writing, maths and SPAG. Children’s attainment will be at least in line with the attainment of non-PP children
C. PP children to make at least expected progress in reading, writing, maths and SPAG. Children will make at least the same progress as non-PP children
D. Improve oral language skills for children in FS/KS1. Children in FS/KS1 make rapid progress and meet age-related expectations at the end of the year.
E. Increased  attendance rates for pupils eligible for PP. PP attendance to be at least in line with other pupils.
F. PP children to receive support from home. Parents to attend consultation evenings and any appropriate information evenings. PP children will complete any homework set.
G. PP children will develop their ‘learning to learn’ skills. Children will become independent, resilient learners.
H. PP children will have high aspirations for their futures Children will go on to secondary education.
I. Identify needs of children when they join EYFS Children will have a individualised programme of support as soon as they enter school

 

 

5. Planned expenditure
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
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?
i Quality of teaching for all
Improve oral language skills for children in FS/KS1. Provide lots of opportunities for talk within the classroom. Children not always willing to share ideas in class. Lower response levels than in other children. Planned activities for S&L (talk partners, discussion, explaining ideas etc) CP/AOB Dec 2018, Mar 2019, July 2019

(Dates of PPRM)

Identify needs of children when they join EYFS

 

Early identification of SEND

Tailored intervention delivered through provision mapping

Additional Phase 1 phonics

Positive play and PSED support

Identification of More able children

Record of any concern

Stay and Plays

Workshops

Parents invited to read with their children

Children are entering school without any experience of a setting other than home. Not all PP children start school in reception EYFS teacher will plan a programme of support for each child (Provision map)

These will be evaluated each term.

CP At Baseline (Sept 2018) and ongoing through 2018/19
                                                                                                                                                          Total budgeted cost £1200
ii 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?
Provision Map SMART targets enable SEN/PP children to make progress each term.   Staff can explain how targets can be worked towards at home Targets will be achieved over the course of a term KM Oct 2018, Feb 2019, June 2019

(Dates of Provision Map/Parent Consultation meetings)

PP children to achieve age related expectations at the end of the year in reading, writing, maths and SPAG.

 

PP children to make at least expected progress in reading, writing, maths and SPAG

TAs employed to target PP children through intervention

Such as Positive Play, Nessy, Beat Dyslexia, Daily Readers, phonics, comprehension, maths etc.

Resources purchased to support intervention groups

Pupils identified and grouped according to specific needs relating to Reading, Writing, Maths an SPAG TA timetables will have intervention groups as priority. Whole class support will be allocated to any remaining time. In the main, interventions will take place in afternoons allowing children to participate fully in maths and English lessons.

Teachers will have attainment and progress of PP children as an appraisal target this year.

AD/KM Dec 2018, Mar 2019, July 2019

(Dates of PPRM)

                                                                                                                                                          Total budgeted cost £12000
iii 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  attendance rates for pupils eligible for PP. Support with the cost of school trips.

Pay for school milk.

Children may be kept off school on the days of trips if parents are unable to cover the costs

May provide an incentive for being in school.

Use discretion to offer financial support for families. Offer to fund all/part of a trip depending on the family circumstances.

Ensure parents are aware they are eligible for free milk

KM/HS Attendance figures at the end of each term.

Level of participation in school trips.

Monitor milk bills each month

PP children to receive support from home. Chase up attendance at consultation evenings if forms are not returned.

Personal invitations to information evenings.

Verbal explanation of homework to parents.

Homework club to be set up.

 

Some parents do not attend consultation evenings and then are not aware of how best to support their children at home.

Parents are not always able to read information sent home on letters or by text.

Homework is not always completed successfully.

Parents will engage with staff and work towards the targets set for their child.

Parents will attend events in school.

Homework will be marked on its return and support provided in school to do homework.

KM Dec 2018, Mar 2019, July 2019

 

PP children will develop their ‘learning to learn’ skills Opportunities given for independent as well as supported learning.

