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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%

2017-18- £36,220-Percentage of pupils to be supported= 11%

2018-2019- £38,120-Percentage of pupils to be supported=13%

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

2018/19

Total PP budget

£38,120

Date of most recent PP Review

April 2018

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

    April -August 2018 -5/12= £15,883.33

    September 2018-March 2019- 7/12 = £22,236.67

Total number of pupils

213

Number of pupils eligible for PP

28

Date for next internal review of this strategy

September 2018

 

  1. Current attainment
  1.  

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

52% achieving in reading, writing and maths

25% (1/4 children)

61%

Progress in reading     -0.6

-7.9

0.00/0.3

Progress in writing       -0.2

2.1

0.00/0.2

Progress in maths        -3.8

-4.8

-0.00/0.3

 

  1. 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.  

In KS1 and KS2 the mathematical confidence and understanding of some of the children in receipt of pupil premium is low and this is impacting on their development of effective fluency, problem solving and reasoning skills

  1.  

For children whose mathematical fluency is strong, there are often difficulties in applying maths to different worded problems.

  1.  

Decoding is, in the main, good however many of the eligible children have difficulties with the deeper understanding of the text and the higher order reading skills of inference, deduction and authorial intent.

  1.  

For some of the less able children the basic structures of writing, along with punctuation, are limiting progress

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

 

  1. Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

  1.  

Higher rates of progress  and levels of attainment in all keystages

 

Improved self confidence as learners

Pupils eligible for PP  make as much progress and attain as well as ‘other’ pupils, across  Key Stage 1 and Key Stage 2 in maths. Measured in Y1,Y3, 4 & 5 by teacher assessments and successful moderation practices established in school and across the family of schools and in Y2 &6 by the end of keystage SATs.

  1.  

Higher percentage of children eligible for pupil premium achieving the GD standard in Y2 and Y6

 

Improved self confidence as learners

% of pupils achieving GDS at KS1 and KS2 is in line with or better than national average (25%)

  1.  

Higher levels of attainment in reading in both keystages.

Improved self confidence as readers

Improved % of children eligible for pp achieving end of year group expectations in reading in all year groups (TA Y1,3,4,5)

  1.  

Higher levels of attainment in writing in both keystages

Improved self confidence as writers

Improved % of children eligible for pp achieving end of year group expectations in reading in all year groups (TA Y1,3,4,5)

 

  1. Planned expenditure

Academic year

  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                             https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit

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?

A & B. Higher levels of attainment and progress across all keystages in maths.

Improving the outcomes for the more able children in maths

Improved self-confidence as mathematicians

Using the White Rose Hub maths mastery approach.

Using strategies learned from the White Rose Maths Hub TRG

Feedback in maths and 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

Promoting Growth Mindset and ‘ Can Do’ attitude towards maths

 

Number of children meeting end of year expectations indicates this is an area which requires improvement for all children. Evidence from the EEF toolkit shows that mastery learning improves outcomes 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.

 

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.

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

 

 

Maths and Science Team (MAST)

September 2018 April 2019

  1. Higher levels of attainment in reading.

Improved self-confidence as a reader

 

Teaching key comprehension skills as whole class and in guided groups.

In comprehension and in guided reading focussing on a range of strategies to develop understanding of a text.

Teaching techniques to comprehend meaning

With HA focus on Bloom’s taxonomy

 

Evidence shows that successful reading comprehension approaches allow activities to be carefully tailored to childrens’ reading capabilities, and involve activities and texts that provide an effective, but not overwhelming, challenge. Whilst outcomes in reading are, in the main good, we want to improve these further for all groups.

 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

 

ECL Team

September 2018 & April 2019

D. Higher levels of attainment in writing.

Improved self confidence as writers

 

Embed Talk for Writing and Jane Considine Strategies across all 3 keystages

Develop further the use of Alan Peat sentence structures across Upper KS2

Push non-negotiables in all keystages

Use modelled and guided writing in small groups (WAGOLL approach)

Using clear, specific and focussed feedback.

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 the school.

Ensuring focussed feedback redirects/ refocuses the child towards achieving the desired outcomes is a strategy we are aiming to embed across the school. This rationale is backed up by evidence from the EEF toolkit

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

Staff CPD during staff meeting time and out of school sessions

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

 

ECL Team

September 2018 and

April 2019

Whole Class teaching with TA support                                                                                              Total budgeted cost

£15,000

 

 

  1. 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?

A & B. Higher levels of attainment and progress across all keystages in maths.

Improving the outcomes for the more able children in maths

Improved self-confidence as mathematicians

Weekly small group sessions in maths for pupils in receipt of PP with TA. This is in addition to standard lessons.  These sessions will build on the mastery approach used by the class teacher and embed strategies making them more secure.

 

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 TA time and preparation time paid for out of PP budget.

Impact overseen by MAST

Regular monitoring and evaluating by Leader for Inclusion

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

 

 

MASTeam

September 2018 & April 2019

  1. Higher levels of attainment in reading.

Improved self-confidence as a reader

 

Weekly small group guided reading/ comprehension with a key focus on deepening understanding through making inferences and deducing from the information given.

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 TA time and preparation time paid for out of PP budget.

Impact overseen by ECL team

Regular monitoring and evaluating by Leader for Inclusion

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

 

 

ECL team

September 2018 and April 2019

D. Higher levels of attainment in writing.

Improved self confidence as writers

 

Weekly small group guided writing with a key focus on punctuation, accurate grammar structures and content.

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 TA time and preparation time paid for out of PP budget.

Impact overseen by ECL team

Regular monitoring and evaluating by Leader for Inclusion

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

 

 

ECL team

September 2018 and April 2019

Total budgeted cost

£23,120

  1. Other approaches

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?

 

 

 

 

 

 

Total budgeted cost

 

 

 

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