Template for statement of pupil premium strategy – primary ...



Pupil premium strategy statementContext during CoronavirusThe Pupil premium strategy went from April 2019 – April 2020 and so all elements were delivered, however, during the last month we were unable to gather end of term data due to lockdown. This data is important to us as we use it to plan next steps. Therefore, we will be focusing on the new strategy to develop our provision and to make up for any lost school that will affect our most vulnerable learners. There, many of the strategies in this report will continue and be accelerated. Summary informationSchoolDonnington Wood CE Junior SchoolAcademic Year2019/20Total PP budget?133,000Date of most recent PP ReviewApril 2018Total number of pupils223Number of pupils eligible for PP101Date for next internal review of this strategyAut 20192. Current attainment (End of KS2 Summer 2018) National From Please note that this data was for the end of the last strategy, and due to the virus no national data will be published for 2020.NON 2018 2019Dis 2018- 20192017-20182016-2017Disad attainment Pupils not eligible for PP (national average) 18/19 % achieving ARE in reading, writing and maths 48%8%8%32%48%24%65%GD 11%Reading attainment-3.80-5.51-3.16-3.8%321678%GD 31%Writing attainment -1.17-3.441.790.8%48%8%83%GD 24%Maths attainment -1.32-2.86-0.79-2.9%52%16%84%GD 32%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)Disadvantaged Readers performed significantly lower than to in school and national. (Continued from last year) Disadvantaged maths progress is lower than national and compared to other children internally. C.PPG pupil’s vocabulary in all subjects is weak compared to others (21 million words compared to 43 million word exposure). (continued from last year)External barriers (issues which also require action outside school, such as low attendance rates)D. Home circumstances affecting aspirations, readiness to learn and attendance rates reduce progress rates for our pupils. Attendance rates for pupils eligible for PP are 96.22% (below the target for all children of 97%). This reduces their school hours and causes them to fall behind on average. (Data Dashboard and inspection dashboard). This is compounded by the high % of pupils who are both disadvantaged and are also on our Barrier to learning list, such as: the IDACI strands: Income Deprivation / Employment Deprivation / Education, Skills and Training Deprivation / Health Deprivation and Disability / Crime / Barriers to Housing and Services / Living Environment Deprivation. This will also include new EHA assessments we also include mental health and wellbeing, access to services. Desired outcomes Desired outcomes and how they will be measuredSuccess criteria This difference in the Reading progress rate between Disadvantaged and non-disadvantaged nationally will close. (Continued)Data will show that year 6 data will continue to diminish.Internal data indicates that progress rates for disadvantaged are higher than that of non-disadvantaged. Inc reading ages. Disadvantaged Maths progress will increase to be in line with in school and national. Internal data indicates increased rates of progress. External data continues to diminish difference to national. PPG pupil’s vocabulary in all subjects will increase to allow pupils to access the curriculum fully. (Continued)Pupils will increase their reading fluency scores through online reading assessment. The attendance and readiness to learn of our Barriers to learning and PPG pupils will increase to allow them to fully take part in the curriculum. Persistent Absence for this group will reduce (currently 4.2% as a whole school) Overall PP attendance improves from 96% to 97% in line with ’other’ pupils; Pupils on track to meet A, B and C. Reduction of disadvantaged pupils in the persistent absence (of less than 90%) group. Increase of pupils ready for schoolPlanned expenditure (Please see additional Action Plan for exact breakdown)Academic year2019/20The 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. Quality of teaching for allDesired outcomeChosen action / approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?A. This difference in the Reading progress rate between Disadvantaged and non-disadvantaged nationally will close. Continued focus on CPD and for reading reasoning and reading fluency. Continue to embed ARE reading approach with the targets and assessment system to pinpoint reading need. Continue to enhance status of reading in school. Identification of intervention pupil’s inc. Phonic test retakes from year 2. (inc Fresh start and Precision Reading) (TARGETTED INTERVENTION)Mastery Learning +5: Mastery learning breaks subject matter and learning content into units with clearly specified objectives which are pursued until they are achieved. Learners work through each block of content in a series of