Pupil premium strategy statement (primary)
1. Summary information
School
Great Bedwyn CE School
Academic Year
2016/2017
Total PP budget
25,121
(2016/17
financial year)
Date of most recent PP Review
April 2016
Total number of pupils
214
Number of pupils eligible for PP
20
Date for next internal review of this strategy
April 2017
Pupils eligible for PP
Number of Girls
Number of Boys
Number of FSM
pupils (icl Ever6)
Number of service
pupils
Number of pupils
looked after or in care
Number of pupils
adopted from care
20
11
9
15
0
2
5
2. Current attainment - based on end of year tests/assessments July 2016
Pupils eligible for PP (your school)
(3 pupils in Y6 and 2 pupils in Y2)
Pupils eligible for PP
(nationally)
All Pupils (nationally)
% achieving expected standard or better in reading, writing and maths year 6
33%
60%
53%
% achieving expected standard or better in reading – year 6
67%
71%
66%
% achieving expected standard or better in writing – year 6
100%
79%
74%
% achieving expected standard or better in maths – year 6
33%
75%
70%
% achieving expected standard or better in reading – year 2
50%
78%
74%
% achieving expected standard or better in writing – year 2
50%
70%
65%
% achieving expected standard or better in maths – year 2
0%
77%
73%
% achieving the standard in phonics – year 1
100%
70%
81%
% achieving the standard in phonics – year 2 cumulative
50%
86%
91%
% achieving a Good Level of Development – end of EYFS
50%
54%
69%
Progress Score at end KS2
All pupils (school)
Reading
Writing
Maths
4.12
0.9
0.17
Pupils eligible for
PP (school)
3.43
1.94
-4.71
All pupils (nationally)
0
0
0
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.
Emotional wellbeing, resilience and self-esteem of some pupil premium pupils
B.
Poor handwriting amongst some pupil premium pupils
C.
Poor phonics knowledge and oral language skills
D
Gaps in mathematical understanding
External barriers (issues which also require action outside school, such as low attendance rates)
E.
4. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improve emotional well being, resilience and self esteem of some pupil premium pupils
Identified pupils to demonstrate improved attitudes to learning, greater
confidence and resilience and improved self esteem.
B.
Close the attainment gap between pupils eligible for PP and ‘other’ pupils in reading and writing
(measured by school data analysis and external end of KS data)
The attainment and progress gap in reading and writing between pupil
premium and ‘other’ pupils in school closes so that both groups are in
line.
C.
Close the attainment gap between pupils eligible for PP and ‘other’ pupils in maths
(measured by school data analysis and external end of KS data)
The attainment and progress gap in maths between pupil premium and
‘other’ pupils in school closes so that both groups are in line.
5. 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
Close the gap
between pupil
premium pupils and
‘other’ pupils in
reading, writing and
maths
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?
Additional teachers to
support whole class
teaching in Y5 and Y6 thus
improving teacher/pupil
ratios and ensuring greater
flexibility in teaching
approaches
In years 5 and 6 additional teachers support
the teaching of English and maths allowing a
flexible approach to address the individual
needs of pupils . Class teachers direct the
additional support to enable focused
comprehension and grammar work in English
and targeted maths teaching with pupils able
to work in smaller groups with fully qualified
teachers.
Y5 and Y6
teachers and
HT
End T2
End T4
HT meets with class teacher termly to
review the deployment of additional
staff and rational behind that
deployment
April 2017 as part of
budget setting for
next year
HT carries out drop-in observations
Sutton Trust – small group tuition - + 4
months
Total budgeted cost £13,478
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?
