Neville’s Cross Primary School - Pupil Premium Strategy Statement
1. Rationale
At Neville’s Cross Primary we believe that teaching and learning opportunities meet the needs of all of pupils. We ensure that appropriate provision is
made for pupils who belong to vulnerable groups, ensuring that the needs of such pupils are adequately assessed and addressed. We recognise that
not all FSM pupils are socially disadvantaged and that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We
will therefore allocate Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as socially disadvantaged,
this will not however exclude any of those who qualify for the Pupil Premium. All our work through the Pupil Premium will be aimed at accelerating
progress and overcoming barriers to learning so that these pupils achieve similar outcomes to their peers and diminish the difference between Pupil
Premium and non-Pupil Premium
2. Summary information
School
Neville’s Cross Primary School
Academic Year
2016/17
Total PP budget
£35,920
Date of most recent PP Review
n/a
Total number of pupils
276
Number of pupils eligible for PP
27
Date for next internal review of this strategy
July 2017
3. Current attainment: Pupils eligible for PP
KS1 (5 pupils)
KS1 (others
national)
KS2 (3 pupils)
KS2 (others
national)
% achieving expected standard or above in reading, writing and maths
20%
-
33%
59%
% achieving expected standard or above in reading
60%
78%
33%
71%
% achieving expected standard or above in writing
60%
70%
67%
78%
% achieving expected standard or above in maths
60%
77%
33%
75%
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
4. 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.
Oral language skills in Key Stage One are lower for pupils eligible for PP than for other pupils. This slows progress in subsequent years.
B.
High ability pupils who are eligible for PP are making less progress than other high ability pupils across Key Stage 1. This prevents sustained
high achievement in Key Stage 2.
C.
Emotional resilience of pupils eligible for PP is very low when compared to their peers. This can affect their ability to concentrate on academic
activities especially when working through tasks that become challenging.
D.
Behaviour issues for a small group of KS2 pupils at lunchtime (mostly eligible for PP) are having a detrimental effect on academic progress
made during afternoon sessions.
E.
In a school with 9% of pupils eligible for PP the range of opportunities for these pupils is very low when compared to their peers. This can
affect relationships in school, self-esteem and academic progress.
External barriers (issues which also require action outside school, such as low attendance rates)
F.
Persistent absentee rates for pupils eligible for PP in 2015/16 was 20% This reduces their school hours and causes them to fall behind on
average.
5. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improve oral language skills for pupils eligible for PP in Key Stage One
Pupils eligible for PP in Key Stage One make rapid
progress by the end of the year so that all pupils eligible
for PP meet age related expectations in speaking and
listening.
B.
Higher rates of progress across KS2 for high attaining pupils eligible for PP.
Pupils eligible for PP identified as high ability make as
much progress as ‘other’ pupils identified as high ability,
across Key Stage 2 in maths, reading and writing.
C.
Improve emotional resilience of pupils eligible for PP.
Pupils eligible for PP across the school will become
more emotionally resilient and thus more able to keep
going when tasks become challenging.
D.
Behavioural issues of Key Stage Two pupils addressed.
Fewer behaviour incidents recorded for these pupils on
the school system (without changing recording practices
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
or standards).
E.
Improve equality of opportunity for pupils eligible for PP across the school.
Pupils eligible for PP access the same life chances as
their peers which will raise their self esteem and
academic progress.
F.
Increased attendance rates for pupils eligible for PP.
Reduce the number of persistent absentees among
pupils eligible for PP from 20% to 10% or below.
Overall PP attendance improves from 94.81% to 96% in
line with ’other’ pupils.
6. 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 for this choice?
How will you ensure it is
implemented well?
Staff lead
Costing and
Review Date
B) Improved
progress for high
attaining pupils
CPD on providing
challenge for high
attaining pupils.
High ability pupils eligible for PP are
making less progress than other
higher attaining pupils across Key
Stage 2 in maths. We want to
ensure that PP pupils can achieve
high attainment as well as simply
‘meeting expected standards’. We
want to train class teachers in
practices to provide stretch and
encouragement for these pupils.