sequential steps. This will enhance current systems to ensure all pupils are making progress. The Sutton Trust recommends that this has a +8 impact in month’s progress: Feedback redirects or refocuses either the teacher’s or the learner’s actions to achieve a goal, by aligning effort and activity with an outcome. It can be about the learning activity itself, about the process of activity, about the student’s management of their learning. New targets will allow more specific teaching and targets setting. Reading comprehension strategies +5Reading comprehension approaches to improving reading focus on learners’ understanding of the text. They teach a range of techniques that enable pupils to comprehend the meaning of what is written, such as inferring the meaning from context, summarising or identifying key points, using graphic or semantic organisers, developing questioning strategies, and monitoring their own comprehension and identifying difficulties themselvesInternal Data inc Reading ages will show continued improvement. Internal data indicates that progress rates for disadvantaged are higher than that of non-disadvantaged.Monitoring in Summer term.SDP target review ernor presentation. Books indicate increased focus on reading progress. Pupil Voice will indicate increased enjoyment around reading. Reading record use for disadvantaged readers will increase. Deputy Head and Lit Co/Topic Lit CoSendco is completing NPQSL on Disadvantaged Reading. Summer Data 2018/Autumn DataB Disadvantaged maths progress is lower than national and compared to other children internally.CPD on Maths Mastery from MathsHub to target the embedding of skills rather than further consolidation. (approaches to teaching for mastery)Mastery Learning +5: Mastery learning breaks subject matter and learning content into units with clearly specified objectives which are pursued until they are achieved. Learners work through each block of content in a series of sequential steps.Teachers seek to avoid unnecessary repetition by regularly assessing knowledge and skills. Those who do not reach the required level are provided with additional tuition, peer support, small group discussions, or homework so that they can reach the expected level. Progress scores scatter plot on inspection dashboard to indicate increase in pupil progress rates. The number of disadvantaged pupils accessing silver and gold will increase. Books indicate pupils challenged to master their learning. Books and Pupil Voice will show that pupils are completing deeper learning tasks. HeadMaths and Topic CO. GT lead. November Pupil Progress and Autumn Data. C. PPG pupil’s vocabulary in all subjects will increase to allow pupils to access the curriculum fully.CPD and training for effective use of vocab, including starters of lessons to give context to the learning and vocabulary associated with it. Development of word banks and SCs in school.Development of Literacy and Language walls to include topic walls and Mind Maps. Increase of speaking and listening collaborative work for pupils to demonstrate their use of language. Recent research indicates that disadvantaged pupils start school with ? the language of pupils who are not disadvantaged. This research continued to emphasis the importance of closing this gap. These are: Collaborative learning +5 Effective collaborative learning requires much more than just sitting pupils together and asking them to work together; structured approaches with well-designed tasks lead to the greatest learning gains.The EEF reports that a focus on oral skills has a +5 impact. Overall, studies of oral language interventions consistently show positive benefits on learning, including oral language skills and reading comprehension. On average, pupils who participate in oral language interventions make approximately five months' additional progress over the course of a year.We have invested in the literacy and language scheme to provide language rich activities for pupils and we will continue to develop this this year.SDP target for 2018/2019Pupils will increase their reading fluency scores through online reading assessment. Monitoring of topic lessons for use of language. Peer teaching and sharing of best practice. Junior Infant Project to tackle speaking and listening. SENDCO and PPG lead. Topic CoordinatorEnglish lead. DHSummer 2018/ Autumn 18Total budgeted costProjected ?50,000Targeted supportDesired outcomeChosen action/approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?C. PPG pupil’s vocabulary in all subjects will increase to allow pupils to access the curriculum fully.EAL PPG additional provision to ensure that language is adopted through high Quality teaching and intervention. Disadvantaged trip and high quality texts. New library/reading corners. Extra sessions from volunteer readers to ensure reading. In school reading records if keep losing them. Individualised