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Pupil Premium

The Pupil Premium is an additional amount of money given to schools in addition to their main budget. Every school receives a fixed amount of money for all pupils meeting certain criteria. The main criterion is eligibility for free school meals at any point over the child’s time in Primary School.

The money is provided to schools so that we can further raise attainment and progress for this group of pupils. Our allocated funding this year for 2016/17 is likely to be approximately £30000.

To see how we are planning to use this funding this year and our review of last year, take a look at the action plan below:

Pupil premium strategy statement: Highfield CE Primary School 2017-18

 

  1. 1.   Summary information
School Highfield CE Primary
Academic Year 2017/18 Total PP budget £31,000 Date of most recent PP Review July 2017
Total number of pupils 308 Number of pupils eligible for PP 23 Date for next internal review of this strategy Jan/July 2017

 

  1. 1.    Impact for 2016/17 plan as measured by outcomes end of  Summer 2017
   
 

Pupils eligible for PP (your school)

Pupils edible for PP (national average)

Pupils  not eligible for PP (Highfield

Pupils  not eligible for PP (National Average)

% achieving expected standard or above in reading, writing (TA) and maths at the end of KS2

75 % Combined  

38% (2016)

2017 figure

82% (2017)

60% (2016 figure)

KS2 Reading Test

Reading – 100%

 

52%

83%

72%

KS2 Maths Test

Maths – 100%

 

56%

94%

75%

KS2 GPS Test

GPS – 100%

60%

94%

78%

% making GLD in Early Years

33%

EYFS – 3 pupils

Not known

80% (2017)

Not known

% Achieving expected standard of above in reading, writing and maths at the end of KS1.

100% combined

 

Reading – 100%

Writing 100%

Maths – 100%

KS1 – 1 pupil  

46% combined

Reading – 62%

Writing – 51%

Maths – 59%

83% combined

Reading – 98%

Writing 85%

Maths 93%

64% combined

 

Reading – 77%

Writing 69%

Maths 75%

 

 

 

 

 

 

 

 

 

  1. 2.   Barriers to future attainment (for pupils eligible for PP including high ability)
Data sources that can help you identify barriers to attainment include: RAISEonline; the EEF Families of Schools database; FFT Aspire; staff and pupil consultation; attendance records; recent school Ofsted reports; and Ofsted guidance
 In-school barriers (issues to be addressed in school, such as poor oral language skills)
  1. A.    
 Reception pupils come from a diverse range of backgrounds and settings. A number of children enter with a poor level of English proficiency. This slows reading progress in subsequent years as well as resulting in weaker outcomes for communication, language and literacy early learning goals as a cohort.
  1. B.    
Core literacy and numeracy skills of PP children are predominantly lower than non-disadvantaged peers.  This prevents sustained high achievement in Key Stage 2.
C. A number of PP children lack independence and are still developing learning to learn skills such as resilience and making links with earlier learning which can minimise momentum for learning. This is especially true for PP children that have joined the school beyond Year R and have not benefitted from being immersed in a Building Learning Power culture for as long as other children in the school have.
 External barriers (issues which also require action outside school, such as low attendance rates)
D. A minority of PP children who are EAL are taken out of school for extended leave to return to home countries. English proficiency during this time changes and gains that have been made in literacy/English learning can be lost.

 

 

  1. 3.   Outcomes
  Desired outcomes and how they will be measured Success criteria
  1. A.    
Improve how information from settings/parents on entry to school is used so that the language rich environment can promote English appropriately from the outset. Pupils eligible for PP in Reception class make rapid progress by the end of the year specifically in relation to the Early Learning Goal of Communication, Language and Literacy.
  1. B.    
Ensure that core literacy and numeracy skills of PP children improve rapidly to diminish the difference between non disadvantaged peers and promote sustained achievement and progress in Key Stage 2. Pupils eligible for PP identified clearly on closing the gap plans. Interventions include both timely intervention in class as well as effective follow up to reinforce core writing skills.
  1. C.    
For PP children to develop their BLP muscles and independence/self-regulation in relation to their targets for learning. PP children to be able to talk about BLP and how it has influenced and improved their learning especially their resilience and resourcefulness (making links)
  1. D.    
Reduction of the academic impact of extended (unauthorised) leave for families returning to overseas. All PP children achieved at least 95% attendance. Where overseas holidays do go ahead, children and parents given advice on how to maintain and sustain English learning as part of the expectation of the school (linked to home learning policy)

 

 

  1. 4.   Planned expenditure
Academic year 2017/18
How we are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
  1.     i.   Quality of teaching and learning for all
Desired outcome Chosen action / approach (es) What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Children are exposed to high quality texts that support vocabulary development Introduction of core readers in KS2 – invest in whole class collectionsInvest in a treasure book to collect good vocabulary for all ks2 children

 

 

Pie Corbett initiatives to capture good language used to support the treasure book initiative.

