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PP Report 2019-20

At Shirley Infant and Junior Schools, we believe in good or better learning for all.  We strive for achievement for all our pupils and believe that all pupils should develop a passion for lifelong learning.

We believe Pupil Premium Provision needs to have a dual approach. Firstly, rigorous academic interventions in every year group to diminish differences. Secondly, through creating a wrap- around holistic culture to address the complexity of individual needs so that we support and enhance the whole life journey of each child at our school over 7 years. Supporting families and enabling children to feel safe and secure in school in order to access learning is our priority. Academic support, progress, challenge and extension for our PP children is of paramount importance but equally we continue to build on our agenda to provide a wide variety of creative new opportunities and experiences to inspire, motivate and fire individual passions and talents.

‘Practise any art, music, singing, dancing, acting, drawing, painting, sculpting, poetry, fiction, essays, reportage, not to get money and fame, but to experience becoming, to find out what’s inside you, to make your soul grow’ Kurt Vonnegut

Through rigorous monitoring and tracking of pupil performance, we are able to identify pupils who are at risk of not making sufficient progress, including the monitoring of most able disadvantaged children.  We use this information to plan and implement effective intervention and support strategies.  These will be provided dependent on each child’s needs and the challenges that they face.

 

What is Pupil Premium?

The Pupil Premium is additional funding given to schools so that they can support their disadvantaged pupils and diminish the difference between pupil premium children and their peers and ensure all children are supported and challenged.   The funding is allocated to schools for children from Reception to Year 11. The Government gives schools pupil premium funding for:

• every child currently registered as eligible for free school meals

 • all children eligible for free school meals at any point in the past 6 years

• children who have been looked after by the local authority

• children whose parents serve in the armed forces

The Pupil Premium funding for 2018-19 presented schools with £1320 per disadvantaged child of primary school age.

 

What is Early Years Pupil Premium (EYPP)?

From April 2015, the EYPP funding was introduced allocating £50 million for children aged 3-4 years old in order to narrow the gap in achievement. This presents schools with up to £302.10 for each eligible child from the term after they turn 3.

It is our belief that engaging parents and carers is a key factor in raising standards.

When making decisions about using pupil premium funding it is important to consider the context of the school and any challenges ahead. Through targeted interventions we are working to eliminate barriers to learning and progress.

All Pupil premium strategies will be reviewed regularly to ensure they are having the intended impact in diminishing the difference.  This will allow us to make rapid adjustments if certain strategies are not working well or to further extend successful strategies.  

 

What is PLAC?

The DfE’s view is that

“Many children from the groups described above will have experienced grief and loss and will have had traumatic experiences in their early lives. 72% of those adopted in 2013-14 entered care due to abuse or neglect. Their needs do not change overnight and they do not stop being vulnerable just because they are in a loving home. Their experiences in early life can have a lasting impact which can affect the child many years after adoption. We therefore believe that teachers and schools have a vital role to play in helping these children emotionally, socially and educationally by providing specific support, to raise their attainment and address their wider needs”.

Schools will receive £2,300 for each child who is recorded on the January school census.

As part of our monitoring and reviewing process:

  • All PP children will be identified on Pupil Premium registers and this information shared with staff
  • Pupils will be closely tracked and monitored in line with their peers appropriate to their ability
  • Governor’s will be informed of the position of Pupil Premium within the school at regular Teaching and Learning meetings
  • The school will produce a summary of provision implemented and this will be reported online as part of the review of their pupil premium strategy

All staff are aware of barriers to learning and these should be addressed within the teaching and learning experience that pupils receive.

 

Pupil Premium Shirley Infant Academic Year 2019-2020

How much pupil premium money does our school get?

13% of pupils were eligible to receive pupil premium funding in the January 2018 census.

Number of pupils and pupil premium grant (PPG) received April 2019 - March 2020

 

 

Total number of pupils on roll

270

Total number of pupils eligible for PPG

34

Amount of PPG received per pupil

£1320

Total amount PPG received – April 2018

£38.280

Total amount of funding received for looked after children

£1545

Early Years Pupil Premium (EYPP)

5 children came up as EYPP from preschools

 

Nature of Support 2019/2020

Additional support and challenge is provided for all pupil premium pupils to improve progress in their learning for English, Maths and the wider curriculum. Quality first teaching, small group interventions, 1:1 interventions and pastoral care are provided in order to raise the attainment of these pupils.

Experiences and creativity are provided throughout the curriculum to ensure that pupils are engaged and inspired in their learning in order to achieve the highest possible standard.

Training is given to staff to ensure they are up to date with the latest knowledge and new initiatives to effectively support pupil premium children. Coaching is provided as part of their professional development and therefore raises the quality of the provision they provide.  CPD is brought in to train our staff to be the best informed they can be to deliver quality first teaching to all, however, specially tailoring it to out PP needs and backgrounds.

The Provision and Impact are seen below for review of spend 19/20:

Intervention/Item

Objective

YR

Y1

Y2

Cost

Impact

PP support teaching assistants

(focussed group targets)

(Speech and Language)

Small group workshops to give personalised support and extend children’s learning in and out of class.

£5,457

Increased confidence and attainment. Sustained progress made.  All disadvantaged pupils to reach expected or above attainment.

All pupils have completed their assigned SPL programmes of support. SENCO monitoring evidences that pupil logs for SEN/PP crossover pupils contain evidence of pupils applying language correctly in their written and oral work.