instruction: +2 Individualising instructions involves providing different tasks for each learner and support at the individual level. It is based on the idea that all learners are different and have different needs, and that therefore a personally tailored approach - particularly in terms of the tasks and activities that pupils undertake and the pace at which they make progress through the curriculum - will be more effective.Pupils will increase their grasp of vocabulary and make rapid progress through the English Criteria.Pupils reading fluency will increase, including reading age. EAL and PPG coordinator.AB TAVMtHeadAutumn 19B. Disadvantaged maths progress is lower than national and compared to other children internally.1 to 1Small groupInterventions- including times tables intervention for Year 4 for new assessment model. Provide mini school provision for PPG.We will focus on combining many of the elements of the EEF to identify and then target individual need: This will include: Including 1 to 1 sessions: +5 One to one tuition is where a teacher, teaching assistant or other adult gives a pupil intensive individual support. It may be undertaken outside of normal lessons as additional teaching, for example as part of extending school time or summer schools, or as a replacement for other lessons by withdrawing the pupil for extra teaching.Triangulation of data, observation and book scrutiny. Monitoring of intervention provision and tracking its outcome. Monitoring of groupsData analysis and comparisons with national data. Monitoring of LA, SEND PPG pupils and intervention to rectify this.Deputy Head and Literacy across the curriculum coordinator. Topic monitoring. TA interventions monitored by DMSENDCO monitoring GTSummer 19Autumn 19And specific intervention data in Spring 1 20A. This difference in the Reading progress rate between Disadvantaged and non-disadvantaged nationally will close. (Currently -3.18% compared to 0.3%)1 to 1Small groupInterventionsProvide mini school provision for PPG Phonics.Reading recovery and Fresh Start.Challenge Clubs based on 25% as a means to increase progress plus. We will target hose pupils who failed the Phonics Screening at Year 1. Including 1 to 1 sessions: +5 One to one tuition is where a teacher, teaching assistant or other adult gives a pupil intensive individual support. It may be undertaken outside of normal lessons as additional teaching, for example as part of extending school time or summer schools, or as a replacement for other lessons by withdrawing the pupil for extra teaching.This will be led by specialist Phonics Lead with experience. It will be based on short term intensive support. Checklist of words to check understanding will demonstrate improved understanding. Score of reading age will increase100 HFW rates will increase. Pupil Voice will indicated pupils are reading and learning at home: April 19 81% Lowest classes 4F and 5N. RG and RDLit CODHSummer 2020Readiness to learn- Pastoral support targeted to most sever barriers to learning. READINESS TO LEARN Coaching and mentoring sessions for PPG Pupils. The PPG team to regularly meet and mentor and coach pupils to support them to meet their targets and life goals. Purchase of Timetable rockstars to enable PPG pupils to have access to high quality resources at home. Provision of in school club to allow PPG to use rockstars if they don’t have provision at home for internet. To build positive relationships for learning behaviour and act as a role model. Research from the EEF show that although this can have a low impact, +1 month impact, the school feels that this is effective in helping develop pupils’ social and emotional resilience. Improving attendance will directly improve maths progress due to maths being first and Maths EMW. We will develop our support for home provision and provide access to Mathletics (+4). Parent voice has shown that they are increasingly challenged by the standard of homework pupils get; therefore, a key method of supporting parents will be increasing their access to resources we use. (EEF +2 for homework and +3 for parental involvement) Parental Involvement +3 covers the active engagement of parents in supporting their children’s learning at school. This includes programmes focused on parents and their skills (such as improving literacy or IT skills), general approaches to encourage parents to support their children to read or do mathematics, and more intensive programmes for families in crisis.Case studies of pupils and data analysis. Homework monitoring to ensure homework is complete. Mathletics monitoring of use and relationships with the progress and attainment in class data. Partnership with Family learning (survey of parents and course records)Pastoral ManagerDMDeputy Head April 2018Pupils who have left care:D. The aspirations of our PPG pupils will increase to allow them to fully take