Proposed Pupil Premium Action Plan 2016 - 2017

Summary information

School

Hagbourne CE Primary School

Mid year Review: 17th March 2017

End of year review: 12th July 2017

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

(4)

2017

Disadvantaged pupils

 (7)

2016

Non-disadvantaged pupils (22) in school

2016

Disadvantaged pupils

nationally

Non-disadvantaged pupils nationally

% at expected standard in R + W + M

50%

14%

59%

39%

60%

% at expected for R

75%

43%

-

-

72%

% at expected for W

50%

29%

-

-

79%

% at expected for M

100%

29%

-

-

76%

% at expected for SPAG

75%

14%

-

-

78%

Progress score: Reading

TBC

1.11

2.32

-0.72

 0.33

Progress score: Writing

TBC

-3.18

 -2.40

-0.26

  0.12

Progress score: Maths

TBC

 -0.5

 2.39

-0.52

 0.24

Key Stage 2 Disadvantaged SCALED SCORES

 

Disadvantaged pupils (7)

2016

Non-disadvantaged pupils (22)

in school

2016

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?

Blue = March 2017 review.

Purple = July review 2017

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

Staff meeting took place to identify barriers to learning and to discuss next steps.

New in school referral forms used to target sport and monitor progress - which linked with targeted support.

Pupil progress meetings take place with HT and subject leaders to ensure correct provision in classroom for PP children - academic.

Termly meetings with PP lead teacher to discuss individuals in  

First mindfulness training linked to the Inside Out project gave teachers a bank of resources to draw upon to use in class.

SEN and PP leads met to discuss and review interventions.  Precision teaching approach worked well in Spring term and where we focused on PP children.  Phonics, handwriting and basic number skills targeted. Booster groups were run for Yr 6 children.

No PP children in EYFS.

 Yr 1= 67% achieved expected standard  in  phonics screening.

Yr 2 = 67% achieved expected standard in writing, maths and 67% Greater Depth in reading.

Yr 2 re-take phonics whilst child did not reach expected standard the score went from 0 to 25.

Yr 6 = 100% achieved expected standard in Maths, 75% achieved expected standard in Reading and SPAG, 50 % in reading.

Next Steps:

PP and SEN Leads have identified areas needed for training - attachment training booked for 2017/2018 and TA training to refresh precision teaching approach.

 

£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 progress 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.

English lead

Maths lead

Reading lead

PP lead.

New marking code enables children to reflect on own work and PP children supported in class where needed.

Ipads purchased and new tracking system purchased Feb 2017 to document progress and objectives. Therefore teachers will be able to easily identify gaps to focus on.

New Insight tracking has been introduced and has enabled  more detailed discussions  about PP children’s progress compared to all other children.  This has also helped target the barriers to learning by looking at the individual objectives.

Maths 100% PP children reached the expected standard showing the impact of the introduction of Mastery approach - staff using the ‘Maths No Problem’ books purchased and extra training provided has allowed staff the time to implement new ideas.  Our Maths leader has just been successful in becoming a Mastery Maths Specialist (one of 6 chosen from 24) and she will be trained over the next couple of years.

Ipads used to document practical learning.

Writing marking code has been used well and this was commented on in the Yr 6 moderation.  Staff meetings used to discuss best approaches to feedback to ensure children address misconceptions / edit work as soon as possible.

PP children work looked at separately in a book scrutiny to focus staff to barriers.  Common themes identified and interventions in place for all Spring Term.

Homework books have been used successfully by children and parents as they contain good explanations of what to do for children and parents to follow.

Next Steps:

Writing will continue to be a focus and the feedback guidelines have been tweaked and will be monitored closely by the Writing Lead and HT.

Continue to train teachers on Insight Tracking to enable them to analyse data themselves and to identify objectives that need to be focused on for PP children.

£600 towards cost of ipads for assessing.

£250 towards cost of the tapestry program.

£1000 to release subject leaders to monitor assessment policy with PP lead.

£2500 for resources linked to mastery and to provide training.

Booster groups £2100.

Homework books £290.

£500 cost towards new data tracking

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.

Behaviour monitoring show less incidents and observations show children are more able to interact appropriately at playtimes.  In turn they are more settled in class.

This has had a really positive impact.  Timely support at lunchtime focusing on positive play has resulted in a child who had nearly full lunchtime support being back with peers and no incidents in the summer term.

ELSA assistants used to support children in nurture groups each term.  These children are identified with the PP lead and actions put in place.  This particularly supported PP children and families in year 2.  

Next Steps:

Continue with ELSA support for the children identified in by PP lead /teachers.

£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

Term 3 and 4 focussed on a new approach to interventions - most impact seen in area of handwriting which then links to children’s confidence.

Case studies building and PP lead to now conduct separate meetings before HT pupil progress meetings.

Pupil Premium Lead and link Governor have developed a google form to help us track children’s attainment, progress and emotional / social development. This is helping us create a case study of each child and will allow to look at interventions used / impact.  This will allow us ensure we do not try something that did not work in the past or equally what did work  for the individuals.

As mentioned above PP children work looked at separately in a book scrutiny to focus staff to barriers and identify common themes impact shown above.

Next Steps:

Continue to develop the program and staff to have release time to write in impact and barriers to learning in order to carefully monitor children’s progress to ensure we diminish the difference.  

£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.

HT has met with parents and Term 3 has seen improved attendance. One example T1+2= 76.8% T3+4 (todate) = 96.7%.

Other agencies involved where needed and support offered from school e.g use of After School Club.

Attendance monitored on an individual basis.  HT meets with parents where needed. 18% of children have attendance lower than 90% all parents have been spoken to and actions in place to support the families.

Next Steps: continue to give support on an individual basis to ensure good attendance.

£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.

ELSA training completed by 2 TAs to support emotional needs.

Pupil progress meetings have taken place T1,2 and 3.

Artroom children have shown an increase in confidence to talk to adults back in school.

Teachers have had inside/out training.

Yr 6 all able to attend residential with a supported place - children came back more confident and able to share experiences with peers.

Artroom children who attended were more confident to speak to adults.  School used some funds to pay for minibus to take children.

Inside Out project - magical days were a real success for Yr 5 and Yr 6 children. They experienced ways to relax, how to enjoy what is around them and challenge themselves.  Case study shows how a child went from quiet to confident in this session.  Activities are now being developed across the school.

Next Steps:

Artroom stopping next year - investigate Forest School Leader training in order to take small groups.

Continue to support residential payments and trips where necessary.

Continue Inside Out project and magical days out just for Yr 5 next year and tool box of 5 keys to well being to be implemented across the school.

£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

Summer and May half term.

Talks in hand with local sport club and ASC team to plan for this.

Purple

After lots of discussions this did not happen due to many factors (approx £300)

The money was used to support 31 % PP children at ASC and BC across the year.  We focused on the children’s reading, healthy eating, building relationships (£1700).

Our ASC playworker is also an SEN TA so has the necessary skills to support.

Used to fund TA to support specific needs in the afternoon for the summer term in Lower Key stage 2. Impact shown in last half of summer term with more engaged children and better attendance.

Next Steps:

Look to develop this as a more structured support for Mon and Fri to give the children some pre-teaching on a Monday and some focused support on a Fri.  This will be by invite and will be planned with staff - to start with we will focus on reading and phonics.

£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.

(money used for TA to support specific needs over all summer pms

and to provide ASC and BC provision)

Total Budgeted Cost:

£11900

Total Proposed Spending:

£29,040