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

 

The PPG per pupil for 2016-17 is as follows:

Disadvantaged pupils

Pupil premium per pupil

Pupils in year groups reception to year 6 recorded as Ever 6 FSM

£1,320

   

Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority

£1,900

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order

£1,900

 

Langton Green Primary School Pupil premium strategy statement

2016 – 2017

1.     Summary information

School

Langton Green Primary School

Academic Year

2016/17

Total PP budget

£22,280

Date of most recent PP Review

-

Total number of pupils

393

Number of pupils eligible for PP

16

Date for next internal review of this strategy

March 2017

 

2.     Current attainment (2016)

Number of disadvantaged children in cohort = 4

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

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

% achieving in reading, writing and maths (2016)

50 (60)

79 (60)

% making expected standard or above in reading

75 (71)

90 (71)

% making expected standard or above in writing

50 (79)

97 (79)

% making expected standard or above in maths

75 (75)

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.      

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.

B.      

Emotional needs of PP children is an area of need. Well being and involvement is less than children without PP funding.

C.

High ability PP children are not making the required progress compared with other high ability children across KS1 and KS2

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

D.

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

E.

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.       

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.

 

B.       

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

Fewer behaviour incidents logged. Specialist identified where needed. Leuven’s score increases for well being.

 

C.       

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+.

 

 

1.     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.

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

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

This barrier also has a knock on effect on attainment and progress of these pupils

 

 Continued Lang for Learning training for all staff

(5 x 1hr INSET = £250)

 

 Last year we trained teachers and some TA in Language for Learning. We have had new staff (both teachers and TAs) who need training in this area. Action based research has shown positive effects of this across the school, as observed by specialist teachers.

 

Training has been used before and has been effective.

Lesson observations, feedback from staff and pupils.

PPI meetings will be used to scrutinise progress and attainment.

.

 SLT

 June 2017

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

 

Whole school training on quality feedback and metacognition to improve skills of learning and communicating.

(2 x 1hr INSET = £100)

 

Extra TA to support with SLCN needs of PP children and behaviour

(1/3 TA salary =£5000)

Confidence Course for Year 5(£1000)

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

TA trained in delivering phonics/ Language Link and Speech Link assessments.

Linked with growth mindset and neurolinguistics, we have paid for a recommended neurolinguist to deliver a 6 week course to all of Year 5. EEF toolkit rates metacognition highly and this will complement the whole school training

 

SLT member is attending a course in order to deliver the training. This has been recommended by Kent.

 

 

 

SENCO to work with TA to monitor effectiveness of support and interventions

 

 

 

Monitor delivery of sessions to ensure effectiveness. Analyse behaviour and well being of children in class in the term after course to see if they are able to transfer the skills.

 SLT

 June 2017

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

Whole school training for staff and TAs on mastery in maths led by in house SLE

(4 x 2hr INSET = £400)

Data shows that our high ability PP children are not performing as well as their peers of a similar level. We have identified 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’.

Training will delivered by maths specialist SLE currently working in school. It will be bespoke training for our children, rather than a generic County training.

Lesson observations, book scrutiny, PPI meetings.

SLE

July 2017

Total budgeted cost

£6350

 

       i.     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 implementation?

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

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

This barrier also has a knock on effect on attainment and progress of these pupils.

 

.

 

1:1 Talk Time with SENCO (academic year = £1800)

 

 

 

1:1 Counselling sessions with trained counsellor from FEGANS (£30 weekly x 30 sessions x 3 pupils = £2700)

 

 

LEGO group

 

 

 

 

 

 

 

 

 

EEF recognises that 1:1 feedback and talk time is a valuable and effective use of time. We have seen increased well being and involvement using this intervention.

 

 

 

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

 

 

 

 

Research from America was carried out three years ago into Lego Therapy. The SENCO used this as an action based research project as part of her Post Grad Diploma in SEN. Results were positive and well being scores rose.

 

 

 

 

 

 

.

Engage with parents before/ during / after to address concerns and pin point areas of discussion.

 

 

 

 

 

As above.

 

 

 

 

 

Right targets need to be set, right group needs to be chosen. TAs are trained but monitoring of group dynamics to take place and transference back into class to be checked.

 

 

 

 

.

SENCO

 

 

 

 

Qualified counsellor

 

 

 

TAs

 

 

 

 

 

 

 

June 2017

 

 

 

 

April 2017

 

 

 

 

 

 

Termly at PPI meetings

 

 

 

 

 

 

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

 

Writing support group led by SLT(1hr weekly x 15weeks = £750

 

 Early Morning Writing and Maths Support groups run by class teachers(over the academic year = £3400)

Year 6 Exam Technique Booster session 1:2 with SENCO (15 sessions x £50 = £750

All evidence suggests that intervention groups are most effective when they are bespoke, well planned and delivered by teachers rather than TAs. All our writing and maths groups are led by SLT or teachers and start with a detailed gap analysis using tools such as BSquared and Target tracker.

 

As above. Also, this encourages attendance and avoids lateness.

We have had children that have struggled to retain concepts, whichever intervention group they have been part of. This bespoke group was started to focus on how to quickly choose simple strategies to answer questions.

Regular liaison with class teacher to check transference of skills PPI meetings to review progress. Feedback from pupils.

 

 

 

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.

 

Liaison with class teacher after every session. Engage with parents so that short relevant homework set can be completed with support if needed

 

SLT

 

 

 

 

 

 

CT

 

 

 

 

 

SENCO

 

Termly at PPI meetings

 

 

 

 

 

 

Termly at PPI meetings

 

 

 

 

 

April 2017

Total budgeted cost

£9400

       i.     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?

