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Pupil premium action plan 2020/21
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Pupil Premium Action Plan 2020-2021 (Continuation of 2019-2020 plan following Covid-19 school closures)

1 Summary information

Total number of pupils

208

Mid year Review: March 2021

End of year review:  July 2021

Number of pupils eligible for PP

30

Total PP budget

£34,245

2 Attainment and Progress

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

2020

2019

2018

2017

 

All data

Disadvantaged pupils

(1)

Non-disadvantaged pupils (30) in school

Disadvantaged pupils

National

Disadvantaged pupils

(6)

Non-disadvantaged pupils (24) in school

Disadvantaged pupils

National

Disadvantaged pupils

 (4)

Non-disadvantaged pupils (25) in school

Disadvantaged pupils

National

% at expected standard in R + W + M

No attainment data available due to Covid-19 school closures.

100%

68%

62%

33%

(40% with ch removed)

63%

61%

50%

52%

48%

Progress: Reading

-4

-2.3

TBC

-3.69

(-2.10 with ch removed )

1.31

0.4

 (0.1 - 0.7)

0.60

-2.88

-0.7

Progress: Writing

-7

-4

TBC

-1.50

(0.69 with ch removed)

-0.18

-0.1

(-0.4 - 0.2)

-4.30

TBC

-0.4

Progress: Maths

-8

-2

TBC

-5.16

(-3.86 with ch removed)

0.99

-0.1

(-0.3 - 0.2)

0.51

-0.43

-0.6

Key Stage 2 Disadvantaged SCALED SCORES

2020

2019

2018

2017

 

No attainment data available due to Covid-19 school closures.

Disadvantaged pupils

(1)

Non-disadvantaged pupils (30)

in school

Disadvantaged pupils

(6)

Non-disadvantaged pupils (24)

in school

Disadvantaged pupils (4)

Non-disadvantaged pupils (25)

in school

Scaled score: Reading

108

105

100.4

106.5

103.8

102.6

Scaled score: Maths

104

106

97.8

105.5

103.3

99.8

3   Barriers to future attainment for pupils eligible for PP

In School Barriers

A.         

There is an attainment gap between PP children and their peers.

B.         

Pupils not always being in a secure place mentally or emotionally and therefore not’ ready to learn’, family trauma and increasing lack of community services (e.g. CAMHS and PCAMHS)

C.

Pupils coming into school, and are PP, have been highlighted having weak language levels and limited vocabulary.

D.

Pupils eligible for PP may carry low aspirations, in particular with reading and the value of reading for enjoyment.

External Barriers

E.

Consistent attendance and punctuality.

F.

Access to life experiences, extra-curricular activities and trips, low aspirations, lack of parental engagement with school.

G.

Lack of funds to support trips and residentials.

4 Desired Outcomes

Success criteria

Impact and Review - March 2020 / July 2021

A.         

The attainment gap between PP children and their peers decreases.

The gap between PP and non PP will narrow to at least 70% of PP children as age related (following Achievement for All programme).

Quality of Education Governors will have scrutinised data and held people to account.

SLT & teachers will have used assessment data and class improvement plans to track attainment and progress.

Interventions will have targeted individual’s needs.

Due to the disjointed nature of the year with school closures and home learning, small / inconsistent numbers of PP chd in each year group  and AfA not starting until March, the gap has not narrowed in all year groups.

The table below shows PP and non PP chd in years 1 to 6 who are working at age related expectations or above.

Reading %

Writing %

Maths %

PP

Not PP

PP

Not PP

PP

Not PP

Y1

100

63

100

41

100

49

Y2

50

70

0

41

50

60

Y3

60

58

20

42

63

40

Y4

0

71

0

46

0

46

Y5

40

68

0

52

20

56

Y6

67

70

33

44

33

63

B.         

Pupil Premium children who are struggling socially and emotionally make progress in their specific area of need.

QCA Behaviour Scales and other relevant measures improve.

PPG-funded pupils who need social and emotional support receive well-planned and delivered interventions, specific to their areas of need, to ensure that they make progress and better able to learn within the classroom.

Identified children and families who need targeted support and intervention have worked with HSLW to do this. These sessions have developed resilience, supported chd with tricky home situations and developed confidence.

Referrals sheets worked well in the Autumn term to support children but this was harder with bubble crossing for staff.

See Class Improvement Plans, PP case studies and Intervention maps for QCA scores and progress.  NB.  Due to the disruption from school closures, progress was not accelerated.

C.

Additional reading with targeted questioning raises reading ages amongst PP children.