ECATs show children have improved from baseline (see below for attainment and then individual sheets).

All EPP children working on ECAT toolkit

 

Listening and attention 8/13 are now working at age

Social Communication 9/13  are now working at age

Understanding 9/13 are now working at age

Talking 9/13 are now working at age.

 

3 of the 4 children who are working below their expected age, in these area,s have English as an additional language. See pen portraits for progress against smaller step targets.

Targets identified on pen portraits for children who need to continue speech in Year 1.

Pre teaching overview

The pre-teaching curriculum will continue for every topic in every year group.  Before each topic each PP child will receive pre-teaching support to enable them to access their current topic, therefore becoming mini experts. 

Under PP lead cost

Pre-teaching has enabled us to teach our children concepts or skills prior to a lesson on a subject. Teaching new vocabulary items prior to the lesson has enabled children to start at the same starting points as their peers.  Teachers have reported children are responding to tasks quicker and becoming more independent learners. The introduction of ‘word of the day’ has also helped to widen the children’s vocabulary and understanding of new concepts.

See books for progress from start points to end of year.

EAL Support

 (TA)

Pre-teaching supports effective access and completion of class based learning. Pupils’ success and completion rates increase. Progress for this groups of pupil’s shows as good or better from starting points.

 

 

Further intervention to support reading progress was planned for the summer term to support children with progress in reading and writing but did not take place due to school closure.

£450

Children who are new to the country are settled into school, making accelerated progress and using/ accessing the English language.

26 children received intervention in the Autumn term to support their comprehension and grammar.

(see group target sheets to show progress against individual targets).

 

 

In year 2 78% of EAL children achieved age related expectations in reading in comparison to 85% non EAL.

 

8 of the 17 children who did make age related expectations in reading were EAL

This will be a school focus for next academic year.

 

In writing EAL children are working broadly in line with their peers with only 1% difference in expected progress. The intervention focus in autumn term for year 2 EAL children was largely focussed around sentence structure and grammar in writing. Year 2 teachers found an improvement in these children’s writing at the end of Autumn.

 

 

 

ELSA support (TA)

Promote pupil attitudes in order to engage with learning.  Support pupils with low self-esteem and inspire high aspirations.

increases pupils’ ability to work independently, demonstrating positive attitudes to learning and resilience.

 

Unfortunately, there were no discharges, however due to COVID we could not see the longer impact of this.

£4,500

Improved engagement and behaviour for learning shown in class resulting in progress made.

Confidence and self-esteem are raised enabling further engagement in the classroom.

 

 

61% (children) who are EPP have been on the ELSA register this year. This is broadly in line with last year’s timetable.

 

Focus children from Year R, in Year 2 have a significant lowered number of incident alerted on CPOMS. 4 children were being closely monitored on CPOMS. However, by the end of year 2 only 1 of these children were having reported CPOMS incidents. This has been a result of all support in school through additional intervention, social and nurture groups, personalised targets on Pen Portraits and home support from our family support worker.

 

Work scrutiny evidence demonstrates increasing completion rates for identified pupils. Stamina to complete tasks independently is reported by class teachers to be higher as a result of support received.

 

Sutton Trust supports our findings‘’ Existing evidence suggests that SEL strategies can have a positive impact on social interactions, attitudes to learning, and learning itself. On average, children who follow SEL interventions make around three additional months’ progress in early years settings and reception classes. Though, on average, all children benefit, there is also some evidence that social and emotional approaches can benefit disadvantaged children more than their peers.

Precision Teacher

Precision teaching breaks down pupil’s steps to allow them to achieve and accelerate their learning in writing in particular.

Progress against age related expectations to increase to bring PP in line with Non PP particularly in writing.

Precision teacher will pick

up children in Year 2 who still have considerable gaps to diminish the difference until Christmas.  From the Spring term 2020 Precision teacher will focus back on new Year R children, therefore, shifting the focus to catching children earlier and diminishing the difference earlier stopping gaps from appearing. 

 

Year R children did not receive precision teaching in summer term and limited in spring 2 due to school closure.

 

£9,485.32

Pupils entering at age expectation in year R continue to be on track to meet the higher expectations of ARE for the end of Year 2 as a result of this intervention. All expected PP pupils from year R achieved expected progress in year 2 except one child who started in year 1. He was a focus child for summer term with closely targeted intervention planned to support his confidence when answering questions independently.  

 

2 children made accelerated progress in reading, achieving exceeding.

 

In year 2 54% of children achieved age related expectations in reading, writing and mathematics combined.

This is a 12% increase on last year

 

Due to COVID, the children did not have the opportunity to resist the phonics test. 3 children from year 1 did not pass the year 1 screening check. 2/3of the EPP children were on track to pass the resit. The one child who was not on track has SEN. His phonics score increased by 10 from the previous year. See learning log for progress against individual targets.

 

 

 

Focus disadvantaged children who are also in other vulnerable groups 

SEND and EAL PP children across the school to make accelerated progress.

 

 

 

Under PP lead cost

In year two, 2 of the 13 EPP children made accelerated progress in reading writing and mathematics, achieving Greater depth in all subjects.

These 2 children received intervention in the autumn term from the PP lead on inferring information from more complex targets and inferring the meaning of new vocabulary. See work books for improved language choices in writing.