part in the curriculum. We plan to give pupils to access to PSM and DH as mentor. This will enable pupils to discuss and be mentored by staff, feeling part of our school.Will receive 1 to 1 tuition to enable pupils to make progress in line with others. Will subsidise extra curricular clubs and discount breakfast club to ensure stable start to day.PSM training and Bedazzle workshops on social skills. This will better allow us to support pupils. It is reported (DFE study group) that pupils who have left care may have difficulties in:forming trusting relationships with adultssocial skills and relationships with peerscoping with transitions and changeplanning, organising and rememberinginhibiting their impulses, focusing their attention and initiating tasksspeech and languagemanaging their strong feelings, such as shame, sadness, anxiety and anger.Case studies will showcase success stories. Regular pupil voice will indicate pupils have good learning attitudes. Data in line with other pupils. Designated teacher for children who have left care: VB/RG (DSL)We will baseline aspirations at the start of the term. We have duty to promote educational achievements of children who have left care- so will track data. PSMDHGovernors. ?3800Total budgeted costProjected ?50,000Other approachesDesired outcomeChosen action/approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?D. Increased attendance rates through working with outside partners/ EHA services. Pastoral manager to monitor pupils and follow up quickly on absences. First day response provision. Breakfast club offer for PPG pupils to ensure on time to school. Magic Breakfast. High attendance and being at school on time is essential to achieving the above outcomes. There is lots of research for this and is a particular issue for the school. PPG coordinator, governor and attendance lead to meet regularly to any issues are being tackled and appropriate steps taken (in line with policy). Thorough briefing of attendance team about existing absence issues. Attendance analysis Pastoral managerJan 2018Partnerships with family learningIncrease in open afternoons, workshops, parental support. Total budgeted costProjected ?24,000Review of expenditure Previous Academic YearThis year evaluation. Quality of teaching for allDesired outcomeChosen action/approachEstimated 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)CostA. This difference in the Reading progress rate between Disadvantaged and non-disadvantaged nationally will close. Continued focus on CPD and for reading reasoning and reading fluency. Continue to embed ARE reading approach with the targets and assessment system to pinpoint reading need. Continue to enhance status of reading in school. Identification of intervention pupil’s inc. Phonic test retakes from year 2. (inc Fresh start and Precision Reading) (TARGETTED INTERVENTION)Reading RAP and strategy has had significant contribution to progress in formal data (see later) And on reading at home and for pleasure –on average increased from 74%- 95% use. Internal Data for predicted year 6 shows diminished difference (no longer applicable.)Rise in reading ages (online assessment) of disadvantaged pupils and reading fluency through 60 second reads. (below)Year 6 scores increased by 10% from autumn 2019 to Spring 2020. External Feedback: Leaders have a comprehensive identification and tracking programme to identify those pupils with gaps and those that may be at risk of falling behind. Once identified there is a range of appropriate strategies in place to support pupils to catch up quickly and secure their reading skills, knowledge and understanding. However a number of the strategies are recently put in place within the last term or in the last academic year, as a result they have not yet had the full impact required to support enough target pupils to reach ARE or the expected standard at the end of KS2 national assessments in reading.Leaders have taken the following positive steps to address areas of weakness in reading:Implemented a whole school approach to guided reading and the teaching of reading and comprehension strategiesAltering the curriculum provision for those pupils who find learning and school difficult to access because they are not always ready to learnProvide specific intervention strategies to meet the specific needs of individual pupils who join the school late or experience significant difficulties at some time in their home circumstances or who have specific vulnerabilities.the profile of reading and build a love for reading among the pupils has increased.Reading RAP will continue and will continue to be a whole school priority especially in light of Coronavirus actions. 