Pupil premium strategy statement 2017 - 2018 Brookside School
1. Summary informationSchool / Brookside Primary School
Academic Year / 2017-2018 / Total PP budget / 102,000 / Date of most recent PP Review / September 2017
Total number of pupils / 201 / Number of pupils eligible for PP / 75 / Date for next internal review of this strategy / January 2018
1. Current attainment of KS2 pupils July 2017
Pupils eligible for PP (your school) / Pupils not eligible for PP (national average)
% achieving in reading, writing and maths / 33%
(We had 15/24 pupils eligible for PP, 8 of whom had SEN) / TBC
Average progress in reading / +0.97 (ASP) / TBC
Average progress in writing / +2.94 (ASP) / TBC
Average progress in maths / +4.73 (ASP) / TBC
2. Barriers to future attainment (for pupils eligible for PP, including high ability)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A. / Attainment of pupils eligible for PP is lower than attainment of other pupils in Key Stage 2 in reading.
B. / Attainment of pupils eligible for PP is lower than attainment of other pupils in Key Stage 2 in SPAG.
C. / Some pupils eligible for PP have specific social and emotional needs which affect their learning.
External barriers (issues which also require action outside school, such as low attendance rates)
D. / Social and economic factors. School deprivation indicator of 0.26 compared with 0.21 nationally (RAISE online 2016)
Whilst attendance of PP children (95.6%) is very close to overall attendance (95.8%), 9.3% of PP children have attendance below 90%
3. Desired outcomes
Desired outcomes and how they will be measured / Success criteria
A. / Improved attainment in reading of pupils eligible for PP in Key Stage 2. / Attainment in reading of pupils eligible for PP to be in line with other pupils in Key Stage 2.
B. / Improved attainment in SPAG of pupils eligible for PP in Key Stage 2. / Attainment in SPAG of pupils eligible for PP to be in line with other pupils in Key Stage 2.
C. / Improvement in the self-esteem, social skills and resilience
of emotionally vulnerable pupils / Improvement in attainment of emotionally vulnerable pupils.
D. / Increased rates of attendance for PP children who are persistent absentees. / Attendance of persistently absent PP children improves and is in line with overall school attendance.
4. Planned expenditure
Academic year / 20117-2018
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?
Improved attainment in reading in KS2
Improved attainment in SPAG in KS2 / Provision of high quality feedback to pupils
Good quality first teaching for all pupils with a focus on developing independence.
Precision Teaching training for all staff. / The EEF tool kit suggests high quality feedback to pupils and development of metacognition is an effective way to improve attainment.
Precision Teaching: “can help you set achievable targets for children’s learning”(Downs & Morin 1990);
“The study supports prior research in this area showing that PT can lead to large and socially relevant gains in children's reading fluency.” (Lamb, Murphy, Kelly, 2015); / Staff peer observations;
Opportunities provided for high quality feedback;
Regular pupil progress meetings
Regular SLT monitoring by classroom observation, work scrutiny, appraisal objectives with clear progress and attainment expectations. / HT;
Literacy Lead;
Pupil Premium Co-ordinator / Jan 2018
Total budgeted cost / £10,450
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?
Improved attainment in reading in KS2
Improved attainment in SPAG in KS2 / Appointment of part-time teacher in Year 6;
Specific targeting of opportunities in class for pupils eligible for PP;
Targeted and personalised interventions to improve literacy and language skills;
Additional reading support after school and at lunch-times;
Additional targeted support for SPAG at lunch-times;
Resources to support independent learning. / Reducing class size in Year 6 by deploying an additional teacher three mornings per week to support the progress of PP children.
Small group interventions and individual tutoring with highly qualified staff have been shown to be effective, as discussed in EEF Toolkit.
Increased opportunities for developing and
practising reading skills will impact on competence and confidence levels of children.
Increased opportunities for developing and
practising spelling, punctuation and grammar skills will impact on competence and confidence levels of children. / Regular monitoring of impact and work scrutiny by SLT.
Pupil Progress meetings.
TA appraisals.
Time for TA delivering programmes to liaise and provide feedback to Teacher
Regular monitoring of impact and work scrutiny by SLT.
Regular monitoring of impact and work scrutiny by SLT. / HT;
Literacy Lead;
Pupil Premium Co-ordinator. / Jan 2018
Improvement in the self-esteem, social skills and resilience
of emotionally vulnerable pupils. / TAFs in place to ensure effective early intervention and multi-agency support;
Oasis lunch-time club
Highly skilled learning mentors provide support to emotionally vulnerable pupils
Subsidies for enrichment experiences
Subsidies for Breakfast Club / · Providing early help is more effective in promoting the welfare of children than reacting later. Early help means providing support as soon as a problem emerges, at any point in a child’s life (Working Together to Safeguard Children – March 2015)
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· To ensure that emotionally vulnerable PP children can access the unique learning experiences which support and enhance our broad and balanced curriculum. / Quality training for Learning Mentors
Appraisal of Learning Mentors
Supervision of safeguarding Team
Liaison with external support agencies. / HT;
Safeguarding
Lead;
Bursar / Jan 2018
Total budgeted cost / £ 93,237
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?
