Pupil premium strategy statement: Pixies Hill Primary School

1.  Summary information
School / Pixies Hill Primary School
Academic Year / 2017/18 / Total PP budget / £39,600 / Date of most recent PP internal Review / 17th July 2017
Total number of pupils / 207 / Number of pupils eligible for PP / 34 / Date for next internal review of this strategy / Termly
2.  Current attainment Year 6 Pupils
School figures are based on 8 children. / Pupils eligible for PP (school average) / Y6 Pupils (school average) / Pupils eligible for PP (national average) / Y6 Pupils (national average)
% achieving expected progress in the 2017 KS2 SATs Results Reading, Writing and Maths combined. / 75% / 87% / Unknown / 61%
% making ’good’ or better progress in reading (Progress measures to be announced by the DFE in October 2017) / 88% / 90% / Unknown / 71%
% making ‘good’ or better progress in writing (Progress measures to be announced by the DFE in October 2017) / 75% / 87% / Unknown / 76%
% making ’good’ or better progress in maths (Progress measures to be announced by the DFE in October 2017) / 88% / 93% / Unknown / 75%
3.Current progress by year group July 2017
Children added on in last calendar year indicated in brackets. / The School uses the Herts for Learning Assessment System across the school. The numbers relate to progress since the beginning of each key stage which we believe to be a powerful indicator of how well the pupil premium children are doing. The figures do not include attainment data though this is available if requested.
Year 1 (4 children) /
Reading / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
4 / 4 / 100.0 / 1 / 25.0 / 0 / 0.0
Writing / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
4 / 4 / 100.0 / 1 / 25.0 / 0 / 0.0
Maths / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
4 / 4 / 100.0 / 4 / 100.0 / 1 / 25.0
Year 2 (5 children) /
Reading / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
5 / 4 / 80.0 / 3 / 60.0 / 0 / 0.0
Writing / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
5 / 4 / 80.0 / 3 / 60.0 / 2 / 40
Maths / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
5 / 3 / 60.0 / 2 / 40.0 / 1 / 20.0
Year 3 (6children) / Reading / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
6 / 6 / 100.0 / 5 / 83.3 / 1 / 16.7
Writing / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
6 / 6 / 100.0 / 6 / 100.0 / 2 / 33.3
Maths / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
6 / 6 / 100.0 / 6 / 100.0 / 4 / 66.7
Year 4 (6 children) /
Reading / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
6 / 5 / 83.3 / 4 / 66.7 / 2 / 33.3
Writing / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
6 / 6 / 100.0 / 4 / 66.7 / 2 / 33.3
Maths / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
6 / 5 / 83.3 / 5 / 83.3 / 2 / 33.3
Year 5 (3 children) / Reading / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
3 / 3 / 100.0 / 2 / 66.7 / 0 / 0.0
Writing / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
3 / 2 / 66.7 / 1 / 33.3 / 0 / 0.0
Maths / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
3 / 3 / 100.0 / 3 / 100.0 / 0 / 0.0
Year 6 (8 children) / Reading / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
8 / 8 / 100.0 / 8 / 100.0 / 5 / 62.5%
Writing / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
8 / 8 / 100.0 / 7 / 87.5 / 7 / 87.5
Maths / Total
Pupils / Minimum
Sufficient
Progress + / Good
Progress + / Very Strong Progress
No. / % / No. / % / No. / %
8 / 8 / 100 / 8 / 100 / 5 / 62.5
3.  Barriers to future attainment (for pupils eligible for PP including high ability)
In-school barriers (issues to be addressed in school)
A.  / Our latest incarnation of our inspection dashboard confirms that none of our 8 children in receipt of pupil premium exceeded in their attainment in reading and writing.
B.  / Whilst there has been a marked improvement in FSM attendance this year rising from 92.9% in 2015-16 to 94.8% for in 2016-17, 10 of our children have attendance ranging from the mid to low 90s (%) and a further 3 children have dipped just below this. This results in a picture where this group of children are not persistently absent but as there are larger numbers in this category, the overall figures are affected. New systems were put in place this year which has improved the situation and further initiatives and measures are being considered by the governing body.
C. / Whilst phonic test results are good, teachers and monitoring activities often show gaps in children’s knowledge as they progress through KS1 and into KS2.
External barriers (issues which also require action outside school, such as low attendance rates)
D. / The school runs a range of workshops and initiatives which can be poorly attended and as a consequence, parents are not always able to support intervention work at home.
4.  Outcomes
Desired outcomes and how they will be measured / Success criteria
A.  / Ensure higher rates of pupil attainment (and progress) for children by the end of KS2 in reading and writing. / Future inspection dashboards will show a greater number of children exceeding in reading and writing attainment relative to the size of the group. (See 2017-18 SIP)
B.  / Weekly (HT) and Half Termly (Governors) analysis will show an improving picture of attendance for children on free school meals. Attendance rewards will be introduced and fines will be further considered. / (System put in place last year saw more dramatic improvements after some revisions made in January 2017). Attendance figures will improve on 2016-17 figures. FSM attendance will match or better that of the rest of the school.