 

In year one, 2 of the 8 EPP children made accelerated progress in Reading, achieving greater depth. These will be targeted to make GD in at least 2 subjects by the end of year 2.

 

 

 

 

 

Family Support Worker

  1. To continue to reduce the number of FSM pupils whose attendance falls below 96%
  2. To demonstrate improving attendance for any FSM pupil who are currently PA -Paired reading programme targeted to key  families

Sutton Trust supports ‘’ Actively involving parents in supporting their children’s learning and development. Strategies include: approaches that encourage parents to read and talk with their children at home or to participate in activities in the early years setting; programmes that focus directly on parents themselves, for example, providing training in parenting skills or adult numeracy and literacy support; and more intensive programmes for disadvantaged families or families in crisis, for example, through schools appointing a family liaison that work with parents through either home visits or other targeted approaches.   

£2,400

 

5 families out of a total of 10 families on the Family Support Workers case load are EPP. This is 50% of family support workers time directed to PP families.  Due to COVID no cases were closed because all families needed further support.

Currently 2/5 family’s attendance were above 96%. One child had 97.56 and 97.42%. This is an improvement from last year where no families worked with were above 96%.

The average attendance of these 5 families was

89.45%. This will be continued to be a focus for next academic year.

Pupils were in school and able to access the support and pre-teaching opportunities that have been prepared for them.

School will maintain its high position of attendance across the LA.  See below attendance table

 

Paired reading was planned for spring 2 but due to COVID was not able to happen.

 

 

2 of the FSM and PP families also received additional food bank vouchers and 1 of the families received fair share food deliveries.

 

All FSM AND PP families received weekly school lunch hampers and shopping vouchers to cover the summer break.

PP SLT lead (Assistant Head)

Interventions have an impact on learning. Data is analysed in order to identify gaps and areas to develop. Clear action planning drives provision forward.

 

 

 

 

Monitor and improve pre teaching curriculum for each year group.

 

 

Continue to improve attendance of groups

 

 

Due to COVID, we have not been able to collect attendance data for the year.

£11,400

 

Objective measure: Year R all disadvantaged children will leave year R achieving PSE early learning goal

9/13 achieved Expected in the PSE Early Learning Goal.

 

Year R attainment:

18/19 GLD %

EPP GLD %

EPP achieved PSHE

All PSHE

79%

63%

 

88%

 

93%

 

 

19/20 GLD %

EPP GLD %

EPP achieved PSHE

All PSHE

76%

3% decrease from last year

46%

17% decrease from last year

69%

88%

 

2 of the 7 children who did not make GLD were making good progress in the spring term and with the planned additional support with PP lead, would have achieved this. This would have brought the percentage to 61%, broadly in line with the previous year.

 

These children will be tracked closely in year 1 and will be targeted to make age related expectations by the end of year 1. They will continue to be tracked on ECATS to support social and communication targets against PSHE goal.

 

 

Objective measure: Year 1 to leave at ARE in 2 core subjects:

6/8 ACHIVED ARE in 2/3 core subjects.

1 of the 2 children below age related expectations has SEN and had personalised timetable set by the educational psychologist. Targets were broadly to support his independence and confidence in small tasks. See learning log for progress against targets. The other child had received continued support from our family support worker. This child was beginning to make good progress in spring term and with additional intervention would have achieved ARE in reading.

 

Year 1 Phonics screening check

At the end of Autumn 2 5 EPP children scored below 26 in the practice Phonics test. 4 of these children attended intervention support in the spring term from PP lead and were on track to pass in the spring term.

EPP children

End of Autumn score

Mid- way Spring 2 score

Child 1

24

34

Child 2

26

37

Child 3

21

31

Child 4

26

35

 

 

Objective measure: By the end of Year 2 we expected our Year 2 to leave at ARE in 3 core subjects.

7/13 achieved ARE in 3 core Subjects.

Of the 5 children who didn’t, 1 joined with no English in year 2, 2 are SEND with learning logs. 1 child had planned intervention for the summer term to support independence when answering more complex reading questions.

 

Pupils with significant needs are carefully tracked against own assessment from starting points and show progress through Learning logs.

 

Data is analysed in order to identify gaps and areas to develop. Strategic Action plan in place has developed provision further. PP Agenda has whole school focus driven by SLT. PP children tracked and impact of interventions have been monitored and adjusted as necessary.

Pen Portraits initiated for all PP pupils – data capture and evaluation of impact initiated.

 

A widening range of evidence of impact is captured – pupil and parent questionnaires pre and post intervention, work scrutiny, observations of learning, conferencing activities, standardised testing analysis, Boxhall profile Scores, ECAT tracker (Year R) participation rates and attendance information all being better utilised.

 

Close liaison with Attendance officer and tracking children’s attendance on Pen portraits enabled attendance at the end of year no PP children were below 90%.  Swift actions by PP lead meeting with each parent whose PA was following a pattern, below or at risk of being below 90%. 

 

 

Progress and attainment closely tracked with class teacher in pen portrait to ensure attendance did not affect learning.   This enabled EPP children to attend just below non EPP children:                 

 

Attendance figures for end of year

 

All

EPP

Year R

96.8%

94.3%

Year 1

96.9%

93.9%

Year 2

97.3%

95.8%

Whole School

97%

94.8%

 

 

 

This will continue to be a focus and a target for the next academic year.

