Witchampton CofE First School: Pupil Premium Strategy Statement
1. Summary information
School
Witchampton CofE First School
Academic Year
2016-17
Total PP budget
£8500
Date of most recent PP Review
11.01.17
Total number of pupils
48
Number of pupils eligible for PP
3
Date for next internal review of this strategy
July 2017
2. Current attainment
*Figures based on end of Spring 1 Teacher Assessment 2017
Pupils eligible for PP (your school)
Pupils not eligible for PP (national average)
(RAISEonline 2016)
No. achieving in reading, writing and maths in Year 2
1 out of 3*
76%
No. making expected progress in reading
2 out of 3*
78%
No. making expected progress in writing
3 out of 3*
70%
No. making expected progress in maths
1 out of 3*
77%
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, social and mental health difficulties can have a detrimental effect on their academic progress.
B.
Cognition and learning difficulties can impact on the academic progress of pupils who are eligible for PP.
External barriers (issues which also require action outside school, such as low attendance rates)
C.
Attendance rates for specific PP pupils are lower than expected. This reduces access to learning and slows progress.
D.
Capacity to support learning at home can be limited resulting in some cases of decreased self-esteem, resilience and confidence and poorer social skills. Financial constraints
mean that some PP children do not have access to the opportunities non PP children have such as residential trips and extra-curricular activities.
4. Desired outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Emotional, social and mental health difficulties addressed
Pupils eligible for PP make accelerated progress by the end of the year so that
the gap to meeting age related expectations is diminished.
B.
Cognition and learning difficulties are addressed
Pupils eligible for PP make accelerated progress by the end of the year so that
the gap to meeting age related expectations are diminished or even closed.
C.
Increased attendance rates
Increase attendance for specific pupils to 95% in line with the target for all
pupils.
D.
Improved self-esteem, raised confidence and improved participation in extra-curricular learning
opportunities; through focused ARC sessions with TA, increased communication with parents
and small group nurture sessions with TA.
Tracking of clubs, trips and residential show PP children participate in curricular
and extra-curricular activities.
Nurture grids and strengths and difficulties questionnaire for PP children show
improvement over the year.
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.
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?
a. Improved
understanding by
teachers and TAs of
emotional, social and
mental health
difficulties
CPD for all staff training:

Attachment disorder

I can problem solve
We want to invest in longer term change
which will impact on PP pupils and also help
all pupils. Understanding conditions that
impact on PP pupils is essential so that staff
have the understanding and are confident in
their approach to pupils with these
difficulties. We also want to ensure a
consistency of approach across the school.
Use staff meetings and INSET days
to deliver CPD.
Time given to PP Champion to
observe in lessons.
HofS and PP Champion to monitor
interactions between staff and PP
pupils.
Nurture grids to track impact on
pupil’s emotional health.
Strengths and Difficulties
questionnaire to evaluate impact on
pupil’s emotional health
PP
Champion
April 2017
Even in our small school we recognise the
importance of focusing on PP pupils and
have established a PP Champion to ensure
no pupil is left behind.
PP Champion is a HLTA who is a qualified
teacher - Ofsted reports on the Pupil
Premium show that allocating the best staff
to smaller groups has a positive impact on
the achievement of disadvantaged learners.
Extra time given to PP Champion to
liaise with TAs and to monitor impact
in working day.
Half termly Pupil Progress meetings
to review impact on pupil’s learning.
HofS
July 2017
SW to meet with parents
Liaise with parents
£1080
b. Improved progress
for PP pupils
Establish a PP Champion
£300
Staff lead
When will you
review
implementation?
