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Pupil Premium

Pupil Premium Strategy

Summary information

Academic Year

2017-18

Total Pupil Premium budget

£141,240

Date of most recent Pupil Premium review

March 2017

Total number of pupils on roll

499

+44 Nursery

Number of pupils eligible for Pupil Premium

51 (FSM)

+54 (Ever6)

Date for next internal review of this strategy

March 2018

 

 

Current attainment (End of Key Stage 2 2016)

 

Pupils eligible for Pupil Premium (Northgate)

Pupils not eligible for Pupil Premium (national average)

% achieving age-related expectations in reading, writing and maths

17%

53%

% achieving expected standard or above in reading

33%

66%

% achieving expected standard or above in writing

58%

74%

% achieving expected standard or above in maths

25%

70%

 

 

Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers (issues to be addressed in school)

A

Oral language skills in Reception are lower for pupils eligible for PP than for other pupils. This slows reading progress in subsequent years.

B

Pupils eligible for PP and with high potential (disadvantaged most able) do not achieve as well as other high ability pupils across Key Stage 1. This prevents sustained high achievement in Key Stage 2.

C

A significant proportion of PP pupils do not read regularly or have access to high quality reading materials at home, limiting their progress in reading.

D

Maths attainment of PP pupils in Key Stage 2 is lower than for non-PP peers due to gaps in their prior learning.

E

Behaviour issues for a small number of pupils (mostly eligible for PP) are having a detrimental effect on their academic progress and that of their peers.

External barriers (issues which also require action outside school)

F

Parents of some PP pupils are reluctant to engage in effective home-school partnership working and struggle to support their children’s learning.

G

A relatively high number of families of PP pupils are currently or have previously been working with family support services and the children experience social, emotional and mental health (SEMH) issues as a result of circumstances beyond school.

 

 

Desired outcomes

 

Desired outcomes

Success criteria

A

Improved oral language skills for pupils eligible for PP in Reception classes.

Pupils eligible for PP in Reception classes make rapid progress in their oral language skills so that

  • all pupils eligible for PP will meet age related expectations in Communication and Language (prime area) by the end of the year.
  • BPVS (British Picture Vocabulary Scale) assessments will show a significant improvement in PP children’s standardised scores compared to their chronological age.

B

Early identification of disadvantaged most able pupils.

Higher rates of progress across Key Stage 2 for PP pupils with prior high attainment and for those identified as potentially high attaining.

Pupils eligible for PP identified as high ability or high potential make at least as much progress as non-PP pupils identified as high ability across Key Stage 2 in reading, writing and maths, measured through moderated teacher assessments at the end of Years 3, 4, 5 and 6.

C

Improved independent reading behaviour among PP pupils leading to increased rates of progress in reading.

Pupils eligible for PP read appropriately challenging texts at least 5 times per week, evidenced through their individual reading records, and make at least as much progress in reading as non-PP pupils with similar prior attainment, measured through moderated teacher assessments and (where relevant) standardised reading tests (e.g. PIRA).

D

Sound basic mathematical knowledge and understanding for pupils in Key Stage 2 resulting in higher standards of attainment.

Pupils eligible for PP have secure basic mathematical knowledge and make at least as much progress in maths as non-PP pupils with similar prior attainment, measured through moderated teacher assessments and (where relevant) standardised maths tests (e.g. Sandwell).

E

Behavioural issues of individual pupils addressed.

Fewer incidents are logged for these pupils in the school’s records of poor behaviour and ill-discipline compared to previous records for the same period.

F

Greater engagement and partnership working with families of PP pupils.

All parents of PP pupils attend regular meetings with school staff to identify how their children’s learning can be supported outside school, evidenced by the school’s records of meetings with parents.

G

Social and emotional barriers to learning are reduced for PP pupils, enabling them to focus more effectively on their learning.

Pupils eligible for PP have access to support through the Learning Mentor and School Counsellor for social, emotional and mental health issues as they arise, measured through the school’s records of referrals and intervention and through the pupils’ self-assessment of wellbeing using the Leuven scale.

 

 

Planned expenditure

Academic year 2017-18

Quality of teaching for all – using Pupil Premium to improve classroom pedagogy

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

B, C, D, F

Individual pupil conferencing (with parents)

By providing regular dedicated time for individual children to review their learning with their class teacher, pupils have greater understanding of their next steps and targets to progress.

B, C, D, F

Vulnerable groups data review meeting

Ensuring structured opportunities for class teachers to review and analyse pupil performance data, identify those individuals who need to be targeted and agree actions to address concerns.

D

CLIC Big Maths

Implemented by locality partner schools with positive impact on standards in maths.

Total budgeted cost

£10,204

Targeted support – using Pupil Premium to provide targeted support for pupils

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

A

School Start speech and language development programme and Narrative Therapy intervention

Personalised daily teaching to address speech and language difficulties, promote rapid vocabulary acquisition and the development of communication skills.

