Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

What is Pupil Premium?

The Pupil Premium is funding provided to schools which is additional to main school funding. It is allocated according to: the number of pupils on the school roll who are eligible for free school meals (FSM); according to the number of children of service families (a smaller amount), and for each pupil who has been ‘Looked After’ (in care) for six months or more. In 2012, funding was extended to include pupils who have been eligible for free school meals within the past six years.

It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, this information must be published on the school website. Please see below for information regarding how the pupil premium was spent in the last academic year, the impact of this funding, and the plans for future spending.

Pupil Premium Strategy (for disadvantaged pupils) statement

Summary Information
School	Scraptoft Valley Primary School
Academic Year	2020-21	Total PP budget	£196,645	Date of most recent pupil progress review	Spring 2018
Total number of children (including nursery)	452	Number of disadvantaged pupils	157	Date for next internal review of this strategy	July 2021

Current attainment (KS2 Summer 2019)
	Disadvantaged pupils (your school)	Pupils not eligible for PP (national non-disadvantaged percentage)
% achieving ‘Age Related Expectation’ and ‘Greater Depth’ in reading, writing and maths	30%	70%
Progress score in reading	-3.45	0.31
Progress score in writing	-2.45	0.24
Progress score in maths	-2.38	0.31

Barriers to future attainment (for disadvantaged pupils including high ability)

In-school barriers

A. Baseline data in Reception shows that language and vocabulary assessments are lower for disadvantaged pupils than for other pupils. This slows reading and writing progress in subsequent years

B. British boys in receipt of Pupil Premium are making less progress than others (this reduces attainment)

C. Learning behaviours and high ambition/expectation need further development in order to promote high aspirations for disadvantaged pupils

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

C. Engagement with parents/carers and equipping them to support their child’s learning at home remains a challenge

D. Lateness and attendance of disadvantaged pupils is high compared to others

E. Families of disadvantaged pupils are sometimes unable to afford/access the additional enriching opportunities and experiences offered by the school or other agencies

Outcomes
	Desired outcomes and how they will be measured	Success criteria
A.	Improve the progress made by all groups by the time they leave the school, particularly the disadvantaged and those with low and high prior attainment	Disadvantaged pupils will make at least as much progress as ‘other’ pupils
B.	The self-awareness and confidence of disadvantaged pupils has improved	Confidence and aspirations of all PP children are raised
C.	Increased attendance rates and reduced lateness for disadvantaged pupils	The number of persistent absentees among disadvantaged pupils will reduce. Overall PP attendance will increase towards the school target
D.	To identify and use strategies to close the gap between Pupil Premium and non-Pupil Premium; disadvantaged and non-disadvantaged	Progress and attainment of PP and disadvantaged pupils with be closer in line with ‘other’ pupils. The gap will have begun to close