25000B Disadvantaged maths progress is lower than national and compared to other children internally.CPD on Maths Mastery from MathsHub to target the embedding of skills rather than further consolidation. (approaches to teaching for mastery)Impact: the school has a clearer and more coherent approach to teaching of maths and reasoning, linked to the reading, pupils are able tackle problems.We had begun work on timetable in light of test, and will continue. Rockstar’s timetables was provided for all pupils, online timetables games. Following Parents evening we also offered workshops for maths- 11 parents attendedDue to the virus the course was suspended mid way through, however, we have refined our elements of teaching. Much more refined approach to problem solving and apply knowledge to problems.Look at ways to get disadvantaged online. C. PPG pupil’s vocabulary in all subjects will increase to allow pupils to access the curriculum fully.CPD and training for effective use of vocab, including starters of lessons to give context to the learning and vocabulary associated with it. Development of word banks and SCs in school.Development of Literacy and Language walls to include topic walls and Mind Maps. Increase of speaking and listening collaborative work for pupils to demonstrate their use of language. Pupils have increased their reading fluency scores through online reading assessment. Large focus on oracy in all lessons- observations show teachers using a wider range of oracy strategies and children more confidently able to articulate work through self and peer assessment.Use of widgit tool for all children to access vocabulary is now being used whole school and showing high impact.Oracy will continue to be a high priority with large focus on collaborative work.Curriculum will be led through vocabulary based on key skills and core values.Targeted supportDesired outcomeChosen action/approachEstimated 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)CostC. PPG pupil’s vocabulary in all subjects will increase to allow pupils to access the curriculum fully.EAL PPG additional provision to ensure that language is adopted through high Quality teaching and intervention. Disadvantaged trip and high quality texts. New library/reading corners. Extra sessions from volunteer readers to ensure reading. In school reading records if keep losing them. New resources for library being used to high degree, and new purchases next year. Wole school voice shows that an increase. Planned to do specific disadvantaged group voice in Spring term. This is postponed. However, with 50% disadvantaged- Pupil voice survey shows increase in enjoyment of reading.Beanstalk reading and reading volunteers were targeted at disadvantaged readers. This has increased their love of reading and reading skill. Pupil voice is postponed. ContinueExtend to the regularly take over of library. One of three core elements for our return for coronavirus: Reading focus B. Disadvantaged maths progress is lower than national and compared to other children internally.1 to 1Small groupInterventions- including times tables intervention for Year 4 for new assessment model. Provide mini school provision for PPG.Data shows increase in arithmetic scores, especially in year 6 maths groups. (on average 20 points.)Interventions have increased speed in times table knowledge. Impact was being measured in spring term, however speed had increased. Continue, with focus on year ? times tables ready for test in June 2021 and lost schooling. Focus on year 6 skills to leave school depending on government. A. This difference in the Reading progress rate between Disadvantaged and non-disadvantaged nationally will close. (Currently -3.18% compared to 0.3%)1 to 1Small groupInterventionsProvide mini school provision for PPG Phonics.Reading recovery and Fresh Start.Challenge Clubs based on 25% as a means to increase progress plus. Impact on targeted reading support: Whole scale phonic provision targets 48 pupils with weak phonic abilities. Of this: 20 are disadvantaged.48 Pupils are accessing our Phonics and Early English Provision. 24 pupils are Year 3. 8 are EAL pupils (+3 of the Year 3s). 16 Pupils are pupils who have received support before, but are now in need of accelerated support. 23 pupils are having work on their fluency. Feedback from Primary Advisor: The school has identified that all teachers and especially the adults working with those pupils who lack the phonic and early reading skills to enable them to successfully access the curriculum need additional training and support/guidance to address the pupils needs in reading. Approximately half of the target group were retested.Of this group all had improved their score. When possible, remaining children will be re-assessed and regrouped.Parents: Parents were invited into school for an information session as part of our open afternoon and were able to discuss the RWI programme and look at the resources that we would be using.Very positive feedback-parents very appreciative that support is being put into place.All year 3 scores are now above on entry. The average on Entry Teacher assessment score is 64% and the average Test score is 45%. Showing that we are making progress from the lower figure. (National Average is 74%- which shows on entry well below). We have now forced a RAP on reading. 