Pupil Premium Strategy 2016 - 2017
Downham Church of England Voluntary Controlled Primary School
Church Road, Ramsden Heath, Billericay, Essex CM11 1NU
Telephone: 01268 710387 Fax: 01268 711405
e-mail: [email protected]
www.downhamschool.org
Headteachers: Mrs S. Crace B.Ed. (Hons). N.P.Q.H. & Mrs H. Craig B.Ed. (Hons). N.P.Q.H.
Pupil Premium Strategy January 2017
This document sets out the strategy for how the pupil premium funding will be used to make the
greatest impact possible at Downham Church of England Primary School. In addition, the impact of the
pupil premium funding allocation from the previous year has been analysed. The pupil premium is
additional funding for publicly funded schools in England to raise the attainment of disadvantaged
pupils of all abilities and to close the gaps between them and their peers. Pupils are eligible for the
funding if:



Pupils are known to have been eligible for free school meals (FSM) in any of the previous 6
years.
Pupils were recorded in the January 2015 school census and alternative provision census who
were looked after by an English or Welsh local authority immediately before being adopted, or
who left local authority care on a special guardianship order or child arrangements order
(previously known as a residence order). These are collectively referred to as post-LAC in these
conditions of grant.
A pupil was recorded in the January 2015 school census as eligible for the service child
premium in any of the previous 4 years (ie since the January 2011 school census) as well as
those recorded as a service child for the first time on the January 2015 school census.
Objectives of the pupil premium at Downham Church of England Primary School.
•
•
•
To close the gap in attainment between pupils eligible for the funding and those not.
To support those pupils eligible for the funding to make better than expected progress.
To provide opportunities for pupils eligible for the funding to access extra-curricular clubs and
trips.
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2015 – 2016 Impact
Allocation of pupil premium:
1) £20,000 was allocated towards supporting teaching through: the deputy headteacher providing
tailored CPD and monitoring of data; the provision of two teachers to provide 1-1 tuition and
small group work for pupils eligible for the funding.
2) £1000 was allocated towards resources to support children in class with specific needs.
3) £5250 was allocated towards wellbeing support through targeted teaching assistant work,
access to external services and extra-curricular support to allow children to access clubs and
school trips.
Impact:
Table 1.1 End of Key Stage 1 (aged 7) results July 2016
Percentage of children meeting or exceeding the expected standard in reading, writing and
mathematics
Reading
Writing
Mathematics
All Year 2 pupils
74%
71%
85%
34 pupils
Non disadvantaged
73%
70%
81%
pupils
33 pupils
Disadvantaged pupils
100%
100%
100%
1 pupil
There is 1 child eligible for pupil premium. The size of this group does not make it a significant group.
Table 1.2 End of Key Stage 2 (aged 11) results July 2016
National for all
children
National for other
children
School data; All
pupils
School data: non
disadvantaged pupils
30 pupils
School data:
disadvantaged pupils
6 pupils
Average scaled scores
Reading
Writing (TA)
102.6
Writing (GPS)
104
Mathematics
103.0
103.8
107
104.1
102
103
106
103
102
103
107
104
101
99
104
101
Writing TA scaled score is awarded as follows: not meeting the standard = 91, meeting the standard =
103, working at greater depth = 113
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Table 1.3 % of children meeting the expected standard
National for all
children
National for
disadvantaged
Essex data for all
children
School data: 36 pupils
School data: non
disadvantaged pupils
30 pupils
School data:
disadvantaged pupils
6 pupils
Meeting the expected
standard in reading,
writing and maths
53%
Reading
GPS
Maths
66%
74%
70%
Pending
Pending
Pending
Pending
56%
67%
76%
71%
64%
67%
78%
80%
86%
83%
72%
77%
50%
67%
100%
50%
The attainment of disadvantaged children is below non disadvantaged children in all areas except
grammar, punctuation and spelling. Attainment for disadvantaged children is above the national and
county average for reading and grammar, punctuation and spelling. We are waiting on the release of the
national figure for disadvantaged children.
