Astmoor Primary School
Pupil Premium Strategy Statement
2016/17
1. Summary Information
School
Academic Year
Numbers of Pupils
Astmoor Primary School
2016-17
145
Total PP budget
Number of PP pupils
£120,348
99 (68%)
Last PP review date
Date for next review
N/A
Sep 2017
2. Current KS2 Attainment – 2016 results
% achieving expected level in R, W and M
% achieving expected level in Reading
% achieving expected level in Writing
% achieving expected level in Maths
% achieving expected level in SPAG
Pupils Eligible for PP (13 62%)
Pupils not eligible for PP (8 38%)
31%
69%
54%
46%
85%
38%
50%
63%
38%
63%
Pupils eligible for PP (14 93%)
Pupils not eligible for PP (1 7%)
43%
43%
50%
57%
0% (one pupil)
0% (one pupil)
0% (one pupil)
0% (one pupil)
3. Current KS1 Attainment – 2016 results
% achieving expected level in R, W and M
% achieving expected level in Reading
% achieving expected level in Writing
% achieving expected level in Maths
1
4. Barriers to future attainment
A.
Emotional/behavioural issues due to external factors that affect high percentages of PP pupils (43%)
B.
Poor oral language skills in foundation stage and significant numbers of children across other classes with S&L problems
C.
High rates of SEN pupils within PP group (over 50%) who require higher levels of support
D.
Limited experience of life outside school
5. Desired Outcomes
A.
Success Criteria
Emotional barriers addressed in order to allow focus on learning.
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B.
C.
Improved communication allowing children to access a broad and
balanced curriculum
PP children with additional needs to be supported through timely,
specific interventions allowing good rates of progress
2

School environment calm and orderly
Vast majority of children engaged in and enjoying
learning
The behaviour of targeted children to be effectively
managed and supported via appropriate interventions
Engagement in learning will be reflected in progress

Pupils eligible for PP in FS make rapid progress by the
end of the year and Achieve GLD
Children with communication issues will access a
broad and balanced curriculum appropriate to their
needs and make at least expected progress

(Delete Pupil-adult ratio reduced to allow) Evidence of
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





D.
Children to have a love and thirst for learning through being exposed
to enriched activities and experiences.




3
greater focus and attention during group work and
transferring into class lessons
Quality and quantity of feedback, particularly verbal,
(enhanced – delete) impacting on the quality of
learning
Targeted pupils demonstrating high rates of
engagement which impacts positively on their learning
Assessments indicate significant progress being made
Mastery learning – objectives pursued until achieved
Confidence and motivation for key groups of children to
improve
Gaps in knowledge, understanding and skills reduced
greater independence in learning leading to at least
expected progress
Children will have good attendance and enjoy coming
to school
They will show an Increased participation and
involvement in learning
Teachers will report that they are happier and
contributing to class life
Progress will be at least expected
6. Planned Expenditure – Academic Year 2016/17

Quality of Teaching for all
Desired Outcome
Emotional barriers addressed
in order to allow focus on
learning.
Chosen
action/approach
Employ a full time family
support worker to manage
high proportions of welfare
cases
Evidence and
rationale for this
choice
How will you ensure
it is implemented
well
Increasing numbers of cases
of families with additional and
significant needs.
Safeguarding of children
within these categories is
paramount but can be very
time-consuming.
HT to monitor and supervise
FSW
Staff Lead
RA/LA
Review date
Dec 2016
March 2017
FSW to link with local network
of FSW provided by LA
June 2017
Scrutiny of cases
Formal and informal
discussions
Train and upskill all staff in
managing emotions and
behaviour effectively – Inset
day for all ‘Emotion Coaching’
Improved communication
allowing children to access a
broad and balanced
curriculum
Employment of S&L therapist
Respond to the changing
needs of our school
community by developing a
highly competent team of
professionals equipped to
manage complex behaviours.
Learning walks
Timely assessment of needs
together with a clear plan for
development
Records and reports from
S+L therapist
LA
Scrutiny of behaviour files and
plans
Dec 2016
March 2017
June 2017
RN/LA
Dec 2016
March 2017
Records of progress
June 2017
Case studies
Staff training for all staff
delivered by S+L therapist
Planned opportunities to
enrich curriculum experiences
Shine Week (Summer Term)
To ensure that all classrooms
provide a rich language base
for learning.
To ensure that spoken
language is prioritised by
everyone as the foundation
for good writing.
Learning walks
We want to provide uplifting
experiences that allow all
Pupil voice
4
RN/LA
Dec 2016
Lesson observations
March 2017
Data
June 2017
LD/LA
Dec 2016
children to ‘shine’ and feel
positive and to offer children
to participate in activities they
may otherwise never
experience.
Theatre company
performance of The Selfish
Giant
Residential trips organised for
Y3 and Y5 pupils