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

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

This barrier also has a knock on effect on attainment and progress of these pupils.

 

.

 

Purchase of 16 iPADS and licenses (£4500)

 

 

 

 

Purchase of Speech and Language Link licence

(£216)

 

 

FLO

(time equates to 10% = £2000)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

To allow access to resources already purchased e.g. Dynamo Maths, Clicker 7 easily, in class. Use of tablets to enhance access to the curriculum, enables the child to increase their engagement in their learning and for some, increase the speed at which they learn.

 

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

 

Seek advice regarding most effective apps; training from Clicker 7 for iPad usage. Feedback from teachers and pupils.

 

 

 

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.

 

 

 

 

SLT

 

 

 

 

 

SNCO, CTs, TAs

 

 

 

 

 

 SENCO/SLT

 

 

 

 

April 2017

PPI meetings

 

 

 

 

 

 

Termly

 

 

 

 

 

 

Summer Term

2017

 

 

 

 

 

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

 

Contribution to enrichment activities including music lessons, swimming lessons, martial arts

(£1446)

 

 

Contribution to school trips (inc. Residential)and visitors to the school

(£1300)

 

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 music in this way for example

 

 

To fully access the curriculum. As above

 

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

 

 

 

 

 

Monitoring in class alongside teacher at PPI meetings

 

Clubs and SLT

 

 

 

 

 

 

CT, SLT

 

Summer 2017

 

 

 

 

 

 

Summer 2017

Total budgeted cost

£9462

Quality of teaching for all total

£6350

Targeted support

£9400

Other approaches

£9462

TOTAL

£25, 212

 

 

The total Pupil Premium fund for 2015 – 2016 was £23,440 and this was calculated using the following information:

 

Number

Percentage of NOR (338)

Looked After Children (LACs) and adopted children from care

4

1.18

Free School Meals (FSM) and Ever 6 (E6)

12

3.55

Service Families

0

0

Total Pupil Premium

16

4.73

Deployment

 

Good and outstanding teaching at Langton Green is crucial to the progress and attainment made by all pupils, particularly those children who are Pupil Premium. The Pupil Premium supports high quality teaching, narrowing attainment gaps by strong leadership, a culture of high expectations and targeted, effective interventions.

Strategy/ Intervention

Total Cost

Impact

Teaching and Learning

 

External courses attended and in-house INSET delivered to develop teachers’ skills, including the following:

  • New Curriculum
  • Assessment procedures (2hrs)
  • Moderation

 

 

£300.00

 

Target tracker assessment tool used by all teachers effectively to support PP children and track progress. Reported at PPI meetings.

 

Moderation training sessions in line with new curriculum expectation delivered with positive impact on PP children.

 

Interventions/ Support

 

We have funded a specialist teacher to support the teaching of writing.  She runs groups and advises teachers for children that are PP funded, as well as others who also benefit from the group and the support given.  A percentage of her salary has been put towards this.

 

We have used a percentage of the PP fund to fund our FLO.

 

Intervention groups include the following list.  They are monitored regularly and their impact reviewed.

Sensory Circuits

Communication Group

Handwriting Groups

Read Write Inc

Fast Lane Readers

1:1 reading

1:1 Maths Support

 

FEGANS counselling

 

Speech Therapy

 

 

 

 

 7000

 

 

4000 

 

 

 

 

 

 

934.04

 

 

 

 

 2800.00 

 

 770.00 

 

 

 

For full details of impact/ spending of interventions delivered please see:

  • Spending analysis
  • Individual child impact analysis grid
  • Intervention analysis grid

Resources

 

Black Sheep Resources

Talking tiles

Dynamo maths

Reading Eggs

Speech Link

4 iPADs

 

 

 

80.00

85.50

200.00

150.00

255.00

1072.00

 

 

 

Positive impact – see individual analysis.

Other

 

Trips

Swimming

Music lessons

Martial Arts Club

 

 

 

1756.00

240.00

639.00

240.00

 

 

Total

20,521.94

 

 

Impact of Pupil Premium Spending

 

Key Stage 1  

Progress from September 2015 – April 2016

 All pupils who receive Pupil Premium funding have made progress in Key Stage 1.  Three children have made more than expected progress (3 or more steps of progress). Three children have made 2 steps of progress.

Attainment  April 2016

Four out of five children are at age-related expectations (ARE) or above in reading, writing and maths, however one child is just below ARE.

 

Key Stage 2

Progress from September 2015 – April 2016

Four children are making accelerated progress across the year, four children are making expected progress in line with their peers and one child is making less than expected progress.

Attainment  April 2016

In Years 3, 4 and 6, all children except one are meeting ARE. In Year 5, 1 out of 3 are below ARE.

 

Future Planning for 2016 - 2017

 From April 2016, Pupil Premium funding will be used to fund well-researched, effective interventions, along with the following specific actions:

 

Strategy

Aims

To purchase more iPADS for PP children to access

To improve and extend attainment and progress made in reading, writing and mathematics

Maths interventions

To implement bespoke Upper Key Stage Two maths interventions for PP children to access

FLO role

To improve mental health and self esteem of those children that require this intervention

Training on teaching of writing

To up-skill staff in the area of mental health and wellbeing

To train staff to use Clicker 7

To train staff to use Dynamo maths

To access training through bought in SALT

 

Pupil Premium Spending 2015-16 Term 1&2

Pupil Premium Spending 2015-16 Term 3&4

Pupil Premium Spending 2015-16 Term 5&6