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Pupil Premium

Pupil Premium is additional school funding from the Government to provide additional support to pupils on roll from low-income families who are currently known to be eligible for free school meals (FSM) or those pupils who have been in receipt of FSM in the past six years.This funding is also available for pupils in Local Authority care who have who have been looked after for more than six months.Schools are free spend the Pupil Premium as they choose.

Allocation details:

2013-2014- £15,500

2014-15- £35,000 -Percentage of pupils to be supported=12% 

2015-16- £43,400-Percentage of pupils to be supported= 15%

2016-17-£40,180- Percentage of pupils to be supported= 14%

Our strategy for pupil premium expenditure is outlined below and action plans for this and previous years showing impact and evaluation are attached as documents . We use up to date research from the Sutton Trust and the Education Endowment Fund to ensure the allocation of funds makes the greatest impact possible.

For further information go to: http://www.education.gov.uk/schools/pupilsupport/premium

Upperthong Junior & Infant School Strategy for Pupil Premium Expenditure 2017-18

  1. Summary information

School

Upperthong J&I School

Academic Year

2017/18

Total PP budget

£36,220

Date of most recent PP Review

April 2017

     Pupil Premium Allocations are given for each financial year however the academic year allocation can be calculated as follows:

    April -August 2017 -5/12= £15,091.67

    September 2017-March 2018- 7/12 = £21,128.33

Total number of pupils

211

Number of pupils eligible for PP

23

Date for next internal review of this strategy

September 2018

2. Current attainment

  1.  

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

48% achieving in reading, writing and maths

50%

60%

Progress in reading     0.22

0.73

0.15- in school as national data not yet available

Progress in writing       0.17

-0.02

0.2- in school as national data not yet available

Progress in maths        -2.36

-4.31

-2.08- in school as national data not yet available

3. 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)

  1.  

The reading, writing and maths skills of children in receipt of pupil premium in lower KS2 are lower than children who are not eligible and this is limiting their attainment and progress

  1.  

In KS2 there are a number of children with social and emotional difficulties which are limiting their attainment and progress

  1.  

Oral skills for children in KS1 and lower KS2 in receipt of pupil premium are poor and limiting attainment and progress

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

D.

Issues at home for some children in receipt of pupil premium across school are impacting on learning and progress in school

4. Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

  1.  

Higher rates of progress across lower KS2

Pupils eligible for PP  make as much progress as ‘other’ pupils, across lower Key Stage 2 in maths, reading and writing. Measured in Y3 &4 by teacher assessments and successful moderation practices established in school and across the family of schools.

  1.  

Higher levels of attainment and progress across KS2

 

Improved self confidence as learners

Pupils eligible for PP  make as much progress and attain as well as ‘other’ pupils across Key Stage 2 in maths, reading and writing. Measured in Y3,4 & 5 by teacher assessments and successful moderation practices established in school and across the family of schools and in Y6 by outcomes of KS2 SATs

  1.  

Improve oral language skills for pupils eligible for PP in KS1 and lower KS2

Pupils eligible for PP in KS1 and lower KS2 make rapid progress by the end of the year so that the majority of pupils eligible for PP meet age related expectations.

  1.  

Improved self esteem leading to improved learning confidence and ability to focus on own learning

Pupils eligible for PP attain as well as peers.

5.Planned expenditure

  1.  

 

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.

  1. Quality of teaching for all

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?

 

Embed Talk for Writing strategies into reception and KS1

Use Inference and Deduction programme from LSP

Using talk for writing strategies emphasises to all children the importance of spoken language and verbal interaction. This rationale is backed up by evidence from the EEF toolkit. We want this approach to be embedded across KS1 and reception.

Monitoring of teaching strategies through lesson observations and ‘drop ins’

Staff CPD during staff meeting time and out of school sessions

Deputy Head

April 2018

 

Focussed teaching of grammar, punctuation & spelling

 

 

 

 

 

 

Feedback in maths and writing which is clear, specific & actionable; informing all children how to improve.

