Pupil premium strategy statement (primary)

1.   Summary information

School

Gorseland Primary School, Martlesham Heath, Suffolk.

Academic Year

2017 - 2018

 

Date of most recent PP Review

Sep 17

Total number of pupils

483

42

Date for next internal review of this strategy

Mar 18

 

2.   Achievement at the End of Key Stage 2 2017

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (School)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

40%

31.7%

 

% making progress in reading

40%

65.8%

 

% making progress in writing

60%

68.2%

 

% making progress in maths

50%

57.3%

 

 

 

 

 

% making the expected in standard in reading

30%

84%

77%

% making the expected in standard in writing

40%

89%

81%

% making the expected in standard in gaps

40%

84%

80%

 

 

 

 

Proportion of pupils in Year 6 eligible for PP

 

 

 

Progress measure reading

-2.98

2.34

 

Progress measure writing

-0.26

2.30

 

Progress measure maths

-1.93

0.63

 

 

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

 In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.    

Poor literacy skills. Specifically reading comprehension, writing composition and spelling

B.    

Poor maths skills. Specifically factual fluency and the ability to use and apply skills.

C.

Additional needs of disadvantaged children both in mainstream and the specialist support provision

D.

 

External barriers (issues which also require action outside school, such as low attendance rates)

E.

Attendance

F.

Circumstances within the home, including parental engagement and support.

3.   Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

PPG children will acquire the literacy skills needed to achieve age related expectations in both reading and writing

PPG children will be working at at least age related expectations in reading (shown by PIRA termly assessment) and writing (demonstrated in regular independent writing tasks).

PPG children will achieve their targets on accelerated reader quizzes.

Previously high attaining PPG children will continue to work at above age related expectations.

B.    

PPG children will have age appropriate factual fluency skills and be able to use and apply the skills in problem solving tasks.

PPG children will achieve age related expectations in termly PUMA assessments.

PPG children will demonstrate their ability to reason and solve problems during the ‘deepen it’ sections of maths lessons

C.    

PPG children with additional needs will make progress based on their individual starting points

PPG children with additional needs will achieve the majority of the targets on their SEN support plans

PPG children in mainstream classes will make progress in reading, writing and maths (demonstrated by their improved scores on termly assessment using the Hodder scale).

D.    

PPG children will be supported to ensure that they are socially and emotionally reading to learn.

Fewer behaviour incidents will be recorded for specific PPG children.

Identified PPG children will be better able to regulate their behaviours.

E.         

The attendance of PPG is in line with or above national expectation 96%

Attendance for the PPG children is at least  in line with national at 96%

EWO involvement will not be needed

F.

Where possible barriers to learning resulting from circumstances within the home will be removed to ensure all children are ‘ready and able to learn in school’.  Where this is not possible children will be supported to develop strategies and improve their levels of resilience.

PPG children will display resilience and have high levels of self-esteem enabling them to be ready to learn in school.

Systems will be in place to identify children who are struggling emotional and/or socially and strategies are in place to support them.

PPG children will read regularly at home and be supported to complete home learning

Parents will be provided with support or signposted to agency who can assist them with issues that are impacting on their ability to support their child.

F.

PPG children are exposed to a wide range of social/cultural and sporting experiences.

Pupils attend events/visits that they would not necessarily have the opportunity to attend.

Support to be provided to ensure pupils can assess clubs and events that require equipment to be supplied by the family for example bikeability.

 

Mid-Year review of Desired Outcomes Feb 2017

 

4.   Planned expenditure

Academic year

2016/2017

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?

Cost

H=High

M=Medium

L= Low

PPG children achieve at least age related expectations in reading, writing and maths.

Regular observations, learning walks and coaching sessions by the SLT to ensure all children receive good and outstanding quality first teaching.

CPD for staff to improve subject knowledge for example Mastery in maths.

We use some of the funding to create capacity in the SLT to support, coach and monitor the lessons and subsequent learning on weekly basis. This raises the quality of learning in all lessons. Rowland (2015)

 

SLT monitor weekly with successes and focus for subsequent lessons.

 

Discussions and actions recorded on coaching logs

 

Evaluation of the impact of new initiative and CPD.

SLT

Termly

H

PPG children with additional needs make progress based on their individual starting points.

Regular observations, learning walks and coaching sessions by the SLT to ensure all children receive good and outstanding quality first teaching

SENCo and SSC lead to support staff to ensure learning is differentiated to meet the needs of all children and that where appropriate practical resources and equipment are used to support the acquisition of news skills

A large number of the children eligible for PPG also have additional needs both in mainstream and within the Specialist Support Provision.  This is an added barrier to learning for these children and the progress and attainment they make may not be in line with non-SEN children. It is important that the progress and attainment of children with additional needs is measure from their individual starting points

SLT monitor weekly with successes and focus for subsequent lessons.

 

Discussions and actions recorded on coaching logs

 

Termly review of SEN support plans and children’s progress against targets.

 

Termly

H

To remove barriers to learning resulting from family circumstances to ensure all PPG children are ‘ready to learn’ at school.

 All parents encourage to attend learning together and share session s with their child/children.

Parents encourage to seek advice and support from the Family Liaison Officer who will support and sign post to other agencies.

