Manor Park School and Nursery
Strategic School Development and Inclusion Plan 2015-16: Pupil Premium
`School’s Current Position:
Key Priority 1
To narrow the attainment gap between
disadvantaged pupils and their peers, with
key priorities as follows:
Year 1:
Maths
Reading
Writing
PP
2.13
3.38
3.25
Progress
Non PP
2.87
3.17
3.04
Gap
-0.74
+0.21
+0.21
PP
4.00
4.88
4.75
Attainment
Non PP
5.79
6.13
5.79
Gap
-1.79
-1.25
-1.04
Attainment gaps have narrowed slightly during 2014-15 in reading and writing, however the gap has increased in Maths; at the end of July 2014, the APS
attainment gaps were as follows: Maths: -0.95; Reading: -1.29; Writing: -1.13. This cohort will be a targeted cohort during 2015-16 in Year 2, especially in Maths.
Year 3:
Maths
Reading
Writing
PP
3.42
3.09
3.50
Progress
Non PP
3.15
3.58
3.83
Gap
+0.27
-0.49
-0.33
PP
11.67
11.58
11.58
Attainment
Non PP
11.08
11.15
10.85
Gap
+0.59
+0.33
+0.73
Attainment gaps have remained positive during 2014-15; at the end of July 2014, the APS attainment gaps were as follows: Maths: +0.33; Reading: +0.62; Writing:
+0.83.
Year 4:
Maths
Reading
Writing
PP
3.00
3.43
4.00
Progress
Non PP
2.44
1.80
2.60
Gap
+0.56
+1.63
+1.40
PP
14.00
13.11
13.56
Attainment
Non PP
16.17
16.00
16.50
Gap
-2.17
-2.89
-2.94
Attainment gaps have narrowed during 2014-15; at the end of July 2014, the APS attainment gaps were as follows: Maths: -2.69; Reading: -4.69; Writing: -4.66.
Although all of the gaps have narrowed, gaps are still at 2-3 terms therefore Year 4 will remain a targeted cohort throughout 2015-16 in Year 5.
Plan Lead – Jo Ashcroft
YEAR 6:
 To narrow the gap in Maths from
2.07 to 1.16 during 2015-16.
 To narrow the gap in Reading from
1.36 to 0.82 during 2015-16.
 To narrow the gap in Writing from
2.59 to 0.82 during 2015-16.
YEAR 5:
 To narrow the gap in Maths from
2.17 to 1.39 during 2015-16.
 To narrow the gap in Reading from
2.89 to 2.00 during 2015-16.
 To narrow the gap in Writing from
2.94 to 2.34 during 2015-16.
YEAR 3:
 To narrow the gap in Maths from
1.99 to 0.95 during 2015-16.
 To narrow the gap in Reading from
1.28 to 0.00 during 2015-16.
YEAR 2:
 To narrow the gap in Maths from
1.79 to 0.80 during 2015-16.
 To narrow the gap in Reading from
1.25 to +0.05 during 2015-16.
 To narrow the gap in Writing from
1.44 to -0.49 during 2015-16.
Manor Park School and Nursery
Strategic School Development and Inclusion Plan 2015-16: Pupil Premium
Year 5:
Maths
Reading
Writing
PP
0.91
1.45
1.27
Progress
Non PP
1.29
1.00
1.79
Gap
-0.38
+0.45
-0.52
PP
15.36
16.00
14.91
Attainment
Non PP
17.43
17.36
17.50
Gap
-2.07
-1.36
-2.59
Key Priority 2
To implement a new menu of PP
opportunities, which is progressive in basic
skills development.
Key Priority 3
To implement peer mentoring.
Attainment gaps have narrowed in reading during 2014-15; at the end of July 2014, the APS attainment gaps were as follows: Maths: -1.69; Reading: -1.81; Writing:
-2.07. Year 5 will remain a targeted cohort throughout 2015-16 in Year 6.
NATIONAL CURRICULUM LEVELS YEAR GROUPS (APS):
Year 2:
Maths
Reading
Writing
PP
4.44
4.44
4.00
Progress
Non PP
5.22
4.72
3.94
Gap
-0.78
-0.38
+0.06
PP
12.80
12.82
12.00
Attainment
Non PP
14.79
14.10
13.44
Gap
-1.99
-1.28
-1.44
Attainment gaps have narrowed during 2014-15 in reading and writing, however the gap has increased slightly in Maths; at the end of July 2014, the APS
attainment gaps were as follows: Maths: -1.67; Reading: -1.72; Writing: -1.83. This cohort will be a targeted cohort during 2015-16 in Year 3.
Success Criteria:
 Gaps to narrow as per the Priority 1 objectives.
 PP pupils across school to make outstanding progress (3.5 progress points average).
 Children make accelerated progress during interventions (evidenced by data, intervention monitoring sheets, provision mapping and case
studies).
 Children develop good oracy skills in the early years (to prepare them to make better progress throughout KS1 and KS2), including SALT,
Talk Boost, ELAT and Talking Maths.
 Basic skills in English and Maths to be developed through high quality targeted teaching and timely high impact intervention.
 Working memory intervention to be implemented.
 To implement peer mentoring for PP pupils (pairing Year 6 with Year 3 and Year 5 with Year 2).