Table 1.4 progress measures for Key Stage 2 July 2016
Progress Measures
Reading
Writing
Mathematics
All pupils (36)
0.3
0.5
-1.0
Disadvantaged (6)
-0.5
-0.8
-0.9
Non-Disadvantaged (28)
0.3
0.5
-1.0
A progress measure of 0 indicates that children at Downham do, on average, the same as children
nationally with similar starting points to them. A positive progress measure indicates that children at
Downham, on average, better than children nationally with similar starting points to them. A negative
progress measure indicates that children at Downham do, on average, worse than children nationally
with similar starting points to them.
There is currently no progress measure to show the national average for disadvantaged or nondisadvantaged pupils. The floor standards for 2015-2016 are as follows: a progress measure of -5 in
reading, -5 in mathematics and -7 in writing.
Attendance for 2015 – 2016
Disadvantaged children: 98.4%
Non -disadvantaged children: 96. 9%
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Strategy for 2016 – 2017
Having analysed the impact of the allocation of spend in 2015 – 2016 the following strategy has been
written for the academic year 2016 – 2017. This strategy has been formulated on the basis of up to
date research and the sharing of best practice with other educational establishments.
1) To provide high quality CPD for all staff in areas identified by the monitoring of the senior
leadership team and through discussion with staff members.
2) To provide targeted coaching and mentoring in reading, writing and mathematics for pupils
eligible for the funding by the deputy headteacher.
3) To deliver high quality intervention programmes such as talk boost by trained teaching
assistants.
4) To provide access to counselling through art therapy for children requiring emotional support.
5) To provide families with access to a home school worker for children with poor attendance.
6) To provide children with access to enrichment opportunities such as sporting clubs and the year
6 residential.
7) To provide specific resources to help close the gaps between the progress and attainment of
pupils eligible for the funding and those not.
Table 1.1 Current attainment and progress of children eligible for the pupil premium funding:
No of pupils:
233
No of disadvantaged
pupils: 17
Pupil
Year Group
Total % of PP eligible children working
at Age Related Expectations
Total % of non PP eligible children
working at Age Related Expectations
Total % of PP eligible children making
good progress
Total % of non PP eligible children
making good progress
Total % of PP eligible children making
rapid progress
Total % of non PP eligible children
making rapid progress
Total % of PP eligible boys working at
Age Related Expectations
Total % of PP eligible girls working at
Age Related Expectations
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No of non-disadvantaged
pupils: 216
Reading
Writing
Mathematics
42%
48%
68%
80%
81%
81%
93%
93%
100%
88%
88%
87%
35%
64%
50%
35%
51%
40%
50%
66%
100%
40%
40%
50%
Total funding: £30,780
Notes
One child who was working at age
related in all subjects left the school in
the autumn term. One child joined the
school in the autumn term and is
working below age expected in all
subjects. With this child removed, and
the first child’s data included, the
percentages increase to 48%, 54% and
73%
This progress data is for Key Stage 1
and Key Stage 2 children only and
excludes one child who has only recently
joined the school. Good progress is
defined as two steps since the end of
the previous academic year for Years 2
– 6 and 1 step since the beginning of
this academic year for Year 1. Rapid
progress is anything greater than good
progress.
Boys are outperforming girls in all three
subjects.
Table 1.2 Barriers for future attainment:
In-school barriers (issues to be addressed in school)
A.
B.
C.
D.
E.
Oral language skills are lower for some pupils eligible for PP than other pupils. This slows
reading progress.
Comprehension skills are lower for some pupils eligible for PP than other pupils. This slows
reading progress.
Word recognition is poor for some pupils eligible for PP than other pupils. This slows reading
progress.
Spellings are less secure for some pupils eligible for PP than other pupils. This slows writing
progress.
Retention of mathematical strategies, number and concepts taught are lower for some pupils
eligible for PP than other pupils. This slows mathematics progress.