C

Fischer Family Trust Literacy

Intensive reading recovery to promote rapid progress in reading.

B, C

Book group

 

Focused support and teaching input to promote a love of literature and enthusiasm for reading.

B, D

English and maths booster classes

Frequent revision and reinforcement of key concepts for pupils in low prior attainment groups to promote over-learning; high quality extension sessions for pupils in high prior attainment groups to provide additional challenge and broadening of the curriculum.

D

Targeted maths interventions

  • First Class @ Number
  • First Class @ Number 2
  • Talk for Number
  • Success @ Arithmetic

Structured programmes delivered by trained staff to impact positively on pupil outcomes in maths.

C, D, F

Pupil Premium champions

Immediate review and reinforcement of daily learning for any pupils needing additional input, plus individual mentoring and support for personal reading.

Total budgeted cost

£73,316

Other approaches – using Pupil Premium to support whole school strategies

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

E, G

Learning Mentor and School Counsellor

Provision of support for individual pupil’s social, emotional and mental health (SEMH) needs to reduce barriers to learning and enable greater focus on academic progress and attainment.

F

Education City home access subscription, ICT and Homework after school clubs

Access to online content and support for independent learning beyond the school day.

C, E, F, G

Breakfast club subsidy

Financial incentive to encourage parents to send pupils to Breakfast club where they can be encouraged to eat a healthy meal and supported with their reading and social skills beyond the school day.

E, F, G

‘Little Canada’ PGL residential visit

Financial support to enable pupils to access outdoor and adventurous activities and participate in team building events beyond the school day.

E, F, G

Uniform

Incentive of free school uniform items made available to parents of all pupils eligible to receive Free School Meals.

Total budgeted cost

£45,942

 

 

Review of expenditure

Academic year 2016-17

Quality of teaching for all – using Pupil Premium to improve classroom pedagogy

Desired outcome

Chosen action / approach

Estimated impact

For pupils to have greater understanding of their next steps in learning so to increase rates of progress to impact positively on attainment

Individual pupil conferencing

The success criteria are difficult to measure but anecdotal evidence suggests that a large number of pupils have a greater understanding of their next steps and have acted upon these therefore making better progress.

For class teachers to review and analyse pupil performance data, identify those individuals who need to be targeted and agree actions to address concerns

Vulnerable groups data review meeting

Again, the success criteria are difficult to measure but these meetings serve to highlight vulnerable children who need to be targeted. Overall data shows that the vulnerable groups are making progress in line with their less vulnerable peers.

Targeted support – using Pupil Premium to provide targeted support for pupils

Desired outcome

Chosen action / approach

Estimated impact

To address speech and language difficulties, promote rapid vocabulary acquisition and the development of communication skills

School Start speech and language development programme and Narrative Therapy intervention

All children involved in the intervention have made good progress. 35% met their spoken language targets.

To promote rapid progress in reading

Fischer Family Trust Literacy

Overall children who undertake the programme have made accelerated progress.

To increase attainment and accelerate rates of progress for pupils in specific year groups where data shows PP pupils performing below their non-PP peers

English and maths booster classes

 

Additional English and maths teachers for year groups

These areas of support have had varying amounts of success this year.

Where senior members of staff have been scheduled to carry out the intervention, it has proved unworkable on the whole as there are too many interruptions and commitments for them.

Structured programmes delivered by trained staff to impact positively on pupil outcomes in maths

Targeted maths interventions

  • First Class @ Number
  • First Class @ Number 2
  • Talk for Number
  • Success @ Arithmetic

The overall gain has been very positive in terms of the children’s number age. Children who have undertaken the KS2 intervention programmes have overwhelmingly made good or accelerated progress.

Other approaches – using Pupil Premium to support whole school strategies

Desired outcome

Chosen action / approach

Estimated impact

To reduce barriers to learning and enable greater focus on academic progress and attainment

Learning Mentor and School Counsellor

These forms of support are extremely valuable to a large number of children in the school. There are children who may work with our Learning Mentor or School Counsellor for a short period of time but there are others who work with them over a longer period of time.

To support for independent learning beyond the school day

Education City home access subscription and Homework after school clubs

Homework club is extremely popular with PP children.

 

To enable pupils to access outdoor and adventurous activities and participate in team building events beyond the school day

‘Little Canada’ PGL residential visit

Enables children to experience life beyond the classroom that they may never usually be able to. Allows them to bond with their friends and classmates.

To ensure pupils are ready for school and to ensure increased engagement in school

Uniform

Children will feel part of the school if they have correct school uniform. This will enhance their engagements with learning.

To support the school in ensuring effective expenditure of Pupil Premium Grant

School to school support brokered through the Teaching Schools Alliance: meeting with a Head Teacher whose PP use is commended

DHTs felt there was very little impact.

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