Course selected using
evidence of effectiveness.
Use INSET days to deliver
training.
Peer observation of attendees’
classes after the course, to
embed learning (no
assessment).
Maths lead
March 2017
Cost: £1200
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
C) Improved
emotional
resilience.
Whole staff training
on building resilience
in children to further
develop their social
and emotional
learning.
Whole staff training
on Attachment
Difficulties in Children
C) Improve
resilience and
coping skills for
Year 2 pupils.
Weekly Zippy’s
Friends programme
delivered for 30
weeks led by 2 adults.
We want to invest some of the PP in
longer term change which will help
all pupils. EEF Toolkit suggests
social and emotional learning
interventions have an identifiable
and significant impact on attitudes
to learning, social relationships in
school, and attainment itself (four
months' additional progress on
average). Improvements appear
more likely when approaches are
embedded into routine educational
practices, and supported by
professional development and
training for staff. In addition, the
implementation of the programme
and the degree to which teachers
are committed to the approach
appear to be important.
Course selected using
evidence of effectiveness.
Use INSET day to deliver
training.
Lesson observations to
include the observation of
resilience of PP,
The Zippy’s Friends programme has
been developed specifically for five
to seven year-old children of all
abilities. It teaches them how to
cope with everyday difficulties, to
identify and talk about their feelings
and to explore ways of dealing with
them. It also encourages children to
help other people with their
problems.
TAs were chosen specifically
to lead this programme with
Year 2 pupils.
Zippy’s Friends is based on
extensive research and has been
evaluated in many countries. It has
also been endorsed by the World
Health Organisation and national
governments.
SENCo
April 2017
Cost: £2800
SENCo and
Yr2 class
teachers
July 2017
Although the programme will
benefit PP pupils other pupils
in Year 2 will be involved and
also benefit.
Cost: £1800
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
C) Improve and
build on resilience
and coping skills for
Year 3 pupils.
D) Lunchtime
behavioural
issues of Key
Stage Two
pupils
addressed.
Weekly Apple’s
Friends programme
delivered for 24
weeks led by 2 adults.
Additional teaching
staff on duty during
the lunch period.
The Apple’s Friends programme
has been developed specifically for
seven to nine year-old children of all
abilities. It builds on Zippy’s Friends
and teaches them how to cope with
everyday difficulties, to identify and
talk about their feelings and to
explore ways of dealing with them. It
also encourages children to help
other people with their problems.
TAs were chosen specifically
to lead this programme with
Year 2 pupils.
If children are engaged in sporting
activities and organised play during
the lunch period, they are less likely
to be involved in incidents of poor
behaviour.
Ensure that staff on duty are
well trained to organise play
activities.
SENCo and
Yr2 class
teachers
July 2017
Although the programme will
benefit PP pupils other pupils
in Year 2 will be involved and
also benefit.
Cost: £1500
HT
April 2017
Monitoring to evaluate impact
of activities.
Monitor behaviour logs to
measure impact.
Cost: £3500
Total budgeted cost £10,800
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?
B) Increased rates
of progress for
disadvantaged
pupils in reading in
KS2.
Weekly quality 1:1
support with reading
comprehension
approaches for pupils
identified by the
school as not on track
to achieve their end of
year target.
EEF Toolkit suggests that on
average, reading comprehension
approaches improve learning by an
additional five months’ progress
over the course of a school year.
These approaches appear to be
particularly effective for older
readers (aged 8 or above) who are
not making expected progress.
It is important to remember
that no particular strategy
should be favoured, and
careful diagnosis of the
reasons why an individual
pupil is struggling is very
important when exploring
possible intervention
strategies.
SENCo
July 2017
Cost: £3500
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
B) Increased rates
of progress for
disadvantaged
pupils in maths in
KS2.
B) Increased selfesteem and equality
of opportunity for
vulnerable pupils.
Weekly group tuition
in maths for groups of
PP identified by the
school as not on track
to achieve their end of
year target.
