Pupil premium strategy statement: primary schools, completed example based on
fictitious school
1. Summary information
School
Academic Year
2016/17
Total PP budget
£17,160
Date of most recent PP Review
n/a
Total number of pupils
147
Number of pupils eligible for PP
13
Date for next internal review of this strategy
Feb 2017
2. Current attainment
Pupils eligible for PP (your school)
Pupils not eligible for PP (national average)
% achieving in reading, writing and maths
66% (3 children)
65%
% making progress in reading
66% (3 children)
94%
% making progress in writing
66% (3 children)
97%
% making progress in maths
66% (3 children)
93%
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.
Reading progress is slower for pupils eligible for PP in KS1 and lower KS2
B.
Writing progress is slower for pupils eligible for PP across school
C.
A small minority of pupils require support with social and emotional issues, many are eligible for PP
External barriers (issues which also require action outside school, such as low attendance rates)
Attendance rates for pupils eligible for PP are 94% (below the target for all children of 97%). This reduces their school hours and causes them to fall behind on average.
D.
4. Desired outcomes
A.
Desired outcomes and how they will be measured
Success criteria
Improve reading skills for pupils eligible for PP in EYFS and KS1.
Pupils eligible for PP in EYFS and KS1 make rapid progress by the end
of the year so that all pupils eligible for PP make expected progress.
Feb 2017
B.
Higher rates of progress in writing across the school for PP children.
Pupils eligible for PP identified to make as much progress as ‘other’
pupils, across the school in reading and writing. Measured in all year
groups though the tracking system.
C.
Social and emotional issues of pupils addressed.
Fewer behaviour incidents recorded for these pupils on the school
system (without changing recording practices or standards).
D.
Increased attendance rates for pupils eligible for PP.
Reduce the number of persistent absentees among pupils eligible for PP
to 10% or below. Overall PP attendance improves from 94% to 97% in
line with ’other’ pupils.
Feb 2017
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?
A. Improved reading
skills in EYFS and KS1
and lower key stage 2.
Staff training on delivering
high quality guided reading
sessions
We want to invest some of the PP in longerterm change, which will help all pupils.
Use INSET days to deliver training.
Peer observation of attendees’
classes after the course, to embed
learning (no assessment).
Deputy Head
Feb 2017
Use INSET days to deliver training.
Peer observation of attendees’
classes after the course, to embed
learning (no assessment).
English lead
March 2017
Emphasis on extra
individual reading for those
children who are not
supported at home.
B. Improved progress in
writing across the school
CPD on providing
appropriate feedback.
Analysis of barriers to
writing for our pupils.
Invest in spelling scheme
to support all pupils.
Many of the children who are not making
expected progress in reading are not
supported at home.
Arrange early literacy sessions for parents of
EYFS children.
Pupils eligible for PP are making less
progress than other pupils across the school
in writing. We want to ensure that PP pupils
are able to make the same amount of
progress as all other pupils. By removing the
barriers through targeted support and the
development of appropriate feedback and
resources, this should work for all pupils not
just those eligible for PP.
Invest in early handwriting
materials to support the
physical development
process needed to be able
to write.
Cross-school collaboration
to improve standards of
writing.
There is strong evidence to suggest that
school-to-school support is a highly effective
way of developing teaching skills.
Total budgeted cost £1500
Feb 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?
Improved reading skills
in classes 1, 2 and 3.
121 and small group
provision of reading
intervention, using Oxford
University Press Materials
Some of the students need targeted support
to catch up with reading skills.
Organise timetable to ensure staff
delivering provision have sufficient
preparation and delivery time.
Headteacher
Jun 2017
Improved progress in
writing across the school
Small group sessions to
support with spelling and
handwriting, led by
experienced TAs
We want to provide extra support to children
who are struggling to grasp the basics of
spelling and handwriting and who are not
supported at home, as other children are.
Extra teaching time and preparation
time paid for out of PP budget, not
sought on a voluntary basis.
Deputy
Headteacher
Mar 2017
Headteacher
Jun 2017
Small group interventions with highly
qualified staff have been shown to be
effective.
Impact overseen by literacy coordinator.
Teaching assistant (TA) CPD for TAs
supporting the sessions.
Engage with parents and pupils
before intervention begins to address
any concerns or questions about the
additional sessions.
Social and emotional
issues of pupils
addressed.
121 and small group
provision of social and
emotional intervention
strategies to include:
Drawing and Talking
Therapy
I can do music
Social stories
Sensory Den time
Lego Therapy
We want to provide appropriate support for
children in a timely manner.
Additional training costs to be met
from PP budget.
Staff have been trained in various
therapeutic techniques to support children
with social and emotional needs
Experienced TAs to be given
dedicated time for planning and
preparing resources and delivering
appropriate therapies in a timely
manner.
Targeted lunchtime sports
development coaching
from ‘One Goal’ sports
coach.
Many of the PP children struggle to fill their
time with appropriate behaviours when
outside.
Total budgeted cost £12,000
Feb 2017
6. Review of expenditure
Previous Academic Year
2016/2017
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
Improve outcomes for
children in reading and
writing
Staff attended
dyslexia training
Training enabled all the staff to understand the
impact dyslexia has on children in the classroom.
Staff were positive about the training and it has made staff
more aware. We will not repeat the training, but continue
implementing the approach and monitoring pupil response.
£650
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
Improved English and
maths results for children
across the school
One to one and group
support delivered to
children using
dyslexia programmes
High: Phonics results continue to rise. Key Stage
one results were in line with national average, high
levels attained at the end of EYFS.
Results for KS2 were significantly above national
standard for all children – including those
disadvantaged.
This seemed to be most effective when the class teacher
based on their observations of the pupil determined the focus
area. We will continue next year.
£10,000 to
partially pay
for TA
salaries.
Targeted emotional and
social support for
children
TA trained to deliver
drawing and Talking
therapy.
TAs trained in Lego
therapy.
Trained TAs to deliver
therapeutic
programmes to
children.
Medium: Targeted children did show signs of
improvements socially and emotionally through
therapy which has allowed them to access the
curriculum.
This work needs to be done on a long-term basis for the
children to truly benefit form a therapeutic approach.
£800 for
training
£2500 to pay
for salaries for
staff.
iii. Other approaches
Feb 2017
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
Children to experience
leadership development.
Sports mentor
employed to work
dueing the lunchtime
period to support
children outside
develop leadership
skills.
High: children engaged in lunchtime activity and
encouraged to take on leadership roles within a
sporting environment.
This approach has worked to illuminate behaviours form the
playground that were not appropriate. Unfortunately, we
cannot continue with daily support from a mentor, but will
move to twice-weekly sessions.
£3000
Children to have
experiences that would
normally be closed to
them due to financial
cost
PPG children have
residential trip paid
for.
Music lessons are
paid for PPG children
MAD Science afterschool club is paid for
PPG children
High: children attended clubs and activities that
we would not have attended if PPG had not paid
for the experience.
This will continue next year.
Mad science
£80 for 3
children (£240)
Winmarleigh
Hall residential
1 child @
£190
Music lessons
1 child @ £90
7. Additional detail
Feb 2017