Pupil Premium Strategy Statement Shawclough Community Primary School

 

 

 

 

1. Principles

 

We ensure that teaching and learning opportunities meet the needs of all of the pupils. We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

 

 

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged. We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.

 

 

We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged. Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium.

 

 

2. Summary Information

 

Academic Year

2018 – 2019

Total Pupil Premium (PP) Budget

£129, 280

 

 

 

 

Total Number of Pupils

401 + 65 Nursery

No. Pupils Eligible for PP

69 (17.2%)

 

 

 

 

Date of PP Review

July 2019

Date of Next PP Review

July 2020

 

 

 

 

 


 

3. Current Attainment – 2019

 

 

School Disadvantaged

National Disadvantage

School All

 

 

 

 

% Achieving expected level or above

93.8%

51.25%

86.3%

combined in reading, writing and maths

 

 

 

 

 

 

 

% Expected or better outcomes in Reading

93.4%

61.9%

88.2%

 

 

 

 

% Expected or better outcomes in Writing

93.8%

67.7%

92.2%

 

 

 

 

% Expected or better outcomes in Maths

93.8%

67.2%

90.2%

 

 

 

 

 

 

4. Progress Measures for Disadvantaged Children – 2019

 

 

Reading

Writing

Maths

 

 

 

 

2017

-0.8

1.9

1.6

 

 

 

 

2018

1.53

0.19

3.6

 

 

 

 

2019

3.4

1.47

4.28

 

 

 

 

 

 

5. Barriers to Future Attainment (for PP eligible children, including high ability)

 

A

Poor speech and language skills on entry, with limited life experiences continuing to limit vocabulary through school

 

 

B

Barriers to learning linked to social, emotional and behavioural factors

 

 

C

Reading, writing and maths skills are below average linked, lack of exposure to books and enriched environment to gain

 

vocabulary skills and limited experiences outside of the home/school environment

 

 

D

Parenting and social issues impacting on a delayed readiness for school such as lack of toilet training, over use of dummies,

 

bottles and prams and poor gross and fine motor skills due to limited play activities.

 

 

 


 

6. Desired Outcomes Related to Barriers

 

 

Desired Outcome and Measures

Success Criteria

When

 

 

 

 

A

Improved expressive and receptive

The majority of pupil premium children age appropriate in

On entry to end of KS1,

 

language enabling children to access the

speaking and listening skills by the end of KS1

monitored termly

 

curriculum

 

 

 

 

Children throughout school continue to develop language

 

 

 

skills which enable full access to the curriculum

Monitored three times per

 

 

 

year

 

 

Narrowing the gap in reading

 

 

 

 

Monitored at the end of

 

 

 

Reception, KS1 & KS2

 

 

 

 

B

Improved social, emotional and behavioural

Lessons observations and behaviour monitoring

Ongoing

 

skills

demonstrates that children are learning and incidents of

 

 

 

poor behaviour are declining over time

 

 

 

 

 

C

Higher rates of attainment through

Percentage of PP children receiving ‘expected’ at the end

End of each academic year

 

accelerated progress in reading, writing and

of each year increases, narrowing the gaps between PP

 

 

maths

children and non-PP children. Outcomes higher than

 

 

 

national average for PP children

 

 

 

 

 

D

Parents of PP children (and the wider

Attendance of PP children to be at least 95%

Ongoing

 

community where necessary) are

 

 

 

supported to address issues such as

Lessons observations and behaviour monitoring

 

 

domestic violence, housing issues, debt,

demonstrates that children are learning and incidents of

 

 

mental health, drug and alcohol misuse,

poor behaviour are declining over time

 

 

nutrition, sleep and behaviour management

 

 

 

which will have a positive impact on

 

 

 

children’s’ learning behaviours

 

 

 

 

 

 

 


 

7. Planned Expenditure 2018-2019

 

School will demonstrate how they are using the Pupil Premium in the following areas:

A – Quality of Teaching for All, improving classroom pedagogy

B – Provide Targeted Support

 

C – Support Whole School Strategies

 

 

7.1 Quality of Teaching For All

 

 

Outcome

Action

Rationale

Effectiveness

Review

 

 

 

 

 

A B

Enhance curriculum provision with

To broaden life experiences

Monitoring of visits,

Termly

 

educational visits, workshops and

leading to improved vocabulary

workshops and events and

 

 

events which extend children’s

 

quality of writing after.

