Pupil premium strategy statement (primary)
1. Summary information
School
Gisburn Road Community Primary School
Academic Year
16-17
Total PP budget
£60,100
Date of most recent PP Review
January 2017
Total number of pupils
181 in
school
Number of pupils eligible for PP
43
Date for next internal review of this strategy
March 2017
2. Current attainment
Pupils eligible for PP at Gisburn Road C.P. School
Number
Y1
Y2
Y3
Y4
Y5
Y6
% achieving in reading, writing and maths
(5)
(5)
(5)
(9)
(9)
(10)
Pupils not eligible for PP at Gisburn road C.P. School
Number
PPG % at ARE+
Dec 2016
R
40%
(2)
60%
(3)
60%
(3)
55.6%
(5)
66.7%
(6)
80%
(8)
W
40%
(2)
60%
(3)
40%
(2)
33.3%
(3)
66.7%
(6)
80%
(8)
M
40%
(2)
60%
(3)
60%
(3)
44.4%
(4)
77.8%
(7)
60%
(6)
Y1
Y2
Y3
Y4
Y5
Y6
(22)
(24)
(18)
(16)
(17)
(18)
Non PPG % at ARE %
Dec 2016
R
81.8%
(18)
58.3%
(14)
66.7%
(12)
68.8%
(11)
58.8%
(10)
88.9%
(16)
W
81.8%
(18)
58.3%
(14)
61.1%
(11)
68.8%
(11)
58.8%
(10)
88.9%
(16)
M
81.8%
(18)
62.5%
(15)
72.2%
(13)
81.3%
(13)
82.4%
(14)
100%
(18)
Number
Progress made by PPG
children in Autumn
Term 2016
R
Y1
Y2
% making progress in reading , writing and
maths
Y3
Y4
Y5
Y6
(5)
W
M
No progress data until Spring
Term
(5)
1.5
(5)
1.5
(5)
2.2
(5)
2.2
(9)
1.8
(9)
1.8
(9)
2.25
(9)
2.25
(10)
2.4
(10)
2.4
Number
Non PPG Progress
Autumn Term
R
Y1
Y2
Y3
Y4
Y5
Y6
(22)
W
M
No progress data until Spring
Term
(24)
1.4
(24)
1.4
(18)
2.15
(18)
2.15
(16)
1.8
(16)
1.8
(17)
2.0
(17)
2.0
(18)
1.25
(18)
1.25
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.
Oral language skills entering school are low for a number of PPG children. This hinders the acquisition of vocabulary and higher order skills i.e. reasoning,
explanation, evaluation, using and applying. This slows progress in both the main areas of learning; maths and reading as they move into Key Stage 2.
B.
Low levels of self confidence and self esteem resulting in a poor self image for learning. A number of the PPG children are children looked after, on a child
protection or child in need plan, making these vulnerable children.
C.
Behaviour issues for a small number of PPG children in each year group- this has a detrimental effect on their academic progress and that of their peers.
D.
More able PP children in any year group, with the ability to achieve greater depth, will be tracked and targeted to ensure continuing to make accelerated strides
of progress.
E.
PPG children make a steady level of progress, but in some children this needs to be accelerated to narrow the gap with their peers.
External barriers (issues which also require action outside school, such as low attendance rates)
F.
Limited support from family to provide out of school learning opportunities.
G.
Average attendance rates for pupils eligible for PPG is 93.64%, compared to non PPG 95.5%, reducing number of hours in school impacting on the time for
learning (data from 15-16 academic year) To date this academic year is 94.6% PPG children compared to 96.1% for Non- PPG
3. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improve oral language skills for PPG children in Reception and key stage 1- early
identification and intervention. This will impact on the attainment for reading and writing as
the children move into KS2.
Increased number of children achieving GLD in Reception for
communication and language and increased number of children
passing the Phonics screening at the end of Year 1, a large
majority of PPG children making the expected standard at the
end of KS1 and KS2.
B.
PPG children develop a mindset and become confident, resilient learners with a positive
attitude to learning.
Children make accelerated progress and achieve age related
expectations.
C.
Behaviour issues are addressed within the classroom and as a whole school approach.
Children make expected progress/ better than expected
progress due to engagement with their learning.
D.
Higher rate of progress for the more able child exceeding the age related expectation.
PPG children, identified as more able, make continued
exceptional progress.
E.
PPG children will make accelerated progress and achieve the expected level of attainment.