Total budgeted cost £1332
i. 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?
a. Improve pupils ability
to access their age
related curriculum
Establish a nurture
programme:
 CPD for TA – visit to
another school with
excellent practice
 Adapt Hive (room)
 Establish a programme
 Inform and liaise with
parents
 Monitor and track
impact and progress
 Purchase learning
resources – cash box
£4300 + £11
b. Improved progress
for pupils with
cognition and
learning difficulties
Establish Accelerated
Results Club (ARC) – TA
to work closely with PP
pupils:
 CPD for TAs
 Inform and liaise with
parents
 Weekly 1:1 pupil
conferencing sessions
 Daily extra support in
lessons
‘Keep up’ sessions in pm
£775
The EEF Toolkit suggests that, on average,
SEL (Social and emotional learning)
interventions have an identifiable and
significant impact (four months' additional
progress on average) and have shown to
benefit disadvantaged pupils more than other
pupils. In line with this research we have
focused on improving attainment by
improving the social and emotional
dimensions of learning, as opposed to
focusing directly just on the academic or
cognitive elements of learning. Mental health
and behaviour in schools (March 2015 DfE)
also makes it clear that disadvantaged
learners are more at risk of mental health
issues and consequently we take a proactive
approach to tacking these issues to ensure
pupils are in a ‘fit state for learning’ with
acquired skills and self-belief to persevere
when presented with challenges.
The HofS has also seen this approach be
effective in other schools.
The needs of some of our pupils are
specialised and we felt that we needed a
programme tailored to their specific needs.
Timetable organised to ensure the TA
has sufficient preparation and delivery
time.
Consulted a local school to observe
excellent practice and identify any
potential barriers to good
implementation.
Emotional tracking grids established
to monitor and track progress.
Regular meetings with HoS, TA and
PP Champion to evaluate impact.
Strengths and Difficulties
questionnaire used to evaluate impact
on progress.
HofS
PP
Champion
Teachers
End of each half term.
We will provide targeted support that was in
addition to any interventions for SEND the
pupils receive. This is a programme which
the HofS initiated in a previous school that
proved very effective.
The Teaching and Learning Toolkit states
that evidence indicates that 1:1 tuition can be
effective, on average accelerating learning
by approximately five additional months’
progress.
In line with the evidence the sessions
are short, but regular. This is in
addition to, but explicitly linked with,
normal teaching. The PP Champion
monitors progress to ensure the
PP
Champion
July 2017
July 2017.
tutoring is beneficial.
CPD for TAs
Time given for TAs for pupil
conferencing
Teachers to ensure TAs support PP
pupils in class
Time given in pm for TAs to ensure
PP pupils ‘keep up.’
Half termly Pupil Progress meetings
Fortnightly PP Champion/HofS
meetings
Total budgeted cost £ 6159
ii. 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?
a. Improved self-esteem
raised confidence and
improved participation in
curricular learning and
extra-curricular activities
Teachers to liaise
regularly/when needed with
parents about how they
can support their child at
home.
Pupils given opportunity to
complete work or H/W with
support during school day.
Parents to be fully involved
with ARC:
 Receive a summary of
each pupil conference
 Weekly verbal
feedback from TA
 Suggestions to help at
home
Although evidence into the impact of parental
involvement is mixed (EEF Toolkit), it is
acknowledged that it can be beneficial with
parents of young pupils. Ofsted publications
on the use of PP and the Research report
issued in November 2015 by the NfER all
state that effective use of the PP
removes barriers for PP children.
These interventions address those
self-esteem and confidence needs.
New Primary School Guide to the PP also
specified that engaging parents is a
successful strategy.
TA (ARC) will liaise with parents on a
regular basis.
Suggestions to help parents support
pupils at home will be given by TA
and teachers.
Pupils will be given the opportunity
during the school day to complete
homework.
Opportunity record grid to track
opportunities taken up.
Nurture grids to track impact on
pupil’s emotional health.
Strengths and Difficulties
questionnaire to evaluate impact on
pupil’s emotional health
PP
Champion
b. Increased attendance
rate
Office Administrator to
monitor pupils and follow
up quickly on absences.
Absence flow chart
established.
Attendance letters sent to
parents.
If the pupil is not at school we can’t improve
their attainment and progress. NfER briefing
for school leaders identifies addressing
attendance as a key step.
Monitor and track attendance
Liaise with parents if an issue
Follow flow chart
Issue letters if necessary
Liaise with HofS
Attendance levels checked half termly
or more regularly if needed.