 

 

vocabulary and communication skills

 

Communication skills in EYFS

 

 

 

 

Monitoring of writing

 

 

 

 

 

 

A B C

Additional TA support throughout

To give children every

Intervention observations

Termly

 

school to provide focussed

opportunity to meet the same

Monitoring of data of children

 

 

intervention to children who enter

expectations as their peers

in receipt of intervention

 

 

school below expected levels and

ensuring children fulfil their full

 

 

 

require support to establish basic

potential and to minimise the gap

 

 

 

skills. Individual work to overcome

between disadvantaged and non-

 

 

 

gaps in knowledge and overcome

disadvantaged pupils

 

 

 

misconceptions. Support for phonics

 

 

 

 

and reading. Hot spot readers,

 

 

 

 

precision monitoring, success at

 

 

 

 

arithmetic and GBAT

 

 

 

 

 

 

 

 

 

Outcome

Action

Rationale

Effectiveness

Review

 

 

 

 

 

A C

Additional teachers support across

To give children every

Intervention observations

Termly

 

the school to provide smaller group

opportunity to meet the same

Monitoring of data of children

 

 

access to English and Maths

expectations as their peers

in receipt of intervention

 

 

 

ensuring children fulfil their full

 

 

 

 

potential and to minimise the gap

 

 

 

 

between disadvantaged and non-

 

 

 

 

disadvantaged pupils

 

 

 

 

 

 

 

A

Trained TA in Speech and Language

To develop speech and language

Monitoring of achievements of

Termly

 

Intervention to improve classroom

achievement of the children,

children accessing speech and

 

 

provision for developing children’s

enabling then to fully access the

language provision

 

 

language and communication skills.

curriculum

 

 

 

Benefits all children in addition to

 

 

 

 

those who receive direct intervention

 

 

 

 

 

 

 

 

B

Adventure week aimed at Year 5

To develop children holistically

Observation of the children

During and after

 

children improving self-esteem,

and to develop their teamwork,

and achievements whilst on

the event

 

collaborative and team working skills

physical and social skills

the event. Reflective writing by

 

 

which will equip them for Y6 and

 

the children in terms of how

 

 

transitioning to High School

 

they have grown

 

 

 

 

 

 

 

 

7.2 Targeted Support

 

 

Outcome

Action

Rationale

Effectiveness

Review

 

 

 

 

 

B

Learning Mentor support for children

To encourage children to manage

Reductions in incidents of poor

Half Termly

 

whose social, emotional or

their social, emotional and

behaviour recorded through

 

 

behavioural difficulties are impacting

behavioural difficulties enabling

monitoring systems

 

 

on their ability to learn.

them to access the curriculum

 

 

 

 

and make accelerate progress

 

 

 

Provision of the ThInc Room, Lego

 

 

 

 

therapy, SULP groups and daily check

 

 

 

 

ins. Provision of work to support

 

 

 

 

children struggling with well-being,

 

 

 

 

self image and self esteem

 

 

 

 

 

 

 

 

B

Counselling for targeted pupils

To encourage children to manage

Impact reports for children

Termly

 

 

their social, emotional and

attending counselling sessions

 

 

 

behavioural difficulties enabling

 

 

 

 

them to access the curriculum

 

 

 

 

and make accelerate progress

 

 

 

 

 

 

 

A C D

Free breakfast club places for PP

To provide children with a

Attainment of PP children

Termly

 

children

breakfast before school so they

 

 

 

 

are ready to learn and able to

 

 

 

 

concentrate

 

 

 

 

 

 

 

B

Provision of alternative lunchtime

To enable children who struggle

Reductions in incidents of poor

Half Termly

 

provision

to access the playground to have

behaviour recorded through

 

 

 

an alternative place for lunch

monitoring systems

 

 

 

provision to ensure they are

 

 

 

 

ready to learn in the afternoon

 

 

 

 

 

 

 

 

 

7.3 Other Approaches

 

 

Outcome

Action

Rationale

Effectiveness

Review

 

 

 

 

 

D

Free breakfast club places for PP

To provide children with a

Attendance of PP children

Termly

 

children

breakfast before school so they

 

 

 

 

are ready to learn and able to

 

 

 

 

concentrate

 

 

 

 

 

 

 

D

Fare Share Scheme and Food Bank

Some children come to school

Kitchen has access to food to

Annually

 

vouchers in place

hungry due to lack of food at

give to children that are

 

 

 

home. The majority of these

hungry.