 

High quality guided reading and reading skills activities for all pupils on a daily basis

 

Ensure that all  Year R are heard to read on a regular basis both at home and at school.

 

(Sutton Tool Kit) focus of Oral Intervention includes: Targeted reading aloud and discussing books with young childrenExplicitly extending pupils’ spoken vocabulary related to topics and actively encouraging them to use this in their own words. The use of structured questioning to develop reading comprehension”. 

High quality Book talk as well as talk to rehearse writing ideas is crucial to develop vocabulary and share understanding. The SEf literacy group are focusing on increased verbal articulacy for writing in order to build and sentence high quality sustained sentences for writing.  This is also linked to the treasure book initiative as well as core readers being used to capture excellent vocabulary and give children chance to use this.

 

 

 

Use SEF team meetings to share outcomes/best practice across the school. 

Year R staff to attend Early Year Conference – October 2017 and disseminate good practice within team. (£600)

 

 

All SLT members to monitor and promote high quality guided reading practices for all pupils.

 

Share message with parents of the high status of these key initiatives for KS1/2

 

Ensure that CLL is focused on and the environment is audited for being language rich in the reception class.  Involve the speech and language therapy service in providing both tailored and holistic approaches to language development

 

HLTA and TA staff to support one on one reading and access to supported schemes alongside vocabulary development when reading core texts. (£3000 investment in books)

 

 

 

 

 

 

SEF team 

 

Year R and phase Leaders–

 

 

 

 

Jan 2018Then July 2018
B. Improved progress for  PP children in relation to diminishing the differences for core literacy and numeracy skills as a result of high quality feedback for learning. To ensure that written and verbal feedback from teachers makes a difference to learningFor children to be trained as effective peer coaches to support learning

 

For children to be given opportunity to regularly self-evaluate their learning in relation to key target steps.

 

 

We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources, e.g. John Hattie /Austin’s Butterfly Think Piece 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.The approach will focus on both teacher-pupil feedback as well as pupil-pupil feedback.

 

There will also be additional provision for PP pupils that are underachieving that will focus in on opportunities for high quality feedback to promote progress.

Looking at Learning week will focus on how well feedback is given to children both in books and orally within lessons.Coaching and feedback progression identified and reviewed with staff to ensure relevant expectations (release time for coaching in school £6000)

 

 

PPA time to be used to regularly look at and review the impact of verbal and written feedback from coaches and peers.

 

 

 

Deputy Headteacher (Assessment lead)Phase leaders

 

 

Jan 2018
  1. PP children who lack BLP skills to develop these well to support their independence and self-regulation skills.
BLP to be promoted by all staff and known by PP children.PP children to be nudged and celebrated for demonstrating resilience in learning and be able to talk to about how they are improving in their learning by applying their BLP skills.

 

Additional enrichment opportunities subsidised such as residential at fairthorne and other educational visits

Meta-cognition and self-regulationHigh impact for very low cost, based on extensive evidence.(source John Hattie: Visible learning and the EDF Toolkit) 

 

The work of Guy Claxton (Building Learning Power) has been central to the school culture. The meta-cognition has been well documented through qualitative data over time in the school. When children join us, we have noted key barriers to learning as they have usually come from settings where the BLP emphasis is not prevalent.

Monitoring through looking at learning weeksInset Training on BLP for all staff

 

BLP skills celebrated in assemblies and class.

 

BLP skills referenced to parents/carers

 

2 x practitioners to attend

SLT and all teachers June 2018

Total budgeted cost

9600

 

 

  1.    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?
A. Improved engagement in high quality texts  in Year R – 6  Core reads identified for all KS2 pupils and shared with parents as non-negotiables.Daily readers identified for additional book talk with trained adults and peer coaches

 

 

 

 

 

Some of the students need targeted support to catch up. Some lower achieving children had been choosing books that were below their chronological age or were not experiencing enough range of genre. Exposing to challenging choices with support offered to do so will raise the bar 

High quality book talk is central (EDF Toolkit) to understanding and improved oracy.

Reading trees in all KS2 classes to track core readersTeachers to check in and organise book talks linked to various textsAll parents to be informed of the emphasis on reading.

 

Rosie Savill to train peers to be effective book coaches and Phase leaders along with SENCO to monitor effective deployment within guided reading sessions.

