Pupil premium strategy statement: Painters Ash Primary School
1. Summary information
School
Painters Ash Primary School
Academic Year
Total number of pupils
2016/17
413
Total PP budget
Number of pupils eligible for PP
£159,720
121
Date of most recent PP Review
February
2017
Date for next internal review of this strategy
2. Current attainment
Pupils eligible for PP (your school)
2016
2015
2014
Pupils not eligible for PP (national average)
2016
2015
% achieving expected standard or above in reading, writing and maths
54%
65%
60%
70%
% making expected standard or above in reading
54%
65%
71%
83%
% making expected standard or above in writing
69%
76%
79%
79%
% making expected standard or above in maths
69%
82%
75%
80%
2014
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.
Oral language skills are lower for PP children than others on entry to reception. This can slow reading progress in other years
B.
High ability PP children are not making the required progress compared with other high ability children across KS1 and KS2. What is the impact of Quality first teaching strategies?
C.
Children who are SEN and PP children in all areas show consistently wide gap between themselves and other pupils Some external factors have contributed such as lack of
reading at home and low attendance rates (see below)
May 2016
External barriers (issues which also require action outside school, such as low attendance rates)
Attendance for PP children, specifically those who are PP and SEN, is low at 93.5% which is lower than the National average of 96.1% and schools attendance rates of 95.6%
D.
4. Outcomes
A.
Desired outcomes and how they will be measured
Success criteria
Improve oral language skills for pupil eligible for PP in year R.
2015/16
2016/17 Target
GLD%
45%
57%
Pupils eligible for PP in year R class make rapid
progress from low starting point in order to meet age
related expectations
Communication
and Language
B.
55%
Higher rates of progress from Year R to end of KS1 and across Key stage 2 for higher attaining pupils eligible for PP
% HA children
achieving
exceeded Yr R-2
% HA children
achieving
exceeded Yr 2-6
C.
73%
R%
0(4)
15/16
W%
0 (4)
M%
0 (4)
R%
50 (2)
16/17 Target
W%
50 (2)
M%
75 (3)
0 (0)
0 (0)
0 (0)
75 (4)
33 (1)
66 (2)
The attainment gap to continue to close between PP children and other children nationally and also those who are both
PP and SEN
% Pupil
premium
children
achieving
expected
Reading %
Writing%
Maths%
Year 1
15/16
63
42
63
16/17
67
67
67
Year 2
15/16
56
50
56
16/17
67
67
72
Year 3
15/16
74
74
67
16/17-Represents target for end of current academic year
May 2016
16/17
76
76
73
Year 4
15/16
78
72
67
16/17
80
75
70
Year 5
15/16
56
39
67
16/17
63
63
73
Year 6
15/16
54
69
69
16/17
67
73
73
Pupils eligible for PP identified as high ability make as
much progress as ‘other’ pupils identified as high
ability across KS1 and KS2 in reading, maths and
writing. This will be monitored weekly and measured
across schools collaborative through moderation
Pupil eligible for PP identified as SEN to make
accelerated progress through quality first teaching in
the classroom and closely targeted and timely
interventions such as precision teaching. These will be
measure through our whole school provision mapping
and intervention tracker
D.
Increase attendance rates of those PP and SEN support children
15/16
16/17 Target
PP attendance
93.4%
95%
PP/SEN children
92%
95%
May 2016
Reduce the number of persistent absentees in among
pupils that are both PP and SEN to below 10% in line
with the rest of the school. Improve the attendance of
this group from 92% to 95%
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
implement
ation?
Improved oral language
skills in year R
Staff to be trained on high
quality feedback
Use of speech therapist to
visit school on a weekly
basis
We want to invest PP in longer term change
that will help all pupils as we know pupils
come in historically with low language skills.
Sutton trust and EEF show that high quality
feedback supports attainment and this will be
a suitable approach that we can use across
the school to support rapid progress and
then long term attainment of PP children
Use of INSET days to deliver training
Peer observation (Lesson study triads) to
provide feedback and time for reflection to
embed learning.