3 X year assessment points to include reading ages, BPVS, QCA behaviours for learning and any other specific to the child.

Pupil Premium children in all year groups attain in line with their peers in core subjects by the end of the year, and make good progress as seen in books and case studies throughout the year.

BPVS scores show higher levels of vocabulary.

PP children have access to a wide range of texts.

Pupil Premium children in every year group have priority access to well-taught interventions, including vocabulary specific interventions,  both structured and bespoke, including those intended to help them ‘keep up, not catch up’. These are provided in a timely way, based on formative assessment of pupils’ next steps and gaps identified.

Reading scores across the school are the ones that have been affected least by COVID and are more typically inline with what we would expect.

During home learning 1:1 reading took place in KS1 via Zoom and phonics sessions were taught online daily.

See Class Improvement Plans for reading age scores.

See Lexia scores.

D.

All pupils eligible for PP will receive support in reading at school and support with comprehension of texts. This support will develop  a culture for reading for enjoyment.

Additional reading with targeted questioning raises reading ages amongst PP children.

BPVS scores show higher levels of vocabulary.

PP children have access to a wide range of texts.

Quality first teaching, including whole class guided reading, increases levels of engagement reflected in reading age scores, book band levels and BPVS scores.

Some TAs to complete Phonics training to work with targeted children.

Whole class guided reading has continued to expose all children to high quality texts they may not otherwise be able to access.

Reading interventions, whole class guided reading and phonics sessions continued through school closures.

Progress in reading in KS1 (measured by phonics scores and book bands) is noticeably lower in children who do not read regularly at home.

E.

PPG -funded attendance to improve.  

Attendance to improve still further.  Focus on improving individual's attendance by working more closely with families.

School to access the county attendance officer and to create attendance contracts with families which will be regularly reviewed.

Integris and CPOMs to be used to record and track.

Attendance results as follows:

PP children/ NOT PP children

Reception: 99% / 98%

Year 1: 98% / 96%

Year 2: 97% / 98%

Year 3: 92% / 98%

Year 4: 98% / 98%

Year 5: 99% / 98%

Year 6: 94% / 98%

The majority of classes have their PP children with higher attendance.

Year 3 - one PP child on part-time timetable so this has brought the numbers down

Year 6 - two families who are closely monitored and have contact with social workers

F.

Pupils are exposed to a wide range of Curricular activities to develop their knowledge, skills, experiences and attitudes. Parental engagement to be increased.

Children to be exposed to a wide range of activities.  Children enthused by the curriculum.

Parents to be invited to workshops and advised on places of support.

COVID restrictions have limited some of the wider experiences we have been able to offer such as visitors and trips.  We have retained a broad and balanced curriculum teaching all subjects and focussing on mental health, well being and resilience.

Keeping the curriculum broad has increased children’s cultural capital by giving them more knowledge.

PP chd across the school were invited to attend booster groups.  PP chd across the school were  identified for AfA support to increase parental engagement.  Teachers met parents 3 times and worked on specific school and home targets together.

G.

Pupil Premium-funded children are supported to access the full range of school activities which are available to their peers, including residential trips, after-school clubs (including those which are free), which will allow them to excel.

All PPG-funded children to attend Y4 and Y6 residentials.

Any PPG- funded children who need the support of ASC to attend at reduced cost.

PPG-funded children to attend any after-school clubs at reduced cost where appropriate.

There have been less opportunities for extra curricular activities this year due to COVID restrictions.  PP children supported financially to be able to attend Yenworthy residential.

PP chd invited into school during school closures where possible.

  1. The attainment gap between PP children and their peers decreases.

Priorities

Chosen Action, Approach or Targeted Support (include timescale/date)

Success Criteria

Monitoring and Evaluation

Resources

Those PP pupils who are not on track for ARE will receive interventions from a qualified teacher.

Ensure quality first teaching is consistently embedded across the school.

Immediate or regular interventions are taught by qualified teachers during core subjects.

Embed CLPE training - use of high quality text.

Use of extra catch up booster groups following Covid-19 (extra funding).

Sign up for the ‘Achievement for All’ Pilot scheme (January 2021)

  • Complete visits with coach
  • scrutinise provision
  • identify next steps/actions and implement.

The gap between PP and non PP will narrow to at least 75% of PP children as aged related.

Interventions target the individual’s needs.

School will have high quality and impactful interventions in place

School will have a clear idea of the priorities that need to be addressed to close the gap

Teachers will be more confident about the choice, evaluation, impact and sustainability of learning interventions

SLT & teachers use termly assessment data and class improvement plans to track attainment and progress.

