Pupil Premium

The Pupil Premium is allocated to local authorities and schools with pupils on roll who are known to have been eligible for free school meals (FSM) at any time in the last six years, for Looked After Children (LAC), adopted children (Ad), and for service families.

 

The DfE has given us the freedom to use the Pupil Premium as we see fit, based on our knowledge of our pupils’ needs. ‘It is for schools to decide how the Pupil Premium allocated to school is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility’. Source: DfE website.

Key Priorities

 

  • To accelerate progress and close the gap in achievement of Pupil Premium children so that their progress compares favourably with non Pupil Premium children
  • To continue to teach all pupils to at least a good standard, if not higher, according to their individual needs

Allocation of Funds

Currently we have 17 pupils who are eligible for the pupil premium grant. The strategy statement is reviewed regularly with Governors throughout the year and is due to be updated for the next academic year in July 2018.

Langton Green Primary School Pupil premium strategy statement

2017 - 2018

1.     Summary information

School

Langton Green Primary School

Academic Year

2017/18

Total PP budget

£23,600

Date of most recent PP strategy Review

July 2017 (Gov)

Total number of pupils

393

Number of pupils eligible for PP

17

(current number for Year R-6 is 15)

 

Date for next internal review of this strategy

July 2018

 

2.     Current attainment (2017)

Number of disadvantaged children in cohort = 4

Pupils eligible for PP (your school) (%)(National % - TBC

Pupils not eligible for PP (national average) (%)(National %)

% achieving in reading, writing and maths (2017)

25%

79 (60)

% making expected standard or above in reading

50%

90 (71)

% making expected standard or above in writing

75%

97 (79)

% making expected standard or above in maths

25%

93 (75)

 

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 needs of PP children is an area of need. Well being and involvement is less than children without PP funding. (8/12 children)

B.      

High ability PP children need to better than expected progress compared with non PP HA children. Speech and language skills are significantly lower for PP children than others on entry to reception. This is also true further up the school. This can slow reading progress, communication and self esteem in later years. (4/12 children)

C.      

Attendance is less than 95% for two children.

D.

Speech and language skills of 2/12 PP children are lower than non PP children. This can slow reading progress and attainment, communication and self esteem.

External barriers (issues which also require action outside school, such as low attendance rates)

E.

Family vulnerability impacts on levels of well being, social and emotional needs and the ability to retain information 

F.

Lack of a language rich environment or academic support at home home learning limited, therefore slower progress in English and Maths

4.     Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.       

Increased well being, involvement for PP children and behavioural and emotional issues addressed and supported.

Fewer behaviour incidents logged. Specialist identified where needed. Leuven's score increases for well being. Mental health of children receiving support improves Leuvan's to evidence and observations in class.

B.       

High attaining PP children make as much progress as other pupils of similar ability.

Target Tracker evidence to show term to term progress as analysed at PPI meetings. End of year attainment should be secure/ secure+.

C.       

Attendance increases to above 95%

SIMS register data.

D.       

PP children’s speech and language improves in line with non PP children nationally

Measure: EYFS GLD; combined ARE at end of year.

PP children make rapid progress by the end of the year to meet age related expectations as a result of personalised provision. Language and Speech Link assessments. 


5.     Planned expenditure

Academic year

2017 - 2018

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. Increased wellbeing, involvement for PP children and behavioural and emotional issues addressed and supported.

 

B. High attaining PP children make as much progress as other pupils of similar ability.

 

C. Attendance increases.

 

Whole school training led by SLT on the ‘TOP 5’ strategies (metacognition, peer tutoring etc.)

(5 x 1hr INSET = £500)

 

 

 

 

 

 

Attendance Officer employed to monitor, highlight attendance. To liaise with SLT team and class teachers.

 

(£5,000)

SLT attended Pupil Premium Toolkit training led by led by Tammy (KCC Consultant) highlighted these top 5 strategies as being the most effective for improving the outcomes for PP children.

 

Metacognition training – EEF Toolkit rates feedback and metacognition as one of the most cost effective yet most successful way of improving attainment.

 

Identified in training mentioned above. Also having a specific person to focus on this area will ensure there is effective 

 

Time to be set aside and planned for.

All staff need to attend.

Lesson observations, feedback from staff and pupils.

PPI meetings will be used to scrutinise progress and attainment.