Planned expenditure
Academic year	2020/2021
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 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?
Improve the progress made by all groups by the time they leave the school, particularly the disadvantaged and those with low and high prior attainment		Data knowledge to enrich quality teaching	Knowledge of starting points will enable staff to target the curriculum and their teaching approaches to maximise the potential for progress	Ensure staff are issued with data which identifies individual pupil starting points from all groups Lesson observations and work scrutiny provides evidence that data is used to plan appropriate work for different groups of pupils	SLT	Ongoing
		Milestones are set to provide specific targets for staff to aim for	Accountability for progress from starting points is improved	School leaders regularly monitor, evaluate and review milestones and targets Milestones and targets are met or revised in light of ongoing evidence Pupil progress from each different starting point is evident	SLT	Ongoing
		Pupil Progress Meetings identify disadvantaged pupils to ensure teaching is adapted accordingly	Targeted support will improve outcomes for disadvantaged pupils	Pupil Progress Meetings ensure that staff focus sharply on the progress of pupils that do not make expected progress Progress Scores for all pupils improve in all year groups Pupil Progress Meetings increasingly are used to target the progress of different groups	LC + LFr	6 weekly
		Year 6 and Year 5 pupils are taught Literacy and Numeracy in small groups Set up a new teaching space for the groups	Smaller class size will improve teaching and learning – increased teacher time per pupil, reduction of behaviour issues, opportunity for greater targeted support	Identify strategies to close the gap between: pupils with low and middle prior attainment; Pupil Premium and non-Pupil Premium pupils; Disadvantaged and non-disadvantaged Identified strategies impact on pupil progress so that gaps for all groups close Data trawls provide evidence of accelerated progress made by pupils with low prior attainment	SE + SLT	Termly
		Greater depth project will improve the quality of writing in KS2, particularly for those pupils who are more able	Evidence of high quality teaching and curriculum development, supporting more able pupils in schools across LA	Implement and disseminate key learning from Greater Depth writing training Key learning from the training is identified during lesson observation and work scrutiny An increasing proportion of pupils in KS2 achieve at the higher standard in writing	HS	Termly
		To further improve the quality of teaching of maths in order to improve outcomes from different starting points	White Rose has proven evidence base of improving the quality of teaching nationally	Using a coaching model, further develop and embed the principles and strategies of the ‘White Rose’ approach to teaching Maths across the school in order to improve pupil outcomes. Coaching model is implemented and lesson observation and work scrutiny show that practice is developed. Developing practice is shared in staff meetings and reviews. Improvements in practice are recognised during visits made by members of partner schools	SE	Termly
		Improve the teaching of phonics in order to accelerate pupils’ progress in the development of phonic awareness and use of language	KTC has proven evidence base of improving the quality of teaching across the LA	Implement Knowledge Transfer Centre (KTC) training in Early Years and KS1 in order to develop teachers’ skills and practice in the teaching of phonics. Monitoring provides evidence of teacher development in the use of KTC principles and strategies Lesson observation and work scrutiny evidence identifies pupil progress in their phonic awareness and skills More than 60% of Year 1 pupils achieve at the required standard in the Phonics Screening Test Develop the role of the KTC Champion KTC Champion receives training and develops appropriate intervention in order to support staff	KH + AS	Ongoing
Increased attendance rates and reduced lateness for disadvantaged pupils.		Continue to use Fantastic Fridays’ to promote good attendance and punctuality	Attendance is key to progress	Learning Mentor has responsibility for attendance and the improvement of attendance Learning Mentor reports to Governors on a termly basis Learning Mentor has direct contact time with target children/families to support them in improving their attendance	MP	Ongoing
		Provide 100% attendance trip for pupils and staff	Attendance is key to progress	Number of children achieving 100% attendance increases	HS	Termly
		Weekly monitoring of class attendance	Competitive element ensures pupils are motivated	Class teachers encourage good attendance.	MP	Weekly
Total budgeted cost						£106,000
2) 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?
To identify and use strategies to close the gap between Pupil Premium and non-Pupil Premium; disadvantaged and non-disadvantaged.		Targeted support from Teaching Assistant to deliver interventions and SEND assessments	Trained staff deliver effective interventions enabling pupils to catch up	SENCo will monitor interventions through regular progress meeting with staff and effective use of provision tracker	CL	Termly
		Reading Champion support and interventions	Highly trained staff provide support and training for staff and deliver interventions enabling pupils to catch up	SLT and Literacy Leader will monitor through pupil progress meetings, termly data trawls	KH	Ongoing
		1:1 reading - support	Trained staff to provide daily reading opportunities linked with evidence base that shows link between reading miles and future academic success	Reading Champion monitors pupil progress and quality assures assessments	KH	Termly
		Specialist Teaching Assistant to provide behaviour support for individual and groups of pupils	Pupils need to be ready to learn and demonstrate appropriate learning behaviours so that they can access the curriculum	SLT will monitor effectiveness and use information to prioritise where support should be targeted	SLT	Ongoing
		Targeted spelling and grammar support – Year 6	Spelling is a school wide issue. Work scrutiny demonstrates pupils inability to translate grammar knowledge to independent writing	Literacy Leader will monitor Pupils will demonstrate improved spelling and use of grammar in their independent writing % of pupils achieving ‘expected’	PJ	Termly
		Academic coaching for Year 2 and Year 6	High quality 1:1 and small group teacher input	SLT will monitor effectiveness Assessment Leader will monitor through data information	Year 2 and 6 Teachers	Termly
		Year 6 interventions/same day targeted support-	Evidence suggests that the most effective way to address misconceptions is to address within the same teaching day	Class teachers will identify pupils that require additional support in order to allow those pupils to not fall behind	SE	Ongoing
Total budgeted cost						£64,000

