Leasowes Primary School
Pupil Premium Strategy Statement
2016/17
1. Summary information
Academic Year
2016/17
Total PP budget
£32,280
Date of most recent PP Review
Sept 2016
Total number of pupils
458
Number of pupils eligible for PP
25
Date for next internal review of this strategy
Sept 2017
2. Attainment for 2016/17
Pupils at Leasowes eligible for PP
(6 children)
End of Key Stage Two Assessment 2016
Pupils not eligible for PP
(national average)
Achieving required expectations in reading, writing and maths
67%
53%
Achieving required expectations in reading
67%
66%
Achieving required expectations in writing
83%
74%
Achieving required expectations in maths
67%
70%
Attainment of Current Pupil Premium Children
Reading
Writing
Maths
Below
Age Related
Greater Depth
Below
Age Related
Greater Depth
Below
Age Related
Greater Depth
20%
80%
24%
20%
80%
28%
20%
80%
20%
Progress of Current Pupil premium Children
Reading
Writing
Maths
Not Achieving
Expected Progress
Achieving
Expected Progress
Exceeding
Expected Progress
Not Achieving
Expected Progress
Achieving
Expected Progress
Exceeding
Expected Progress
Not Achieving
Expected Progress
Achieving
Expected Progress
Exceeding
Expected Progress
8%
92%
20%
8%
92%
28%
8%
92%
32%
3. Barriers to future attainment (for pupils eligible for PP, including high ability)
In-school barriers
A.
Lack of opportunity for intervention where needed due to large class sizes.
B.
Issues with learning behaviour and the ability to interact with peers.
C.
Identifying and rapidly acting upon the specific learning needs of PP children.
External barriers
D.
Issues with the emotional wellbeing of some pupil premium children.
4. Desired outcomes
Desired outcomes
Success criteria
A.
Create opportunities for PP children to have regular and quality teaching interventions.
Interventions will enable the PP children to close the gap between
themselves and their peers by working individually or as part of a group
working on areas of weakness.
B.
Learning behaviour issues of specific children to be addressed.
PP children will have the confidence to interact with their peers as part of
small groups as well as part of the class. This will help them to
understand how to lead their own learning through playing an active role
within partner, group and whole class work.
C.
The school will quickly identify and act upon the learning needs of the PP children.
A rigorous tracking system will be put in place that will help to quickly
identify children falling behind and the areas in which they are struggling.
These areas can then be quickly acted upon through out of class
interventions.
D.
Emotional well-being of specific children to be addressed.
PP children will feel happier and safer in themselves. They will feel
confident in knowing how to go about dealing with an emotional issue,
including knowing who to turn to for advice.
5. Planned expenditure for 2016/17
i. Quality of teaching for all
Desired outcome
Chosen action /
approach
What is the rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
Review of
implementation
Learning needs will be
quickly identified.
Target Tracker to be
implemented throughout
the school.
To identify any pupils falling behind in their
learning as quickly as possible in order to act
upon this and bring the children back in line
with their peers.
Half termly pupil progress meetings
led by phase leaders will ensure that
staff know how to use target tracker
effectively in order to make rapid
impact on specific children. Staff will
identify interventions that meet the
needs of the children.
SLT
Half termly, with an
overall review in Mar
2017
Target Tracker Training.
£2,000
Opportunities for quality
interventions will be
created.
Additional support for
Maths and English.
Employment of additional
qualified teacher three
days a week in key stage
one.
To invest some of the PP in quality teaching
that will take place in small groups in order to
quickly address gaps in learning and drive
the children forward and therefore in line with
the rest of their peers.
Impact of interventions will be
overseen by SLT through rigorous
and regular pupil progress meetings.
SLT
Half termly, with an
overall review in Mar
2017
£16,080
Total budgeted cost £18,080
ii. Targeted support
Desired outcome
Chosen
action/approach
What is the rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
Review of
implementation
Specific learning behaviour
issues will be addressed.
Small group interventions
put in place in key stage
one and two through
additional TA support.
Specific children need targeted support in
order to grow in confidence. If these children
are given the opportunity to interact in a
small group - and therefore less intimidating
– situation, they will in turn feel more
confident in playing an active part in their
learning in a whole class situation.
During learning walks and
performance management
observations, it will be monitored how
the specifically targeted children
interact with their peers. Progress of
this will be discussed during feedback
sessions.
SLT
Mar 2017
Children with issues linked to their emotional
wellbeing are more likely to fall behind in
their learning than others. In training two TAs
in how to implement the HOPE programme;
and in providing an area in which to take
nurture groups, we will create quality nurture
for vulnerable children, whether on a short or
long term basis.
