Pupil premium strategy statement: Waterwells and Hunts Grove Primary Academy.

1.  Summary information
School / Waterwells and Hunts Grove Primary Academy
Academic Year / 17-18 / Total PP budget / 92,580 (WW)
£10,000 (HG)
Total: £102,580 / Date of most recent PP Review / N/A
Total number of pupils / 363 / Number of pupils eligible for PP / 57 (WW) / 4 (HG) / Date for next internal review of this strategy / July 18
2.  Current attainment
Pupils eligible for PP (your school) / Pupils not eligible for PP (national average)
% achieving expected level or above in reading, writing & maths / 62.5% / 53%
% achieving expected level or above in reading. / 75% / 66%
% achieving expected level or above in writing. / 75% / 74%
% achieving expected level or above in maths. / 87.5% / 70%
3.  Barriers to future attainment (for pupils eligible for PP)
4. 
In-school barriers
A.  / Below national average starting point on Reception intake.(CEM screening on entry)
B.  / Below average speech and language skills.
C. / Ability to self-regulate behaviours is poor. (Thrive Approach Assessments)
External barriers
D. / Low attendance and late arrival at school.
E. / Transient nature of a developing community including a local traveller site
Developing skills and personal qualities
Extending opportunities
Strategies/Desired outcomes / Success criteria
Pupil premium funding at Waterwells and Hunts Grove Primary Academy is used to support the deployment of an inclusion team;
1 X Pupil premium Champion (half a day). Specific teaching for targeted groups.
1 x full time learning mentor
1 x full time FSW.
1 x part time SENCO.
Teaching assistants will also be deployed to deliver high quality, recognised interventions. (2x TA KS1 & KS2)
Total cost of Inclusion team = £137,000 (Waterwells)/ Hunts Grove £15,000 / ·  Children have a secure understanding of the team around them and who to go to for targeted support.
·  Teaching staff feel supported and can seek advice on classroom strategies for behaviour or pastoral support.
·  Years 6, 5 and 2 have targeted teaching to close gaps in Maths and English.
A.  / The Trust recognises the importance of ensuring that all Teaching and Learning is of the highest quality and that all staff have the opportunity to develop skills through high quality CPD and coaching and mentoring. High quality CPD organised for all staff (teachers and teaching assistants) through effective performance management arrangements and engagement with external trainers/consultants
Allocated training/CPD budget = £5,500 (Waterwells)
£1,436 (Hunts Grove) / ·  All teaching is good or outstanding.
B.  / Pupil Premium children are able to access the new Maths and English curriculum with confidence. High levels of teaching assistants deployed throughout the school delivering in class support and structured interventions to meet specific needs of pupils.
Deployment of two Teaching Assistants to deliver high quality interventions = £40,000 (Waterwells) / ·  The gap between PP and Non PP children is closing in all year groups
·  Children make good progress in maths, reading and spelling catch up intervention programs.
C.  / Pre-school, reception and KS1 children make accelerated progress in spoken language and phonics. Employment of Specialist Speech and Language Teaching Assistant to deliver targeted programmes to support pupils.
See cost of inclusion team / ·  Children access catch up programs with targeted speech and language support.
D.  / Current attendance figure is increased or maintained with a decreased number of late arrivals. / ·  Number of PP children attending breakfast club is increased and more children arrive on time to lessons.
E.  / Improved behaviour across all year groups with pupils moving into Robinswood more able to make the transition with confidence and engage with all aspects of school successfully. Key members of staff trained as Thrive practitioners to enable them to support pupils with behavioural, emotional and social needs
See cost of inclusion team / ·  Recorded reduction of Red and Yellow cards.
·  Classroom observations show excellent classroom management
·  Managed moves from other settings are successful.