 

Professional Development – Philosophy for Children

(NFER identified gains for PP utilising this approach)

PP lead teacher to work with pupils in Year R to focus on an enquiry based approach opening up children’s learning through the exploration of ideas.  It will give the children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.

The Education Endowment Foundation suggests that small group tuition has a positive impact for relatively modest expense (+4 months).

£

Develop pupil’s confidence, patience and self-esteem​.  The enquiry based approach open’s up children’s learning through the exploration of ideas.  It gives children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.

They have the confidence to ask questions and learn through discussion.

They have a chance to speak and be heard without fear of getting an answer wrong so their Intelligence grows.

Research from Sutton Trusts supports our findings it states ‘it gives children who are not considered “academic” a voice and a chance to flourish. It than gives the “academic” children a chance to think outside the box and to see that the non-academic have inspiring ideas.  It gives all children value’.

 

PSHE assessments demonstrate children’s achievement.

EPP achieved PSHE

All PSHE

69%

19% decrease from last year

88%

5% decrease

9/13 EPP children achieved PSHE goal. The 4 children who did not make this goal had continued provision planned through: bucket therapy, talk about group and personalised social targets on Pen portraits in the summer term. These children will be tracked closely in year 1.

 

This will be a focus for next academic year.

 

Lunch time Intervention

For targeted PP pupils, reduction in reported incidents through the lunchtime period.

 

 

£390

Continued from success of last year’s intervention.  System carried on with the addition of an ELSA club to develop confidence and self-esteem of key focus children.   Other EPP children were selected to attend the group to boost friendships and self-esteem. 

Lunchtime intervention from 16/17 continues to see benefits as the drop in this group of children being brought to SLT at lunchtime has continued.

Teachers reported chn more settled to start learning for afternoon sessions.  Less reported incidents by lunchtime staff and SLT being needed to support escalating behaviours.  See CPOMS for behaviour logs.

 

 

 

Paired reading programme linked to Buddy system

Department for Education and The Rt Hon Damian Hinds MP

‘These children are more likely to struggle with language and literacy skills when they arrive at primary school than their peers.

Studies have shown that helping parents and giving them the confidence to work with their children on speech and language is one of the most effective ways to ensure children arrive at school with the right foundations for a successful education.

Research shows that where there is a ‘word gap’ – the gap in communication skills between disadvantaged children and their peers - it can have a long term impact on a child’s education, so projects like these will help close it once and for all.’

Children will have a buddy who will support them in improving their reading attainment – decoding and comprehension of words and text in Ks1.

Improved attitudes to reading for pleasure and increased amount of reading outside of school

Increased confidence and enjoyment of reading

Increased sense of belonging in the school community

Removed offer of Milk in Spring 18 to focus money on providing resources for paired reading and training programme due to impact on reading scores.

Included in PP lead spend

In Year R 6/13 PP achieved Expected in reading in June.

In the Spring term the year R EPP children were buddied with year two children. Their targets were focussed on developing social skills) Teachers reported an improvement in turn taking.

 

 

In Year one 7/8 PP pupils were expected to pass the phonics test. 6/8 pupils achieved ARE in reading in July. 2 child achieved exceeding.

 

In Year 2 8/13 achieved Expected in reading. 2 children were exceeding.  

 

 

 ‘’Peer to peer development enhances children’s self-esteem and self-worth, learning from each is proven to have a high impact (Sutton Trust)’’. 

Teachers report:

  • Improved attitudes to reading for pleasure and increased amount of reading outside of school.
  • Increased confidence and enjoyment of reading
  • Interaction with a positive peer role model – learning from their positive behaviour
  • Personal 1-to-1 attention, allowing them to work at their own pace 
  • Increased sense of belonging in the school community to successful achievements.

Uniform

Year R Children allocated per year:

2 jumpers/cardigans

Water bottle

This change to only offer to Year R was made to increase spend on pre-teaching resourcing  to increase level of impact on progress and attainment

£529.50

Uniform provided children feel a part of the school and its community, therefore, impacting on their feeling of belonging, therefore, boosting their self-esteem.  To increase spend on pre-teaching resourcing due to level of impact on progress and attainment, this will be offered to Year R pupils going forward.

 

School trips

Engaging children and increasing the real life experiences which support their learning.

 

This was affected by COVID no trips happened between March 2020 and July 2020

Money used towards photocopying of PP home learning packs

Predicted spend £1047

 

£

Actual spend

£1028

Increased attendance.  Children able to participate fully in educational experiences and use this to support learning in classroom. Enjoyment and engagement increased.

 

Year R –  13 pupils( farm animals visit)

Year 1 –  8 pupils (attended Paultons and Manor farm trip)

Year 2 –13 pupils (Attending SeaCity trip)

 

All accessed educational visits across the academic year.  Engagement and attainment increases as real life experiences enable pupils vocabulary to broaden which allows them to access the topic and use and understand topic words to develop the flare in their writing.

 

 

To increase spend on additional teachers attending school trips to enable EPP children to be in a smaller group with experienced teacher. This will support more focussed questioning to elicit understanding.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum

 

 

Pre teaching curriculum ensures a range of resources support children’s learning through visual, practical and stimulating resources. PP support teachers are equipped for out of class interventions.

 

 

Pre teaching curriculum will allow children to have prior knowledge of the topics, therefore being more familiar with vocabulary, texts, experiences and emotions related to the theme to draw on in their learning.