Weekly sessions with
Year 5 /6 pupils
focusing on life skills.
EEF Toolkit suggests that small
group tuition is effective and, as a
rule of thumb, the smaller the group
the better. Some studies suggest
that greater feedback from the
teacher, more sustained
engagement in smaller groups, or
work which is more closely matched
to learners’ needs explains this
impact.
Ensure group sizes are less
than six as above this number
there is a noticeable reduction
in effectiveness of group
tuition.
EEF Toolkit suggests social and
emotional learning interventions
have an identifiable and significant
impact on attitudes to learning,
social relationships in school, and
attainment itself (four months'
additional progress on average).
Organise timetable to ensure
staff delivering provision have
sufficient preparation and
delivery time.
SEL intervention will focus on the
ways in which students work with
(and alongside) their peers,
teachers, family or community. We
will target more specialised
programmes towards pupils with
particular social or emotional
problems.
B) Increased levels
of self-esteem and
self-regulation for
vulnerable pupils
identified by the
school.
Weekly meetings with
vulnerable pupils
identified by the
school as needing
positive attention to
learn how to selfregulate their learning
and behaviour.
EEF Toolkit suggests that selfregulation approaches have
consistently high levels of impact,
with pupils making an average of
eight months’ additional progress.
The evidence indicates that
teaching these strategies can be
particularly effective for low
achieving and older pupils
Maths Lead
July 2017
Cost: £3500
SENCo
July 2017
Ensure pupils are selected
carefully in order to maintain a
positive learning environment
for the group.
Cost: £3800
Careful consideration should
be made when choosing
pupils to take part in this
intervention. TA t work closely
with class teachers to identify
needs.
SENCo
Class
Teachers
July 2017
Cost: £2400
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
A) Improved oral
language skills
for pupils eligible
for PP in Key
Stage One
which in turn will
improve
confidence and
relationships
with peers and
staff.
1:1 Speech and
language support and
oral language
interventions in KS1
for PP with additional
needs.
E) Improved
equality of
opportunity and
individual pupil
engagement in
school life.
Provision of Extra
Curricular Music
Activities and
Individual Music
tuition.
E) Improved
equality of
opportunity and
individual pupil
engagement in
school life.
Opportunity for Pupil
Premium children to
take part in a
residential visit with
the rest of their class.
EEF Toolkit suggests that 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.
Organise timetable to ensure
staff delivering provision have
sufficient preparation and
delivery time.
EEF toolkit suggests that the impact
of arts participation on academic
learning appears to be positive but
low and on average greater effects
have been identified for younger
learners. Wider benefits on
attitudes to learning and well-being
have also consistently been
reported.
Children selected to take part
in musical activities and
individual music tuition based
on their own interest.
Benefits
for suggests
learning appear
to be
EEF
toolkit
that overall,
more achievable
withlearning
younger
studies
of adventure
learners,
withconsistently
some promising
interventions
show
evidencebenefits
supporting
the academic
positive
on academic
impact of On
programmes
whichwho
learning.
average, pupils
develop skills
in music performance
participate
in adventure
learning
in particular. make approximately
interventions
four additional months’ progress
over the course of a year. There is
also evidence of an impact on noncognitive outcomes such as selfconfidence.
Children selected to take part
in adventurous activities
based on their own interest.
SENCo
Class
Teachers
July 2017
TA to liaise with class
teachers to discuss current
class topics to reinforce during
oral language sessions.
Cost: £3200
Music Lead
June 2017
Parental support also sought
Cost: £500
Outdoor
Education
Lead
Following
residential
experiences
Parental support sought
It is important to work with
well-trained and well-qualified
staff to ensure a quality
experience for the children.
Cost: £600
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
E) Improved
equality of
opportunity;
provided with a
healthy meal
during the day.
B) Improved
progress for
high attaining
pupils
C) Transition to
secondary
school
B) Improve
handwriting of
individual PP pupil.
E) Improved
equality of
opportunity and
focused homework
support.
Provision of school
meal to family who
are no longer eligible
due to change in
home circumstances
but who the school
have identified.
