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Pupil Premium

"The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers". (DFE, Gov.uk)

The Pupil premium is a sum of money given to schools each year by the government to help to support and raise the attainment of disadvantaged pupils.

Is your child eligible?

Schools are given a pupil premium for:

Children who have qualified for free school meals at any point in the past six years.

Children who have been looked after under local authority care for more than one day.

Children of parents in the forces.

If you think that your child may be eligible or are unsure if your child is eligible please do visit this link and complete a short form to find out. 

If you would like some help with this application please contact us.

 

 

 

 

  1. Summary information

School

All Saints CEP School

Academic Year

2018-19

Total PP budget

£108, 240

Date of most recent PP Review

24th May 2017

Total number of pupils

315

Number of pupils eligible for PP

86

Date for next internal review of this strategy

 

24th May 2018

 

 

  1. Current attainment

 

Pupils eligible for PP (All Saints)

Pupils not eligible for PP national average (disadvantaged national average)

Key Stage 2 2017/18 Outcomes

 

 

% achieving expected standard or above in reading, writing & maths by the end of KS2 2017

 

 

 

 

% making sufficient progress in reading by the end of KS2

-4

0.3 (0.0)

% Achieving expected or better attainment in the reading test

39%

77% (72%)

% making sufficient progress in writing (or equivalent)

-3.2

 0.2 (0.0)

% Achieving expected or better attainment in writing teacher assessment

33%

81% (76%)

% making sufficient progress in maths

-3.6

0.3 (0.0)

% Achieving expected or better attainment in the mathematics test

44%

80% (75%)

Key Stage 1 2017/18 Outcomes

 

 

% achieving expected standard in reading teacher assessment

64%

79% (76%)

% achieving expected standard in writing teacher assessment

57%

72% (68%)

% achieving expected standard in mathematics teacher assessment

64%

79% (75%)

Phonics Year 1 % Meeting standard

50%

(84%)

Phonics Year 2 % Meeting Standard

 

 

  1. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

  1.  

PP children’s attainment gap in Reading, Writing & Maths across KS1 and KS2 is not yet closed with other pupils in school. Although there are some signs of improvement with in-year progress, this is not yet consistent through the school and so is a focus for 2017/18.

  1.  

Some children entering the school during the Reception year are below age expected in language and communication skills.

C.

Emotional barriers to learning need to be overcome in some pupils by developing emotional resilience and raising self-esteem.

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

D.

Need to increase attendance for specific PP pupils where persistent attendance issues have been identified so that all Pupil Premium pupils are good attenders. (OFSTED priority)

Need to increase parent/carer understanding and access to curriculum/out of school hours enrichment activities.

  1. Desired outcomes (Desired outcomes and how they will be measured)

Success criteria

  1.  

PP group attainment will match or exceed that of other pupils and PP group will make accelerated progress to close the attainment gap. Attainment and progress will be measured using EYFS development matters to track throughout reception year; in school tracking data for attainment and progress collected 6 times during the year and triangulated against pupil work through SLT moderation; end of KS national measures used to benchmark against the national groups at the end of Y2 and Y6.

 

  • All year groups are assessed 6 x year through Rising Stars and chapter reviews in Maths No Problem, with progress & attainment of every child recorded, gap analysis completed, with common misconceptions/errors resolved
  • Class arrangements to ensure PP children have same learning opportunities as non PP children.
  • Booster groups to specifically target PP children in Yr 2 / 6 for RWM
  • After school booster club to target Y6 children in Reading, GPAS and Maths
  • Additional staffing to increase ratio of adults to pupils during Maths and Literacy lessons

EYFS attainment gaps in reading, writing and mathematics for FSM children are closed and in line with in school & national other pupils.

KS1 PP children will at least meet attainment at expected and greater depth for reading, writing and mathematics from their EYFS starting points, particularly those entering KS1 with low or high prior attainment.

KS2 PP children will attain positive progress measures from their starting points at the end of KS1 in reading, writing and mathematics; particularly those entering KS2 with low or high attainment at the end of KS1.

In school teacher assessment tracking data shows accelerated progress and increased attainment. Further termly Rising Stars tests show an increase in the pupil scores and more pupils meeting the expected and exceeding standard.

