Pupil premium strategy statement: 2016/17
1. Summary information
School
Whitminster Endowed C of E Primary School
Academic Year
2016/17
Total PP budget
£15,100
Date of most recent PP Review
n/a
Total number of pupils
115
Number of pupils eligible for PP
10
Date for next internal review of this strategy
Jan 2017
2. Current attainment
Attainment for: 2015-2016
Pupils eligible for PP (your school)
Pupils not eligible for PP (school/ national average)
% achieving expected standard or above in reading, writing and maths
100%
69% / 53%
% achieving expected standard or above in reading
100%
82% / 66%
% achieving expected standard or above in writing
100%
75% / 74%
% achieving expected standard or above in maths
100%
75% / 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.
Social and emotional issues (low self esteem)
B.
Behaviour
C.
Poor academic skills – PP children are not in line with their peers in attainment
External barriers (issues which also require action outside school, such as low attendance rates)
D.
Lack of support from home due to external issues (relationship with parents, siblings)
4. Desired outcomes
A.
Desired outcomes and how they will be measured
Success criteria
Children have a good level of self-esteem both socially and academically
Children talk about their future with enthusiasm
Children talk about academic targets with excitement
Children set/attempt challenging targets
Children speak ambitiously about their future at Secondary school.
B.
Incidents of poor behaviour decrease so that learning can take place.
Children understand how to behave and use strategies to ensure that
their behaviour does not hinder their progress.
C.
PP children’s reading and maths improves in line with non-pp children. There is accelerated progress to
narrow the gap in attainment.
PP children make better progress in reading so that their writing is
influenced by this
PP children can achieve well in spelling
Children enjoy reading and can talk enthusiastically about a book they
are enjoying
PP children are able to use and apply their mathematical knowledge
independently
PP children achieve in line with non-PP children.
D.
Parents/carers are supported with issues (specific to each family)
PP children understand their ‘life story’ and can feel more secure about
their futures.
PP children are given strategies to deal with issues in the home so that
they are able to focus on learning at school.
E.
PP children and families receive support to ensure that there is a good routine for bedtime and
completion of homework.
PP children complete homework tasks on time.
PP children are alert and focussed in school.
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
for this choice?
How will you ensure it is
implemented well?
Staff lead
When will you
review
implementation?
A. Children have a good
level of self-esteem both
socially and
academically
Staff training on mastery
especially in maths
Changes to the curriculum – depth not breadth.
Whole school action to support using and
applying maths and working independently.
EEF toolkit suggests mastery learning
approaches are effective, leading to an
additional five months’ progress over the course
of a school year compared to traditional
approaches.
Feedback (Growth mindset)
Research suggests the feedback should be
about complex or challenging tasks or goals as
this is likely to emphasise the importance of
effort and perseverance
Support from maths CPD (maths
subject leader)
APJ
Spring 2017
Staff meetings and focussed
observations and visual displays
APJ/LH
Spring 2017
Whole school project on
Growth mindset – using the
learning pit idea to build
resilience.
Whole school staff training
Resources from STOPS
C. PP children’s reading
and maths improves in
line with non-pp children.
There is accelerated
progress to narrow the
gap in attainment.
Small classes in Yrs 3 and
4 enabling teacher to focus
on individual pupils.
Class teacher support for
small groups rotated with
TA support – quality first
teaching
With a wide range of ability in each year group
and a very large class (38) a single year class
was created to enable the teacher to focus on
small groups.
Collaborative learning - structured approaches
with well-designed tasks lead to the greatest
learning gains.(EEF)
Time to support new member of
staff
Analysis of data for progress and
attainment with teaching staff and
TAs
APJ
LH
Spring 2017
Oct 2016, Feb 2017,
May 2017
Incidents of poor
behaviour decrease so
that learning can take
place.
Consistent use of school
behaviour policy – ‘good to
be green’. All staff to
review policy at the
beginning of the school
year. New staff to
understand policy as part
of induction
Evidence suggests that behaviour interventions
can produce large improvements in academic
performance along with a decrease in
problematic behaviours (EEF)
No exclusions in the last 6 years. Incidents of
poor behaviour reflect the success of this
consistent use.
New class to have ‘Good to be
Green’ display and resources.
APJ/LH
September 2016
COST
£5353
Cause for concerns staff meeting
agenda item raises any behaviour
issues.
On-going
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
implement
ation?
Children have a good
level of self-esteem
both socially and
academically
Work with family worker to achieve
tasks to help with self-esteem.
Some of the children need focussed work to
develop self-esteem often developed due to
external home life issues.
Using the family worker ensures that they have
access to a range of resources and can also
work on issues that may be happening at
home.
Referrals made to family worker.
Regular meetings with the worker
and teaching staff to ensure that
all staff can support child.
LH
March 2017
(end of
financial year)
Incidents of poor
behaviour decrease
so that learning can
take place.
PP children’s reading
and maths improves
in line with non-pp
children. There is
accelerated progress
to narrow the gap in
attainment.
Work with family worker or TA to deal
with friendship issues.
Support children to learn new skills
Learning new skills has shown benefits on
attitudes to learning and well-being.
Work with Behaviour Support
Solutions Gloucestershire
Seek advice from ATS
Recommended support Behaviour Support
Solutions Gloucestershire
We always focus on the unique needs and
behaviours of a pupil. However, we also
understand that these individual needs and
behaviours are part of the wider context of the
pupil’s interactions with teaching staff and
peers. As such, we achieve the best outcomes
by gaining an insight into the impact of the
challenging behaviours on other children and
adults in school.
One to one and small group
interventions
Precision teaching, Maths Plus 1 and
2, reading programme – BRP
Use of spelling programmes Spellodrome
With this in mind, we integrate listening and
counselling skills into our consultancy service.
Whilst the challenging behaviour is always at
the heart of our work,
Gloucestershirrecognises
that training
staff whoonenjoy
Advice sought from EP – staff
a sense of
assurance
Dyslexia
(Dec
2015) and worth, feel more
energised
andrecommended
effective in their
management
Programmes
at Closing
the of
even
the
most
challenging
behaviours.
Gap and SEN conferences.
CW
Referrals made. Clear records of
behaviour kept.
SH
Autumn 2016
SH
Oct 2016, Feb
2017, May
2017
Progress and attainment data
show improvements.
My plans+ produced to reflect the
support and advice received
SENDCO to monitor data and
intervention impact after each
assessment week.
SENDCO to seek further advice
from SEN monitoring and school
support officer- Jane Kilby
Parents/carers are
supported with issues
(specific to each
family)
Family worker to support families with
issues at home and/or school.
Family worker and school to signpost
through the Early Help support.
PP children and
families receive
support to ensure
that there is a good
routine for bedtime
and completion of
homework.
COST
Targeted support
Family support
£9930
£1498
Families are best supported by those who are
already working with them, with additional
support from local partners arranged as
needed. Children and families are entitled to
early help if and when they need it.
(Gloucestershire Early Help team). Children
Centre provide the family worker and this gives
her the wider resources to support.
School and Children Centre
manage the family worker’s work
using the STAR family monitoring
toolkit.
LH and Jane
Morgan
March 2017