The TAs trained will be given time to
regularly discuss the children
identified for impact. Their well-being
will be monitored by their class
teacher as well as Headteacher and
deputy Headteacher through informal
discussion with the targeted children.
HOPE
trained TAs
The emotional well-being of
specific children will be
addressed.
HOPE training for two
Teaching assistants.
Work with vulnerable
families.
Provide an area in school
where nurture groups can
run.
£9,000
Mar 2017
SLT
Class
teachers
£1,200
Total budgeted cost £10,200
iii. Other approaches
Desired outcome
Chosen
action/approach
What is the rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
Review of
implementation
The emotional well-being of
children will be addressed.
Teaching Assistant support
on the playground at
lunchtimes to provide
activities to support
outdoor play.
We feel we need to invest in the children’s
down time in order for them to enjoy
themselves in a safe, stimulating and
organised environment. If the children
understand how to play and socialise better,
they will then be in the right frame of mind to
take on their learning.
The Headteacher and Deputy will
regularly observe down time as well
meet with staff to discuss the new
routines.
Children will be asked about this
through pupil questionnaires and
feedback during school council
meetings.
SLT
Mar 2017
Playtime equipment to be
purchased.
£1,000
The emotional well-being of
children will be addressed.
‘Jigsaw’ PSHE resource to
be purchased.
Jigsaw training.
To invest some of the PP in long term
change. Bringing in an up to date PHSE
resource that meets the children’s needs, will
help them to grow positively in their
emotional well-being.
Towards the end of the term, a staff
meeting will be put aside to discuss
and measure the impact of ‘Jigsaw’.
Implementation strategies may also
be shared among staff.
PHSE
coordinator
Mar 2017
£3,000
Total budgeted cost £4,000
6. Evaluation of 2015/16 in Relation to Pupil Premium
Attainment for 2015/16
End of Key Stage Two Assessment 2015
Pupils at Leasowes eligible for PP
( 7 children)
Achieving required expectations in reading, writing and maths (L4 or above)
Pupils not eligible for PP
(national average)
81%
100%
Achieving required expectations in reading (L4 or above)
89%
100%
Achieving required expectations in writing (L4 or above)
87%
100%
Achieving required expectations in maths (L4 or above)
87%
100%
Attainment of Pupil Premium Children 2015/16
Reading
Writing
Maths
Below
Age Related
Greater Depth
Below
Age Related
Greater Depth
Below
Age Related
Greater Depth
18%
82%
22%
18%
82%
15%
18%
82%
30%
Progress of Pupil Premium Children 2015/16
Reading
Writing
Maths
Not Achieving
Expected Progress
Achieving
Expected Progress
Exceeding
Expected Progress
Not Achieving
Expected Progress
Achieving
Expected Progress
Exceeding
Expected Progress
Not Achieving
Expected Progress
Achieving
Expected Progress
Exceeding
Expected Progress
4%
96%
7%
4%
96%
4%
4%
96%
11%
Review of Expenditure for 2015/16
i. Quality of teaching for all
Desired outcome
Chosen
action/approach
Estimated impact
Lessons learned
(and whether you will continue with this approach)
Cost
Address the needs of the
new National Curriculum
Staff training,
particularly in the
changes to the
teaching of Grammar.
Mixed: Training informed the teachers on the
changes and helped them to implement this in the
classroom. We measured the impact on
attainment for all children, not just PP eligible.
Success criteria: not fully met. Children at the end
of key stage two performed well; although data
dipped in Key stage one, particularly in phonics.
Staff responded well to training, although feel that more
training is needed in creating more innovative and enjoyable
grammar activities (further training to take place Jan 2017).
£6989
Books and test
resources purchased.
ii. Targeted support
Desired outcome
Chosen
action/approach
Estimated impact
Lessons learned
(and whether you will continue with this approach)
Cost
Improve the results of PP
children.
One to one tuition
delivered by qualified
teacher to meet the
individual needs.
Mixed: Although this helped many PP children,
some - especially the high ability children - felt that
they were not achieving due to being taken out of
lessons.
We feel that next year PP children will benefit more by
completing interventions as part of a group in order to
eliminate the stigma. Individual needs will be targeted as and
when they arise.
£19,898
Desired outcome
Chosen
action/approach
Estimated impact
Lessons learned
(and whether you will continue with this approach)
Cost
Enrichment of the
Curriculum
PP children will not
need to pay for
educational visits.
Gaining an education other adults away from the
teacher has proven to be very successful in:
a) Creating well-balanced, educational and
enjoyable experiences
b) Ensuring that all children can access this
In ensuring that all children can access the same rich and
enjoyable education, we feel that this is essential and will be
continued next year.
£1300
iii. Other approaches