Pupil premium strategy statement: Blisworth Community Primary School
1. Summary information
School
Blisworth Community Primary School
Academic Year
2016/17
Total PP budget
£31,000
Date of most recent PP Review
Jan 2017
Total number of pupils
202
Number of pupils eligible for PP
21
Date for next internal review of this strategy
April 2017
%
KS1 Pupils not
eligible for PP
(National
Average)
KS2 Pupils
eligible for PP
%
KS2 Pupils not
eligible for PP
(national
average)
2. Current attainment (based on Raise Online End of key stage data 2015-16)
KS1 Pupils
eligible for PP
Number
% making at least expected progress in reading
3
67
68
0
0
71
% making at least expected progress in writing
3
67
70
0
0
79
% making at least expected progress in maths
3
67
77
0
0
75
2. Barriers to future attainment (for pupils eligible for PP, including high ability 2016-17)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.
Progress (PP) in KS2 slows in writing and Maths
B.
Middle ability children (PP) make slower progress in reading, writing and Maths in Key Stage 2
External barriers (issues which also require action outside school, such as low attendance rates)
C.
Children with lower attendance have gaps in their learning and struggle to catch up
D.
Children who are on an Early Help Assessment, Child in Need or are on the Child Protection Register make significantly less progress
E.
Behaviour
January 2017
3. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Progress in KS2 for English and Maths to be accelerated
Learning Mentor assigned from SLT to meet once a fortnight to provide
bespoke targets and skill practise.
B.
Middle ability children to make accelerated progress in reading, writing and maths in KS2
Learning mentor assigned from SLT to meet once a fortnight to provide
bespoke targets and skill practise.
End of term reading comprehension assessment to demonstrate
accelerated progress.
C.
Increased attendance rates for pupils eligible for PP.
Weekly reporting of attendance to families with poor attendance.
Telephone call home when attendance falls below 95%. Good
communication links with parents.
D.
Children who are on an Early Help Assessment, Child in Need or are on the Child Protection Register to
make accelerated progress
Regular and frequent updates with parents on progress. All children
highlighted a focus children in Pupil Progress Meetings. All staff to be
trained in the effects of trauma on learning (TAMHs)
E.
Behaviour (not all children)
For all PP children to adopt good learning behaviours in class and out, in
order to become successful life-long learners.
January 2017
4. Planned expenditure
Academic year
2016/17
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 How will you ensure it is
for this choice?
implemented well?
Staff lead
When will you
review
implementation?
Progress in KS2 for
English and Maths to be
accelerated

Daily reading to an
adult, answering
questions related to
text.
Use of structured
programmes (RWI,
WASP, Toe by Toe)
Bespoke Maths
teaching to fill gaps
(Magic Must Haves)
All PP children to be
identified on planning
Accelerated Reader to
be implemented over
the next two terms
All teaching staff have
a Performance
Management criteria
which refers to PP
Highlighted on the provision map as a result
of conversation with teachers, and SENCo
Lesson observations by SLT and
subject co-ordinators
CI/YT/AP
Termly
Termly pupil progress meetings with the
class teacher and head teacher. Minuted and
actions agreed.
Feedback to critical friend meetings
termly and at next PP mtg.
Daily reading to an
adult, answering
questions related to
text.
Use of structured
programmes (RWI,
WASP, Toe by Toe)
Bespoke Maths
teaching to fill gaps
(Magic Must Haves)
All teaching staff have
a Performance
Management criteria
which refers to PP
Children already make good progress when
reading every day, comprehension being the
focus
Regular monitoring by class teacher
and termly by SENCo
Class
teachers
AP
Short Termly
(February 2017)





Middle ability children to
make accelerated
progress in reading,
writing and maths in KS2




January 2017




All PP children to be
identified on planning
Accelerated Reader to
be implemented over
Introduction of Accelerated Reader scheme
with quizzes to demonstrate progress over
time.
Expectation that all children will read for 20
mins in class daily as well as at home.
Mathletics
Online data accessible to class
teachers and to school librarian
Increased attendance
rates




100% success in the
Year 1 Phonics test



Weekly attendance
shared with parents
Encouragement and
support for parents to
get children into school
Phonecall home if
attendance falls below
90%
Policy followed to
inform EES if
necessary
Regular and frequent monitoring, shared with
appropriate professionals
Test in December then
Appropriate groupings.
Class teacher to work
with PP children
Follow Read, Write Inc
programme (cards
given)
Last 2 years 100% success which needs to
continue.
Weekly
CI/AP
Weekly
SENCo to teach lowest attainers as
well as PP if necessary.
AP/KB
February 2017
Rewards in assembly for 100% attendance
Total budgeted cost £5,450
ii. Targeted support
Desired outcome
Chosen
action/approach
What is the evidence and rationale How will you ensure it is
for this choice?
implemented well?
Staff lead
When will you
review
implementation?
Progress in KS2 for
English and Maths to be
accelerated

Member of SLT to work
with all PP children
(not SEN) to ensure
accelerated progress
by setting bespoke
English and Maths
targets
Children observed to make good progress
with high quality 1:1/small group teaching
Termly updates on progress
YT/AP
Termly
(April 2017)
Middle ability children to
make accelerated
progress in reading,
writing and maths in KS2

Member of SLT to work
with all PP children
(not SEN) to ensure
accelerated progress
by setting bespoke
English and Maths
targets
Children observed to make good progress
with high quality 1:1/small group teaching
Termly updates on progress
YT/AP
Termly
(April 2017)
January 2017
100% success in the
Year 1 Phonics testYT
Children who are on an
Early Help Assessment,
Child in Need or are on
the Child Protection
Register to make
accelerated progress

Class teacher to group
children according to
phonics screen in
December

SENCo to lead
teaching of PP children
as necessary

SLT member to work
closely with the
children and families
SLT to offer 1:1
pastoral and academic
support to children

Daily phonics learning and ongoing rigorous
assessment has proved successful over the
past 2 years
3 weekly updates on progress and
reassessment of groups
AP/KB
Short termly
Provision map and Pupil Progress meetings
SENCo to teach lowest attainers as
well as PP if necessary.
AP
Ongoing
£23,450
iii. Other approaches
Desired outcome
Chosen
action/approach
What is the evidence and rationale How will you ensure it is
for this choice?
implemented well?
Staff lead
When will you
review
implementation?
All PP children to have
access to and partake in
after school and extra
curricular activities
Parents given £100
voucher to spend as they
choose
Being involved in school life with peers has
an impact on confidence, social groups and
self esteem-evidenced on the Provision map
HA to supervise
HA/AP
Annually
All PP children to have
the correct uniform and
equipment
Parents given £100
voucher to spend as they
choose
Being involved in school life with peers has
an impact on confidence, social groups and
self esteem-evidenced on the Provision map
HA to supervise
HA/AP
Annually
All PP children to have
access to school trips
Parents given £100
voucher to spend as they
choose
Being involved in school life with peers has
an impact on confidence, social groups and
self esteem-evidenced on the Provision map
HA to supervise
HA/AP
Annually
Total budgeted cost £2,100
January 2017
5. Review of expenditure
Previous Academic Year
January 2017
See 2015-16 Interventions and impact statement on website