There have been several studies
and researchers analysing the
outcomes last year claimed that a
free meal for all helped to narrow
the divide in the achievement gap
between rich and poor pupils.
Weekly small group
sessions in maths for
high-attaining pupils
with experienced
higher level teaching
assistant, in addition
to standard lessons.
We want to provide extra support to
maintain high attainment. Small
group interventions with qualified
staff have been shown to be
effective, as discussed in reliable
evidence sources such as Visible
Learning by John Hattie and the
EEF Toolkit.
Extra teaching time and
preparation time paid for out of
PP budget, not sought on a
voluntary basis.
Weekly transition
sessions for Year 6
pupils transferring to
secondary school
including extra visits
and focused
discussion.
In previous years pupils have
benefitted from transition work
carried out by the secondary
schools. There is no longer a
transition worker available and so
we have chosen to support more
vulnerable pupils ourselves.
Our staff will use tried and
tested materials provided by
secondary schools to structure
the transition programme.
Weekly one to one
sessions with PP
pupil to improve
handwriting using
MagicLink
Handwriting.
Research shows that Magic Link
helps improve children’s handwriting
over a 30 session programme.
One child has been chosen to
trial this handwriting
programme before purchasing
the full programme for other
children. The staff member
has been matched carefully to
the child for optimum impact.
Class
teacher and
LAC coordinator.
Class teachers will monitor
pupil’s access at home and
encourage usage.
Class
teachers
Access to Education
City at home for PP.
Staff to monitor whether
children are eating their meal
and whether their
concentration is improved in
the afternoon.
Class
teachers
April 2017
Cost: £800
School past experience tells us that
providing pupils with access to
Education City at home has helped
their academic progress and
attitude to learning,
Class
teachers
Impact overseen by maths coordinator.
Mar 2017
Cost: £3500
Year 6
teachers
July 2017
Cost: £500
After 30 sessions
(April 2017)
Cost: £600
Continuous
Cost: £200
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
B) Improve spelling
for PP pupils.
Introduction of IDL
spelling programme
for PP
Schools who currently use IDL have
reported that pupils’ reading and
spelling ages increase on average
by around 10 months after just 26
hours of use. They have also
noticed improved confidence and
self esteem, which has transferred
into other areas of school life.
Pupils chosen who need
additional support with spelling
patterns in order to gain best
value for money and maximise
impact.
SENCo to
maintain
overview of
PP pupils
accessing
the
programme.
Cost: £1300
Total budgeted cost £24,400
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?
F) Increased
attendance rates
School secretary and
HT to hold planned
monthly meetings to
discuss attendance,
and monitor pupils.
We can’t improve attainment for
children if they aren’t actually
attending school. NfER briefing for
school leaders identifies addressing
attendance as a key step.
Thorough briefing of school
secretary about existing
absence issues.
HT
June 2017
Secretary to ensure
that regular letters
address any
attendance issues
that arise. (weekly
focus) and follow up
quickly on absences.
Seek support from Attendance
Improvement Team.
Head teacher and school
secretary will collaborate to
ensure new school processes
work smoothly together.
Cost: £800
Total budgeted cost £800
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
7. Review of expenditure
Previous Academic Year: 2016/2016 - £42,240
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 concentration
rates and rates of
progress for all pupils in
KS1.
Staff trained in Team Teach
techniques to manage the
behaviour of individual
pupils in KS1 eligible for
PP.
Team Teach techniques used with
individual pupils enabled lessons to
continues with less disruption and kept
pupils safe. This enabled progress to
continue as an appropriate rates for all
pupils.
This spending will be worthwhile for
KS2 staff when identified pupils
move into KS2.
£1,200
Increase rates of
progress for all pupils in
reading, writing and
maths including pupils
eligible for PP in Year
5/6.
Additional teacher in Year
5/6 to provide smaller
teaching groups for literacy
and numeracy (12.5 hrs
weekly across the year)
In 2016, pupils receiving regular support
This spending was worthwhile as
50% of these children were in the
bottom 20% nationally at KS1.