 

 

 

 

 

Regular feedback on attendance, regular meetings with SLT.

Attendance officer reports anomalies immediately.

 

 

SLT

 

 

 

 

 

 

 

 

 

 

SLT

Attendance Officer

 

 

 

 

 

Termly: Dec 17, March 18, June 2018

 

 

 

 

 

 

 

 

 

Termly

 

 

 

 

 

 

D. High attaining PP children make as much progress as other pupils of similar ability.

 

Whole school training for staff on mastery in maths to continue, led by Maths Lead.

 

(3 x 1hr INSET = £150)

We have identified this outcome through observations, book scrutiny and advice from SLE that high ability PP children need to be challenged more and be able to achieve greater depth, rather than simply meeting the standard

 

It will be bespoke training for our children, rather than a generic County training.

 

Lesson observations, book scrutiny, PPI meetings.

 

Maths Lead

 

July 2017

Total budgeted cost

£5,650

 

     ii.     Targeted support

   iii.      

 

A. Increased well being, involvement for PP children and behavioural and emotional issues addressed and supported.

 

B. High attaining PP children make as much progress as other pupils of similar ability.

 

C. Attendance increases.

 

D. High attaining PP children make as much progress as other pupils of similar ability.

 

TA named as Pastoral lead to run 1:1 talk time and a Nurture group

(1/3 of salary £5000)

 

 

 

 

1:1 Counselling sessions with trained counsellor from FEGANS

(£30 weekly x 30 sessions x 3 pupils = £2700)

 

Pupil Premium teacher employed to target progress and attainment of HA PP children

(£15000)

 

 

 

Early Morning Writing and Maths Support groups run by class teachers

(over the academic year = £2400)

The number of our children who suffer from mental health issues is increasing year on year.  Advice from LIFT meetings surrounding best practice for dealing with various SMEN issues has been taken on board. Also SENCO attended Well Being Toolkit course to inform these interventions.

 

As above. We use the counsellor for more in depth and complicated cases.

 

 

 

 

The Sutton Trust Toolkit states that, ‘Small group tuition is most likely to be effective if it is targeted at pupils’ specific needs.’ CT identifies barriers and needs through assessment, PP teachers addresses specific gaps in learning and feeds back to class teacher.

 

Class teachers identify pupils that need pre teaching/ additional support/ extension and then on a daily basis run a bespoke group before school for 20 mins. 

 

Children are more engaged in lessons. Parental feedback regarding home is more positive. Attainment and progress is improved.

 

 

 

 

As above.

 

 

 

 

 

Attainment and progress improved.

 

 

 

 

 

 

 

Sessions are carefully planned for so that the concepts are pre taught in readiness for the maths/ writing session that day.

Lesson observations to monitor.

 

 

Pastoral Lead

SENCO

 

 

 

 

 

 

Counsellor

SENCO

 

 

 

 

CT

SL

 

March 2018

 

 

 

 

 

 

 

 

March 2018

 

 

 

 

Termly at PPI meetings.

 

£25,100

Other Approaches

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?

 

 

Purchase of Speech and Language Link licence

(£108)

 

 

FLO

(time equates to 10% = £2000)

 

 

 

 

Contribution to enrichment activities including music lessons, swimming lessons, martial arts (£1500)

 

Proven online assessment and resource tool. Often recommended at LIFT meetings.  Accurate results and excellent resources and suggestions.

 

We have a FLO who serves as a practical link between home and school.  Feedback from parents has been very positive and they feel they can talk to her . It has enabled certain situations not to escalate and provides 1:1 confidential

 

By engaging in extra curricula activities, children are more likely to become engaged with their learning in class. Also for our PP, they would not have the opportunity to take part in activities in this way.

 

Teachers need to know how to use the program to assess children. TAs need to be trained to use the resources.

 

Regular meetings with the FLO.

Feedback from parents.

 

 

 

 

 

Liaising with parents, monitoring well being in class as a result of extra activities.

 

SLT

 

 

 

 

SENCO, CTs, TAs

 

 

 

 

 

Clubs and SLT

 

 

 

 

 

Termly

 

 

 

 

March 2018

 

 

 

 

 

 

Summer 2018

Total budgeted cost

£3608

Other costings school trips, music lessons, tennis lessons 

Grand total = £34,358

PP Strategy 2016-2017

Review of PP Expenditure 2016 - 2017