Analysis of pupil work and test scores evidences impact of booster groups.

  1.  

 

EYFS children make rapid progress in their acquisition of communication skills: closing the gap in gaining the early learning goals of listening and attention, understanding and speaking between FSM eligible children and other pupils.

Focus during the reception year on providing a rich curriculum which develops all communication skills.

Adults seek expert advice for specific speech and language difficulties and implement additional activities and support as advised.

 

Gaps in attainment of the communication early learning goals close from 1% in 2017 for listening and attention; and 9% for understanding and 4% speaking and listening.

Review of specific speech and language programmes or activities show that they are increasing children’s skills.

  1.  

Children are well supported to develop emotional resilience and sustain concentration when learning.

Adults identify those pupils who need to develop resilience, confidence and concentration and put in place specific support as required. This could include: strategies to support learning and increase confidence; play therapy; counselling; or other approaches as necessary.

Implement ‘Growth Mindset’ as a school wide strategy to help to develop resilience.

 

 End of EYFS gaps for the early learning goals of self-confidence and self-awareness and managing behaviour are closed.

Additional planned support for pupils throughout the school is impactful so that pupils develop emotional resilience and are confident when tackling new/challenging tasks.

  1.  

Attendance for individual pupils in school is monitored at least fortnightly, including patterns of attendance and reasons for absence. The school will work very effectively with the pupil and their family to increase attendance to above the national average.

Where absence is unavoidable e.g. due to illness, the school will ensure that strategies are in place to address gaps in learning caused by absence.

Good communication with families is effective so that parents/carers attend school activities and information sessions and opportunities for attending school holiday activities across Medway are signposted.

Attendance of the PP group is in line with or above non PP children. Pupil premium group persistent absence remains low.

 

Parental attendance at school activities increases.

Uptake of holiday enrichment activities increases.

 

 

 

  1. Planned expenditure
  • Academic year

2018-19

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

  1. Quality of teaching for all

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?

To close the gap between PP/non PP children initially at Y2

& Y6

Gap analysis of Rising Stars assessments at the end of each term

Gap analysis shows misconceptions of strategies to use and basic concepts

Data from Raise Online/the need to raise % of children meeting Floor Standards

PP Manager will ensure Y2 & Y6 children receive additional support in order to improve their knowledge.

PPM

Class Teachers

Implementation reviewed as a consequence of assessments at the start of the following term

 

(£8,322.80)

Booster groups to specifically target PP children in Y2 and Y6 for RWM

 

Discussions with phase leaders following Pupil Progress meetings

School tracking data and information

 

 

Timetabled adult support

PPM

Phase leader and class teachers

Termly and at points during the term as issues are identified.

 

(£2,732.40)

Additional adults to increase ratio of adults to pupils during literacy and maths lessons

To further support lower attaining yr6 and yr 2 pupils to make rapid progress in Reading, Writing and Maths

Small group adult pupil ratio

Pupils are vulnerable because of lower historic attainment. Small group will promote engagement thus raising self-confidence, increase and sustain concentration and provide focused adult feedback.

Small group dedicated daily literacy and maths lessons - Lesson observations and monitoring of pupil work

PPM / SLT

Daily and termly assessments

 

(£15,569.23)

PP pupils writing skills will increase to meet age expected outcomes and they will be able to write in a variety of genres.

Focused support during English and cross curricular writing.

Pre-teaching vocabulary to identified pupils so that they can choose and select when writing

Writing is a key priority for the whole school. Individual pupil assessment shows that there are discreet skills and needs by pupil which need to be discreetly taught. Marking and feedback is very effective when it focuses upon individual need i.e. Mark less – well. Extending vocabulary increase access and understanding to all curriculum subjects. This benefits all children.

Focused teaching for identified pupils. In school PDM for extension vocabulary.

SENDCo

Class teachers

Moderation of books.

Timetabled learning walks.

 

(£12,312.00)

Accelerated progress in acquiring language and communication skills during reception yea.

High quality provision of opportunities to immerse themselves and develop and extend listening skills leading to an enriched vocabulary and increased confidence when speaking.