F.  / Develop a sense of awe and wonder in the world and aspiration for new opportunities, with special trips/events and regular opportunities to take part in Forest school sessions in order to promote good learning attitudes, improve behaviour and develop personal skills and qualities
The overall aim of forest school sessions is to encourage and inspire individuals through positive outdoor experiences, with a view to enhancing children’s abilities to take risks and develop high levels of resilience and to co-operate with others in a range of situations
Forest School provision = £8,000 (Waterwells) £2,000 (Hunts Grove) / ·  Children who would like to participate in residential trips and one day visits who may ordinarily not be able to are given financial support enable to attend
·  Through Forest School sessions pupils children will develop greater:
o  Levels of motivation, confidence and self esteem
o  Language and problem solving skills
o  Planning and skills of reflection
o  Levels of resilience
5.  Planned expenditure
·  Academic year / 2017 - 2018
i. 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?
The development of an inclusion team
Teaching assistants will also be deployed to deliver high quality, recognised interventions. / Extend provision of FSW.
Teaching assistants to target specific intervention teaching. / Initiatives and strategies detailed in the pupil premium overview are overseen/delivered by the inclusion team. Funding allocated to support and develop this team will allow for increased success. / Monitoring and performance management of staff.
Data collection for targeted interventions. / JB/HOS
Inclusion team. / July 2018
The Trust recognises the importance of ensuring that all Teaching and Learning is of the highest quality and that all staff have the opportunity to develop skills through high quality CPD and coaching and mentoring. / A structured timetable of coaching and mentoring will be in place to allow all teaching staff to improve and develop their teaching skills trust wide based on outcomes of performance management / Teaching will be good or outstanding in the majority of lessons.
Attainment standards will improve across all year groups. / Monitoring and performance management of all teaching staff. / EXH/HOS / July 2018.
ii.  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?
Current attendance figure is increased or maintained with a decreased number of late arrivals/non-attendance (due to circumstances). / Payment for Breakfast club / Children who attend school regularly have higher levels of attainment. We aim to maintain or improve our attendance figure and lower the number of lates/non-attendance. / Monitor children attending breakfast club. Class teachers to highlight children who would benefit from breakfast club.
Attendance officer to track individual attendance data. / RE/inclusion team. HOS. / April 2018
Pupil Premium children are able to access the new Maths curriculum with confidence.
Pre-school, reception and KS1 children make accelerated progress in spoken language and phonics. / Physical manipulative equipment for all aspects of Maths.
Speech and Language therapist (1 day). / Mathematics PP attainment was below National average.
Increased use of practical apparatus will support development of skills in number and problem solving.
Increased numbers of children join school with poor spoken language and the ability to make progress in Phonics.
Focussed targeted support in speech and language is planned to support development across R&KS1. / Lesson observations will be monitored by the Maths team to ensure practical apparatus is being used in lessons.
Speech and Language therapist will plan and implement a bespoke package for all children who are behind in speech or phonics. / Maths team lead.
JB/HOS/
Inclusion team lead. / April 2018
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?
Improved behaviour across all year groups with pupils moving into Waterwells more able to make the transition with confidence and engage with all aspects of school successfully. / The Thrive Approach Training and resources. / Children require increased support for appropriate behaviour choices and have gaps in their development for behaviour. The number of incidents requiring red or yellow cards (Behaviour tracking system) is too high.
Annually children join our school as the local community grows and require increased support to structure this transition. / Staff are trained in The Thrive approach will disseminate their expertise across the school with staff training and working with small groups or one to one to deliver high quality planned and targeted therapy.
Data will be collected for yellow and red cards termly. / HOS/EXH
Inclusion team. / April 2018
Develop a sense of awe and wonder in the world and aspiration for new opportunities, with special trips/events, i.e. residential visits and regular opportunities to take part in Forest school sessions in order to promote good learning attitudes, improve behaviour and develop personal skills and qualities / Regular opportunities to take part in Forest School sessions; the overall aim being to encourage and inspire individuals through positive outdoor experiences, with a view to enhancing children’s abilities to take risks and develop high levels of resilience and to co-operate with others in a range of situations / Children have limited access to opportunities beyond their local area due to financial or environment constraints.
Experience has shown that pupils greatly benefit from Forest schools sessions and feedback from staff and pupils is very positive about the impact this has on levels of confidence and well-being. / Regular sessions timetabled throughout the year and provision provided by a high quality external provider. / KH to facilitate / July 2018
6.  Additional detail
We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We will allocate Pupil Premium funding to support any pupil or groups of pupils that the school has legitimately identified as being socially disadvantaged.

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