3) 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?
The self-awareness and confidence of disadvantaged pupils has improved.		Enrichment activities – visits, trips, cultural events, specialist tuition	Pupils that are engaged with their education and are motivated to learn will achieve better outcomes	Subject leaders and class teachers will ensure that activities promote the curriculum enhancement and engagement of pupils	All staff	Ongoing
		Specific support for pupils to be ‘ready for learning’ i.e. uniform, transport, personal properties	Remove where possible physical barriers that exist to enable pupils to be ready to learn	SLT will ensure effective use of funds for individual pupils/families	LC	Ongoing
Increase parental involvement		Parent workshops, SATs support, fetes,	Evidence suggests parental support has the greatest impact on a child’s academic success	Phase Leaders will ensure that activities encourage parental engagement and are well attended	LFr	Summer 2021
Provide high quality and affordable wrap around care to support parents and enable pupils to be ready for learning		Breakfast Club and Tea Time Club will provide high quality care	Pupils who have a healthy breakfast perform better academically. Parents indicated the requirement for after-school care – school responded to need	Club Leaders will ensure that each care setting provides appropriate care Benefits for individual pupils/families will be tracked through case studies	LC	Annual – April 2021
Provide a safe and engaging environment to improve behaviour.		Improve and increase the equipment available. Alter the playground use to maximise space. Employ Teaching Assistants to provide supervision at lunchtimes	Pupils who have active and engaged lunchtimes and playtimes will ready to learn and have a greater ability to engage with learning. Teaching Assistants who support children in the classroom will provide a seamless transition between structured and unstructured times	Phase leaders will monitor the day to day behaviour. SLT will complete regular observations of the playgrounds. Monitoring of recording systems i.e. cpoms and medical notes	SLT	Ongoing
Total budgeted cost						£51,000
TOTAL BUDGETED COST FOR HEADINGS						£221,000

Review of expenditure 2019- 2020
1) Quality of teaching for all
Desired outcome	Chosen action/approach			Estimated impact: Did you meet the success criteria? (include impact on non PP pupils if appropriate)
To further improve the quality of teaching over time so it impacts on progress from starting points in reading, writing and maths in each class from Early Years to Year 6 and that the gap between all pupils and disadvantaged close, in line with the milestones and targets.	Develop the use of ICT across the curriculum	Purchased ICT equipment to aid and improve all teaching. Staff provided with iPads to enhance their teaching through their personal understanding and use of equipment		Equipment and associated apps/licenses purchased. Equipment used regularly Staff demonstrate increased confidence with use of ICT Planning shows regular use of ICT
	Implement the ‘white rose’ approach to teaching Maths	CPD provided for all staff, enabled the implementation of the White Rose materials across the school Monitoring and support provided for all staff and bespoke support provided where and when required		Evidence of improved teaching and learning. Evidence of increase in attainment across the school.
	Pupil Progress Meetings identify disadvantaged pupils to ensure teaching is adapted accordingly	Pupil progress meetings across the school focus on pupils who do not make the expected gains in progress and attainment. Interventions and support is provided for those pupils		Data indicates that gap between disadvantaged and their peers is closed over the academic year. Formative data shows where interventions are successful and changes made to those that are not.
To improve the quality of teaching	NQTs are well supported so that their teaching is mainly good	NQTs are provided with a bespoke package of challenge and support		NQT observations show a clear improvement in their teaching over the academic year NQTs successfully complete their induction period
Increased attendance rates and reduced lateness for disadvantaged pupils.	Continue to use Fantastic Fridays’ to promote good attendance and punctuality	Fantastic Friday’s promote good attendance and punctuality		Number of children attending Fantastic Friday’s increases incrementally over the academic year Punctuality improves over the year
	Provide 100% attendance trip for pupils and staff	Trip rewards children and staff with outstanding attendance		N/A - COVID 19
	Weekly monitoring of class attendance	Competitive element promotes positive attendance		Intra-class competition increases awareness of the negative impact of absence and encourages children to attend
Total budgeted cost				£90,000

