Creative Learning Without Limits

Pupil Premium

1.    Summary information
School Pulham C of E VC Primary School
Academic Year 2019 Total PP budget £35,300

 

Date of most recent PP Review (Governor monitoring) Autumn 2019
Total number of pupils 131 Number of pupils eligible for PP 26 (20%) Date for next internal review of this strategy Autumn 2020

 

2.    Current Progress for all Pupil Premium Pupils
Pupils eligible for PP (2019 Year 6 SATS

 data) 2 pupils

 

 

Pupils not eligible for PP (2019 Year 6 SATS data)
% achieving expected achievement in reading 50% 84%
% achieving expected achievement in writing 50% 74%
% achieving expected achievement in maths 50% 84%
3.     Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.       Attainment in reading, writing and maths for Year 6 pupils
B.        Reading and comprehension skills
C. Speech and language skills

 

External barriers (issues which also require action outside school, such as low attendance rates)
D. Economic factors hinder attendance at extra curricula activities

 

E. High needs SEN factors with low funding available

 

 

 

 

 

 

4.      Desired outcomes (Desired outcomes and how they will be measured) Success criteria
A.       Attainment in Year 6 will improve – In-school action plan in place (SIDP Priority) (Progress scores good – maths 100% expected with 33.3% well above, writing 67% at expected 33% just below, reading 100% expected with 67% well above).

Pupils’ progress will remain good with all pupils achieving expected progress.

Attainment results will be in line with their individual targets.

 

 

B.        Increased reading and comprehension skills (SIDP Priority) School celebrates success as a ‘Reading School’; children show increased pleasure in reading and profile of reading is raised.

Progress and attainment in reading across the school are at expected or above.

Impact of interventions – Reading Recovery and Read Theory continue to show improved levels of reading and comprehension skills.

 

C.        Children will have improved speech and language skills enabling them to better access the curriculum thus improving their progress and attainment. School continues to use intervention bought previously through pupil premium funding – talk boost, which has been effective in raising skills in speaking and listening.

 

 

D.       Children will be able to access extra-curricular activities Children will attend extra-curricular activities including Year 6 residential resulting in an enrichment of their experiences and development of their confidence levels.

 

5.    Planned expenditure – there is a cross over between financial and academic year so some initiatives started this academic year were paid for with funding carried over from the last financial year.
·         Academic year 2019 – 2020
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?
Improved speech and language skills i) Speech and Language training for new staff

 

 

ii) Speech Therapy for selected pupils

 

 

 

 

iii) Use of Talk Boost

Staff felt they did not have the skills to cope with the increased level of pupils with speech and language barriers.

 

Specialist provider needed to support pupils with a high level of need

 

 

 

Evaluation of impact shows that this scheme is successful in improving pupils’ skills.

 

 

scheme is successful in raign skill

Staff will be able to implement S&L sessions confidently resulting in increased skills for pupils.

 

Class teachers will be able to notice increased skills for pupils receiving speech therapy. Pupils will be able to communicate effectively resulting in increased confidence levels.

 

Pupils’ language skills will increase.

VR

 

 

 

VR

 

 

 

 

 

KG

 

i) in house training

ii) 540

iii) no further costs

 

– review half termly

Increased comprehension skills          i.            Read, write, Inc

ii.            Interventions using STYLES

iii.            Sound Discovery

iv.            Read Theory

 

 

 

 

 

 

App App

i) Has been very successful in raising pupils’ skills and scores in phonics test.

ii) and iii)  Comprehension tools for pupils who were assessed as needing skills developed.

iv) online tool which allows pupils to practice comprehension skills at home as well as in school

Results of tests and improved reading skills.

Assessments will show increased skills

Class Teachers

VR

Termly –

1st review end of Autumn term 2018

2nd  – end of Spring term 2019

3rd end of summer term 2019

i) £260 (training)

 

 

Total budgeted cost £800
    ii.     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?
Increase in attainment and continued expected progress across the curriculum for Year 6 pupils. 1:1 and small group support by Class Teacher. For targeted interventions. Evidence shows that targeted 1:1 support for class teacher is effective in raising attainment/progress.

(Education Endowment

Fund/training received from LEA )

Monitoring by Head Teacher through pupil progress meetings, which are held half-termly.

 

Through Curriculum Leaders Monitoring.

SG

VMc

Half-termly pupil progress meetings.

 

SATS results – summer 2020

 

 

 

Increase in attainment and progress across the school for all PP pupils.

