Pupil Premium Action Plan 2017 - 2018

Summary information

School

Hagbourne CE Primary School

Mid year Review: 8th March 2018

End of year review: 10th July 2018

Academic Year

2017/18

Total PP budget

£21,270

Total number of pupils

205

Number of pupils eligible for PP

20 (15 in 2016/2017)

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

 

Disadvantaged pupils

(4)

2017

Non-disadvantaged pupils (25) in school

2017

Non-disadvantaged pupils nationally (2017)

Disadvantaged pupils

 (7)

2016

Non-disadvantaged pupils (22) in school

2016

Non-disadvantaged pupils nationally

(2016)

% at expected standard in R + W + M

50%

52%

67%

14%

59%

60%

% at expected for R

75%

56%

TBC

43%

77%

72%

% at expected for W

50%

60%

TBC

29%

59%

79%

% at expected for M

100%

76%

TBC

29%

82%

76%

% at expected for SPAG

75%

72%

TBC

14%

77%

78%

Progress score: Reading

0.60

-2.88

0.33

1.11

2.32

 0.33

Progress score: Writing

-4.30

TBC

0.17

-3.18

 -2.40

  0.12

Progress score: Maths

0.51

-0.43

0.28

 -0.5

 2.39

 0.24

Key Stage 2 Disadvantaged SCALED SCORES

 

Disadvantaged pupils

(4)

2017

Non-disadvantaged pupils (25)

in school

2017

Non-disadvantaged pupils

nationally (2017)

Disadvantaged pupils (7)

2016

Non-disadvantaged pupils (22)

in school

2016

Non-disadvantaged pupils

nationally (2016)

Scaled score: Reading

103.8

102.6

105.4

98.0

105.5

 103.8

Scaled score: Maths

103.3

99.8

105.3

97.6

105.8

 104.1

Key Stage 2  July 2017

Low

Middle

High

Prior Attainment Group

Pupils eligible for PP

( school)

0 ch

All pupils

(school)

29 ch

Pupils eligible for PP (national)

Pupils eligible for PP ( school

4 ch

All pupils

(school)

29 ch

Pupils eligible for PP (national)

Pupils eligible for PP ( school

0 ch)

All pupils

(school)

29 ch

Pupils eligible for PP (national)

Average progress in reading from their starting points

N/A

-2.08

0.47

0.60

-2.76

0.34

N/A

-1.71

0.28

Average progress in writing from their starting points

N/A

-3.94

0.47

-4.30

-3.28

0.17

N/A

-3.81

0.13

Average progress in maths from their starting points

N/A

1.66

0.58

0.51

-0.19

0.30

N/A

-1.31

0.20

1.    Barriers to future attainment for pupils eligible for PP

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 Pupil Premium is often slower than their peers and 16/17 tracking shows that this is often the case after a holiday.

Progress is accelerated to enable them to catch up with the expected level of attainment and the difference will be less.

Targeted intervention Barriers

Success criteria

C.

Social and Emotional needs affect learning behaviour in the classroom and playground behaviour as seen in the school analysis of QCA behaviour scores.

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

D.

To ensure that pupil premium children are supported with organisational skills in class and daily routines.

Children will be better at organising themselves in class showing pride in their work.

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.

Develop further the link with the Pupil Premium Governor

Greater governor awareness and fully informed about the aspects of Pupil Premium spending.  Regular reporting to governors via link governor.

1.  Planned expenditure

Academic year

2017/18

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

Impact

Blue = March review.

Purple = July review

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 Attachment, Dyslexia and Outstanding behaviour.

Look at class environments and organisation to ensure ease of access.

Look at Collaborative learning and build on our Kagan structures.

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

Analysis of 16/17 data shows PP children are anxious children who have some emotional needs.  It also shows that children are not good at working in groups.

To release staff to develop reflection partners to discuss children individually and watch in class (link to IRIS recording of lessons).

 

EEF Toolkit suggests that the impact of collaborative approaches on learning is consistently positive, structured approaches with well-designed tasks lead to the greatest learning gains. 

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.

Staff training to look at Kagan Structures and to plan tasks (again link to IRIS videoing lessons).

Head

SENCo

 

£2400 to release teachers to meet to reflect on classroom practice =6 days x twice a yr.

Kagan structures resources books/ games £700

Part 2 training?

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

Develop pupil profiling for PP children to show progress and document what works well for each child.

Continue to develop Mastery in maths approach - looking at differentiation.

Learn different strategies to teach children how to plan, draft, edit and evaluate their own composition; alongside how best to teach grammar to enhance meaning

Booster groups.

Encourage reading at home with PP subscription for books/ comic to be sent over the holidays so children are encouraged to read at home.

Oral and phonic interventions in Reception and Keystage 1.

KS 2 PP children did not do as well as their peers in writing.  Writing lead to attend Pie Corbett Course to identify strategies to help.  Staff Meetings will be used to disseminate ideas.

Oral language interventions EEF says they are based on the idea that comprehension and reading skills benefit from explicit discussion of either the content or processes of learning, or both.

16/17 tracking showed that some children dip back in the first assessments and pupil progress meetings show this, especially after a holiday.

Lesson observations with PP focus.

Learning walks.

Work scrutiny and feedback / actions to staff termly.

English lead

Maths lead

Reading lead

PP lead.

.

£250 towards cost of the tapestry program.

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

£500 for course and resources linked to writing training.

Booster groups £2100.

£750 for books/ comics to read at home.

£3200 for oral interventions in Reception and Key stage 1.

Total budgeted cost

£10,900

 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

Impact

Blue = March review.

Purple = July review

Cost

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

Better organisation and  focus in class.

Small group to support children with organisational and cooperation skills (also links to use of KAgan structures in class).

ELSA trained TAs.

Linked to EEF Collaborative learning  (see above) and also providing social and emotional support.

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

Emotional Literacy training for Teaching Assistants continues this year.

ELSAs

Class teachers.

HT to monitor behaviour.

£2600

for 6  hours a week TA support for 38 weeks.

£1500 for resources to develop calm nurture area.

Continue to map children’s needs /interventions and ensure 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 HT to put information on school tracking (google forms) to continue to create case studies) and build a pupil profile.

PP children discussed and tracking tool updated regularly in line with assessment timetable.

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

 

Writing, reading, maths leads.

Gov to monitor.

Work with SENCo.

£2400 to release staff twice a year to enter data and carefully analyse PP learning needs, also enter data on to school program to create pupil profile.

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

Impact

Blue = March review.

Purple = July review

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 to work with parents to ensure good attendance.

DHT

£600 To release teachers to monitor absences with HT and implement letters/ actions / support.

All children to benefit from the social and emotional experiences offered such as trips and residentials.

Showing increased confidence.

Support families to pay for outdoor residentials (Yenworthy, Youlbury, Inside Out Project, Waddesdon Manor etc.) inline with the charging and remissions policy.

EEF says that Overall, studies of adventure learning interventions consistently show positive benefits on academic learning. On average, pupils who participate in adventure learning interventions make approximately four additional months’ progress over the course of a year. There is also evidence of an impact on non-cognitive outcomes such as self-confidence.

 

 

Monitor behaviour / attitudes before and after but also monitor whether improvements in behaviour translate into improved attainment.

 

Class teachers.

£2000 for students  to experience Inside Out project/ resources.

£2570 to fund residentials / trips.

Total Budgeted Cost:

£5100

Total Proposed Spending:

£21,270