External barriers (issues which also require action outside school)
F.
G.
Although attendance for PP children is above non-PP children there are still some children
with poor attendance. This reduces their school hours and causes them to fall behind.
Some pupils eligible for PP have low confidence and self-esteem. This causes them to make
slower progress than other pupils.
Table 1.3 Desired outcomes:
Desired outcomes and how they will be
achieved.
Success criteria.
A.
Improve oral language skills of pupils
eligible for PP in EYFS.
B.
Improve reading comprehension skills of
pupils in KS1 and KS2.
C.
Improve decoding, blending and
segmenting skills to help children
increase word recognition and fluency.
Spellings to be used with increasing
accuracy in independent writing.
Pupils make rapid progress by the end of the
year so that PP children reach age related
expectations in EYFS.
Number of PP children reaching age related in
reading to rise to 70% across the school by the
end of the year.
Number of PP children reaching age related in
reading to rise to 70% across the school by the
end of the year.
Number of PP children reaching age related in
writing to rise to 70% across the school by the
end of the year.
Number of PP children reaching age related in
mathematics to rise to 85% by the end of the
year.
Child with low attendance to improve to 96% by
the end of the year.
All PP children make better than expected
progress by the end of the year.
D.
E.
F.
G.
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Ten minute mathematics approach to
assist children with retention of key
mathematical concepts.
Attendance of child with low attendance
to improve.
Children to be more confident, assertive
and independent learners.
Table 1.4 Planned expenditure 2016 – 2017:
i.
Quality teaching for all
Desired
outcome
Chosen approach
Rationale behind
this
How we will
ensure it is
implemented
well
Staff lead
Date for review
A
B
C
D
E
Learning triads set up
with staff working in
groups of three to team
teach, observe and
support each other with
an individual research
focus.
Shanghai system
of education
focuses on 250
hours of CPD in
the first 5 years
of teaching. A
large part of
that is through
team teaching
and joint CPD.
Use of staff
meetings to set
the programme
up. Monitoring
and evaluation
sheets given to
DHT. Staff to
present their
findings at the
end of the year.
Deputy
Headteacher
January 2017
Focus groups
identified by
each teacher to
move the
process forward
in Spring Term.
Further staff
CPD provided on
learning triads in
December.
Percentage of
PP eligible
children making
good and rapid
progress:
R = 93%/35%
W = 93%/64%
M = 100%/50%
Next review
May 2017
C
KS1 staff to visit a
school with consistently
high phonics attainment
to observe teaching of
phonics.
Local
“outstanding”
school has
rigorous system
for teaching
phonics and
historically has
excellent
phonics
outcomes.
Subsequent
monitoring of
the teaching of
phonics. Data to
be analysed
half-termly.
Deputy
Headteacher
English lead
January 2017
Staff have given
feedback to
DHT. CT’s have
been released to
observe each
other in school
to further
develop practice.
Monitoring cycle
to continue in
Spring Term.
Next review
May 2017
B
English lead to support
colleagues with teaching
of reading.
English lead has
historically
achieved
outstanding
results in
reading and can
share her
expertise.
English lead to
feedback to the
DHT. DHT to
cover the
English lead
when she is out
of class to
ensure high
quality cover.
Deputy
Headteacher
English lead
January 2017
English lead has
supported
colleagues with
team teaching.
Joint planning
also arranged.
This to continue
in Spring Term.
Next review
May 2017
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E
Mathematics lead to
model teaching of ten
minutes of mathematics
Mathematics
lead has
historically
achieved
outstanding
progress in
mathematics.
Mathematics
lead to feedback
to the DHT.
DHT to cover
the mathematics
lead when she is
out of class to
ensure high
quality cover.
Deputy
Headteacher
Mathematics
lead
January 2017
Team teaching
provided by
mathematics
lead and joint
planning sessions
to continue in
Spring Term.