Commission speech and language therapist CPD for adults delivering speech and language programmes, including attendance at speech and language seminars.

Children’s language skills are below age expected on entry to reception in one or more areas. E.g. knowledge of concepts.

Some pupils benefit from further assessment with a speech and language therapist so that we can provide specific activities to promote communication.

 

Through provision of QFT opportunities during the reception year and timely referral for additional advice when required.

EYFS lead / SENDCo  S&L TA’s

SALT

Termly and before ./ after ISR’s

 

Reviews set by therapist.

 

(£9,124.00)

Total budgeted cost

£48,060.43

  1. Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Accelerate progress and increase writing attainment

Targeted phonic, spelling and writing intervention

PP children are not achieving as well as non PP in writing.  Poor phonics results in KS1 and some identified year groups indicate that an increase in phonological awareness and spelling will help to aid fluidity and speed at which children can write to improve overall attainment.

A rigorous and regular assessment cycle, pupil progress meetings between class teachers and SLT on a  termly basis will identify children who require timely intervention.  This will be logged and monitored in SIMs.

Class teacher / SLT

Termly assessment

 

0.00

Accelerate progress and increase reading attainment

Beanstalk reading intervention. 2 x 30 mins 1:1 reading sessions per week for targeted children

Implemented at the end of last year. This intervention has already shown  improved engagement with reading and increased confidence in pupils.

Programme guidance followed & led by experienced reading teachers.

PPM / Reading Manager

On a termly basis

 

0.00

Accelerate progress and increase maths attainment

Magic Maths Intervention run by an outside agency as an after school club

Identified pupils need to engage in and enjoy maths more often.  Magic Maths has been used in local schools with positive impact seen on attainment, progress and well being.

Programme guidance followed & led by experienced maths teachers.

PPM / Maths Manager

Termly

 

(2, 000)

To ensure all pupils are able to access the curriculum and make progress during lessons

PP children to receive targeted support during lessons on a daily basis and books marked in detail daily.

Data shows that PP pupils are not on track to make as good progress as non PP pupils. Targeted support and feedback every lesson will aim to diminish this difference. 

Use of PP profiles in every class to help all staff be aware of pupils and their needs with a termly focus identified. All Teacher’s and TA’s to target PP children on a daily basis.

CT’s

TA’s

SENDCo

Daily through marking of work and verbal feedback given.

Termly through data analysis and profile reviews.

 

(£33,155.84)

Expert advice and assessment from Educational psychologist (EP) to provide information to support pupils’ learning and development.

Diagnostic assessment by EP

 

 

Pupil has more complex needs that require a wider range of specific strategies beyond those usually offered.

SENDCo leads commissioning of assessment and monitors delivery of the advice/actions by class teaching team and parents.

SENDCo

Throughout delivery of programme and In School Reviews (ISR’s)

 

 (£2,381.00)

To ensure support is effective in improving children’s emotional well-being.

Identified children to receive play therapy.

Trained and qualified therapist who is sensitive to the needs of the children and able to address their emotional needs. This has proved a successful approach in previous years.

Review of six weekly blocks by the Pupil Support Team and through individual feedback. 

SENDCo

PFSW

Play Therapist

Reviewed at the conclusion of each six weekly blocks.

 

(£3,310.00)

The school will work very effectively with the pupil and their family to increase attendance to above the national average and further reduce persistent absence below 2.9% from 2016.

Use of PFSW to engage with parents helping them to use a range of strategies to increase pupil attendance.

Attendance

Data evidence over time shows that the deployment of the PFSW is very impactful. School attendance is above the national for the group and persistent absence is well below the national for the group.

Attendance Advisory Service is commissioned to advise and evaluate impact of our provision.

Weekly summarise of attendance data are used to prioritise families for support.

PFSW

Office Manager

AAP

Monitoring of pupil attendance.

 

(£7068.00)

 

 

 

 

 

 

 

Total budgeted cost

£47, 914.84

 

 

  • iii. Other approaches
  • iv.

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?

Family engagement with out of school hours enrichment activities offers experiences for all.

Engagement with locally offered activities e.g. Chatham Dockyard Trust.

Funding of residential and non-residential school visits.