PPG children make accelerated progress and this is identified
through assessment and monitoring, narrowing the gap with
their peers.
F.
Additional opportunities for PPG children to; read with an adult, complete homework tasks,
access a range of life experiences- enriching their knowledge of the world.
Identified PPG children will be provided with enriching
opportunities to enable them to develop their social, emotional
character and ultimately impact on their attainment.
G.
Increased attendance rates for pupils eligible for PPG
Reduce the % of poor attendees
4. Planned expenditure
Academic year
2016-2017
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
When will you
review
implementation?
A. Oral language skills
entering school are
low for a number of
PPG children. This
hinders the acquisition
of vocabulary and
higher order skills i.e.
reasoning,
explanation,
evaluation, using and
applying. This slows
progress in both the
main areas of learning;
maths and reading as
they move into Key
Stage 2.
Learning environment
ensures vocabulary for
both maths and English
is displayed on working
walls to assist with a
quality outcome for
learning.
Working walls are referred to
throughout lessons so that vocabulary
develops over time and is relevant to
current learning.
Learning environment walk
through
DHT/
English
subject lead
Half Termly.
B. PPG children
develop a mindset and
become confident,
resilient learners with
a positive attitude to
learning.
Whole class gem power
project-
Dr Tom Robson delivered a full day
CPD for all staff and TAs, modelling the
project with children in class.
Staff meetings
Pupil interviews
Whole staff
team
Termly
C. Behaviour issues
are addressed within
the classroom and as
a whole school
approach.
Whole school
behaviour policy
A consistent approach through their school
life from when they enter Reception to
leaving Year 6. Expectations and non
negotiable are standard and embedded
consistently throughout every school day.
School policy is non- negotiable.
HT/ DHT
D. Higher rate of
progress for the more
able child exceeding
the age related
expectation.
- whole staff training
CPD for more able
children
-more able identified on
planning and ensure
challenge and no ceiling
on learning.
Additional teacher input can provide
challenge and encouragement for more
able to achieve expected standards and
higher attainment.
More able register maintained
and progress tracked.
Monitoring discussed as part of
the termly progress meeting.
HT/ DHT
E. PPG children will
make accelerated
progress and achieve
the expected level of
attainment.
Teachers have
ownership of their data,
both formative and
summative, and use the
assessment to drive
planning so that next
step learning needs are
identified and addressed
to ensure accelerated
progress made.
Progress meetings are the teacher’s
responsibility and ensure they have and
apply the knowledge of their children’s
progress and attainment and use this to
inform their planning.
Tracking documents up dated in
line with formative and
summative assessments.
HT/ DHT
Termly
Whole staff
team
Termly
Whole staff
team.
Termly
Class
teacher
Termly progress meetings
outlining next steps for those not
on track and not achieving the
expected level of progress.
Total budgeted cost £500
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?
A. Improve oral
language skills for PPG
children in Reception
and key stage 1- early
identification and
intervention. This will
impact on the
attainment for reading
and writing as the
children move into
KS2.
Children will be
identified through early
intervention.
-1:1 and small group
provision with
WELCOMM
intervention for pupils
in the Reception Class.
-small group
intervention delivered
the Children Centre
Tatty Bumpkins.
-Fast track phonics
targeted at PPG
children in year2- 4 who
did not achieve the
phonics screening at the
end of Year 1 or Year 2.
-Targeted children
receive 1:1 or small
group intervention
through additional
reading to adults
-IDL programme
-extra guided read with
adult focus
-Acceleread accelewrite
programme
PPG children with
specific SEND will be
targeted through their
individual target plan.
Pupils need targeted support to develop
effective communication skills are taking
part in established programmes which
have shown to be effective.
Whole school provision map in
place and daily record sheets
kept. IMPACT reviewed at pupil
progress meetings following
assessment week (week 11, 22,
33)
HT/ DHT/
English
subject lead
Half termly
Reception
Teacher
SENCO
B. PPG children
develop a mindset and
become confident,
resilient learners with
a positive attitude to
learning.
Support given in school
via the Learning mentor
system.
C. Behaviour issues
are addressed within
the classroom and as
a whole school
approach.
Support given in school
via the learning mentor.
- 1:1 approach
with a white
reward chart.
D. Higher rate of
progress for the more
able child exceeding
the age related
expectation.
Support given 1:1 to
identified, more able
children to provide
challenge.