Next review
May 2017
Total cost: £15,377
ii. Coaching and mentoring
Desired
outcome
Chosen approach
Rationale behind
this
How we will
ensure it is
implemented
well
Staff lead
Date for review
A
B
C
D
E
G
DHT to lead coaching and
mentoring sessions with
children. Fortnightly
meetings on a one-one
basis to set and review
targets. Fortnightly
lesson drop ins by the
DHT to monitor the
progress of PP children.
The Sutton
Trust and EEF
Teaching and
Learning Toolkit.
“Effective pupil
premium
reviews”
November 2014.
The National
Education Trust
“Counterblasts
Pupil Premium”
identified that
high quality
coaching can
result in 6
months progress
in 3 months.
DHT to report
to governor
responsible for
monitoring of
disadvantaged
pupils.
Deputy
Headteacher
January 2017
Children
generated
targets and
worked with
DHT to identify
how they were
improving. Gap is
closing although
it has not yet
closed. DHT to
timetable in
sessions through
Spring Term to
ensure there are
more children
working at age
related
expectations by
Easter.
Pupil progress
meetings halftermly identify
the PP eligible
children in each
class and class
teachers have to
identify the
progress they
are making.
Next review
May 2017
Total cost: £10,000
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iii. Access to support for specific resources, attendance and extracurricular events
Desired
outcome
Chosen approach
Rationale behind
this
How we will
ensure it is
implemented
well
Staff lead
Date for review
F
G
Funding will be allocated
towards children eligible
for pupil premium funding
to access extracurricular events such as
the residential trip.
The focus on
team building
helps to improve
the confidence
of the child and
will therefore
result in better
progress being
made.
There is a direct
correlation
between
attendance and
attainment at
school. A child
with poor
attendance will
do less well than
their peers.
The school
monitor the
impact of
resources used
in school. The
most successful
ones are then
used again and
their impact
reviewed.
DHT and HT
monitor the
range of clubs
available to
children. HT
accompanies
children on
residential trip.
Deputy
Headteacher
January 2017
Children eligible
for funding are
supported for
clubs as
required.
Next review
May 2017
HT meets with
parents whose
children have
low attendance.
The school
office keep the
SLT and CT
informed of
children with
poor attendance.
The SENCO and
DHT monitor
the resources
required and
ensure these go
to the children
who require
them.
HT
Office Staff
All teachers
F
A
B
C
D
E
G
Attendance officer
working with the school
to support families with
low attendance.
Children with specific
learning needs will have
access to specialist
resources such as “toe by
toe” or Talisman reading
books.
Headteachers
January 2017 12
children have
attendance
above 96% with
8 at 100%.
Next review
May 2017
SENCO
Deputy
Headteacher
January 2017
The gap is
closing but it
has not yet
closed so this
needs to
continue. Mean
average of steps
behind for those
not at age
related at the
end of the
academic year
compared to
now:
R = 4.5 / 4
W = 4.5 / 3
M = 7.5 / 7
Next review
May 2017
Total cost: £4403
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iv. Focussed interventions led by highly trained teaching assistants
Desired
outcome
Chosen approach
Rationale behind
this
How we will
ensure it is
implemented
well
Staff lead
Date for review
A
B
C
D
G
Use of rapid phonics, talk
boost and art therapy
for children who require
interventions.
All of these
interventions
have clearly
impacted on
standards. Year
2 phonics results
are consistently
above national
average and
Year 1 phonics
last year were
too.
SENCO
regularly checks
the progress and
offers CPD
where it is
required. Highly
trained TAs lead
these
interventions.
Deputy
Headteacher
January 2017
Both children
eligible for
funding on roll
since September
predicted to
meet the
phonics standard
this year.
SENCO
Next review
May 2017
Total cost: £1000
The impact of this strategy will be measured against end of year assessments externally at the end of
each Key Stage and internally at the end of each year group. This impact will then be used to write the
strategy for the following academic year.
Michael Williams
Deputy Headteacher and Pupil Premium Champion
January 2017
This strategy will be updated in September 2017
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