 

All phase leadersHt and DHT Jun 2018 
B. Improved progress for PP pupils identified on closing the gap plans – 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For experienced teachers and HLTA to be involved in boosting progress for lower achieving children through in class coaching for teachers as well as planned intervention groups. We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff have been shown to be effective, as discussed in reliable evidence sources such as Visible Learning by John Hattie and the EEF Toolkit.Careful analysis took place in the summer which will allow interventions to centre on which target steps to close gaps on over the course of the year.

Additional emphasis on pictorial and concrete teaching in mathematics will be driven via the SEF team action plan strategy.  for

 

Extra teaching time and preparation time paid for out of PP budget, not sought on a voluntary basis.Impact overseen by maths co-ordinator.

 

Engagement with parents and pupils before intervention begins to address any concerns and closing the gap plans shared

 

Pupil progress meetings and moderations will prioritise the sampling of PP pupil books

 

Additional experienced teacher deployed one day a week  to work with vulnerable pupils in order to close gaps. ( £11,000 )

 

HLTA deployed to support progress for vulnerable pupils three afternoons a week (£8400)

 

SENco and phase leaders to develop plansAssessment lead to engage in pupil reviews Jan 20184 afternoons of TA time

 

1 afternoon and 1 morning of Upper threshold teacher time

 

DHT and HT direct teacher time

Total budgeted cost

£19400
  1.  iii.   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?
Reduction of the academic impact of extended (unauthorised) leave for families returning to overseas. Home learning contracts reinforced with all parents as part of the school approach to embedding key learning that is built upon.Where overseas holidays do go ahead, children and parents given advice on how to maintain and sustain English learning as part of the expectation of the school (linked to home learning policy) Ebbinghaus – memory and recall research showed that if core knowledge is revisited frequently then it will have a greater chance of embedding into long term retrievable memory. This has driven the emphasis on prove its (whereby children cyclically get asked to prove their earlier learning to ensure that it is frequently recalled into working memory).This research has now been extended to the homework policy and the production of core learning to maintain during the Summer Holidays for all pupils. This is of particular importance for children with extended leave. Home learning approach shared with all parents each year. Packs created to support core learning linked to target steps and sent home for the summer holiday.#Teachers do a check in Autumn term of summer “Drip Drip learning” and share outcomes with parents at Autumn parent evening, alongside the new target step priorities. Time taken to discuss importance and how parents can support this as well as the school’s plans to additionally support this. 

All Phase leaders to ensure that teachers are familiar with the home learning message that should be consistently given to all parents.

SLT July 2018
Continued emphasis on BLP skills and explicit teaching of learning behaviours such as reflection Attendance on Inclusion partnership service programme of core skills teaching for learning behaviour. Learning to learn and especially meta cognition is well understood (Sutton Tooklit and Hattie research) to be a key influence on progress.  This programme breaks down specific skills to be taught to pupils that lack learning behaviour. Attendance at course – DHT and SencoDissemination with HLTA and ELSAWider staff team – staff meeting time to discuss impact

 

 

 

 

SLT July 2018

 

£500

 

 

  1. 5.   Review of expenditure
Previous Academic Year £40,000
  1.     i.   Quality of teaching and learning for all
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate eg attainment data, progress data, and case studies Lessons learned re impact/implementation (and whether you will continue with this approach) Cost
Talk for writing and to promote oracy is evident as a key tool for teachers to use from Year R onwards SEF team action research centred on the impact of increased talk on oracy and written skills.All staff to receive a summary of this action research to inform their own professional development. 

Staff training on high quality Year R practice (Bregg Conference October 2016)

 

High quality guided reading for all pupils on a daily basis

 

 

 SEF team meetings were used to reflect on key actions share outcomes/best practice across the school. This included think pieces in the staff meetingThe SEf writing group focused on increased verbal articulacy for writing in order to build and sentence high quality sustained sentences for writing.  Use of pie Corbett approaches was key.Year R teachers attended the course and as a result relooked at classroom environment and introduced talk circles in the class as part of a morning routine. They also learnt key stories as a class.

 

 

Reading outcomes across the school for PP pupils was very pleasing and included 100% outcomes for both key stages

 

SEf teams will continue to focus on writing but the reading and writing team should now merge to have a more cohesive and manageable approach across the school. 

 

 

 

 

 

 

Year R environment – look again at baseline to see what the needs of the new cohort are in order to make appropriate changes

 

 

Reading approaches to be continued to be focused on. Internal guided reading records are robust and focused. This needs to be maintained. Intended introduction of core readers will enhance exposure to high quality reading material.

£700  
B. Improved progress for PP children in relation to diminishing the differences for core literacy and numeracy skills as a result of high quality feedback for learning. To ensure that written and verbal feedback from teachers makes a difference to learningFor children to be trained as effective peer coaches to support learning

 

For children to be given opportunity to regularly self-evaluate their learning in relation to key target steps.