 

PSHE topics support pupil’s dreams and aspirations for future careers.  Themes support children with their rights and responsibilities, dealing with emotions, discussing life choices,

 

 

Due to COVID 19, the phonics screening did not take place, English leader’s class was not required to be covered.

 

 

 

 

 

 

 

 

 

Children’s reading skills will be in line with Phonic ability and therefore, allow the child to make the appropriate progress to diminish the difference in their learning. 

 

Colourful Semantics provision for Year R and children with language barriers. 

 

 

£400

Pre teaching activities supported pupil’s acceleration in their leaning.  It equipped them with key vocabulary they needed for their topic, therefore, preventing barriers to children achieving key elements of the Year group’s objectives.  See books for individual progress.   

Education Secretary Damian Hinds supports our findings here where he said:‘Giving every child the best start in life means making sure the right early development opportunities are in place. That starts in the home, which means giving parents the confidence to help their children read, learn new words and social skills at an early age.

Children from disadvantaged backgrounds or those with additional needs can face the greatest barriers in their early development, so it is important that where that help is needed it is in place as early as possible – such as through our free childcare for two-year-olds from lower income families which is used by more than 70% of those who are eligible.

The Sutton trust also supports this ‘Overall, studies of communication and language approaches consistently show positive benefits for young children’s learning, including their spoken language skills, their expressive vocabulary and their early reading skills. On average, children who are involved in communication and language approaches make approximately six months’ additional progress over the course of a year. All children appear to benefit from such approaches, but some studies show slightly larger effects for children from disadvantaged backgrounds.

 

PSHE continues to be a strength of the school.  Children want to come to school and we have been awarded 1st in the city again for 19.20 for our whole school attendance. This is for the seventh year running. Parents comment on the feel of the school and our ethos on admission forms for Year R placements.

 

 

Shirley Infants is a friendly, welcoming school where people put children first. Pupils come from a range of backgrounds, but everyone gets on well together. One parent described it as being ‘like a family’.  (Ofsted report 2019).

 

 

See report ofsted academy dated September 2019 for achievement of phonics and early reading enhancement of the curriculum.

“Pupils have regular opportunities to practise their learning from previous lessons, so that they do not forget. Staff spot any who start to slip behind and help them to catch up quickly”

 

ECAT records show children’s development in their speaking and listening skills.  Activity impact sheets demonstrate number of children achieving or exceeding set targets.

 

 

 

Year 1  7/8 EPP children 88% predicted to pass.

This is a 22% increase from last academic year. Teachers have become increasingly robust with their half termly phonics assessments. These are now recorded on their Pen Portraits to allow the PP lead to track these children carefully. See above improvements to phonics score in PP lead section of report.

 

Year 2  2/3 children 66% of children predicted to pass retake.

See learning log for 1 child with SEN not predicted to pass. This child’s score increased by 10 across the year.

 

Colourful Semantics was not used as effectively this academic year. The EPP lead with work closely with the EAL lead to ensure this intervention is effectively implemented in the next academic year.    

Resources to support specialised teaching

Extending our range of resources and teaching techniques as appropriate to each individual child.

£ 2500

Specific resources support children with concentrate, make better behaviour choices, have resource packs to enable engagement with home learning activities. This Intervention work has greater precision and enhances progress in diminishing the difference. 

 

Pre-teaching curriculum for each topic for each year group continues to enable the children within this group to access key words and knowledge prior to the topic starting.  For example:

Year R Appletree farm Topic- Supply teacher covered Year Leaders class so EPP went in a small group around the farm first.  They then became mini experts to each of their classes to share facts about the animals.

Year 1 Victorian days Topic – Children set up the Victorian role plays with their class teachers to learn the names for all the historical artefacts.  They then took a DVD home over the half term with video clips on about the Victorians ready to start their new topic.

Year 2 FIRE (Great Fire of London) Topic - experienced a controlled bonfire with the school site manager to experience all the senses a fire provokes.  These key words were than evident in their writing.  

GRRR topic additional teacher taken to target EPP children on Marwell trip

(See separate timetable for Pre teaching Curriculum). 

 

 

 

Clubs

Pupils are provided with an opportunity to participate in an extracurricular club to develop social skills, and a widen opportunity of possibilities for their dreams and aspirations.  Studies have shown that children’s handwriting skills link to their early physical development and if gaps are missed here they can have a detrimental effect on later gross motor skills and fine motor skills, ie handwriting.

 

£500

Increased fitness levels. Increased engagement with Sport. Opportunities for competitive activities. Increased resilience and perseverance. Improved interaction with peers.

Pupils coordination will be improved and impact on their handwriting allowing them to meet set criteria within ARE and GD in writing (SEE BOOKS).

 

EPP club attendance in KS1

 

Autumn term- 65%

Spring term: 71%

Summer term: (No clubs due to COVID)

 

This is an increase from last year’s club attendance from EPP children.

 

 

Due to the possibility of no clubs happening due to COVID, any money that would have been spent on clubs will be spent on an additional adult. They will support any year two EPP children who may have gaps in learning missed.

 

 

 

 

 

Play Therapy

To support a very small number of children to deal with emotions that ELSA is unable to support in sufficient area of child’s needs.  Boxall assessment currently shows very limited progress.

 

£1000

1 child in Year R received play therapy in the autumn term. The class teacher reported an improvement in their social skills. (See Boxall profile for this child).

 

(Pending information from SENCO on further referrals).