Feedback from parents/carers
March 2017
Improved attendance
June 2017
Pupil voice
CC/LA
March 2017
Observations of participation
Provide enhanced learning
opportunities outside the
classroom
Building resilience in new
environments
Pupil voice
Dec 2017
Celebration assemblies
Visits by HT
Targeted Support
Desired Outcome
Emotional barriers addressed
in order to allow focus on
learning.
Chosen
action/approach
Complimentary therapy
offered to selected pupils
1-1 support from Family
Support Worker
Evidence and
rationale for this
choice
How will you ensure
it is implemented
well
Children need to be free from
stress and anxiety in order to
learn
Children have low self worth
1-1 time in a relaxed
environment helps children to
feel special and valued and
builds confidence and a
sense of well being
SENCo to oversee/supervise
Opportunities for children to
discuss wishes and feelings is
important to understand how
they work and successfully
meet their need
Monitoring and supervision by
HT
1-1 opportunities helps to give
a clear picture of a child’s
feeling and emotions and the
Pupil voice
Staff Lead
RN/LC
Records scrutinised
Review date
Dec 2016
March 2017
June 2017
LA/RA
Dec 2016
March 2017
Scrutiny of records and
documentation
5
June 2017
challenges they may be
facing in their lives
Art therapy for children with
most significant problems
Evidence of positive impact
on learning and well being for
a number of targeted children
Case studies
LA/RA
Scrutiny of quality of records
and reports
Dec 2016
March 2017
Proven record of success
June 2017
Outcomes for children
(strengths and difficulties)
Improved communication
allowing children to access a
broad and balanced
curriculum
1-1 programmes of
intervention delivered by TAs
(supported by therapist)
Research shows that
improved spoken language
will improve written language
and support children’s social
development
S+L records to evidence
improvements (both therapist
and TAs)
RN
Dec 2016
March 2017
IEPs
June 2017
SENCo records
PP children with additional
needs to be supported
through timely, specific
interventions allowing good
rates of progress
Additional targeted reading
sessions (1-1)
The evidence shows that
children with additional needs
in our school respond well to
bespoke interventions
appropriate to their need
Reading records
LA/RN
Assessment Data
Dec 2016
March 2017
June 2017
Targeted intervention for
specific children to ensure
good progress.
Phonic intervention for small
groups of pupils in Y1, 2 and
3
Children with additional needs
often struggle with phonics in
a whole class group
Teachers to oversee and
monitor delivery of
programmes
Small groups allowing for
greater focus and targeting
needs of individuals more
closely
Class action plans
LA/CC/RN
Dec 2016
March 2017
June 2017
Learning walks
Assessment data
Hornets Precision Teaching
used for targeted KS2
children
Precision style teaching
methods can allow greater
focus on need and are can
highly effective for some
children
IEP records
Assessment data
LA/CC/RN
Dec 2016
March 2017
June 2017
6
Booster support for 2 groups
of Y6 pupils in maths.

Confidence and self worth is
often an issue for these
children
Help children to feel prepared
and confident.
Small groups allow tighter
focus on specific areas of
difficulty
Ongoing assessment for
learning
LA/CC
Dec 2016
March 2017
Records of progress
June 2017
Other Approaches
Desired Outcome
Chosen
action/approach
Emotional barriers addressed
in order to allow focus on
learning.
Practical support offered to
specific families to provide
appropriate uniforms, PE kits
and school equipment
Evidence and
rationale for this
choice
How will you ensure
it is implemented
well
Chronic neglect can have
long lasting impact on a
child’s wellbeing. For a small
minority of children, their
physical presentation can
cause embarrassment and
lead to low self esteem.
Permission will be sought
from parents/carers to
support.
7
Staff Lead
RA/LA
Review date
Ongoing
7. Review of Expenditure – Academic Year 2016/17

Quality of Teaching for all
Desired Outcome
Chosen
action/approach
Emotional barriers addressed
in order to allow focus on
learning.
Employ a full time family
support worker to manage
high proportions of welfare
cases
Estimated impact
Lessons Learned
Train and upskill all staff in
managing emotions and
behaviour effectively – Inset
day for all ‘Emotion Coaching’
Improved communication
allowing children to access a
broad and balanced
curriculum
Employment of S&L therapist
Staff training for all staff
delivered by S+L therapist
Planned opportunities to
enrich curriculum experiences
Shine Week (Summer Term)
Theatre company
performance of The Selfish
Giant
8
Cost
Residential trips organised for
Y3 and Y5 pupils

Targeted Support
Desired Outcome
Emotional barriers addressed
in order to allow focus on
learning.
Chosen
action/approach
Estimated impact
Lessons Learned
Complimentary therapy
offered to selected pupils
1-1 support from Family
Support Worker
Art therapy for children with
most significant problems
Improved communication
allowing children to access a
broad and balanced
curriculum
PP children with additional
needs to be supported
through timely, specific
interventions allowing good
rates of progress
1-1 programmes of
intervention delivered by TAs
(supported by therapist)
Additional targeted reading
sessions (1-1)
9
Cost
Phonic intervention for small
groups of pupils in Y1, 2 and
3
Hornets Precision Teaching
used for targeted KS2
children
Booster support for 2 groups
of Y6 pupils in maths.

Other Approaches
Desired Outcome
Chosen
action/approach
Emotional barriers addressed
in order to allow focus on
learning.
Practical support offered to
specific families to provide
appropriate uniforms, PE kits
and school equipment
Estimated impact
Lessons Learned
10
Cost