 

a) Intensive Support Programme of targeted interventions and in class support. a) This allows for an individualised curriculum and interventions for specific gaps in pupils’ learning.

Evidence shows that pupils’ attainment and progress has improved – evidenced through assessments and recorded on pupil asset.

a) Monitoring by SENCo and Headteacher

Through Evaluating data on pupil asset

and through pupil progress meetings half-termly.

 

Through Curriculum Leaders Monitoring

SG

VR

Half-termly pupil progress meetings.

 

Staffing costs – £17,975

b) Review of marking scheme to include high quality feedback given consistently on a daily basis. Within class marking to increase learning in lessons. b) Research from Education Endowment Fund shows that Quality Feedback has the highest impact on increasing pupils skills. b) Monitoring by Head Teacher

Though pupil progress meetings which are held half termly.

 

Through Curriculum Leaders Monitoring

SG

VMc

Half termly pupil progress meetings.

 

 

Support for PP pupils with Reading Use of Reading Recovery System. We found that specific pupils were not making the same progress as others when using RWInc. The Reading Recovery programme teaches in a different way, through contextual evidence and the shape of words. It was felt that we needed a different approach for them to ensure they make progress in reading. Monitoring and assessments by Lead Teacher and SENDco

 

Through Curriculum Leaders Monitoring

VR Assessment will show impact from starting place to end of scheme.

 

At the end of the Autumn term.

£3238

Support for pupil with specific SEN diagnosis 1:1 support needed all day, including through break times.

 

Personalised timetable and curriculum

 

Pupil has EHCP

IEP written and reviewed regularly

Detailed planning which includes Early Learning Goals and National Curriculum Objectives.

Monitoring by Lead Teacher and class team and SENDco AE

VR

KS

DC

CH

SGr

Half termly progress meetings

 

Meetings held between team on regular, monthly basis.

 

– staffing costs – £5275

Total budgeted cost £26,488
  iii.     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?
Engagement in extra-curricula activities Payment for clubs/music tuition/school trips and year 6 Residential for families in receipt of PP funding. Economic factors are what is preventing children from taking part by removing the financial barrier by paying for these activities children are not prevented from taking part. By ensuring all families know that this help is available. SG

KR

Termly

£1603 – trips

£1041 – music tuition

 

(NB – Other trips and costs related to extra-curricula events will come in during the year.)

 

 

Development of Nurture provision. Nurture provision is carried out for two groups – 1 for KS1 children and 1 for KS2 children.

 

Supporting children’s mental, social and emotional wellbeing is vital in ensuring children’s confidence and self-esteem levels are increased.

 

 

Monitoring by School SENDco VR Half termly Pupil Progress Meetings include discussion about impact of nurture provision on pupils.

 

Staffing costs – £1232

 

Use of specialist staff to provide support to school on strategies to support those children with barriers to their learning Paid for a Parent Support Advisor to support a family.

 

Educational Psychologist to visit to assess particular pupils.

Parent Support Advisor – provided help for struggling family. Helped with behaviour issues and parents’ mental health.

 

Educational Psychologist provides school with a range of effective strategies to support those children needing extra support with their learning.

Monitored by Class Teacher, Head Teacher and SENDco SG

VR

Class teacher

Pupil progress meetings.

Feedback from specialist staff.

 

PSA costs = £203

Educational Psychologist paid for through SEN funding.

iii) Total budgeted cost £4079
Total budgeted cost for year £31,367
Carried over from 2018/19 £3807
Funding for 2019/20 £35,300
Total funding £39,107
Balance remaining £7740

 

i)     Review of expenditure
Previous Academic Year 2018/19 £33,860 + £10013 carried over = 43,873
      i.     Quality of teaching for all
Desired outcome Chosen action / approach Estimated impact Lessons learned

 

Cost
Improved speech and language skills i) Speech and Language training for staff.

ii) Speech Therapy for pupils

Staff have been able to implement S&L sessions confidently resulting in increased skills for pupils. Including Talk Boost for different groups of pupils, which has had an impact on pupils’ confidence in speaking in class. There are an increasing number of pupils entering school with speech and language difficulties.

This means that this work is increasing in importance.

i) £150

ii) £350

Increased comprehension skills i. Read, write, Inc

ii. Interventions using STYLES

iii. Read Theory

iv. Sound Discovery

Phonics test results: 2018 – 60% 2019 – 15/18 passed = 83% 2 did not sit test (15/20 = 75%). Results of test show improved phonics knowledge, with 7 pupils scoring 39 or 40 (35%)

SATS Reading results – 2018 = 53%. SATS 2019  = 84% SATS Reading results show marked improvement in attainment.