Plan Lead – Jo Ashcroft
School Aims:
1-8
Finance Plan:
2015-16 financial year PP budget: £101,640
(77x£1320)
See PP spending plan for detailed break
down.
Manor Park School and Nursery
Strategic School Development and Inclusion Plan 2015-16: Pupil Premium
Implementation Process
(Actions)
Lead Person
Timescale
Completion
To ensure a sound benchmark of staff knowledge and understanding of PP in
general and the specific context for our school, deliver a session during INSET day
1 with general information, school data, provision mapping and class cohorts).
To continue to develop the PP menu of options. Each half term evaluate the
effectiveness of the menu of interventions in place. Add or take away as
necessary.
To ensure high quality feedback to and from all PP pupils – 1:1 teacher to pupil
feedback sessions to be undertaken every half term (15 minutes per PP pupil per
half term).
JA
INSET day 1
INSET day 1 – 1 hour
INSET day 1 – 1
hour
JA and JH
Every half
term
Training as required for
interventions.
Training costs.
JA
Autumn 1
onwards
To ensure the children allocated pupil premium make the maximum progress
over the year in reading, writing and maths through accessing the necessary
interventions and support – targeted provision mapping to be reviewed every
half term (involving SENDCO, Most Able lead and core-curriculum leaders).
Interventions to be recorded – dates completed, progress made and individual
pupil assessments/observations (new format introduced). Additional teacher
(RE) to continue to be employed to deliver ECAR in Key Stage 1 and oversee the
targeted interventions for reading in Key Stages 1 and 2. Pupil progress meetings
each term to be focused upon narrowing the gap and tracking progress towards
the objectives set above.
To ensure early intervention across the school (Nursery and reception) and to
improve speaking and listening skills in the Early Years, employ additional TA
hours to work across Foundation Stage to develop the speaking and listening of
the children with a particular emphasis on disadvantaged pupils. Introduce
‘Talking Maths’ intervention to improve children’s mathematical vocabulary.
Children developing better oracy skills in the early years which will impact
standards later on in the school.
JA, JH, ND,
ABo, ABa, RE
Every half
term
JA and LP
Autumn 1
Plan Lead – Jo Ashcroft
CPD
Resources
Time
Cost
Release time for
teachers – 15
minutes per PP
pupil per half term.
Cover for staff
teams every term
(3 hours per year
group team – Rec,
Y1/2, Y3/4 and
Y5/6).
SB to attend Talking Maths
training.
CPD cost
Status
Manor Park School and Nursery
Strategic School Development and Inclusion Plan 2015-16: Pupil Premium
To introduce Peer Mentoring intervention. Visit to another school to see Peer
Mentoring ‘in action’ and then introduce with JW taking the lead in the
implementation of the intervention.
JA and JW
To introduce a working memory for targeted pupils in KS2 (3 pupils initially). JC to
attend training and then deliver the intervention.
JA and JH
Continue to regularly monitor the impact of PP (data, pupil voice, staff voice,
core-curriculum leader interviews, intervention observations, book and planning
scrutiny, A Day in the Life of…)
JA and SLT
Introduce a Saturday School once per half term over the year for identified
children to run projects related to reading, writing and maths i.e. producing a
school newspaper, promoting school events, running their own recycling
company, enterprise project. These will be for the targeted year groups and will
focus on the areas with the widest gaps.
To continue ensure that disadvantaged pupils get ‘wider’ opportunities beyond
the classroom, including trips and experiences to enhance the curriculum and
development of basic skills including some payment towards France residential
and other experiences throughout the year. Children use the experiences to
enhance their learning at school and therefore making good/outstanding
progress.
JA and ABa
Plan Lead – Jo Ashcroft
JA/AM
Autumn 1
research,
Autumn 2
implementation.
Autumn 1
training,
Autumn 2
implementation
Monitoring
activities at
least twice
each half
term
Every half
term
On going
throughout
the year.
JA and JW to visit a model
school to observe and then
staff meeting for other staff.
JH to find training; JC to
attend.
CPD cost
Overtime for staff
Manor Park School and Nursery
Strategic School Development and Inclusion Plan 2015-16: Pupil Premium
Monitoring
Who
What
Where
When
How
External Validation
SLT
Standards Committee of
Governing Body
Progress against agreed
actions
SLT meetings
Staff meetings
Standards Committee
meetings
Termly
Scrutiny of PP monitoring file
PP Governor Review day
Use of the PP Survey tool – JA
to complete and share with
governors
Learning Partner visit – Mike
Claddingbowl
Evaluation
 Have the attainment gaps narrowed as per the Priority 1 objectives?
 Have PP pupils across school made outstanding progress (3.5 progress points
average)?
 Have children made accelerated progress during interventions (evidenced by data,
intervention monitoring sheets, provision mapping and case studies)?
 Is there evidence that children have developed good oracy skills in the early years?
 Has the working memory intervention been implemented? What has the impact
been?
 Has peer mentoring for PP pupils been implemented? What has the impact been?
Evidenced by:
 Minutes
 Learning Partner ROV
 Monitoring records
 Tracking data
 Questionnaire findings & survey results
Plan Lead – Jo Ashcroft
Review




The plan will be reviewed half-termly by the SLT
The plan will be reviewed termly by the staff
The plan will be reviewed by the Standards Committee termly
The outcomes will be reported to the full GB in summer term 2016.