Talk Time Group and Bucket therapy

To improve the baseline of PP children entering Year R with limited vocabulary and poor speech

 

 

£ 400

9/13 EPP children achieved PSHE goal.

The 4 children who did not make this goal had continued provision planned through: bucket therapy, talk about group and personalised social targets on Pen portraits in the summer term. These children will be tracked closely in year 1.

 

This will be a focus for next academic year.

 

Reading packs

To increase the love of reading for this key group and give them opportunities to develop their self esteem and increase confidence in their early reading skills.

£100

Teachers noted there was an increased motivation for reading in class from EPP children.

Home Support through COVID – 19

Added objective due to COVID

£41.82

 

 

 

£108.80

Weekly phonecalls put into at risk families by SLT and family Support worker. Parents reported this really helped their confidence when supporting their child at home.

 

Home learning photocopy packs to support parents with work set by teachers.

 

 

 

Why did we choose this support?

As a school, we collect data for all of our pupils termly. From here our Pupil Premium Lead then analyses the data of our Pupil Premium children. We then compare their progress and attainment to our non-Pupil Premium children. We also use Online data, Phonics screening, EYFS data and Local education authority data summary to compare our results against national and local expectations. This helps us to develop strategies and interventions to promote improvement. We use a range of monitoring to help us evaluate the strategies which we put in place. These are data, pupil progress meetings, pupils’ work, planning, and observations. From this process interventions are adapted or changed if they are not working. We regularly discuss our strategies, interventions and progress with the Senior Leadership Team and Governors. A member of the governing body is responsible for liaison with the school’s pupil premium lead.

End or Year Impact

Analysis of progress in Reading, Writing and Maths at the end of July 2019 shows that the Pupil Premium children are making progress at least as well as or faster than the children not on Pupil Premium.  This demonstrates that the measures we are putting in place are helping to close the gap in attainment for our disadvantaged children.

 

End of Key stage 1 outcomes 2020 against taught objectives due to COVID -19- Data: This table shows the percentage of children who reached the expected standard in each core subject against the objectives taught.

 

Reading

%Expected Standard

Writing

%Expected Standard

Maths

%Expected Standard

Whole School

80% (2018- 2019)

83% (2019- 2020)

3% increase

81% (2018- 2019)

74% (2019-2020)

7% decrease

86% (2018- 2019)

81% (2019- 2020)

5% decrease

PP

54% (2018- 2019)

61% (2019- 2020)

7 % increase

50% (2018- 2019)

53% (2019- 2020)

3% increase

 

58% (2018- 2019)

62% (2019- 2020)

4% increase

PP to National Other (Aug 18)

75%

70%

76%

 

Indicative Pupil Premium Grant 2020-2021: £1545 (x chn 5 of these are PLAC)  PLAC £2345

Proposed Intervention spending of pupil premium funding:

 

Proposed Intervention

 

Intended Outcomes

 

How will this address Barriers to learning?

 

How will the school measure the impact?

PP SLT lead

Interventions have an impact on learning. Data is analysed in order to identify gaps and areas to develop. Clear action planning drives provision forward in order to sufficiently help children ‘catch- up’ on any learning missed.

 

 

 

 

Having a designated leader for PP enables careful monitoring of this group of pupils. It also means strategies to be tailored to the needs of our children and families and embed a whole school ethos of aspiration and attainment in line with the findings of the NFER Supporting the Attainment of Disadvantaged Pupils: Articulating success and good practice (NFER, November 2015).

All staff trained to deliver quality first lessons to impact on attainment and progress.  Provision can be changed as necessary and impact of interventions tracked closely to diminish the difference between disadvantaged and non-disadvantaged groups.

 

Set pre-teaching curriculum overview to ensure all children have first hand opportunities to relate to.  Some children who are eligible for pupil Premium funding may not been able to have the life experiences their peers have had.  This can mean that possibly they have had less opportunity to access a range of enrichment experiences that could support them in accessing the curriculum.  We strive for all our children to have high aspirations for themselves linking to our statement.

‘Every child, Every chance, Every day.’

 

  • Pen Portraits will capture a detailed profile of each child’s social/ emotional/ academic progress showing rapid progress against targets set.
  • EPP children to be prioritised for interventions and monitored closely, showing good progress against targets.
  • Show accelerated progress for EPP children in year 1. (Target 2 to make age related by the end of year 1).
  • By the end of Year R all disadvantaged children will leave year R achieving PSE early learning goal
  • By the end of Year 1 we expected Year 1 to leave at ARE in 2 core subjects
  • By the end of Year 2 we expected our Year 2 to leave at ARE in 3 subjects.
  • Pupils with significant needs are carefully tracked against own assessment from starting points and show progress through Learning logs

Curriculum

Ensure the ‘recovery curriculum’ allows children to catch- up quickly on any learning missed during COVID.

 

All class teachers will have a range of resources support children’s learning through visual, practical and stimulating resources. PP support teachers are equipped for out of class interventions.

 

 

 

Colourful Semantics provision for Year R and children with language barriers. 

ECAT assessments carried out on all children in Year R.

Boxall assessments carried out on all Year R children for PSE.

Children who do not achieve Expected in PSE Boxall assessments are continued and targeted on Pen portraits.

Pre teaching curriculum will allow children to have prior knowledge of the topics, therefore being more familiar with vocabulary, texts, experiences and emotions related to the theme to draw on in their learning.