Quality of Education Governors to scrutinise data and hold people accountable.

Half-termly pupil progress meetings

Intervention mapping

Coach from Achievement for All programme to

  • support the school to review provision available
  • Assess the effectiveness of current interventions
  • ensure there are high-quality, impactful interventions in place

Class teaching.

TA time.

Costings for Achievement for All included in Government ‘catch up’ funding (Autumn 2020)

  1. Pupil Premium children who are struggling socially and emotionally make progress in their specific area of need.

Priorities

Chosen Action, Approach or Targeted Support (include timescale/date)

Success Criteria

Monitoring and Evaluation

Resources

PP children to make progress socially and emotionally (according to their area of need).

Children’s well-being is appropriately supported and children’s needs are met.

HSL Worker to work with identified children every other Tuesday.

Nurture group for PP ASD children in Y3 linked to Zones of Regulation and feelings work.

Wellbeing policy & scheme of work implemented across the school.

Write new RSE policy, consultation with parents and link to Health and Wellbeing scheme of work.

Extra forest school sessions provided for those children who need support

ELSAs providing timely interventions.

ELSA supervision supported

Draw and Talk used to support Emotional Literacy.

Small groups out at lunch time (Covid RA) so less busy

Identified adults available to support children during free-flow activities, lunchtimes and breaks.

Social Stories used to explain new situations.

Visual timetables in all classes so that children are aware of what is happening and organised for learning.

Staff supervision available

QCA Behaviour Scales and other relevant measures improve.

PPG-funded pupils who need social and emotional support receive well-planned and delivered interventions, specific to their areas of need, to ensure that they make progress and better able to learn within the classroom.

Termly Learning Walks with PP on the agenda.

SLT to report to Governors at sub-committee meetings.

Lesson observations.

Observations of individual children.

Book scrutinies.

Wellbeing lessons & PSHE.

Class improvement plans linked to data.

Pupil Premium case studies looking at individual needs.

QCA scores.

Feedback from outside agencies eg EP

Time

ELSA training £1700 (any extra @ £425 per day, charged separately) and included within the £5500 DAP Charges

and planning (Ed Psych - P Purvis) £200

Outside agencies time

Training for Teachers, TAs & LTAs.

QCA

Support from Home School Link Worker  

Extra forest school sessions  

£4320

Staff supervision

£2150

  1. Additional reading with targeted questioning raises reading ages amongst PP children.

Priorities

Chosen Action, Approach or Targeted Support (include timescale/date)

Success Criteria

Monitoring and Evaluation

Resources

Reduce the marginal highlighted gap in reading age attainment between PP and non-PP children.  

Chd not on track for ARE will receive interventions from a qualified teacher or TA.

Extra 1:1 and group reading sessions.

Targeted questioning in lessons.

Readin books purchased for PP chd based on 30 children x 6 books pa

3 X year assessment points to include reading ages, BPVS, QCA behaviours for learning and any other specific to the child.

Pupil Premium children in all year groups attain in line with their peers in core subjects by the end of the year, and make good progress as seen in books and case studies throughout the year.

BPVS scores show higher levels of vocabulary.

PP children have access to a wide range of texts.

Pupil Premium children in every year group have priority access to well-taught interventions, including vocabulary specific interventions,  both structured and bespoke, including those intended to help them ‘keep up, not catch up’. These are provided in a timely way, based on formative assessment of pupils’ next steps and gaps identified.

Salford reading age comprehensions 3x per year.

BPVS score monitoring

Class Improvement Plans highlight interventions in place.  Discussed at termly pupil progress meetings with headteacher.

Intervention time - TA timetabling.

Core books

£1020  

  1. All pupils eligible for PP will receive support in reading at school and support with comprehension of texts. This support will develop a culture for reading for enjoyment.

Priorities

Chosen Action, Approach or Targeted Support (include timescale/date)

Success Criteria

Monitoring and Evaluation

Resources

Barrier: Reduce the gap in language and vocabulary between PP non-PP chd.

Level the playing field for PP chd to access high quality books and book talk at home and school.

Targeted support in class via quality first teaching.

Chd not meeting ARE will receive quality intervention from a trained teacher / TA.

Provision of high quality core books for children to access at home to enable children to have a broad menu of quality books from different authors and genres, to widen their knowledge of the world and understanding of different life experiences.  Devise recommended reading book list for each year group and purchase texts.

CLPE training - use of high quality texts.

Additional reading with targeted questioning raises reading ages amongst PP children.

BPVS scores show higher levels of vocabulary.