£15,600
Increased rates of
progress for
disadvantaged pupils in
reading and maths in
KS2.
Weekly focused support for
Pupil Premium children
across the school (4 days
per week across the year)
It was obvious when observing children
during their group sessions which focused
on levels of self-esteem that children
displayed self-confidence and the ability to
talk about their feelings. Children were able
to support each other through social
difficulties and approached the end of year
tests with positivity. Vulnerable children in
Year 6 felt confident about their transition to
secondary school.
Children’s levels of self esteem and
confidence impacted on more
academic subjects as well as social
skills. This is definitely worth
repeating this intervention.
£18,600
Increase rates of progress for all pupils in
reading, writing and maths including
disadvantaged pupils in Year 5/6.
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
Increase rates of
progress for
disadvantaged pupils in
maths across KS2.
Purchase 10 iPads to
support delivery of maths
catch-up programmes.
10 ipads were bought using Pupil Premium
Funding in order to support disadvantaged
pupils with maths catch-up programmes.
The children used the equipment on a daily
basis to boost their maths basic skills.
Children who accessed the catch-up
programme made good progress in maths
across the year.
The school needs to keep up to
date with computing equipment
and feels that disadvantaged pupils
have benefitted from the use of
iPads as a learning tool rather than
laptops. This would bring them in
line with their peers who have
access to iPads at home. The
school will consider further
expenditure on ipads in the future.
£2,800
Enable vulnerable
children to regulate
their own behaviour.
Restorative Approach to
Behaviour whole staff
training (Jan 2016)
Whole staff training has enabled vulnerable
children to feel that they have been given
time to talk to adults about problems that
have occurred with friendships. There has
been an improvement in how quickly
children can resolve conflict and move on.
The school will continue to use the
Restorative Approach to behaviour
and begin to use the approach with
all children across the school.
£1,600
Vulnerable children
able to relax and
unwind after a day at
school.
Relax kids training for staff
including resources to run
programme in school and
supply cover for training.
All vulnerable children across the school
were targeted to attend a series of ‘Relax
Kids’ workshops after school. The
sessions taught children how to relax.
Parents reported that they had noticed a
difference in children’s mood and attitude
towards school.
The school would consider using
Pupil Premium funding in the future
on a repeat project.
£800
Total Budget Cost £40,600
Neville’s Cross Primary School Pupil Premium Strategy 2016-17
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 equality of
opportunity and
improved individual
pupil engagement in
school life for pupils
eligible for PP.
After School Activities and
Individual Music tuition.
Pupil Premium funding allowed several
children to learn musical instruments
which they would otherwise not have
been able to access. The children were
given the same opportunities as their
peers. Several children were able to
perform in the schools’ annual music
concert which boosted their self-esteem.
This provided individual children
with equality of opportunity and so
made a difference to their selfesteem which transferred to
academic lessons.
£240
Pupil Premium Funding allowed two
children to take part in a residential visit
with the rest of their class which they
would otherwise not have been able to
access. The children were given the
same opportunities as their peers and
thoroughly enjoyed the experience away
from home.
This provided individual children
with equality of opportunity and so
made a difference to their selfesteem.
The school provided milk to all
disadvantaged pupils from September
2015. This has helped provide healthy
eating habits and ensured children
receive milk into their diet.
The school will continue to provide
milk for those disadvantaged pupils
in the future.
Improved equality of
opportunity and
improved individual
pupil engagement in
school life for pupils
eligible for PP.
Opportunity for Pupil
Premium children to take
part in a residential visit with
the rest of their class.
Ensure Pupil Premium
pupils receive equality
of opportunity and are
provided with milk
during the day.
Provision of free milk in the
across the year to children
who are eligible for Pupil
Premium funding.
The school would consider using
Pupil Premium funding in the future
on similar projects.
£250
The school would consider using
Pupil Premium funding in the future
on similar projects.
£1,240
Total Budget Cost £1,730
Neville’s Cross Primary School Pupil Premium Strategy 2016-17