Proposed Pupil Premium Action Plan 2016 - 2017

Summary information

School

Hagbourne CE Primary School

Academic Year

2016/17

Total PP budget

£29,040

Total number of pupils

204

Number of pupils eligible for PP

15 (22 in 2015/2016)

Key Stage 2 Disadvantaged PROGRESS SCORE and % reaching Expected in RWM.

 

Disadvantaged pupils (7)

Non-disadvantaged pupils (22) in school

Disadvantaged pupils

nationally

Non-disadvantaged pupils nationally

% at expected standard in R + W + M

14%

59%

39%

60%

Progress score: Reading

1.11

2.32

-0.72

 0.33

Progress score: Writing

-3.18

 -2.40

-0.26

  0.12

Progress score: Maths

 -0.5

 2.39

-0.52

 0.24

Key Stage 2 Disadvantaged SCALED SCORES

 

Disadvantaged pupils (7)

Non-disadvantaged pupils (22)

in school

Disadvantaged pupils

nationally

Non-disadvantaged pupils

nationally

Scaled score: Reading

98.0

105.5

99.9

 103.8

Scaled score: Maths

97.6

105.8

100.7

 104.1

Key Stage 2  July 2016

Low

Middle

High

Prior Attainment Group

Pupils eligible for PP (your school)

Other pupils not eligible for PP (national average)

Pupils eligible for PP (your school)

Other pupils not eligible for PP (national average)

Pupils eligible for PP (your school)

Other pupils not eligible for PP (national average)

Typical progress in reading from their starting points

0.11

0.36

1.87

0.35

-

0.30

Typical progress in writing from their starting points

-4.45

0.34

-2.23

0.10

-

0.11

Typical progress in maths from their starting points

0.60

0.45

-1.32

0.26

-

0.17

 

1.    Barriers to future attainment (for pupils eligible for PP, including high ability)

Success criteria

 Quality First Teaching Barriers

A.         

As a group, Pupil Premium children have a range of distinct and unique needs (including SEN) which makes it harder to consistently address common issues.

Staff at all levels understand the range of barriers which stop – or could stop - individual pupils attaining as well as their peers.

B.         

Progress made by PPG-funded children is slower than their peers.

Pupils eligible for PPG-funding is accelerated to enable them to catch up with the expected level of attainment.

Targeted intervention Barriers

Success criteria

C.

Social and Emotional needs affect learning behaviour in the classroom and in targeted interventions.

Fewer behaviour incidents recorded for these pupils both in class and out of class.

D.

Are pupil premium children getting the provision for their individual needs..

Careful mapping over time of children’s interventions to ensure they are supporting that correct information is passed to the next teacher for a smooth transition.

Wider Outcomes Barriers

Success criteria

E.

Attendance for Pupil Premium children is lower than non - Pupil Premium.

Reduce the number of absences to be inline with non- Pupil premium children.

F.

Lack of funds to support trips and residentials.

All children to benefit from the social and emotional experiences offered.  Showing increased confidence.

G.

Pupil Premium children do not seem to retain as much information after the longer holidays.

Children return after holidays maintaining skills and knowledge from the year before.

1.  Planned expenditure

Academic year

2016/17

Quality First Teaching

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?

Costing

Staff at all levels understand the range of barriers which stop – or could stop - individual pupils attaining as well as their peers.

Training for all staff in different areas - CAMHS basic training, mindfulness training, feedback training.

Regular pupil progress discussions to ensure PP children always at forefront of everyone’s minds.

To invest some of the PP funding  in longer term change which will help all pupils.

To release the Pupil Premium lead to ensure that time is given to discuss children individually.  This took place last year and in house feedback showed that this was time well spent.

 

Staff training planned to reflect needs of PP children.

Observations planned  using IRIS to monitor PPG children and learning behaviours /  possible barriers to learning.

Termly pupil progress meetings to ensure the PP children are discussed both with the HT, Subject leaders  and the Pupil Premium Leader.

PP lead

Headteacher

SENCo

Feb 2017

£1900 for training.

£1000 to release PP / SENCo to plan sessions. 6 days

£1000 to release PP teacher to meet with individual staff. 6 days.

Mindfulness training £800

Pupils eligible for PPG-funding is accelerated to enable them to catch up with the expected level of attainment.

Regular moderation of work in staff meetings to ensure children making progress and to ensure accountability.

New assessment policy with more focus on verbal feedback and practical activities.