School provide a bought
in specialist service for
play therapy/
counselling.
Boost class for Year 6
PPG children to ensure
achieved the age related
expectation.
Pupils who have emotional needs, low
self esteem or do not recognise
themselves as learners with affixed
mindset cannot perform to the best of
their ability academically
Pupil interviews
Timetabled support from the
learning mentor.
Learning
mentor
Half termly
HT
Case studies of initial assessment
and assessment at the end of the
programme provided by the play
therapist.
SENCO
Children rewarded for positive
behaviour in line with the school policy.
Consistently delivered by every class
teacher and learning mentor.
Timetabled for the learning
mentor to monitor the behaviour
cards.
Learning
mentor
Class teacher input end of lesson,
day immediate feedback to the
child.
Class
teacher
Additional teacher input can provide
challenge and encouragement for more
able to achieve expected standards and
higher attainment.
timetabled to support more able
1:1
DHT/ Yr 6
teacher
Specialist
teacher.
Half termly
termly
E. PPG children will
make accelerated
progress and achieve
the expected level of
attainment.
Children identified and
targeted through
marking and feedback
and any misconceptions
addressed during fix it
time or as a targeted
session.
Specialised teacher
bought in from IDSS to
provide 1:1 precision
teaching
Book and planning scrutiny provides
high quality feedback to improve T&L
and ensure teaching is consistently good
or better,
Book and planning scrutiny to
ensure the marking is informing
the planning.
Timetabled fix it time daily.
Weekly feedback to teacher
following the session. At the end
of the term a summary report
outlining progression/ IMPACT
and recommending next steps.
Monitored through class teachers
day books. Plans annotated and
assessments made through daily
marking and feedback and
children highlighted to target for
instant closing the gap, re teach in
a small group or 1:1.
-Teaching assistants in
class to offer targeted
support to continue
moving learning forward
and remove any barriers
to learning within whole
class.
Subject
lead
SENCO
Total budgeted cost £56,634.40
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. Additional
opportunities for PPG
children to; read with
an adult, complete
homework tasks,
access a range of life
experiences- enriching
their knowledge of
the world.
-Learning mentor holds
an afterschool
homework club for
targeted children. This
offers internet access,
materials and adult
support to complete
tasks.
-volunteers in school
provide additional
opportunities for PPG
children to read 1:1
Providing children with activities where
they see themselves as learners,
developing a positive mindset. Take this
back into class to tackle the unknown
and have a go when faced with a
challenge.
Timetabled afterschool club, liaise
with parents for identified
children to attend.
Learning
mentor
Termly
Volunteers assigned to specific
year groups and the class teacher
ensures identified children are
heard.
Class
teachers
with an adult.
-music tuition from
Lancashire music
services
- Financial support for
those who cannot
access trips/ residential
visits and remove the
potential cost barrier.
G.Increased
attendance rates for
pupils eligible for PPG
First day response
provision
Early identification and partnership
working with parents, will address the
importance of attending school every
day will improve attainment for
children.
Identify a child’s specific need and
link with the opportunity that will
provide them with a life
experience they would not other
be able to access.
PPG
teacher
Class teacher to be aware of
children not accessing trips/
residential visits.
Class
teacher
Attendance policy is followed.
HT/ DHT
Office staff aware of absentees
and contact family if not heard
from them.
Learning
mentor
If no response by telephone
Learning mentor to house call.
Office staff.
Total budgeted cost £2965.60
Whole Year Budget Cost
£60,100
5. Review of expenditure
Previous Academic Year
2015-2016
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.
Curriculum
enrichment for
disadvantaged pupils
through subsidised
trips, visitors in school
and opportunities for
children to enhance
their learning.
Ensure all pupils have access
to school visits/ learning
experiences to enrich their
curriculum and remove the
potential cost barrier.
All classes took part in a trip or visit to
Curriculum enhancement will continue 2016 and
enhance one of their topics.
2017, for example using artists and storytellers
Year 3 had a visit from a Roman.
to improve attainment and progress in reading.
These enrichment activities meant that
all pupils, including PP children were
enable to engage in experiences that
they would otherwise not take part in
e.g. visit to seaside.
This impacted on vocabulary and
allowed them to gather content to
support written work and discussion
back in the classroom. It improved their
understanding of the Topic and put
what they were learning into a
meaningful context.
-all children had a lesson with a
storyteller as part of book week. This
helped enhance children’s love for
reading and enabled children to produce
written work in class.
