Pupil premium strategy statement
1. Summary information
School
Scarcliffe Primary School
Academic Year
2017/18
Total PP budget
Total number of pupils
89
Number of pupils eligible for PP
10
Date of most recent PP Review
n/a
Date for next internal review of this strategy
Jan 2018
2. Current attainment
KS1 – 10 pupils (3 disadvantage)
KS2- 13 pupils (3 disadvantage)
Pupils eligible for PP
(National average for all)
Pupils not eligible for PP
(National average for all)
% achieving age expected or above in reading, writing and maths at Y2/Y6
KS1 33% (67%)
KS2 100% (53%)
KS1 71% (67%)
KS2 80% (53%)
% achieving expected standard in reading
KS1 67% (74%)
KS2 100% (66%)
KS1 71% (74%)
KS2 90% (66%)
% achieving expected standard in writing
KS1 33% (65%)
KS2 100% (74%)
KS1 71% (65%)
KS2 100% (74%)
% achieving expected standard in maths
KS1 67% (73%)
KS2 100% (70%)
KS1 71% (73%)
KS2 80% (70%)
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.
Language skills for some children are lower for pupils eligible for PP than for other pupils this can impact on reading progress particularly in relation to inference and
comprehension
B.
Many pupils who are disadvantaged also have special educational needs which can have an impact on attainment.
External barriers (issues which also require action outside school, such as low attendance rates)
May 2017
Financial issues eg. not having the money for school trips etc.
C.
4. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improve reading inference and comprehension skills for pupils eligible for PP
B.
Early identification and support in place for those children who have language difficulties
Pupils identified early using ECAT programme
Activities carried out with pupils who need extra support with speech and
language and social needs
Good progress or accelerated progress for those who are receiving extra
support.
More parental interaction.
C.
Ensure support is in place for those pupils who are both disadvantaged and SEN to ensure that they
have the best chance of making good progress and attainment.
Tracked (and identified as soon as falling behind)
Supported in class and through pre & post teaching and interventions as
appropriate
Individual education plans
Tracking shows good progress
D.
Support children and families who are affected by poverty so that children are able to access the wider
curriculum activities such as trips, music tuition etc
Children have access to the same opportunities as their peers
Where families need it support is given in relation to book bag/uniform
purchases etc
May 2017
5. Planned expenditure
Academic year
2017/18
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?
Improve speech and
language skills in the
foundation stage
We assess all the children
on entry to reception in
order to plan learning and
challenges appropriate to
the children giving support
where necessary. Miss
Baldwin undertook ECAT
training 2016/17 and has
disseminate aspects of it to
the class 1 team so that
strategies can be used by
all.
Good understanding by the whole team of
the children’s needs and how they can be
supported. The ECAT strategies can be
used as intervention, in the whole class
environment and disseminated to parents to
support.
Teaching can be carefully planned to ensure
that the children are being regularly
assessed & next steps development can be
put in place.
Lead is the Class 1 teacher who has
had the ECAT training and supported
staff with this. It will be monitored by
SLT and discussed both informally
and through Pupil Progress Meetings.
Miss Baldwin
Reviewed each term
following
assessments.
Improve reading
progress particularly in
relation to inference and
comprehension
Use the diagnostic
approach (all staff received
training on this and reading
inference approaches
March 2017) to assess the
needs of the children
before implementing
intervention
Progress in reading for those children in
receipt of PP was weak (2016 Raise).
Building upon the need to improve language
skills this ensure that children have a good
understanding of the language in order to
have the best chance of progressing to
higher levels of progress and attainment in
reading.
Reading is a priority for the school
therefore all staff have received
training and teaching staff have
reviewed approaches – this will be
monitored by SLT with regular (at
least termly) reviews.
Teachers
monitored by
Head
Reviewed each term
with teachers
Ensure support is in
place for those pupils
who are both
disadvantaged and SEN
to ensure that they have
the best chance of
making good progress
and attainment.
TA support Assessment by the
teaching will help to
ascertain the best action
which may include
intervention or TA/teacher
support in class.
Personalising the child’s needs in this way
means that teaching can be planned and
approaches used which will best impact
those needs eg Catch-up literacy, pre/post
teaching, guided reading etc.
SLT monitor the provision in classes
Classteachers record provision via
IEPs and/or the Provision Map; this is
then discussed on a termly basis
alongside the data to review impact.
Teachers
monitored by
Head
Reviewed each term
with teachers
Total budgeted cost £7500
ii. Targeted support
May 2017
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 speech and
language skills in the
foundation stage
See ‘quality of teaching’
section with specific
targeted support delivered
by teacher/TA
There is evidence to show that early
intervention can make 5 months progress
(EEF toolkit). By intervening early we are
increasing the chances of the children
catching up to their peers before the end of
the FS. Also, they are less likely to develop
reading and writing difficulties.