Recording PP practical work using tapestry.

Mastery in maths approach.

Booster groups.

 EEF Toolkit suggest high quality feedback is an effective way to improve attainment, and this is part of our assessment policy.

All staff to have ipads and to use to record evidence of learning and progress using the tapestry program.  This has now been purchased on an individual level to enable us to carefully track PP children.

Lesson observations with PP focus.

Learning walks.

Work scrutiny and feedback / actions to staff termly.

Parent workshops on how to support your child.

English lead

Maths lead

Reading lead

PP lead.

Feb 2017

£600 towards cost of ipads for assessing.

£250 towards cost of the tapestry program.

£600 to release subject leaders to monitor assessment policy with PP lead.

£3000 for resources linked to mastery and to provide training / creche / workshops

Booster groups £1500.

Homework books £290

Parent workshops £1000

Total budgeted cost

£12,940

 Targeted Interventions

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?

Cost

Fewer behaviour incidents recorded for these pupils both in class and out of class.

Better focus in class.

Small group nurture group at lunchtimes to support children with appropriate social interactions.

EEF Toolkit suggests Interventions which target social and emotional learning seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.

Organised  timetable to ensure staff have sufficient preparation and delivery time.

Emotional Literacy training for Teaching Assistants.

Teaching Assistants.

Class teachers.

PP lead

HT to monitor behaviour.

End of each term.

£2600

for 6  hours a week TA support for 38 weeks.

£1500 for resources to support correct play.

Careful mapping over time of children’s interventions to ensure they are supporting that correct information is passed to the next teacher for a smooth transition.

6 weekly pupil progress meetings. One with HT then next with subject leads.

Individual meeting with PP lead to put detailed information on newly developed in school tracking (google forms).

This will create individual case studies.

This is being worked on with Pupil Premium governor.

We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff have been shown to be effective, as discussed in reliable evidence sources such as Visible Learning by John Hattie and the EEF Toolkit. We want to ensure we have the right interventions for our children and to track them carefully in terms of progress seen.

 

After assessment fortnights PP children will be discussed and tracking tool updated.

Interventions reviewed in terms of effectiveness towards child’s target and new actions implemented where necessary.

 

Pupil Premium Lead.

Writing, reading, maths leads.

PP Lead and Governor to develop new tracking tool.

Sept, Dec, March and June.

£1100 for training staff in the use of Chromebooks and the new online tracking.

Total budgeted cost

£5200

 Wider Outcomes

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?

Cost

Reduce the number of absences to be inline with non- Pupil premium children.

HT to monitor attendance termly working with parents in the first instance to improve attendance.

Use Home School Link worker to engage with parents where necessary.

 

We can’t improve attainment for children if they aren’t actually attending school.

 

Thorough briefing of support worker about existing absence issues.

PP coordinator, support worker to work with parents to ensure good attendance.

Pupil Premium Coordinator

End of each term.

£600 To release PP lead to monitor absences with HT and implement letters/ actions.

All children to benefit from the social and emotional experiences offered.  

Showing increased confidence.

Identify a targeted behaviour intervention for identified students e.g.inside / out project, residential / nurture group / art room.

The EEF Toolkit suggests that targeted interventions matched to specific students with particular needs or behavioural issues can be effective, especially for older pupils.

 

 

Monitor behaviour but also monitor whether improvements in behaviour translate into improved attainment.

 

Class teachers.

In line with the assessment policy and SATs.

£1500 for students in year 3 and year 6 to experience Inside Out project.

£2000 to fund residentials / trips.

 £3200 Art therapy for different groups of children.

Children return after holidays maintaining skills and knowledge from the year before.

One week holiday club in Easter.

Three week holiday club in summer.

Pupil premium children will be invited to attend and activities will be planned around their needs.

The EEF toolkit says ‘On average, evidence suggests that pupils who attend a summer school make approximately two additional months’ progress, compared to similar pupils who to do not’. High cost / low impact - however governor's recognise that for the specific pupil’s being targeted 2 months is significant for these individuals and their needs.

Monitor work to ensure no dips in work.

Monitor participation in lessons and understanding through targeted questioning.

Class teachers

First week back after Easter and summer.

£1050 of 20hrs a week over 4 weeks TA support for PP ch at club.

£1050 to enable ASC worker to set up club.

£2500 for resources.

Total Budgeted Cost:

£11900

Total Proposed Spending:

£29,040