Parents may not always be aware of local events and opportunities. Good communication will promote these opportunities and increase attendance.

Good communication with parents.  Funding of school visits.

CT’s

SBM

After each visit / experience.

(£10,751.98)

Family engagement with school to improve attendance for disadvantaged pupils (OFSTED key outcome)

Families identified in the weekly persistent absentee report to be targeted and invited in to attend workshops to motivate and engage. This could be through joint breakfast club, joint story time, family lunches etc. 

It was identified through a recent OFSTED inspection that although we are working hard to improve attendance for disadvantaged pupils there remains an identified group of persistent absentees.

PPM, PFSW, AAP and families to work together to build strong relationships.

PPM / PFSW

Weekly and Termly attendance reports, analysis of attendance data

 

(927.50)

 Children will have an opportunity to socialise with peers before and after school encouraging a good start to the day.

Ensure access to breakfast club and Sam’s Place (After school club) and fund places if necessary.

Parents may not be aware of these options that are available before and after school. Good communication will promote these possibilities.

 

Good communication with parents.

Children will be in school in plenty of time to feel settled and ready to learn, after a healthy breakfast. 

Children will be able to learn social skills from their peers during games and activities at Sam’s Place.

HT

PFSW

SBM

Termly and after discussions with parents.

 

(£585.25)

 

Total budgeted cost

£11, 337.23

OVERALL BUDGETED COSTS

£108,240.00

 

 

  1. Review of expenditure

Previous Academic Year

2017-18

  1. Quality of teaching 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.

Lessons learned

(and whether you will continue with this approach)

Cost

To close the gap between PP/non PP children initially at Y2

& Y6

Gap analysis of Rising Stars assessments at the end of each term

Gap analysis proved helpful in identifying areas of learning where children required additional support / over learning to help to focus intervention and additional support.  This made a positive impact on pupils in general. Although the gap between PP/non PP is not yet closed. 

 Y2 and Y6 remain an initial focus, although PP in general must become a key focus across all year groups to drive accelerated progress. Gap analysis of rising stars to continue and teachers to continue to use this to inform their planning and teaching.

 

Booster groups to specifically target PP children in Y2 and Y6 for RWM

 

Discussions with phase leaders following Pupil Progress meetings

Not enough impact was seen on improving outcomes for PP children, however, booster groups were successful in many ways.  They helped to mentally prepare children for the emotional stress of testing and therefore helped the children to access the material more easily.

Booster groups to be offered again with a focus on PP children who are cusping to ensure they have access to additional learning opportunities. through triangulation of termly assessments PP children identified as needing to meet in all areas (R, W, M) to be targeted.

 

Additional adults to increase ratio of adults to pupils during Maths lessons

To further support lower attaining yr6 and yr 2 pupils to make rapid progress in maths

Small group adult pupil ratio 1:7

Two teachers were employed to work with identified children in year 6 and year 2. Despite a high level of support and daily input / feedback from the teacher and TA the impact on attainment was not as hoped.  support had a positive impact on children’s emotional wellbeing and self confidence.  The level of work produced in terms of quantity increased and children were engaged in their learning and excited about writing.

This provision will remain to be offered to children but with a heavier focus on supporting PP children and an increase in the number of disadvantaged children meeting expected standard. 

 

PP pupils writing skills will increase to meet age expected outcomes and they will be able to write in a variety of genres.

Focused support during English and cross curricular writing.

Pre-teaching vocabulary to identified pupils so that they can choose and select when writing

PP children were exposed to a variety of genres and some good progress has been seen within year groups. A gap remains between PP and Non and this must become a focus for next year.  

Writing remains a focus for all pupils this year with an additional focus on PP children to ensure the gap is diminished. Pre-teaching of vocabulary needs to become a part of QFT and part of regular practise.

 

Accelerated progress in acquiring language and communication skills during reception year.

High quality provision of opportunities to immerse themselves and develop and extend listening skills leading to an enriched vocabulary and increased confidence when speaking.

Commission speech and language therapist CPD for adults delivering speech and language programmes, including attendance at speech and language seminars.

All children were screened early in the school year and any difficulties quickly identified. As a cohort there were many speech and language difficulties identified and a whole class approach was adopted following advice and training by speech and language therapist.  By the end of the year only a small number of children remained on S&L intervention and these were children with additional SEN needs and involvement of outside agencies.