Close the gap between
pupil premium pupils and
‘other’ pupils in reading,
writing and maths
Intervention teachers to
work with small groups
and one to one with pupils
on specific reading and
writing targets
Fully qualified teachers work with pupil
premium pupils in class and/or out of class
on specific targets identified by class teacher
Class
teachers and
HT
Termly
Sutton Trust - +4/5 months
HT meets with intervention teachers
termly to discuss progress and impact
Close the gap between
pupil premium pupils and
‘others’ in maths
Introduced ‘Success @
Arithmetic’ to be delivered
by high quality teaching
assistant to specific pupils
in Y3,4 and 5
This intervention is part of the Every Child
Counts suite of programmes and is
recognised as a quality intervention
programme
Assessment before and after planned
intervention fed back to class
teachers, SENCO and to HT via pupil
progress meetings held termly
TA and
SENCO
Termly
Improved emotional well
being, resilience and self
esteem
Targeted 1 to 1 and small
group work with ELSA
ELSA plans a mix of 1;1 and small group
activities for specific children to address
specific emotional needs
DHT will seek feedback from ELSA
and class teachers
DHT
Termly
Sutton Trust - + 4 months
HT and class teacher review data at
pupil progress meetings termly
April 2017 for
2017/18
Improved behaviour and
learning attitudes from
especially vulnerable
pupils
Additional TA support for
especially vulnerable pupils
to support emotionally and
academically in class
Vulnerable pupils who find it hard to work
within whole class settings without support
have TA support enabling greater inclusion
for the individual pupil and ensuring this
inclusion is a positive experience for all
pupils
HT regular reviews with class
teachers about deployment and
impact of this TA support
HT
Termly and on going
Total budgeted cost £9,843
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?
Improved self esteem,
reduced anxiety,
fostering positive
attitudes about school
and providing
opportunities that would
otherwise not be
available
Enrichment opportunities
such as engaging in sport,
after school clubs, learning
a musical instrument
Opportunities to engage in sport, music and
after school clubs will enable pupils to feel
positive about school and raise their self
esteem
HT
Ongoing
Pupil premium meetings with parents,
pupils , class teacher and
Headteacher allow this need to be
explored and ,where appropriate, the
school will offer this support
Total budgeted cost £1800
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
Close the gap between
pupil premium pupils and
‘other’ pupils in reading,
writing and maths
Additional teachers to
support whole class
teaching in Y5 and Y6
thus improving
teacher/pupil ratios
and ensuring greater
flexibility in teaching
approaches
Attainment and progress of pupils at end of KS2 in
Reading was significantly above national data .
67% PP eligible pupils achieved expected or
above compared with 71% of PP pupils nationally
Long established approach at Great Bedwyn School which
had a strong impact this year – will continue to review and
will be dependent on needs of particular cohorts
£16,900
Progress score of 4.12 for the cohort and 3.43 for
PP pupils – rank in top 8% and 12% respectively
Attainment and progress of pupils at end of KS2 in
writing was strong with 84% achieving expected or
above compared to 74% nationally. 100% of PP
pupils achieved expected or above compared to
79% nationally
Progress score of 0.9 for the cohort and 1.9 for PP
pupils
Long established approach at Great Bedwyn School which
had a positive impact this year – will continue to review and
will be dependent on needs of particular cohorts
Attainment and progress of pupils at the end of
KS2 in maths was above national with 81%
achieving the expected standard compared to
70% nationally however only 33% of PP pupils
achieved expected in maths and the progress
score for this group was -4.71 (with a high CI
reflecting the small pupil numbers involved)
Results of the cohort broadly in line with national but
disappointing in comparison to reading and writing data
PP pupils’ progress needs closely monitored –
parent/teacher review meetings to be introduced, 4 times per
year pupil progress meetings to be introduced, maths
intervention to be introduced
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
Close the gap between
pupil premium pupils and
‘other’ pupils in reading,
writing and maths
Intervention teachers
to work with small
groups and one to
one with pupils in
reading/writing/maths
outside Y5 and Y6
School in year data shows PP pupils made good
progress
Reading – 100% made good or better progress
Writing – 93% made good or better progress
Maths – 100% made good or better progress
To continue with teachers very clear about the pupils
targets/next steps, good liaison with class teacher and
regular review with HT
£4,200
Improved emotional
wellbeing, resilience and
self esteem
Targeted 1 to 1 and
small group work with
ELSA
Pupils were able to engage with learning, felt
emotionally supported and had good attendance
with PP in each year group with 95%+ attendance
(exception was YR with 94.6 and Y6 with 94.3%)
To continue with this support with regular reviews as to the
changing needs of pupils ensuring support is targeted at
those pupils in the most need.
£5,800
Attendance of PP to be monitored termly
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
Improved self esteem,
reduced anxiety,
fostering positive
attitudes about school
and providing
opportunities that would
otherwise not be
available
Enrichment
opportunities such as
engaging in sport,
after school clubs,
participating in
residentials etc
Several pupils benefited from this and was very
much welcomed by parents
To continue
£775