Updated school marking and feedback policy
which will be frequently used to monitor
books and to stage pupil discussion and
feedback sessions to encourage pupil voice
EYFS/KS1/K
S2 leads
Jan 2017
High ability pupils eligible for PP are making
less progress than other high attaining pupils
across KS1 in all areas and across KS 2 in
reading. We want to ensure that PP children
can achieve high attainment as well as
simply meeting expected standards. We
want to train a group of teachers in practice
to provide stretch and encouragement for
these pupils
AHT to support school through higher
attaining maths project within the local
collaborative group
Use of INSET days to deliver training
Peer observation (Lesson study triads) to
provide feedback and time for reflection to
embed learning.
Use INSET to embed learning of strategies
AHT
Jan 2017
Improve progress for
High attaining pupils
Improved progress for
High attaining pupils
May 2016
Staff training on developing
oracy for HA pupils
Use of quality test to
develop language skills
through use of Power of
Reading
CPD on providing stretch
for high attaining pupils
The attainment gap to
continue to close
between PP children and
other children nationally
and also those who are
both PP and SEN
Achievement for all bought
in to provide structured
intervention to support PP
children
We know that the gaps are steadily closing
across KS2 but we want a consistent long
term approach to ensure that PP children are
caught up as quickly as possible from their
entry points, We know that comparing
attainment of PP children to other children
maintains our high expectations for what
they achieve. Combining aspirational targets
with timely intervention has shown to be
effective through use if the attainment for all
project.
AHT/SENCO bought out of class to oversee
the project as PP champion across the
school
AHT/SENCo
Talk less teaching to support engagement
and learning of all children
Staff CPD through attainment for all
coaching, including focus on parental
engagement and support of PP children
Lesson study triads and termly PP meetings
to track and support PP children to continue
to make higher progress rates than other
groups to ensure the closing of the
attainment gap
Total budgeted cost £45000
May 2016
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
implement
ation?
Improved language skills
in reception.
Early 1:1 screens and
weekly intervention
supported by trained TA
and SALT
Some need targeted support to catch up as
language skills are low. The SALT is fully
qualified and bought in observing, assessing
and supporting input
Provision maps and TA timetables are
submitted and monitored
TA and staff to have committed prep time in
order to deliver effectively
Consult with SALT to identify any barriers to
effective implementation
Intervention analysis is completed to ensure
targets are tracked and met an reviewed
Year R
SALT TA
Mar 2017
Daily small group session
for HA pupils in year 6 with
experienced member of
year 6 team.
We want to provide extra support to maintain
high attainment. Small group intervention
with highly qualified and experienced staff
have proved to be more effective as
mentioned in EEF toolkit and work produced
by John Hattie. We want to combine these
approaches with additional provision and
aspiration such as talks from inspirational
people and visits to other school to work in
collaboration with other practice to promote
high attainers
Ensure we engage through parents before
any intervention takes place-structured
conversations training
Year 2 and 6
teachers
AHT
AHT to work in collaboration with local
school co-operative and partners for high
attaining pupil projects. AHT to liaise with
Attainment for all champion to oversee
implementation.
Pupil
premium
lead/SENCo
Improved progress for
HA pupils across KS1
and KS2
Improved progress for
HA pupils across KS1
and KS2
The attainment gap to
continue to close
between PP children and
other children nationally
and also those who are
both PP and SEN
Daily small group session
for HA pupils in year 2 with
experienced member of
year 2 team.
Support in identifying
planning for high achieving
children across all other
year groups including
additional sessions where
appropriate
Support in identifying
underperforming pupils
quickly through Pupil
information sheet and
provision mapping as well
as well as PP meetings
We know that through our provision mapping
and tracking procedures that timely small
group an 1:1 intervention to support highly
focussed targets is a successful personalised
approach to narrowing the gap.
