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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

2018-19

Total PP budget

£220,277

Date of most recent pupil progress review

Spring 2018

Total number of children (including nursery)

462

Number of disadvantaged pupils

161

Date for next internal review of this strategy

July 2019

 

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

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 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 + HS

6 weekly

 

Year 6 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

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

HS

Summer 2019

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 2019

Provide a safe and engaging environment to improve behaviour at play time

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 2017- 2018

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 in summative assessments

SATS scores for Year 6 pupils improved from previous year

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

Number of children attending trip increased compared with previous year

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

SATS results show a marked improvement compared to previous year

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

SATS scores for Year 6 pupils improved from previous year

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

SATS scores for Year 6 pupils improved from previous year

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

 

SATs scores for Year 6 pupils improved from previous year

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

SATS scores for Year 6 and Year 2 pupils improved from previous year

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

         
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