Pupil premium strategy statement: Hayeswood First School
1. Summary information
School
Hayeswood First School
Academic Year
2016/17
Total PP budget
£5880
Date of most recent PP Review
Total number of pupils
151
Number of pupils eligible for PP
7
Date for next internal review of this strategy
April 2017
2. Current attainment
Pupils eligible for PP (your school)
Pupils not eligible for PP
% working at expected standard in maths
86%
89%
% working at expected standard in reading
71%
82%
% working at expected standard in writing
57%
90%
% age related scores in reading age test
80%
79%
% age related scores in spelling age test
60%
82%
3. 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.
Poor phonics and spelling skills lead to poor progress in reading and writing
B.
Social emotional issues and low self-esteem for some children lead to inability to focus and make desired progress.
C.
External barriers (issues which also require action outside school, such as low attendance rates)
D.
May 2016
Financial constraints mean that PP children do not have access to extra- curricular activities in the same way as non PP children
4. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improved confidence and self-esteem of children so that they are more confident and focused learners
and able to make at least expected progress.
Pupils eligible for PP benefit from ELSA support and make rapid
progress by the end of the year so that all pupils eligible for PP meet age
related expectations.
B.
Improved literacy skills will enable improved rate of progress in reading and writing.
Pupils eligible for PP with make as much progress as ‘other’ pupils in
reading and writing. Measured by teacher assessments, phonics
screening and successful moderation practices established across the
multi-academy trust (MAT).
C.
All PP children will have access to extra- curricular activities
Lists for extra- curricular activities shows that PP children are
represented proportionately.
D.
More able readers will be given age appropriate challenge
More able readers are equipped with suitable age appropriate books and
working at Greater Depth in reading.
May 2016
5. 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?
Improved rates of
progress in reading and
writing for PP children so
that PP children will
achieve in line with non
PP children at the end of
EYFS, Y2, Y4 and in Y1
phonics screening
Ensuring that all objectives
are appropriately targeted
in group work to avoid
gaps in learning.
Small group specific activities will address
gaps in learning and areas of weakness.
Monitoring of lessons and books,
pupil progress meetings and analysis
of assessment data.
Head
Literacy
leader
At half term
assessment review
points and half termly
pupil progress
meetings
Maximise the opportunities
for extending reading and
writing skills during Guided
Reading sessions.
Appropriate tasks to develop and practice
skills will reinforce and extend learning for all
children.
Monitoring
Reading and spelling age tests and
check of spelling of common
exception words.
Give all children time to
make improvements to
writing following marking
and feedback in literacy.
Use peer coaching and
marking.
Children need time to review their work and
discuss with peers and adults what next
steps should be. Success criteria strips in
books remind children of expectations and
highlighting gives clear guidance on what
they need to do to improve and make more
rapid progress.
Lesson observations, monitoring of
books, talking to children.
Analysis of data.
Ensure that age
appropriate more
challenging reading books
are available for more able
readers.
Children need to read age appropriate books
to ensure that comprehension in improved as
well as verbal reading skills.
Literacy leader to source appropriate
books in response to half termly
reviews.
Literacy
leader
At half term
assessment review
points and half termly
pupil progress
meetings
At the start of each
term when reading
age tests are carried
out.
More able readers in
KS1 making better than
expected progress and
achieving greater depth
in reading.
Total budgeted cost £100
ii. Targeted support
Desired outcome
May 2016
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?
PP children will achieve
in line with their peers in
reading and writing.
Where SEN is also an
issue, progress rates will
be at least expected.
1:1 / small group support
for literacy twice weekly.
Y1 child to participate in
ELS group in order to raise
attainment in phonics and
reading and writing.
Past experience shows that children with
very focused, appropriate support make
more rapid progress than with no support or
when working in larger groups.
Data shows that ELS increases progress in
Y1.
1:1 support with reading
and phonics
Phonics screening results have proved in the
past that the children who receive extra
support in specific areas make rapid
progress and achieve higher scores in
screening.
Precision teaching where
need is greatest.
More able PP children
will achieve greater
depth in reading.
Provide more challenging
books and ask parents to
complete reading record
books when reading at
home.
Ensure that children read
at least weekly to an adult
in school and complete
challenging comprehension
tasks during guided
reading sessions.