C.  / New phonics scheme in place which will build on existing good practice and ensure full coverage and strong foundations throughout the school. / See the SIP, priority area 1. Improvement in phonics test, SPAG testing and all round spelling, reading and writing.
D.  / Full attendance at workshops and initiatives designed to assist parents. / Parent feedback on workshops will be positive. Attendance will be greater.
5.  Planned expenditure
Academic year / 2017/18
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.
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?
Successful, whole school phonics scheme in place which will strengthen the teaching of phonics, improve teacher knowledge and eradicate phonic teaching gaps across the school.
(£8,000) / This is a key area of our School Improvement Plan (Priority 1) but some core highlights from this are:
Purchase of Read, Write, Inc materials (£5,000)
Training in Read, Write, Inc materials (£3,000)
Leadership actions to include: Pupil voice evaluations, workshop for parents and links to performance appraisal.
Evaluation and review actions: Staff discussions, questionnaires and data (e.g. phonic test)
Events actions: Introduction of Phonic Fridays, Celebration Workshop, Phonics quiz, Spelling Bee and Beat the Teacher. / See in-school barrier ‘C’. For some time, we have wanted to improve the school’s approach to phonics teaching but have been prohibited by large costs. Although the school achieves well in phonics, reading, writing and SPAG, we want to be building a stronger foundation. / Actions detailed here contribute towards a core area of our School Development Plan. The range of actions taken will therefore be reviewed regularly at Governor School Improvement Committees. Many of the activities will be reviewed and evaluated by the teaching staff and the Senior Leadership Team. / HT, Literacy Leader, SLT and Governors / Half Termly
Improvement across the school in handwriting and presentation
(£250) / This is a key area of our School Improvement Plan (Priority 5) but some core highlights from this are:
Leadership: Evaluate effectiveness of current handwriting scheme, resourcing implications for SEN (£200), devise new policy, make handwriting and presentation more explicit in monitoring activities.
Expectations: Handwriting rewards, marking and feedback tweaks, TA training, handwriting display.
Teaching: Use of cursive handwriting, class rewards (£50), modelling / Presentation has been raised as a school improvement issue by Julie Kemp (Herts Improvement Partner) and Faye Heming (Ian Hart Ofsted Consultant) in the previous academic year. The school’s own monitoring activities also support this view and that this is currently a barrier to enabling children to reach the age-related ‘exceeding’ level for some children. / Staff meeting agendas will reflect improvements to teaching and learning. This will in turn be monitored by the governor school improvement committee. Refinements will also be made to school monitoring systems. / HT, Literacy Leader, SLT and Governors / Half Termly
A greater number of children (especially pupil premium children) who are in the ‘middle’ prior attainment cohort will access the ‘exceeding’ attainment by the end of KS2 thereby accelerating progress. / This is a key area of our School Improvement Plan (Priority 4) but some core highlights from this are:
Improving attendance: Incentives, introduction of fines, tight following of school systems.
Case studies: Standardise case study format, providing stronger evidence of progress.
Data: Introduce of new PAG spreadsheets, Assessment Leader discussions with class teachers about individual children, staff and gov training in new Raise equivalent.
Teaching: Marking and Feedback – revisiting expectations of teachers and children, Differentiation follow up work, Identifying opportunities to provide greater challenge. / Raise Inspection Dashboard (2015-16) shows no children on the pupil premium register attained an exceeding level of attainment in reading or maths. / This action will be tracked through pupil progress meetings, staff meetings, SLT meetings, termly data tracking and vulnerable group data. / HT, Class Teachers, SLT and Governors / Half Termly
Total budgeted cost / £8,250
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?
Raising Progress and Achievement
Cost: £16,126 (2 days funding) / 1 to 1 and small group provision for all children with low attainment or slow progress on the Ever 6 Pupil Premium Register / Pupil Progress Meetings and data analysis evidence that some pupils require additional support and intervention to meet their expected target. / The DHT and Pupil Premium Champion produce a timetable which is shared by all staff with identified children and when they have intervention time.
The Headteacher and Pupil Premium Leader review the data termly and all senior leaders (including governors and the SEND Leader) are involved in pupil progress meetings. / Pupil Premium Champion / Half Termly
Improved progress for all pupils
Cost: £9772 (1½ day funding) / Class teachers to use the ‘Vulnerable Groups’ assessment data sheet produced by the HT and Pupil Premium Champion to identify pupils. Pupils appear on planning to identify appropriate work and group/1:1 support which will enable all children. / In house data and pupil progress information shows that some children not on the pupil premium register still require additional support to match the progress of their peers. / Half termly data analysis tracking. Children identified are capable of exceeding are placed in group intervention groups with SB, KR or LJL if analysis shows they need additional support to exceed. / HT, DHT & Pupil Premium Leader / Half Termly
Improve attendance figures for children on the Pupil Premium Register (£1,000) / Continue to track all areas of children’s attendance (late, absence, etc) including groups (FSM, SEN, etc)
Identify barriers – work with families to remove barriers.