Lead is the Class 1 teacher who has
had the ECAT training and supported
staff with this. It will be monitored by
SLT and discussed both informally
and through Pupil Progress Meetings.
Miss Baldwin
in
conjunction
with Head
Every term through
pupil progress data &
meetings.
Improve reading
progress particularly in
relation to inference and
comprehension
Specific targeted support
delivered by teacher/TA,
including reading inference
intervention and diagnostic
testing.
This support (targeted individual and group)
will help to develop reading comprehension
strategies relevant to the individual needs of
the children. Evidence (EEF toolkit) shows
that on average, reading comprehension
approaches improve learning by an
additional five months’ progress over the
course of a school year.
Diagnostic testing will show progress
alongside data and classroom work.
SENCo monitors provision ensuring
(alongside classteacher) that the
intervention is effective.
Teachers
monitored by
Head
Every term through
pupil progress data &
meetings.
Ensure support is in
place for those pupils
who are both
disadvantaged and SEN
to ensure that they have
the best chance of
making good progress
and attainment.
Support for children with
SEN and PP is identified
on the provision map with
focused IEPs where
necessary; support is
identified in this way and
personalised to the child’s
needs.
Support is delivered by the
teacher and/or TA and may
include – reading
intervention; catch up
literacy; targeted maths or
phonics group; pre & post
teaching.
Personalising the child’s needs in this way
means that teaching can be planned and
approaches used which will best impact
those needs.
SENCo monitors the provision and
this is discussed termly focused with
teachers/TAs to review impact
Teachers
monitored by
SENCo &
Head
Approaches are
regularly reviewed to
assess impact and
effectiveness and at
least every term
through pupil
progress data &
meetings.
Total budgeted cost £2000
iii. Other approaches
Desired outcome
May 2017
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?
Support children and
families who are affected
by poverty so that
children are able to
access the wider
curriculum activities such
as trips, music tuition etc
Bespoke support as and
when parents show a
need; for example we may
offer to pay or part pay for
new items of uniform,
educational visits or music
tuition. We may also offer
cheap or free breakfast
club and/or after-school
club depending on need.
Children’s life opportunities are increased
and this impacts on their well-being and
progress. Children are not disadvantaged/
access the same as other children,
consequently raising their self-esteem and
confidence.
Breakfast and afterschool clubs help to
ensure pupils are fed as well also supporting
childcare for families.
Provision is monitored through the
Provision Map and also through
reviewing registers/looking at take up
of activities.
Head
Termly
Total budgeted cost £2400
May 2017
6. Review of expenditure
Previous Academic Year
2016/17
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
Ensure support is in
place for those pupils
who are both
disadvantaged and SEN
making sure that they
have the best chance of
making good progress
and attainment.
CPD for Teachers
& TAs
This will include
purchase of
resources for any
intervention/
classroom work
as required
By the end of Year 6 PP pupils attain well and
make good progress, with in year progress
increasing for all year groups.
Cluster INSET day was an excellent way to share good
practice and attend informative workshops; staff immediately
started to trial new ideas following the day and have seen
impact. This, in line with the Reading Inference training, has
increased knowledge and confidence of staff thus impacting
on learning (quantifiable with summer data).
See spending
plan
A TA was also trained with the Catch-up Literacy intervention
(EEF recognised approach)
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
Improve progress for
disadvantaged pupils
Fucused TA work
Precision,
Intervention &
Group Teaching
Most children made good progress with some
making better than expected progress. Outcomes
at KS1 & 2 continue to be strong for
disadvantaged pupils (at least equal to or above
national).
Precision intervention teaching allows us to personalise the
support to the child(rens). This also means more focused
assessment and accelerated progression. This was
developed this year into using pre & post teaching sessions
which have enabled children to succeed and become more
independent within lessons. This will continue into next year.
See spending
plan (22 hrs
May 2017
per week
TA time
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
Ensure that no pupil is
disadvantaged from
attending or accessing
wider opportunities due
to financial hardship.
Financial support
given individual
or by reducing
costs for wider
Opportunities/ex
tended schools
This has had a positive impact for individuals and
has helped to support vulnerable families (for
example accessing use of breakfast club has
reduced lateness).
This will continued to be offered for individual needs however
to ensure that those children who don’t access clubs or
choose individual music lessons extra, we purchased (and
will continue this into next year) wider music partnership
tuition for KS2 children.
See spending
plan
7. Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.
May 2017