TA training in precision teaching and other
successful interventions as identified through
intervention tracker
AHT/SENCo to track and monitor
intervention for each indivual PP eligible
child. CTS to track through planning and
ongoing assessment in line with school
assessment practice
Total budgeted cost 35000
iii. Other approaches
May 2016
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
implement
ation?
Increase attendance
rates
Attendance officer
employed to monitor pupils
and follow up quickly on
absences. First day
response provision
We cannot improve attainment for children of
they are not actually attending school. Nfer
briefing for school leaders identifies
addressing attendance as a key step
AO/AHT/HT
Jan 2017
Weekly meetings between attendance officer
and AHT
AO to hold weekly catch ups with those
identified as falling below 93%
Ensure school procedures are tight and
smoothly applied to reduce absence and
increase attendance rates consistently to
96%+
School to provide rewards across school
year including weekly, termly and annul
rewards
Total budgeted cost 15000
6. Review of expenditure
Previous Academic Year
2015/16
i. Quality of teaching for all
Desired outcome
May 2016
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
The attainment gap to
close between PP and
non-pp in R, W, M
-Maths leader to
support staff in
securing outcomes
for PP children
-Appoint PP
champion to oversee
strategic approach to
enhancing outcomes
for PP children
-Ensure CTs use
Triads to trial and
assess new
approaches to
learning
Year 3 reading gap narrowed by 12% from
2014/15
Year 3 writing gap narrowed by 5% from 2014/15
Year 4 all areas show closing of gap significantly
in writing for both expected and greater depth by
+20%
Year 5 reading narrowed gap at greater depth by
5%
Year 6 narrowed reading gap by 22% from
2014/15
Year 6 narrowed writing gap by 17% from 1014/15
Maths outcomes at KS1 and KS2 above national
including SEN support
PP champion needs more personalised approach to
individual tracking.
Staff not always using new approaches within class to
enhance learning. Further CPD required to discuss QFT
strategies to support independent learning and assessment
approaches.
Maths lead
£15085
AHT
£21341
KS 2 booster
£12131
Triads
£3495
Ipads
£4500
Trips and
clubs
£12500
Additional
staffing
£34500
AM7 tracking
£2690
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
Attainment gap closed
between PP and non-pp
in R,W,M
Phonics setting
100% PP pupils in year 1 achieve phonics
compared with 93% other
100% PP pupils in year 2 achieve phonics retake
Phonics setting to continue as year on year children
exceeding national/ Phonics lead to work continuously
through KS1 providing more support for assessment and
support CPD if support staff in terms of assessment
Enhanced reading
outcomes for those
children who are
identified as PP/SEN
Use a variety of
tested interventions
such as Lexia,
Beanstalk reader
100% PP chn identified as part of Beanstalk
reader increased levels of fluency and greater
confidence in reading
Phonics lead
teacher KS1
£15375
KS1 booster
teacher
£7028
Interventions
Lessons learned
(and whether you will continue with this approach)
Cost
iii. Other approaches
Desired outcome
May 2016
Chosen
action/approach
Estimated impact: Did you meet the
success criteria? Include impact on
pupils not eligible for PP, if appropriate.
Increase attendance
rates
To ensure that PP
children have full access
to curriculum
enhancement activities
Attendance officer (4
days weekly)
employed to monitor
pupils and follow
behaviour policy
taking steps for
further actions where
necessary
Put in pastoral
support where other
issues may be
identified through
monitoring
Overall attendance rates increased 0.7% to 96.5%
Increased rates for PP 2.0% from previous year
(see PP spend cases study)
PP children improved
participation in school
clubs
Increased levels of PP children in clubs and
ensuring subsidy will enable children to attend
trips
7. Additional detail
May 2016
Children identified have timely additional support
as part of our well-being and support programme
Continue approach as data shows trends throughout the year
where attendance historically drops (see attendance report)
Pupils who are PP/SEN are lowest attending group.
Monitoring children from 93% before they drop under 90%
will support earlier identification and discussion of individual
rates of attendance
Attn officer
£10423
Pastoral
support officer
£8547