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Pupil Premium

Pupil Premium Strategy Statement

Medway Anglican Trust: All Saints CE Primary School

  1. Summary information

School

All Saints CE Primary School

Academic Year

2016/2017

Total PP budget

£102,220.00

Date of most recent PP Review

23 Feb 2017

 

Total number of pupils

315

Number of pupils eligible for PP

90

Date for next internal review of this strategy

 

24 May 2017

 

  1. Current attainment

 

Pupils eligible for PP (All Saints)

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

Key Stage 2 2016 Outcomes

 

 

% achieving expected standard or above in reading, writing & maths by the end of KS2 2016

 

 

50%

60% (39%)

% making sufficient progress in reading by the end of KS2

-0.51

0.33 (-0.72)

% Achieving expected or better attainment in the reading test

50%

72% (53%)

% making sufficient progress in writing (or equivalent)

-1.27

0.12 (-0.26)

% Achieving expected or better attainment in writing teacher assessment

60%

79% (64%)

% making sufficient progress in maths

1.31

0.24 (-0.52)

% Achieving expected or better attainment in the mathematics test

60%

75% (57%)

Key Stage 1 2016 Outcomes

 

 

% achieving expected standard in reading teacher assessment

57%

78% (62%)

% achieving expected standard in writing teacher assessment

50%

70% (53%)

% achieving expected standard in mathematics teacher assessment

57%

77% (60%)

Phonics Year 1 % Meeting standard

82%

83% (70%)

Phonics Year 2 % Meeting Standard

100%

93% (86%)

  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 attainment gap in reading, writing & maths across KS1 and 2 is not yet closed with other pupils in school, although PP progress is generally in line or above that of other pupils. The gap is largest in writing.

  1.  

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

C.

For some, emotional barriers result in reduced resilience and sustained concentration when learning.

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

D.

Need to increase attendance for some pupil premium pupils so that all pupil premium pupils are good attenders (currently 95.9% for the group April 2017).

Need to increase parent/carer understanding of the new curriculum and out of school hours’ access to 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, with progress & attainment of every child recorded, gap analysis completed, with common misconceptions/errors resolved
  • Booster groups to specifically target PP children in Y2 and Y6 for RWM
  • After school booster club to target Y6 children in Reading, GPAS and Maths
  • Additional HLTA to increase ratio of adults to pupils during Maths 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 14% in 2016 for listening and attention; and 11% for understanding and 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.

 

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 above 96%; Pupil premium group persistent absence remains low (2.9% in 2016).

Where pupils have been absent, analysis of their subsequent attendance for the year shows an improvement.

 

Parental attendance at school activities increases.

Uptake of holiday enrichment activities increases.

 

 

  1. Planned expenditure
  • Academic year

2016-17

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

 

(£8,222.79)

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

 

(£2,732.40)

Discreet daily literacy lessons to boost skills for targeted PP children in Y3/4 for reading and writing.

To further support lower attaining y3/4 pupils through offering a highly differentiated curriculum to boost phonic, reading and writing skills on a daily basis.

School tracking data and information.  Advice from outside agencies through ISR’s

Small group dedicated daily literacy skills lesson

SENDCo / Specialist TA

Daily and termly assessments

 

(£11,752.00)

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

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

Small group adult pupil ratio 1:7

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 maths lesson

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

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

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

£47,960.41

  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?

Increase in R & W attainment/progress

10 week programme of Digismart for 8-10 children

Has been very successful in previous years with improved RA and increased confidence

Programme guidance followed & led by experienced teacher

PPM

At end of programme

 

(£580.00)

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. 

Introduction of PP profiles in every class to help all staff be aware of pupils and their needs. 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.

 

(£28, 335.84)

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.

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

£41,094.84

  • 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?

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.

(£600)

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.

Learning a musical instrument has proven to be beneficial for example supporting the learning of mathematics.

Feedback from music tutors and pupil participation and enjoyment.

CT’s

Music lead

Termly and after first commencement of tuition.

 

(£227.50)

 

 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

(£1,412.75)

 

  1. Review of expenditure

Previous Academic Year

2015-2016

  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 enable all children the best opportunity to access their learning and meet the expected standard for their year groups.

Intervention groups to target those children identified as not working at the expected level for their year group.

Overall PP children made good progress in reading, writing and maths with 50% achieving age expected by end of KS2. Compared to national PP children 39%. Although there is still a difference between PP children and non PP children we are working hard to diminish the difference and adapt our support strategies accordingly.

 We need to review the strategies used to support disadvantaged children within the classroom more rather than in discreet interventions.  Making sure their main barriers are identified and all members of staff understand how to support the children to meet their full potential.

See below

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

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

The majority of children that required short term speech and language intervention made good progress and were assessed to be age appropriate.  For the few who required further support the speech and language therapist provided a support package that was put into place and reviewed regularly.

Continue to screen all children as they enter foundation stage.  Short term intervention has a positive impact with the majority of children only needing 1 – 2 terms of intervention before reaching age appropriate. This intervention shall continue to be offered.

See below

  1. Targeted support

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 support the social, emotional and mental health of vulnerable pupils.

Offer play therapy sessions to identified pupils on a weekly basis

Whilst still respecting confidentiality rules, therapists were able to indicate if a pupil was making progress in the sessions and if more sessions were required or a short 6 week block met their needs. 

Pupils feel more settled in school and/or at home and are therefore more able to learn. 

One year 6 pupil said that “Play therapy really helped me to feel more relaxed.  It really helped.  I think it’s a great idea.”

It is tricky to measure impact of softer interventions as they impact upon a child’s social and emotional well-being.  However, pupil voice and pupil attitude and behaviour have helped us to identify if a strategy has been successful.   In this instance play therapy can be deemed a success and will continue to be offered to support children’s social and emotional well-being.

See below

Increase reading  and writing skills of targeted children in Y5/6

Digismart programme to be run after school for 10 weeks for both PP and non PP children

Reading ages were assessed prior to start of programme & again at the end. All pupils that took part had an increase of between 2 - 35 months reading age.

Social skills also improved as children supported each other.

The Patron of Digismart, Sheila Hancock, celebrated actress and author, even came to tour our school and meet some of the pupils involved in the work, celebrating their successes. 

Programme has now been run for two years and will continue for a third.  All Saints school is regarded by Digismart as an exemplar for other schools.

An ex pupil, now in year 7, has been invited back to help tutor and support the next group of children to take part, acting as a peer role model.

See below

  • iii. 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.

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.

See below

 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.

See below

 

 

 

 

 

Pupil Premium funding received for the period Sept 2015 – 31st August 2016

 

£108, 469.00

 

 

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