Support and encouragement from parents in an important factor in how well children achieve in school. For some parents there are barriers to them providing this support including their own experiences of school,  pressures/difficulties they may be experiences, mental health concerns which can all result in them not being able to support their child as well as they would like.

Part of the role of the FLO is to support parents to overcome these barriers by signposting them to agencies that can help them.

Regular monitoring of children’s engagement in home learning including reading at home.

Monitoring of parental engagement including attendance at parents evenings, share session and other opportunities to come into school

 

March 2018

M

The attendance of PPG children is in line with or above national

Topics will interest all children and especially PP children. A creative curriculum will foster enthusiasm for learning.

They will be included in extra-curricular opportunities where appropriate.

They will be proud of receiving their good attendance certificate each term.

When a child cares about the topics learned and their purpose, this can be a hook to want them to come to school.

Special events involving trips and visitors are organised throughout the term to promote fun in learning and achieving so the children will want to be part of them.

Children will be proud of receiving awards for good behaviour and attendance encouraging them to maintain attendance and behaviour expectations.

Topics will be shared with parents and promoted to interest children.

Special events involving trips and visitors will be shared with the children and parents as something to look forward to. They will be in the diary on the website.

A chart of which children receive awards will be logged and tracked.

Teachers

SLT

Termly

L

Total budgeted cost

 

   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?

PPG children achieve at least age related expectations in reading, writing and maths.

Regular targeted intervention either one-to-one or small groups. Progress against targets to be recorded weekly and review every 6-12 weeks (depending on frequency of intervention).

Formative and summative assessments to be used to identify gaps in learning

We use some of the funding to create capacity in the SLT to support, coach and monitor the lessons and subsequent learning on weekly basis. This raises the quality of learning in all lessons. Rowland (2015)

 

Inclusion lead to monitor delivery and outcomes of interventions to ensure effectiveness.

 

Teacher and SLT to monitor data to ensure the impact of interventions.

Inclusion Lead

Teachers

SLT

 

End of each term

H

PPG children with additional needs make progress based on their individual starting points.

Assessments to be carried out in school and where necessary by outside agencies to determine barriers to learning.

Targeted interventions to be put in place to ensure children make progress.

A large number of the children eligible for PPG also have additional needs both in mainstream and within the Specialist Support Provision.  This is an added barrier to learning for these children and the progress and attainment they make may not be in line with non-SEN children. It is important that the progress and attainment of children with additional needs is measure from their individual starting points

Inclusion lead to monitor delivery and outcomes of interventions to ensure effectiveness.

 

Teacher and SLT to monitor data to ensure the impact of interventions

Inclusion Lead

Teachers

SLT

End of each term

H

The attendance of PPG children is in line with of above national

Regular monitoring of attendance of PPG children to enable early identification of children with poor attendance.

FLO support for families if improved attendance is needed. EWO involvement if attendance does not improve.

Children with poor attendance will be supported to catch up on missed learning when they return to school

When children attend school regularly without constant breaks, they make more progress.  Evidence shows that children who attend school make better friendships, take more ownership in their learning and are more confident. Children enjoy receiving awards and will often try harder when an award is being offered.

Attendance will be monitored half termly (weekly for children with a history of poor attendance)

 

Any absence will be addressed immediately.

 

Inclusion Lead

 

Family Liaison Officer

Termly

M

To ensure all children are ‘ready and able to learn’ in school.

THRIVE assessments to be completed for children who emotional wellbeing is a barrier to their learning.  

If a child has does not have their basic needs met (Maslow 1943) they will not be in a position to learn as well as they could. Children who are able to regulate their behaviour and have high levels of resilience and self-esteem will be able to be more successful in school both socially and academically.

THRIVE data to be monitored to evaluate the impact of the intervention.

Qualitative feedback to be sort from class teachers.

Attainment data to be monitored

Inclusion Lead

 

ELSA

Termly

M

To ensure all parents of PPG children are engaged in their child’s learning and support them with home learning tasks including reading.

Family Liaison Officer to support parents to attend learning together sessions.

Additional meetings with FLO, Inclusion lead and Class teacher to provide parents with strategies to support their child with home learning.

Support and encouragement from parents in an important factor in how well children achieve in school. For some parents there are barriers to them providing this support including their own experiences of school,  pressures/difficulties they may be experiences, mental health concerns which can all result in them not being able to support their child as well as they would like.

Part of the role of the FLO is to support parents to overcome these barriers by signposting them to agencies that can help them.

Regular monitoring of children’s engagement in home learning including reading at home.

Monitoring of parental engagement including attendance at parents evenings, share session and other opportunities to come into school

Inclusion Lead

FLO

Termly

M

To provide opportunities for disadvantaged pupils to access clubs, visits and uniform.

Provide every child with £100 of diminishing the difference money to help pupils attend clubs, visits and where new uniform.

Parents to be reminded of the money and encourage to use it.

Pupils on pupil premium attended fewer clubs and asked for support more for visits. providing these funds enables parents to have choice without having to ask for help and so enabling more pupils to attend etc

Close monitoring of the participation rates of extracurricular activities, visits etc.

Inclusion Lead

Finance officer

 

Termly

L