PP children have access to a wide range of texts.

Quality first teaching, including whole class guided reading, increases levels of engagement reflected in reading age scores, book band levels and BPVS scores.

Some TAs to complete Phonics training to work with targeted children.

Insight tracking objectives updated and analysed at 3 data drop points through the year.

Class Improvement Plans highlight interventions in place.  Discussed at termly pupil progress meetings with headteacher.

Intervention time - TA timetabling.

CLPE resources

£405 (amended to known costs Sept 2020)

S Spolander

£1200

  1. PPG -funded attendance to improve.  

Priorities

Chosen Action, Approach or Targeted Support (include timescale/date)

Success Criteria

Monitoring and Evaluation

Resources

Improvement in attendance so PP attendance is in line with non-PP attendance

Parents made aware of expected attendance levels. Focus on improving individual's attendance by working more closely with families - Home School Link Worker to support.

Attendance closely monitored and followed up.  First day calling, investigating issues of lateness and non-attendance.

Newsletter entries to all stressing importance of attendance.

Phone calls and letters when attendance falls below 95%.

School to access the county attendance officer and to create attendance contracts with families which will be regularly reviewed.Parent contracts where attendance is less than 90% - attendance team and/or HSLW to support as appropriate.

Offer breakfast club and after school club to PP families where necessary.

Attendance to improve still further.  PP attendance to be broadly in line with (or above) non-PP attendance.  Target: 95%

Termly reports show increased percentages by PP/non-PP and year group.

Individual target children/families attendance consistently increases.

Where BC/ASC is offered:

  • Promote good attendance and punctuality  
  • Pupils have time to complete homework tasks if unable to do at home  
  • Pupils enjoy spending time with peers prior to lessons beginning (helps them to be ready for learning) at the end of the day
  • Ensure children have a calm beginning and end to their day with a range of activities offered.  
  • Provide children with a safe, fun environment during out of school hours.

HT and DHT to use Integris and CPOMs to record and track.  

Termly reports to governors on attendance show increasing percentages.

Access to Integris

Support from attendance team if needed

Support from Home School Link Worker  

  1. Pupils are exposed to a wide range of Curricular activities to develop their knowledge, skills, experiences and attitudes. Parental engagement to be increased.

Priorities

Chosen Action, Approach or Targeted Support (include timescale/date)

Success Criteria

Monitoring and Evaluation

Resources

Chd experience a broad and balanced curriculum celebrating individual skills and talents.

Curriculum review and new progression documents to be written and implemented.

Extra forest school sessions for PP chd.

Inside Out sessions for PP chd in years 4-6.

Additional targeted TA support for PP pupils in lessons.

Children to be exposed to a wide range of activities.  Children enthused by the curriculum.

Parents to be invited to workshops and advised on places of support.

Talent, skills and efforts in non-academic subjects are celebrated and develop self-confidence  

Social skills, independence, perseverance and team-work are developed through a wide range of activities.

Annual analysis of number of pupils who have taken part in clubs.

Forest school

Inside Out day

£300

  1. Pupil Premium-funded children are supported to access the full range of school activities which are available to their peers, including residential trips, after-school clubs (including those which are free), which will allow them to excel.

Priorities

Chosen Action, Approach or Targeted Support (include timescale/date)

Success Criteria

Monitoring and Evaluation

Resources

All chd have equal access to trips and extra curricular activities.

Staff to talk to children/parents about possible interests and available clubs

SLT to arrange funding (as appropriate) for clubs and resources required (i.e. musical instruments, sports clothing).

Staff to focus on non-core talents of chd and audit whether offering clubs, music lessons etc to targeted children would benefit.

Inside out days for all PP chd.

Extra forest school sessions for PP chd.

All PPG-funded children to attend Y4 and Y6 residentials.

Any PPG- funded children who need the support of ASC to attend at reduced cost.

PPG-funded children to attend any after-school clubs at reduced cost where appropriate.

Pupils are able to participate fully in school trips and residential trips  

Learning is supported by trips that are carefully planned to enhance the school’s curriculum  

Social skills, independence, perseverance and team-work are developed through participation in a range of clubs and activities, provided by the school or external providers, and over- night stays on residentials

Annual analysis of number of pupils who have taken part in clubs.

Clubs and trips.

£1500 as and when they resume

Plus allocated in Budget Plan PP/FSM  £8786 

Total £25,381

Funding Total Received (July 2020) £33,625 and £620 for Service Child.

Total £34,245 This is actual budget funding

An Extra £4,605 to the original budget submission of £29,640