- Year 5 had a residential trip to Robin
Wood and Year 6 to York PPG children
was able to access this trip. This was
extremely beneficial for self-confidence
and team building with peers as all the
PPG present as reluctant learners in
school.
ii. Targeted support
Lessons learned
(and whether you will continue with this
approach)
Cost
£200
Subsiding
trips
£100
(Roman)
£250
(story teller)
£260 subsidy
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)
PPG children achieve
age related
expectations
especially in reading
and writing.
Training for all staff CPD
with:
literacy consultant on
planning with LAPS and
SPAG
Teachers are planning and delivering
differentiated tasks and challenges for all
learners with a focus on mastery
activities for the more able pupils.
Teachers introduce ‘mild, hot and spicy’
challenges for children to choose from
– this ensures a fast pace of learning and
does not put a ‘ceiling’ on any child’s
achievement. Our Local Authority
adviser recently reported that: ‘In all
classes tasks had been varied to meet
the needs of the lower, middle and
higher attainers.’
Ensure one clear Provision map outlining
explicitly interventions and their target group;
EAL, SEND, PPG. Timetable this clearly outlining
staffing and protect this time.
English
consultant
£600
Embed the assessment sheets to track the impact
of the particular intervention- evidenced further
by the overall progression and attainment.
£21,208.92
-Teaching assistants in offer
targeted support to continue
moving learning forward and
remove any barriers to
learning within whole class.
This is carried out as a 1:1 or
small group of similar ability.
Additional TA support in
Year 6 to support the needs
of the cohort with a large %
of PPG children
Intervention impacted the most where
teaching staff were consistent.
Effectiveness was impacted upon where
the support was not as consistent.
TA available at all times to support
around the class, ensuring no barriers
to learning through behaviour, self
confidence or emotional needs.
Cost
Additional support did assist the learning and this
is evident in the progression of the children.
£12,606.50
Foster a positive
attitude to learning
culture, developing
behaviour for learning
in identified children
(PPG and NON PPG)
Support in house from 2
Learning Mentors;
-Learning mentors work with
targeted children to break
down barriers to learning
and support pupil progress.
Impact is measured through
Boxall Profile, attainment and
feedback from pupils, parents
and class teacher.
-1 play therapist/ counsellor Intensive support given to
break down barriers linked
to emotional well-being so
that pupils can achieve their
full potential. A number of
pupils accessed the school
counsellor throughout the
2015-16 academic year.
-Specialist behaviour teacher
bought in from IDSS to offer
support and advice with
behaviour management
allowing the child to access
learning.
A group of PPG children,
who were not accessing
learning through the
classroom due to self
esteem, reluctant learnershad a 10 week program at
Thornton hall farm with a
tailored educational package
in partnership with the farm
Behaviour Mentor impact monitored via
Boxall analysis (see inclusion file)
School counsellor impact monitored
via(see inclusion file)
Pupils , including PP pupils to be referred to
Behaviour mentors and School Counsellor
£33,383.58
Partly funded
with pupil
premium
grant for
applicable
pupils.
Cost of
Nikki Livesey
£2120
Maureen
Byron £225
Brought the experience into the
classroom, allowed them topic for
discussion and working cooperatively
with peers.
£824
Provide a range of
after school clubs
targeting PP pupils.
Clubs identified through
school council –
-Teachers/ TA/ Learning
Mentors and Sports Coach
deliver clubs targeting PP
children with low self-esteem
or not supported in
completing Home Learning
PP children attending more clubs Impacted
on self -esteem and confidence
Records of attendance at clubs maintained,
including number of PP children attending
each club. PP pupils targeted for clubs
especially home learning, collaborative
sporting clubs like multi skills, film making,
and design- providing a range of enrichment
opportunities.
Continue to provide a range of clubs through
consultation with the children.
£300
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
Pupils eligible for PPG
have an opportunity
to discover a talent.
A variety of creative and arts
opportunities to develop
talents within the school
setting to ensure greater
engagement, aspirations and
confidence.
Year 2 recorder
Year 3-6 wind instruments,
guitars, recorders and choir.
PP children have engaged in this
provision and have developed their
skills in playing an instrument. Gained
self- confidence and had an opportunity
to perform to an audience in the music
assemblies.
Continue 2016 to 2017 as a target for PP
children in
£2142
Total Cost £74,220