 

 

 

 

 

 

 

Progress in reading improved last year to be just above National. Important that this work is continued to further improve pupils’ reading and comprehension skills. i) £260 (training)
    ii.     Targeted support
Desired outcome Chosen action / approach Estimated impact: Lessons learned Cost
Increase in attainment and progress across the curriculum. 1:1 and small group support by dedicated teaching assistant. Progress data show that out of 15 pupils in years 1 – 6 80% of pupils made expected progress or above in writing, maths and in reading. Support needed to ensure attainment increases next year in line with progress. £8711 – PP support in class £22343 – Intensive support programme
Increase in attainment and progress 1:1 time with Class Teacher for Year 6 – weekly session Meeting with class teacher allowed HT to monitor pupil progress on a weekly basis and to identify any pupils needing support. Pupil in year 6 given extra 1:1 tuition as a result of meetings they achieved progress of 99.5 in writing, 100 in maths and 100 in reading. The impact of these sessions was high for low cost. Continue next year in order to support high needs Year 6 pupils.
Increase in attainment and progress for Year 6 pupils Support sessions with Class teacher As above, meetings allowed extra support to be put in place. 2 pupils – one as above the achieved progress of 101 for writing and for maths and 100 for reading – achieving expected progress across all 3 subjects. As above
Support for SEN pupils with Reading Use of Reading Recovery System. Pupils made accelerated progress in reading because of taking part in this programme. This system increased the confidence and ability levels of all those pupils who took part. Noticeable in their reading in class and their spelling skills. Although not low cost, the impact was high – continuing for other pupils next year. £1400
Support for pupil with specific SEN diagnosis 1:1 support needed all day, including through break times. Personalised timetable and curriculum.

 

 

 

 

 

1:1 support has resulted in the pupil being settled in school and making progress across the curriculum – scoring 2 for ICT. Support in place has resulted in us being able to keep pupil in mainstream school where the pupil is settled and becoming increasingly happier and more settled in class. £4956
  iii.     Other approaches
Desired outcome Chosen action / approach Estimated impact: Lessons learned Cost
Engagement in extra curricula activities Payment for clubs/music

tuition/school trips and year 6

Residential for families in receipt of PP funding.

We have supported pupils with after school clubs and the residential over the year. Paying for 19 pupils to attend the Norfolk Show, paying for music tuition.

For 2 pupils to attend the residential and for PSA time to support a family. Without the funding families would have been unable to take up these opportunities.

The cost of supporting pupils in this way is high. However, the impact is also high as without us supporting those pupils they would not be able to attend after school clubs, go on the residential or do music tuition. This increases confidence and self-esteem and helps children to lead healthier, happier lives. Important that this is continued. £3500
Development of Nurture

provision.

Nurture provision is carried out for two groups – 1 for KS1 children and 1 for KS2 children. Nurture provision has supported pupil’s emotional and social well-being throughout the year. Pupils say that they value having a ‘safe space’ to unload any worries. The pupils supported through Nurture are vulnerable for a number of different and very specific reasons. Being able to take part ensures that those pupils’ mental health is supported. Will continue to implement.
CPD for staff to ensure they have the necessary skills to support children. • ASD Training

• Mental Health Training

• RWI Training

Training undertaken throughout the year has upskilled the staff members, ensuring that they are prepared and confident in supporting pupils of differing needs within the school. Training for staff ensures that they feel well equipped and skilled in order to support the pupils in their class. As training needs are identified, we have contingency funds available to put training in place for staff. £100 – ASD training

£260 – RWInc

£250 – mental health training

Use of specialist staff to

provide support to school on strategies to support those children with barriers to their learning.

Paid for Education Psychologist to visit to assess particular pupils. Education psychologist has attended school throughout the year. She provides very detailed reports and strategies to use to support the pupils she works with. This enables the staff to put in place work programmes to support individuals to make progress. The work the Educational Psychologist does is invaluable. She is able to provide us with guidance and written reports, which enable us to support pupils.

Will need to continue next year as number of pupils with a profile of SEN has increased.

£ 350
Purchase of resources to

support teaching

Purchase of resources for Nurture groups and for new PP pupils for PATHS emotion cards. N/A N/A £69

 

ii)            Additional detail
Cross reference –

pupil asset tracking, SATs results, phonics results, EYFS results, KS1 results