All children will continue to be screened early in the school year and timely intervention put into place to overcome communication difficulties at an early stage. We will continue to commission a Speech and Language therapist for the school to work with both pupils and staff.

 

  1. Targeted support

Desired outcome

Chosen action / approach

Estimated impact:

Lessons learned

 

Cost

To ensure all pupils are able to access the curriculum and make progress during lessons

PP children to receive targeted support during lessons on a daily basis and books marked in detail daily.

 A review of PP led to all teachers identifying children in their classes on daily lesson plans.  This meant that disadvantaged children were focused on for targeted questioning during input and timely feedback as part of assessment for learning. It is as non-negotiable expectation that teachers / TA’s will support PP children and mark their books on a daily basis compared to every other day for non PP children.  This has had a positive impact on adult’s awareness of the needs of the pupils in their class and allowed PP children to take the next steps in their learning.

 Class teachers to continue to identify PP children on daily lesson plans and staff to ensure they continue to target disadvantaged pupils in all lessons on a daily basis. 

 

Expert advice and assessment from Educational psychologist (EP) to provide information to support pupils’ learning and development.

Diagnostic assessment by EP

The number of days purchased as a school increased this academic year. This has allowed more families to benefit from support. EP has worked with children, parents and staff this year and we are beginning to see some small steps of progress from the strategies put into place following assessment and advice.

We will continue to buy in to this traded service and due to an increase in the number of children with additional needs who are PP we will continue to buy in the higher number of days.

 

To ensure support is effective in improving children’s emotional well-being.

Identified children to receive play therapy.

The emotional well-being of our pupils is very important to us.  Play Therapy was accessed by both PP and non PP children and has had a positive impact.  Children’s behaviour and emotional state of mind  is improved and they appear more settled in school and at home.

We will continue to buy in to play therapy in the coming academic year.

 

The school will work very effectively with the pupil and their family to increase attendance to above the national average and further reduce persistent absence

below 2.9% from 2016.

Use of PFSW to engage with parents helping them to use a range of strategies to increase pupil attendance.

The PFSW has worked very closely with class teachers to ensure that non-attenders are immediately flagged and a telephone call to ascertain whereabouts is made. This has had a positive impact on attendance although there are still an identified group of persistent absentees among disadvantaged pupils. .

PFSW will continue to closely monitor attendance along with teachers, office manager and school AAP.

PPM and PFSW to liaise and create an action plan to engage and motivate families to attend.

 

  1. 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.

Lessons learned

(and whether you will continue with this approach)

Cost

Family engagement with out of school hours enrichment activities offers experiences for all.

Engagement with locally offered activities e.g. Chatham Dockyard Trust.

Funding of residential and non-residential school visits.

There has been a significant increase in engagement of additional activities. PP pupils have been able to access residential trips and enrichment activities through funding.

All PP children to be offered funding to attend residential and non-residential trips as standard practise for the coming academic year.

 

Pupils will learn musical instruments in KS2.

Ensure access to KS2 music tuition and fund if necessary. Performance opportunities to build self-esteem and confidence e.g. church and music festivals.

Music tuition has been funded throughout the year for piano lessons. This has given children the opportunity to develop their talents in non-academic subjects and broaden their whole education including nurturing skills and talents.

Pupils will continue to be offered music tuition and opportunities to perform to build self-confidence and  focus on a holistic approach to learning.

 

 Children will have an opportunity to socialise with peers before and after school encouraging a good start to the day.

Ensure access to breakfast club and Sam’s Place (After school club) and fund places if necessary.

School has funded places at breakfast club and after school club this year on a daily basis. This has ensured that pupils were settled in school, well fed and ready for learning in the mornings and allowed pupils time to relax and socialise with children from other schools, enriching their social experiences at after schools club.  .  

School will continue to fund places at breakfast club and after school club for PP children as needed.

 

Pupil Premium funding received for the period Sept 2017 – 31st August 2018: £ 112,420.00

 

7. Additional Detail

PP to continue to be a whole school priority for the coming academic year 2018-19

 

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