Organise timetable to ensure that
support is available for literacy
lessons and to support with reading
(including comprehension) and
phonics.
There will be half termly reviews of
progress.
Ensure that TA gives appropriate
support to PP children during class
phonics sessions and that
interventions are planned to suit
need.
Precision teaching improves rate of progress
and attainment by targeting specific areas.
Ensure that TAs carrying out
Precision teaching have had
appropriate training. Monitoring will
take place and support will be
reviewed appropriately.
Frequent practice with more challenging
books will increase fluency and word
recognition and decoding.
1:1 reading sessions on more challenging
texts will enhance comprehension skills.
Monitor reading age half termly.
Headteacher
Half termly
Class
teachers
SEN TA
Half termly
Class
teachers
headteacher
Half termly
Total budgeted cost £4498
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?
To address social
emotional needs of PP
children in order to
ensure that their self
esteem and lack of
ELSA support as
appropriate
ELSA support has a positive impact on the
children and gives them the strategies to
deal with anxieties.
Headteacher
ELSAs
SENCO
Half termly
May 2016
Trained ELSAs who attend termly
ELSA supervision meetings.
Meet with ELSAs to discuss progress
and strategies. An entry and
confidence are not
barriers to learning.
To ensure that PP
children are able to
access the wider
curriculum in the same
way as their peers.
exitassessment will be used to assess
impact.
Cover the cost of
educational visits.
Cover the cost of one after
school extra curricular
activity each term for each
child who is eligible for
FSM
Contribute to the cost of
uniform.
Offer PP children funded
milk and snacks to ensure
that they have a healthy
mid morning snack.
This ensures that PP children are fully able
to participate in all aspects of school life. This
has a positive impact on social skills, selfesteem and confidence in addition to
developing the specific skills linked to the
activities.
Monitor PP take up of the funding
termly.
Admin
assistant
Finance
officer
Headteacher
Termly
PP are able to have new uniform which fits
and this also impacts on self-esteem and
confidence.
Children will sustain concentration more
readily if they have had something to eat and
milk and fruit will be a healthy option.
Total budgeted cost £1282
May 2016
6. Review of expenditure
Previous Academic Year
2015-16
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
For PP children to be
making the same
amounts of progress as
their peers and to reach
age related expectations.
Differentiated
activities and support
within normal
lessons. Small group
work as appropriate.
TAs trained in
precision teaching.
Interventions set up
as necessary. Clear
instructions to TAs as
to how to support
each group of
children.
Regular assessment showed progress. Although
for a small number of children the progress does
not show each term as expected progress, our
more detailed records show that progress was
made e.g in reading age tests, the number of
words read and for reading, writing and maths the
number of objectives covered.
We will continue with this approach but also develop target
plans similar to IEPs for the PP children.
£2680
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
To close the gaps
between PP children and
their peers and to
respond to the specific
learning needs of
individuals
Teacher and TA led
interventions.
For each child in Y1 or above reading and spelling
ages were increased. In most cases age related
expectations were reached but where they were
not, progress had been made and the data was
used to inform targeted support.
In reading, writing and maths good progress was
made towards each child achieving ARE – in the
cases where there are still gaps, staff are well
aware of what interventions need to be in place to
close the gaps.
Continue with current approach.
£2000
May 2016
Targeted time with
SEN TA to work on
1:1 basis and also to
support groups in the
classroom which the
PP children work in.
Where PP children
are also SEN, liaison
between SENCO and
PP lead to ensure
smart targets.
iii. Other approaches
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
To address social
emotional needs of PP
children in order to
ensure that their self
esteem and lack of
confidence are not
barriers to learning.
ELSA support as
appropriate
The support was very successful in addressing the
specific needs of children. In some cases this
involved working on personal anxieties while for
others the issues were related to relationship and
family situations.
This approach is a very much valued part of life in our school
and is continuing to help children to regain self-esteem,
confidence and a sense of well- being because they have a
support network in place.
£1200
Ensuring that children
have access to extra
curricular activities.
One child who had not been involved in extra
curricular activities benefitted greatly in terms of
raised self esteem, increased confidence and
reduced anxiety.
We will continue with this approach and encourage any
children not currently involved to take up clubs.
7. Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.
Our full strategy document can be found online at: www.aschool.sch.uk
May 2016