2) Year 6- although data indicates a drop of 3 children there has been an increase in the scores pupils has got. The Percentage of Y6 Pupils able to achieve ARE on a Reading SATs paper has risen from 32% to 51%. With 11 pupils moving from WTS to ARE in their result on the most recent paper. A further 2 pupils progressed to GDS from ARE. Data indicates that 64% of pupils should get to ARE, which is an increase on last year. However, we will be as always mindful of the Teacher assessment and TA assessment. Teacher assessment at 67% and Test 53%. The Government is looking to go of the KS1 assessment test, which will help us. Reading Booster groups have started during the day as an and afterschool. Next-Steps:Re-assessment of pupils at the end of Spring termIntroduce additional 1-1 tutoring where neededEngage services of RWI consultant (Approx cost ?1500)Provide phonics display resources for all classes Ensure class teachers are aware of phonics levels of classRD to hold weekly monitor/coach/support sessions with teamD Readiness to learn- Pastoral support targeted to most severe barriers to learning. READINESS TO LEARN Coaching and mentoring sessions for PPG Pupils. The PPG team to regularly meet and mentor and coach pupils to support them to meet their targets and life goals. Purchase of Timetable rockstars to enable PPG pupils to have access to high quality resources at home. Provision of in school club to allow PPG to use rockstars if they don’t have provision at home for internet. This term we have invested heavily with Ben from Bedazzle to support our pupils, this included a staff meeting with all staff. This has increased their ability to engage in school and reduction in poor choices. Weekly meeting unpick needs and plan interventions. External feedback is always positive and in partnership with families. NPQML project is being completed on this, but will be postponed until crisis abates. Continue and extend. We had begun to increase this and will do to two days a week. We are finding that access to other services is weak and this enables our pupils to get that. 150 a weekPupils who have left care:D. The aspirations of our PPG pupils will increase to allow them to fully take part in the curriculum. We plan to give pupils to access to PSM and DH as mentor. This will enable pupils to discuss and be mentored by staff, feeling part of our school.Will receive 1 to 1 tuition to enable pupils to make progress in line with others. Will subsidise extra curricular clubs and discount breakfast club to ensure stable start to day.PSM training and Bedazzle workshops on social skills. This will better allow us to support pupils. We have provided around 30 iPads to pupils to complete work at home during the crisis. This will continue after.Bedazzle support is still on offer to families during crisis. These were put on hold:We are currently working with TPS to run maths and Netball clubs at TPS. We are exploring a relationship with Newport High School. We are looking to get external partners in, including the Natwest MoneySense. Clubs were run, see PE report.Continue with ipads and explore online line learning through seesaw. And regular lessons. Other approachesDesired outcomeChosen action/approachEstimated 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?30’000D. Increased attendance rates through working with outside partners/ EHA services. Pastoral manager to monitor pupils and follow up quickly on absences. First day response provision. Breakfast club offer for PPG pupils to ensure on time to school. Magic Breakfast. Although attendance had gone up to highest levels ever, above 96%, some families and key pupils have reduced this year. This was being targeted effectively. However, the onset of coronavirus has meant that the gains for 2018-2019 were reduced and gains diminished. Magic breakfast has meant pupils have been fed and keen to get to school. Coronavirus has disproportionally affect our disadvantaged families- this is due to a range of issues.THIS IS A KEY TARGET Our new year 3s had poor attendance and after last years success have reduced overall percentage. We will go again for next year. Partnerships with family learningIncrease in open afternoons, workshops, parental support. We have increased our provision for Family learning and ran 4 courses, on average 9 parents attended each one. This has been targeted at our target families, and has increased engagement. We have built a family room to enable two course a week. This will also allow us to bridge the Coronavirus impact.Additional detail ................
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