Pupil Premium

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

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%

Reading

Writing

Maths

2017

-0.8

1.9

1.6

2018

1.53

0.19

3.6

2019

3.4

1.47

4.28

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.

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

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

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

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