2) Targeted support
Desired outcome	Chosen action/approach			Estimated impact: Did you meet the success criteria? (include impact on non PP pupils if appropriate)
To monitor and review interventions and actions taken to ensure that disadvantaged pupils have made accelerated progress.	Year 6 interventions/same day targeted support-	Experienced Teacher provides same day interventions and booster sessions for children.		Formative data shows where interventions and booster sessions are effective.
	1:1 reading - support	Teaching Assistant trained in reading support provides regular reading opportunities to children		Rate of progress in terms of book levels for supported children is either in line or ahead of peers when progress previously had been a cause for concern
	Targeted support from Teaching Assistant to deliver interventions and SEND assessments	Teaching Assistant trained in appropriate interventions Interventions delivered to appropriate individuals and groups – provision map termly		Intervention data provides progress evidence against short term and measurable targets
	Reading Champion to provide appropriate interventions across the school	Interventions delivered to appropriate groups and individuals Quality support provided for staff to improve quality first teaching		Intervention data provides progress evidence against short term and measurable targets
	Targeted spelling and grammar support – Year 6 and Year 2	Interventions delivered to appropriate groups and individuals		Intervention data provides progress evidence against short term and measurable targets
	Specialist Teaching Assistant to provide behaviour support for individual and groups of pupils	Experienced staff ensures smooth transitions, works effectively to notice and diffuse trigger points Manages situations to de-escalate and minimise disruption to learning		Behaviour incidents reduced and evidence showed a reduction in the number of repeated incidents or similar behaviours from the same children
	Academic coaching for Year2 and Year 6	Interventions delivered to appropriate groups and individuals		Intervention data provides progress evidence against short term and measurable targets
Total budgeted cost				£115,500

3) Other approaches
Desired outcome	Chosen action/approach			Estimated impact: Did you meet the success criteria? (include impact on non PP pupils if appropriate)
Increase parental involvement	Participation in parent workshops and attendance at parents’ evenings.	Parent workshops held half termly Engaging activities provided to promote engagement Giveaways provide ideas and resources to support learning at home		Attendance at parent workshops increases and remains consistent as workshops are held across more year groups Parents’ evening is well attended and parents report using resources provided to support their child’s learning at home
The self-awareness and confidence of disadvantaged pupils has improved.	Enrichment activities – visits, trips, cultural events, specialist tuition	Cost of trips supported to ensure that all children have fair access. Guitar tuition supported to give disadvantaged pupils access to extra-curricular activities		Trips enrich the curriculum and consistently are reported as ‘highlights’ of children’s experience at school. Parents welcome financial support to enable their children to take part
	Specific support for pupils to be ‘ready for learning’ i.e. uniform, transport, personal properties	Uniform provided, equipment provided. Additional resources such as books, home learning equipment provided		Resources provided enable children to attend, engage with their learning and complete home learning when it would otherwise not be possible
Provide high quality and affordable wrap around care to support parents and enable pupils to be ready for learning	Breakfast Club and Tea Time Club will provide high quality care	Wrap around care provided, includes food, physical exercise and a calm and engaging environment		Wrap around care is well attended supports parents in improving attendance. Provides a smooth transition for unsettled children. Learning rates of those pupils increases. Supports parents in returning to work
Total budgeted cost			£39,500
TOTAL COST			£245,000

Department for Education Articles and advice for children and young people.