 

PSHE topics support pupil’s dreams and aspirations for future careers.  Themes support children with their rights and responsibilities, dealing with emotions, discussing life choices,

 

Sutton trust supports this ‘Overall, studies of communication and language approaches consistently show positive benefits for young children’s learning, including their spoken language skills, their expressive vocabulary and their early reading skills. On average, children who are involved in communication and language approaches make approximately six months’ additional progress over the course of a year. All children appear to benefit from such approaches, but some studies show slightly larger effects for children from disadvantaged backgrounds.

 

Education Secretary Damian Hinds said:

‘Giving every child the best start in life means making sure the right early development opportunities are in place. That starts in the home, which means giving parents the confidence to help their children read, learn new words and social skills at an early age.

Children from disadvantaged backgrounds or those with additional needs can face the greatest barriers in their early development, so it is important that where that help is needed it is in place as early as possible – such as through our free childcare for two-year-olds from lower income families which is used by more than 70% of those who are eligible.’

  • Monitor planning to ensure it reflects current assessments of children’s knowledge and understanding. The recovery curriculum should ensure children catch-up quickly on any gaps they may have through COVID.
  • Monitoring increased outcomes, attainment and progress.  End of year expectations for Year R and 2. 
  • ECAT records will show children’s development in their speaking and listening skills.  Activity impact sheets will demonstrate number of children achieving or exceeding set targets.

 

 

Pre teaching overview

The pre-teaching curriculum will continue for every topic in every year group.  Before each topic each PP child will receive pre-teaching support to enable them to access their current topic, therefore becoming mini experts. 

Pre teaching activities will support pupil’s acceleration in their leaning.  It will equip them with key vocabulary they will need for their topic, therefore, preventing barriers to children achieving key elements of the Year group’s objectives.

Year leaders will monitor the children who are using the support at home and compare progress with children who are not demonstrating using this extra support at home.

Specialised story writing resource for children in early years.

Increased number of EPP children achieving a good level of development in writing.

Support reluctant writers/ talkers when innovating stories.

 

Support children who may struggle showing creativity in their ideas. The scheme encourages children to find everyday objects to tell stories using appropriate ‘story- telling’ language.

  • Increased amount of child initiated writing in early years.
  • Increased level of engagement from the children in writing sessions.
  • Improved language when telling and writing stories.

 

 

Precision Teacher

Precision teacher will pick up EPP children in Year 1 who still have considerable gaps to diminish the difference until Christmas. (Two children targeted to make accelerated progress in year 1).   From the Spring term 2019 Precision teacher will focus back on new Year R children, therefore, shifting the focus to catching children earlier and diminishing the difference earlier stopping gaps from appearing.

 

Precision teaching will target the pupil’s gaps and closely monitor improving progress in class.  Pre teaching will enable pupils to engage in learning with a better understanding of the concept.

A widening range of evidence of impact is captured – pupil and parent questionnaires pre and post intervention, work scrutiny, observations of learning, conferencing activities, standardised testing analysis,

Colourful Semantics implemented in all classes.

Small group workshops to give personalised support and extend children’s learning in and out of class.

 

(This intervention was not being used effectively in 2019- 2020)

Refresher training planned for staff in the Autumn term).

Support children with limited language or who may have English as an additional language.

  • Level of staff confidence to implement colourful semantics as an intervention. All classes to have laminated sets.
  • Improvements in children’s communication/ written work after intervention.

Bucket therapy

Small group workshops to give personalised support and extend children’s learning in and out of class.

Increased support for children who may struggle to communicate their feelings.

  • ECATS show progress against targets.
  • Teachers report increased confidence in class.
  • Increase % in number of children achieving PSHE early learning goal.

Talk about groups

To improve the baseline of PP children entering Year R with limited vocabulary and poor speech

Delayed speech and language can hinder their self-esteem and potential cause emotional stress.  A pupil’s sentence structure and phonic development can hinder their progress in Phonics and English particularly.  Physical development with the muscles in a child’s mouth can delay their sound pronunciation and speaking development.

 

  • ECATS show progress against targets.
  • Teachers report increased confidence in class.
  • Increase % in number of children achieving PSHE early learning goal.

Reading packs

To increase the love of reading for this key group and give them opportunities to develop their self esteem and increase confidence in their early reading skills.

Reading packs to be sent home with children to enable them to consolidate their fluency at the appropriate stage for their phonic development.

 

  • Children will be baselined on their current reading ages and tracked every 6 weeks to monitor impact.
  • Children will accelerate within their reading age from the support resources at home.

Family Support worker

To continue to reduce the number of FSM pupils whose attendance falls below 96%

 

To demonstrate improving attendance for any FSM pupil who are currently PA -Paired reading programme targeted to key  families.

 

To continue to reduce the number of CPOMS incidents.

 

Pupils will be in school and be able to access the support and pre-teaching opportunities that have been prepared for them.

 

 

 

 

Family support worker to run training programme for identified families who’s children who are not making the expected progress.

 

Sutton Trust supports ‘’ Actively involving parents in supporting their children’s learning and development. Strategies include: approaches that encourage parents to read and talk with their children at home or to participate in activities in the early years setting; programmes that focus directly on parents themselves, for example, providing training in parenting skills or adult numeracy and literacy support; and more intensive programmes for disadvantaged families or families in crisis, for example, through schools appointing a family liaison that work with parents through either home visits or other targeted approaches.  