. Looking at Learning week identified how well feedback is given to children both in books and orally within lessons.Coaching and feedback progression has been identified and reviewed with staff to ensure relevant expectations

 

Children as coaches for reading has ensured that their peers have engaged fully with the initiative support vulnerable pupils on a daily basis.

 

PPA time has been  used to regularly look at and review the impact of verbal and written feedback from coaches and peers. This has been discussed at SLT meetings as well as book look focused staff meetings.

Kind helpful and specific feedback to be maintained as a school priority for training and development so that it is culturally embedded.  Release time for phase leader to coach pupils and monitor feedback mechanisms in the school£3000  
  1. PP children who lack BLP skills to develop these well to support their independence and self-regulation skills.
BLP to be promoted by all staff and known by PP children.PP children to be nudged and celebrated for demonstrating resilience in learning and be able to talk to about how they are improving in their learning by applying their BLP skills  Monitoring through looking at learning weeks revealed that BLP remains a key focus for talking about learning in school.All staff received inset Training on BLP for all staff

 

BLP skills celebrated in assemblies and class to ensure that they are high proflle as learning behaviours. BLP skills referenced to parents/carers and  shared on end of year reports

 

 

SLT and all teachers to maintain the profile of BLP within the school culture.Next step to link into more ELSA work with PP pupils so that they are more explicitly taught some of the skills that match the learning behaviours needed to be effective learners. Eg skills programme. 2 x teachers to attend the skills programme run by Inclusion partnership services and supply cover£600  

 

  1.  iv.   Targeted support
A. Improved oral language skills in Year R – 6  Narrative Therapy in Infant and Junior departments used for named children to extend vocabulary and oral sequential story telling.Daily readers identified for additional book talk with trained adults and peer coaches

 

 

 

 

 

 Timetable organised to ensure staff delivering provision have sufficient preparation and delivery time.SENCO oversaw  the successful implementation of Narrative Therapy . All children in the group benefitted with three of them achieving significant progress that enabled them to be signed off from NHS provision. 

Year ¾ leader trained peers to be effective book coaches and Phase leaders along with SENCO  monitored effective deployment within guided reading sessions. Reading results were pleasing and were an improvement from baseline for these pupils at the beginning of the year.

 

Coaches to continue to be trained for junior pupils.Language skills to be developed through the introduction of core readers and book discussions.

 

More explicit magpieing of language to be part of literacy lessons and captured in a treasure book

Release time for coaches to be trained£2500
B. Improved progress for PP pupils identified on closing the gap plans – maths Weekly small group sessions in maths with experienced teacher to provide pre-teaching and warm up to concepts being taught via QFT in classRobust closing the gap plans established based on analysis of data in relation to specific target steps that need to be addressed for individuals and groups across the school.. Extra teaching time and preparation time paid for out of PP budget, not sought on a voluntary basis.Impact overseen by maths co-ordinator.

Teaching assistant (TA) and assessed by phase leaders

 

Engagement with parents and pupils before intervention began  addressed any concerns or questions about the additional sessions at parents evening.

KS1 and KS2 PP pupils achieved 100% pass rate for maths this year

 

All PP pupils closed gaps across the school due to robust intervention plans and effective deployment of additional staff to work more intensively to support pupils at key review points in the year.Parents asked to additional meetings to review progress and provide additional support for pupil under the guidance of the class teacher. Call parent and new school app used to provide regular prompts for home learning 4 afternoons of TA time  x 2 £15000

 

2 afternoons of Upper threshold teacher time

£11000

Total budgeted cost

32800
  1.    v.   Other approaches
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate eg attainment data, progress data, and case studies Lessons learned re impact/implementation (and whether you will continue with this approach) Cost
Reduction of the academic impact of extended (unauthorised) leave for families returning to overseas. Home learning contracts reinforced with all parents as part of the school approach to embedding key learning that is built upon.Where overseas holidays do go ahead, children and parents given advice on how to maintain and sustain English learning as part of the expectation of the school (linked to home learning policy)  Home learning approach shared with all parents each year. Packs created to support core learning linked to target steps and sent home for the summer holiday.#Teachers do a check in Autumn term of summer “Drip Drip learning” and share outcomes with parents at Autumn parent evening, alongside the new target step priorities. Time taken to discuss importance and how parents can support this as well as the school’s plans to additionally support this. 

All Phase leaders ensured that teachers were familiar with the home learning message that should be consistently given to all parents.

Absence rates continue to be low and all pupil premium achieved well as measured by end of key stage tests.

 This has been seen positively by parents overall and has supported also the home school policy.To be continued £300 for time and preparation