Pupil premium strategy statement
1. Summary information
School
Ings Community Primary and Nursery School
Academic Year
2016/17
Total PP budget
Total number of pupils
38
Number of pupils eligible for PP
15
Date of most recent PP Review
n/a
Date for next internal review of this strategy
Jan 2017
2. Current attainment
There were no Pupil Premium children in year 6 in 2016
Data is end of year 2016.
% achieving expected standard
Pupils eligible
for PP (your
school)
( number of children)
Reading
Writing
Maths
0
% making less than expected progress
0
% making expected progress
0
% making more than expected progress
0
3. Barriers to future attainment (for pupils eligible for PP, including high ability) – includes EY Pupil Premium funding
In-school barriers
Pupils start school without the necessary characteristics to learn effectively.
Language and literacy skills; for many pupils English is not the first language and language skills needs developing
External barriers (issues which also require action outside school, such as low attendance rates)
Attendance rates in the summer term 2015 were less for PP pupils than attendance rates of all children (PP 95.92% – All children 97.4%). Attendance rates have risen for PP
children over the last year. Attendance for PP pupils is above that of all children (15-16 PP 97.4% - All children 97.1%) Attendance is above national attendance figures. This needs
to continue.
May 2016
Language and literacy skills; for many parents English is not their first language and some are illiterate in their home language
Experiences, aspirations and social diversity are limited. Some of the community is insular.
4. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Develop effective learning characteristics for PP children across the school.
Measure through:
Observations of children
Progress data
Child and staff feedback
Pupils eligible for PP in the EY class make rapid progress by the end of
the year so that all pupils eligible for PP meet age related expectations.
PP pupils continue to develop the characteristics needed to learn.
Progress measures show a rise.
B.
Improve the children’s love of reading and develop their skills in both word reading and comprehension
Measure through:
Observation/child/adult/parent feedback
Progress data
Burt test reading age scores
All PP children make expected progress with their reading and the
proportion of PP children making more than expected progress continues
to rise.
Children enjoy their reading. Children choose to borrow books to read at
home and choose to read in the classroom.
Burt test scores show an increase in reading age against real age.
C.
Higher rates of progress across KS2 for high attaining pupils eligible for PP.
Measure through
Progress data across RWM
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. Measured in Y4, 5 and 6 by teacher assessments
and moderation practices established across CASTLE.
D.
Increased attendance rates for pupils eligible for PP.
Measured through
Attendance data
Overall PP attendance continues to be beyond national averages and
beyond that of all children in school.
E.
Ensure that PP enjoy success through a broad base of experiences which includes nurture to support
their social and emotional development
Attendance data
Attendance at school clubs
Attendance at SELFA activities
Observation/child/adult feedback
PP pupils will develop a sense of worth. They will enjoy activities offered
which broaden their experiences and help them to progress with their
learning.
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?
Develop effective
learning characteristics
for PP children across
the school
Introduce Forest Schools
sessions to EY/KS1
children and to PP children
attending after school club.
Children require the skills to learn. Detailed
knowledge of pupils show that effective
learning characteristics are lacking.
headteacher
March 2017
Broad experiences to
support learning linked to
‘Engage’ – Cornerstones.
PP children to be offered
subsidised trips and
activities including
residential breaks and
associated equipment
provided where needed
Improve the children’s
love of reading and
develop their skills in
both word reading and
comprehension
Develop a love of reading
through providing reading
matter that is of interest
Support parents to read
with their child through
supported useof the library
Visit the theatre to see
shows come to life.
PP children to be offered
subsidised trips and
activities
Magazine subscriptions
May 2016
Experienced Forest Schools Leader is
employed to work with the children.
This includes development of the
outdoor environment to impact on the
longer term improvements to learning.
Joint working with teaching assistants
ensures learning characteristics are
developed throughout the school
Children are unable to read at home, support
will allow them some time in school to read
with an adult, building a love of books whilst
developing reading skills and understanding.
Children in KS2 need to be inspired by their
reading
March 2017
Improved progress for
high attaining pupils
May 2016
Providing access to
learning at home
Provide opportunities for
her to access a wider
range of experiences
One higher ability pupil eligible for PP is
making expected progress from her starting
points We want to ensure that PP pupils can
achieve high attainment as well as simply
‘meeting expected standards’.
We want to provide her with opportunities to
be aspirational, to have role models and to
be able to access learning at home.
Use of good quality experiences
provided through SELFA.
Feedback on selected apps and web
learning packages.
Headteacher
March 2017
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
implementation?
Improve the children’s
love of reading and
develop their skills in
both word reading and
comprehension
Use a volunteer reading
charity - ‘Beanstalk’ to
support reading for children
who can’t read at home
due to illiterate or EAL
parents
Some of the children need support to
practice reading to an adult. Children need to
read for pleasure.
Teachers
March 2017
ATA
March 2017
Read’n’Relax sessions to
support parents to share a
book with their own child
Playworks for targeted
children to support reading.
May 2016
To improve the children’s reading , parents
need to be given simple information as to the
benefits of reading.
There is consistent evidence supporting
reading to young children and encouraging
them to answer questions and to talk about
the story with a trained adult. Conversely,
‘whole language’ approaches, which focus
on meaning and personal understanding, do
not appear to be as successful as those
involving more interactive and dialogic
activities. A number of studies show the
benefits of trained teaching assistants
effectively supporting both oral language
skills and reading outcomes.