 

 

 

children are from vulnerable

 

 

 

 

families and eligible for PP

School able to issue Food Bank

 

 

 

funding

vouchers for targeted families

 

 

 

 

 

 

D

HT and EWO old regular attendance

Attendance for PP children is no

Attendance reports

Termly

 

panel meetings and make home visits

different to non-PP children

 

 

 

if children’s attendance is poor of it

 

 

 

 

there are a number of unexplained

 

 

 

 

absences

 

 

 

 

 

 

 

 

D

Mentor to address issues including

Increasingly, family issues are

Records of support offered

Termly

 

school readiness, parenting welfare,

impacting negatively on PP

 

 

 

engagement with school, attendance,

children’s attainment, attendance

 

 

 

mental health, domestic abuse, debt,

and behaviour

 

 

 

financial support and housing issues

 

 

 

 

 

 

 

 

D

Programme of parent workshops to

Parents capacity to support their

Records of workshops offered

Termly

 

build good home school links

children’s educational and social

 

 

 

especially with hard to reach parents.

development is limited for some

 

 

 

Improve parental involvement in

PP children

 

 

 

children’s learning

 

 

 

 

 

 

 

 

 

Outcome

Action

Rationale

Effectiveness

Review

 

 

 

 

 

B C

Milk and fruit provided for all pupils

Not all children eat breakfast or

 

 

 

 

attend breakfast club. Some

 

 

 

 

children diets are very poor,

 

 

 

 

lacking essential nutrients

 

 

 

 

 

 

 

A B C

School clubs focussed on providing

Parent capacity to provide

Records of children attending

Termly

 

access to physical activities

opportunities is limited

 

 

 

Provision of music lessons

 

 

 

 

 

 

 

 

A B C

Access to sporting opportunities and

Parent capacity to provide

Records of children attending

Termly

 

competitions

opportunities is limited, allows

 

 

 

 

children to develop self-esteem

 

 

 

 

and excel in alternate areas

 

 

 

 

 

 

 

D

Access to translators ensuring parents

Some parents have limited

Records of meeting

Termly

 

understand key messages and

English, providing translators

 

 

 

information

allows for effective

 

 

 

 

communication and greater

 

 

 

 

engagement

 

 

 

 

 

 

 

D

Free school meal online portal

To enable checks to be made to

Records of checks made

As required

 

 

identify families for FSM and

 

 

 

 

remove barriers to access for

 

 

 

 

some families, provide

 

 

 

 

accelerated support and early

 

 

 

 

intervention

 

 

 

 

 

 

 

 

 

 

 

8. Cost Information

 

 

 

 

 

Area

Cost

2 x Part Time Teachers

£51,091.00

2 x TA 1 Support

£31,478.00

2 x Lunchtime Supervisors

£7,990.00

Trip Subsidies

£2,000.00

Adventure Week Subsidies

£450.00

Breakfast Club/Tea Time Club Free Places

£2,650.00

Music Lessons

£300.00

Learning Mentor

£29,732.00

Counsellor

£3,000.00

Resources

£250.00

Fare Share

£0.00

Milk & Fruit

£500.00

After School Clubs

£500.00

Free School Meal Portal

£875.00

TOTAL

£130,816.00


 


REPORTING TO PARENTS

Click on the link below for 2018/19 summary:

https://shawcloughprimaryschool.schudio.com/files/Pupil_Premium_Strategy_Statement_Shawclough_Community_Primary_School_2018-2019_(1).pdf

 

Pupil Premium Results 2019

National Standards combined Reading , Writing and Maths

School Disadvantaged

National Disadvantaged

School All

 

2017

60%

46.6%

74%

 

2018

68%

68.4%

77%

 

2019

93.8%

51.25

86.3%

 

 

 

National Standard

 

School Disadvantaged

National Disadvantaged

School All

Reading

2017

60%

53%

79%

 

2018

68.4%

59.1%

79.7%

 

2019

93.4%

61.9%

88.2%

Writing

2017

80%

65.2%

87.7%

 

2018

89.5%

 

91.5%

 

2019

93.8%

67.7%

92.2%

Maths

2017

80%

62.6%

87.7%

 

2018

84.2%

 

83.1%

 

2019

93.8%

67.2%

90.2%

 

                                                                                                

 

Progress measures for disadvantaged children

 

Reading

Writing

Maths

 

2017

-0.8

1.9

1.6

 

2018

1.53

0.19

3.6

 

2019

3.4

1.47

4.28