Increased attendance rates for persistent absentees. / Attendance Officer to monitor pupils and follow up quickly on absences.
Incentives for good attendance
Subsidies for Breakfast Club
Liaison with EWO
Meetings with Head Teacher / Progress rates and attainment depend on high attendance rates. / Tracking of children with less than expected attendance rates.
Attendance Officer to report fortnightly to Head Teacher.
Close monitoring of children who are persistent absentees. / HT / Jan 2018
Total budgeted cost / £ 7,614
5. Review of expenditure
Previous Academic Year 2016-2017
i. 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
Improved attainment of more able pupils in KS2
Improved oral language skills in Reception
Improved attainment in reading and maths in KS1 / Staff training on P4C
Provision of high quality feedback to pupils
Staff training on Wellcomm Tool Kit and ELKLAN
Good quality first teaching for all pupils with a focus on developing independence. / Good impact made: the attainment of more able disadvantaged pupils was at least as good as, and in some cases better than, that of more able non-disadvantaged pupils.
Very good impact made: Pupil Premium children made four terms progress over the year. One child, who is also EAL and SEN, made three years progress.
Good impact made: the difference in the attainment gap between disadvantaged and non-disadvantaged pupils continues to diminish. 66% of Pupil Premium children and 77% of non-Pupil Premium met the standard in reading; 66% of Pupil Premium children and 74% of non-Pupil Premium children met the standard in maths. / The staff felt that all the pupils benefitted from the individualised high quality feedback and we will continue with this.
Our more able pupil premium children, as well as our more able non-pupil premium children, need more guidance on answering inference questions, which, last year, accounted for 44% of the marks for reading.
The staff felt the training was high quality and very useful. The Wellcomm programme is being followed in school. A member of staff has accessed advanced ELKLAN training.
The Year 3 teacher is aware of the difference in attainment between the disadvantaged and non-disadvantaged children.
Extra support has been put in place for lower achieving pupils in Year 3.
All Pupil Premium children are identified on teachers’ planning. / £20,480
ii. 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
Improved attainment of more able pupils in KS2
Improved attainment in reading and maths in KS1 / Appointment of part-time teacher for maths and literacy in KS2
CPD on providing challenging activities for our most able pupils
Specific targeting of opportunities in class for pupils eligible for PP
Targeted and personalised interventions to improve maths, literacy and language skills. / Good impact made: the attainment of more able disadvantaged pupils was at least as good as, and in some cases better than, that of more able non-disadvantaged pupils.
Good impact made: the difference in the attainment gap between disadvantaged and non-disadvantaged pupils continues to diminish. 66% of Pupil Premium children and 77% of non-Pupil Premium met the standard in reading; 66% of Pupil Premium children and 74% of non-Pupil Premium children met the standard in maths. / The part-time teacher will continue to be employed in 2017-2018.
NACE subscription will continue to be used to provide challenging activities for more able pupils.
Lesson observations and work scrutinies will continue and pupils’ attainment and progress will continue to be monitored at Pupil Progress meetings.
Staff felt that the personalised interventions were very effective in improving pupils’ attainment, and this approach will continue.
Extra support will be put in place for low attaining disadvantaged pupils in Year 3. / £49,786
Improved oral language skills for pupils eligible for PP in Reception class. / Baselining of all Reception class pupils.
Delivery of Wellcomm programme by ELKLAN trained TA. / Very good impact made: Pupil Premium children made four terms progress over the year. One child, who is also EAL and SEN, made three years progress. / Staff felt the baselining of all Reception pupils using the Wellcomm tool kit was extremely useful and will continue.
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
Improved emotional well-being of pupils eligible for PP. / Subsidies for enrichment experiences;
Provision of highly skilled Learning Mentors to provide emotional support to disadvantaged pupils;
Nurturing lunchtime club; / Very good impact made: our most emotionally vulnerable pupils demonstrated a much improved attitude to learning, greater concentration and increased perseverance with tasks.
There was a substantial decrease in “think sheets” for behaviour. / The learning Mentors will continue to support our disadvantaged vulnerable children in and out of class, in the Dolphin Room and in the Oasis club. They will continue to access appropriate training and support families through TAFs. / £44,114