Overall, the evidence indicates that, on
average, pupils make two additional months'
progress per year from extended school time
or the targeted use of before and after school
programmes. There is some evidence that
disadvantaged pupils benefit
disproportionately, making approximately two
and a half months’ additional progress.
There are also often wider benefits for lowincome students in terms of attendance at
school, behaviour and relationships with
peers.
Beanstalk has been chosen as this is
a successful charity who provide and
train their own volunteers.
LA training around ‘paired
reading is shared with the teaching
assistant leading the group.
Consideration needs to be
given to how we encourage parents to
attend regularly.
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?
Increased attendance
rates for pupils eligible
for PP.
Measured through
Attendance data
‘Playworks’ provides
extended care and a range
of opportunities for children
including a less formal time
to play with friends.
Improves punctuality.
PP children can access
sessions with no charge if
referred by school staff.
Attendance data and punctuality were below
average at the time of the Ofsted Inspection
in 2013. Extended provision has helped to
improve attendance to beyond national, with
PP children rates being beyond that of all
children.
Provides continuity in learning by the
children being in school.
Admin support for carrying out
rigorous checks on attendance
continues.
Golden Thread at staff meeting allows
all staff to share information about
individual children and a targeted
response to be actioned
Headteacher
Admin
support
HLTA
March 2017
Ensure that PP enjoy
success through a broad
base of experiences
which includes nurture
to support their social
and emotional
development
Attendance data
Attendance at school
clubs
Attendance at SELFA
activities
Observation/child/adult
feedback
Attendance at a reduced
cost to Playworks, by
referral through Pupil
Progress Meetings.
Children will be offered
subsidised trips to allow
them to take part
SELFA referrals to broaden
opportunities and activities
Broaden friendship groups
Forest School attendance
to support a sense of
success and build
relationships in a stress
free environment.
Provision of a ‘safe space’
to nurture children.
After school provision such
as film club.
Children will be supported emotionally and
socially.
Overall, the evidence indicates that, on
average, pupils make two additional months'
progress per year from extended school time
or the targeted use of before and after school
programmes. There is some evidence that
disadvantaged pupils benefit
disproportionately, making approximately two
and a half months’ additional progress.
There are also often wider benefits for lowincome students in terms of attendance at
school, behaviour and relationships with
peers.
Golden Thread at staff meeting allows
all staff to share information about
individual children and a targeted
response to be actioned.
Monitoring of Playworks Provision to
support developments.
SELFA are a well-regarded provider.
SELFA have regular contact with
school to report on child attendance
and outcomes
headteacher
March 2017
May 2016
Action
Time/Cost
SELFA
Provision of after school and holiday care for identified children.
Support to fund residential for PP children and equipment
Broaden experiences
Wider social contact
Playworks
To ensure children attend school regularly and on time
To support children who need extra reading support
To broaden play experiences
To support play and the development of effective learning skills
To support children to read
To provide nurture time
£1680
£4195
Resources £1000
Staffing +£1000
+ 2 hours per day ATA
Phonics Groups
To support PP children to achieve national standards in phonics (screening at end of year1)
Resources to support parents/child at home
Beanstalk
To support children to practice and enjoy reading through providing adults to support children on
a 1-1 basis
Read’n’Relax Sessions
To support reading with child and parents
Supported library sessions - parent and child
Forest School
To support the development of effective learning skills
To provide broad experiences, the building of relationships and nurture time
Resources
Book Club/Magazine Subscriptions/online learning access
To develop a love of reading in order to improve outcomes for reading
Develop learning in maths and spoken language
2hr/wk TA time
£1170
£500
2 adults x 2 hours/wk
£800
1hr/wk TA time
£585
30 mins/wk TA time
£292
£3000
Subsidised trips to the theatre and other experiences including residentials. Learning ‘through
‘Engage’ linked with new Cornerstone Curriculum.
£1000
Provision of safe,nurturing space.
After school provision
Resources
£530
£300
May 2016
£300
£700
May 2016
6. Review of expenditure
This is a review of the previous year, so the
outcomes and success criteria will be different to
above.
Previous Academic Year 16-17
Show whether the success criteria were met. Additional evidence of impact can
also be referred to, including attainment data, progress data, and case studies.
i. Quality of teaching for all
Desired outcome
Chosen
action/approach
Develop effective
learning characteristics
for PP children across
the school
Lessons learned may be about
impact or implementation.
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)
.
.
Improve the children’s
love of reading and
develop their skills in
both word reading and
comprehension
Cost
For approaches which did not meet their success criteria, it is important
to assess whether you will continue allocating funding and if so, why.
Improved progress for
high attaining pupils
Improved progress for
high attaining pupils
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
Improve the children’s
love of reading and
develop their skills in
both word reading and
comprehension
ii. 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)
Increased attendance
rates for pupils eligible
for PP.
Measured through
Attendance data
Ensure that PP enjoy
success through a broad
base of experiences
which includes nurture
to support their social
and emotional
development
Attendance data
Attendance at school
clubs
Attendance at SELFA
activities
Observation/child/adult
feedback
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
Cost
May 2016