Targeted questions during class teaching sessions.

Time targets given for completion of work.

Visual timetables in classrooms

Home/school liaison books where necessary

Progress has only been measured against curriculum subjects when children may make progress in other areas of school life PP children will be encouraged to develop themselves in the following areas Works well independently

Will ask for help

Contributes positively to class

Completes set tasks

Organises self and possessions

Reduces behaviour Incidents

Increases attendance

 

KM Dec 2018, Mar 2019, July 2019

 

PP children will have high aspirations for their futures. Provide exciting life experiences eg. Trips/visits

Provide inspiration for later life e.g visits from adults in a range of trades/jobs

Engage children in entrepreneurial activities such as a school tuck shop and fundraising.

Enrichment days

Link work with local secondary schools

Many of our PP children do not go to secondary school once they leave primary education. We will choose a range of opportunities to cover the interests and abilities of all the PP children

PP children will be involved in all stages of setting up a school tuck shop

KM Throughout 2018/19
                                                                                                                                                          Total budgeted cost £3000

 

6. Review of expenditure
Previous Academic Year 2017/18
i Quality of teaching for all
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Lessons learned Cost
Improve oral language skills for children in FS/KS1. Implement activities recommended by S&L therapist TAs carried out activities with targeted children Other children needed to be referred to S&L £500
PP children quickly learn the school routines and rules. Purchase of resources to support routines/rules eg puppets, storage, signage Classroom environment improved to include storage and signage This need to continue each year £100
PP children to access the curriculum and record their work Purchase of Laptops Children did not have regular access to laptops due to availability each day Need to purchase more laptops and allocate to individual classes £700
ii Targeted support
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Lessons learned Cost
Provision Map SMART targets enable SEN children to make progress each term. Cover provided to allow staff time to complete Provision Maps and engage with parents in meetings All children with a Provision Map had the opportunity for three meetings across the year. These took place before or after school. Staff completed the provision Maps in their own time. Not all parents attended these meetings. Next year, class teachers will lead the Provision Map meetings during Parent Consultation Evenings. The SENCO will lead where a child is supported by other agencies eg SSSEN £250
PP children to achieve age related expectations at the end of the year in reading, writing, maths and SPAG.

 

PP children to make at least expected progress in reading, writing, maths and SPAG

TAs employed to target PP children through intervention

Such as Positive Play, Nessy, Beat Dyslexia, Daily Readers, phonics, comprehension, maths etc.

 

Resources purchased to support intervention groups (eg Laptops)

Some children made progress as a result of interventions. Not all PP children achieved expected levels or made expected progress. Further tracking of PP children across the year through Drop-ins, book scrutiny and PPRMs. £7000
iii Other approaches
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Lessons learned Cost
Increased  attendance rates for pupils eligible for PP. Support with the cost of school trips.

Pay for school milk.

PP children attended school trips including residentials Continue this next year. £400
PP children to receive support from home. Chase up attendance at consultation evenings if forms are not returned.

Personal invitations to information evenings.

Verbal explanation of homework to parents.

Homework club to be set up if necessary.

Purchase of Rock Stars Times Tables and MyMaths to support homework

Some PP children are still not completing their homework and are reluctant to attend the homework club. Some PP children do not have access to a computer.

Children have particularly enjoyed Rock Stars Times Tables.

Ring parents directly or catch them at drop-off or pick-up. Some parents do not respond to texts or letters.

Homework club is not a punishment but children do need to take some responsibility for not doing their homework. They will have to complete at break times if this continues to be an issue.

£700
Raise awareness of the Traveller Culture Worship and PSHCE time to be dedicated to raising awareness.

Displays in school to reflect the culture.

Purchase of resources to raise awareness

Books were purchased – stories from the traveller culture. These were shared in Collective Worship. Children enjoyed listening to the stories and responded positively. School decided not to create displays in school. £100

 

7. Additional detail
Very small numbers of PP children in individual year groups to make comparisons with non-PP children

 

School endorsements