  • The proportion of pupil premium PA will decrease overtime. 
  • School will maintain its high position of attendance across the LA.
  • There will be a reduction in CPOMS incidents with key families who have been supported throughout the year.
  • Within the targeted families we will see an increase in the children’s reading age and therefore diminishing the difference of their gaps in their reading attainment.

EAL support

Pre-teaching supports effective access and completion of class based learning. Pupils’ success and completion rates increase. Progress for this groups of pupil’s shows as good or better from starting points.

 

Increased support for children whom may have limited language understanding.

 

(Within the last 3 years, we have seen an increasing number of children in the bottom 20% who are EAL). This will be on our school improvement plan.

  • Examples of accelerated progress from early years to end of ks1 outcomes.
  • Increased confidence in lessons from children with EAL to contribute ideas.
  • Tailored teacher planning to support children with EAL.

ELSA support

Promote pupil attitudes in order to engage with learning.  Support pupils with low self-esteem and inspire high aspirations.

increases pupils’ ability to work independently, demonstrating positive attitudes to learning and resilience.

The Education Endowment Foundation reports that social and emotional development impacts positively on attainment (+4 months).

Provision will be tailored to pupil’s specific need ie targeting with key aspects that affect their learning ie, dealing with emotions, making friends, dealing with family bereavement.

 

Sutton Trust ‘’ Existing evidence suggests that SEL strategies can have a positive impact on social interactions, attitudes to learning, and learning itself. On average, children who follow SEL interventions make around three additional months’ progress in early years settings and reception classes. Though, on average, all children benefit, there is also some evidence that social and emotional approaches can benefit disadvantaged children more than their peers.

  • Teachers to observe improvements against the child’s social/ emotional target. e.g. they may score 3/10 at the beginning and 8/10 at the end.
  • An increased number of referrals after the sessions.
  • Progress against age related expectations in PSHE.

Reading buddies

Children will have a buddy who will support them in improving their reading attainment – decoding and comprehension of words and text in Ks1.

 

Increased support for children whom may not read regularly at home.

  • Increase in reading age for year 1/ year 2 children.
  • Increased number of children achieving expected in reading in KS1 data.

 

Philosophy 4 Children focus group

 

PP lead teacher to work with pupils in Year R to focus on an enquiry based approach opening up children’s learning through the exploration of ideas.  It will give the children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.

The Education Endowment Foundation suggests that small group tuition has a positive impact for relatively modest expense (+4 months).

Develop pupil’s confidence, patience and self-esteem​.  The enquiry based approach open’s up children’s learning through the exploration of ideas.  It gives children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.

They have the confidence to ask questions and learn through discussion.

They have a chance to speak and be heard without fear of getting an answer wrong so their

Intelligence grows.

Research from Sutton Trusts states it gives children who are not considered “academic” a voice and a chance to flourish. It than gives the “academic” children a chance to think outside the box and to see that the non-academic have inspiring ideas.  It gives all children value.

  • Boxall assessments will show children’s progress.
  • PSHE assessments will demonstrate children’s achievement.

 

  • Improve the self-esteem and confidence of PP children.

School pack

(Uniform)

Year R Children allocated per year:

2 jumpers/cardigans

Water bottle

 

Children feel a sense of belonging therefore giving them Every chance, Every day to achieve and inspire aspirations.

Attendance will stay one of the highest in the city as the children want to be a part of our family and community and having the identity will ensure they feel this.

Clubs

Pupils are provided with an opportunity to participate in an extracurricular club to develop social skills, and a widen opportunity of possibilities for their dreams and aspirations.  Studies have shown that children’s handwriting skills link to their early physical development and if gaps are missed here they can have a detrimental effect on later gross motor skills and fine motor skills, ie handwriting.

Confidence, sense of team spirit and values and self-esteem are raised enabling further engagement and strive for future possible aspirations.

 

Tracking of take up by PP children; active encouragement of PP children and their parents to participate; active monitoring and removal of barriers to PP children’s participation. Payment for PP pupil’s music lessons, visits and reduction in the cost of residential visits.

Increased fitness levels. Increased engagement with Sport. Opportunities for competitive activities. Increased resilience and perseverance. Improved interaction with peers.

Pupils coordination will be improved and impact on their handwriting allowing them to meet set criteria within Physical development in Year R and Key Stage 1 ARE and GD in writing (SEE BOOKS).

 

100%  PP children will have attended at least one club by the end of the year

Music therapy group

For targeted PP children who may show less engagement in creative tasks.

“Music education opens doors that help children pass from school into the world around them – a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.” Gerald Ford

  • Improve the self-esteem and confidence of PP children.
  • Progress against early learning goals.

Lunchtime club ELSA

For targeted PP pupils, reduction in reported incidents through the lunchtime period.

Continued from success of last year’s intervention.  System carried on but continued concept of Art club introduced to develop confidence and self-esteem of key focus children.   Other EPP children were selected to attend the group to boost friendships and self-esteem.

  • There will continue to be a low percentage of behaviour incidents logged on CPOMS.

Play Therapy

To support a very small number  of children to deal with emotions that ELSA is unable to support in sufficient area of childs needs.  Boxall assessments show very limited progress.

Children will be able to deal with previous experiences in a safe way allowing them to form close trusting relationships and therefore be ready to access their learning.

  • Small steps will be evident on Child/ren’s Boxall Assessments and SEND assessment sheets.