Governors regularly monitor
attendance.
PP
Champion
c. Access and
participate fully in all
opportunities offered
to other pupils
 Lego morning
 Gym Club
 Earlybird
£100
If pupils miss such opportunities this can
cause pupils to feel left out and lose
confidence. We wanted to ensure PP pupils
had the same opportunities as non-PP
pupils.
All letters to contain a PP tick pay box
Teachers and Office Administrator to
approach parent if appropriate.
Record kept of opportunities offered
and taken up.
PP
Champion
July 2017
d. Areas of specific
need identified and
addressed
Additional services/tests
engaged, paid from PP
funding, to inform targeted
intervention:
 Dyslexia
 SENSS
 Behaviour Support
Service (as above)
£312
Additional help was needed in order to fully
identify barriers to learning.
Liaise with Inclusion Leader
Ensure barriers are identified and
addressed
PP
Champion
April 2017
July 2017
(included in PP
Champion/ARC cost)
April 2017
(included in PP
Champion cost)
Total budgeted cost £6878
6. Review of expenditure
Previous Academic Year
2015 - 2016
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
a. Improved
understanding by
EYFs teachers and
TAs of attachment
disorder
Engaged Sarah Whittle
(Manager of Behaviour
Support Service) to observe
pupil and provide staff with
strategies to manage
behaviours.
Bought resources to support
strategies employed to
manage behaviours.
Implemented ‘now and then’
cards.
Staff implemented a range of strategies
and interventions which had a small impact
on behaviour which has not yet been
sustained. Pupil did not achieve GLD due
to lack of attainment in writing.
The staff were positive about Sarah’s involvement and the
impact the strategies had on behaviour. A further step is to
implement a whole nurture programme.
£1080
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
a. Improve pupil’s wellbeing, learning and
achievement
Engage an ELSA to provide
emotional literacy support
Positive impact on pupils. Next year, the
Inclusion Leader will take responsibility for
co-ordinating the ELSA programme.
We felt that emotionally, pupils did make some progress, but
it wasn’t enough to have a significant impact on some pupil’s
ability to access their age related curriculum. Some pupils
needed to make accelerated progress, but did not achieve
this.
Next year we will continue ELSA with pupils with minor
emotional needs, but implement a nurture programme for
those who need more specific, specialised support.
£1638
b. Maximise
achievement and
progress
Targeted interventions:
1:1 reading support
Targeted support in pm
Spelling support
Maths booster
Nessy
When the Inclusion Leader joined in
January she implemented interventions
and strategies which impacted on
progress, but these have not yet been
sustained, e.g. Nessy was introduced in
June.
Some pupils made expected progress in
RWM, however no pupils made
accelerated progress.
Interventions were initiated, but these were instigated by
teachers, rather than there being a whole school approach.
Consequently they did not have the impact predicted. When
the Inclusion Leader joined there was a more structured,
whole school approach which had some impact.
Next year the HofS alongside the Inclusion Leader will track
the impact of interventions and adjust provision accordingly.
The Inclusion Leader will be included in half termly Pupil
Progress meetings and liaise with the HofS
TA £4066
HLTA £3960
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
a. Areas of specific
need identified and
addressed
Additional services engaged
to inform targeted
intervention:
 SENSS
 Behaviour Support
 Service (as above)
 Nessy
Equipment bought –
overlays, pencil grips
£350
Barriers were identified and some
interventions implemented, although these
needed more time to be able to judge their
impact.
Additional services were engaged in the second half of the
year and so time was needed to fully evaluate their impact.
Next year the impact of interventions will be tracked and
evaluated and provision adjusted accordingly.
BS included
above
7. Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.
Our full strategy document can be found online at: www.aschool.sch.uk
There have been three HofS in the last two years. The Trust has been pro-active in bringing stability to the school with appointing (September 2016) an interim experienced HofS with a
proven track record of raising standards. The HofS has provided stability and initiated a rigorous review of PP provision which has resulted in a more structured, targeted, evaluative
approach that is having significant impact in a short space of time.