 

 

 

Embedding a ‘mastery approach’ which teaches and revisits regularly in order to ensure a depth in learning and understanding

Number of children meeting end of year expectations indicates this is an area which requires improvement for all children

 

 

 

 

 

We want to invest in longer term change which will help all pupils. Many different evidence sources, e.g. EEF Toolkit suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school.

 

Investing time in another long term change in order to help all pupils, supported by evidence from EEF toolkit, will support all children in attaining more highly

Monitoring of teaching strategies through lesson observations and ‘drop ins’

Staff CPD during staff meeting time and out of school sessions to ensure staff confidence and improved subject knowledge

 

 

Visible progress over time through work scrutiny and data can be linked to the feedback given.

 

 

 

 

 

Improvements in attainment at the end of KS2 can be linked to the mastery approach

 

 

Headteacher

April 2018

 

Research the effectiveness of metacognition and learning to learn strategies

Plan how to develop all staff’s knowledge and understanding of how to introduce, develop and embed these with children

Work towards embedding these in teaching and learning

We want to improve the thinking skills of all our children developing a growth mindset approach across the school. Research from the EEF toolkit shows that these strategies have a high level of impact on attainment and progress.

Continuing staff CPD during 2017 -18 complete with gap tasks.

Monitoring from Leader for inclusion and leader for learning along with evaluation of impact

Training for TAs

Leader for learning/inclusion

April 2018

 

Total budgeted cost

0

 

 

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?

C. Improved oral language skills in KS1 and lower KS2

 

 

 

1 to 1 and small group provision of spoken language programme & language into writing along with identified support for gaps in reading, writing and maths. (specific focus and talking about reading and maths)

Some of the students need targeted support to narrow the gap. The language and maths programmes used have been used before in school and shown to be effective

Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time.

 

 

 

 

 

 

 

Y1/2 /3 teachers

July 2017 July 2018 

A & B. Higher levels of attainment and progress across KS2

Weekly small group sessions in maths, reading & writing for pupils in receipt of PP with experienced teacher or TA, in addition to standard lessons.  

There will be a key focus on reading comprehension, teaching a range of techniques that enable pupils to comprehend the meaning of what is written, and mastery learning in maths, ensuring children are confident and competent in key areas of maths.

We want to provide extra support to enhance attainment and progress. Small group interventions with highly qualified staff have been shown to be effective, as shown by the research in the EEF Toolkit.

 

Extra teaching time, TA time and preparation time paid for out of PP budget.

 

Impact overseen by maths & science team and ECL team

 

Regular monitoring and evaluating by Leader for Inclusion

 

Teaching assistant (TA) CPD for TAs supporting the sessions.

 

 

KS2 teachers and Pupil premium teachers/ TAs

July 2017 & July 2018

D Improved self- esteem leading to improved learning confidence and ability to focus on own learning

B Improved self-confidence as learners

Weekly small group/ 1 to 1 sessions using art as a vehicle to support the social and emotional elements of learning

Daily short 1 to 1 sessions using social mapping strategies targeted to support specific social and emotional issues

 

 

Providing children in receipt of pp in upper KS2 the opportunity to go on 2 residential visits with their peers

We want to provide additional support for a small group of children with specific social and emotional needs. Research from the EEF toolkit has shown that interventions such as these have a significant impact on children’s learning, progress, attainment and on their social relationships.

 

 

 

 

Research from the EEF shows that opportunities for children to participate in these experiences improves their collaboration skills. It gives the opportunity for them to participate in activities with a high level of physical and emotional challenge and strengthens social and meta cognition skills

Extra teaching time and preparation time paid for out of PP budget.

 

Impact overseen by Leader for Inclusion and headteacher

 

Regular monitoring and evaluating by Leader for Inclusion

 

Teaching assistant (TA) CPD for TAs supporting the sessions.

 

Using some of PP funding to support parents in paying for these visits

Pupil premium teacher and identified TA

 

 

 

 

 

 

 

 

Y5/6 teachers

April 2017

 

 

 

 

 

 

 

 

 

 

 

April 2018

Total budgeted cost

£36,220

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