Pupil Premium Strategy

PUPIL PREMIUM STRATEGY 2016/2017 _____________________________________________________________________________ Amount of Pupil Premium Funding received 2016/17 - reviewed January 2017 Number of eligible pupils

Total Funding for academic year 2016/2017

57 (including 5 LAC and 1 Adopted from Care) £79, 320

Identified barriers to educational achievement Carleton Green has identified the following as barriers for some of the pupils in receipt of pupil premium:     

Access to extra curricular activities – educational experiences such as trips, music lessons and participation in physical activities.

Attendance and late arrivals Behaviour Pupils with specific social and emotional needs which affect their learning 30% of pupils in receipt of Pupil Premium are also on the SEN register

Key expenditure – how the allocation will be spent

Area of spend

Focus

Cost

Access to small focused support groups and additional Learning Support Assistants in class

Literacy and numeracy

£34,000

SENDCo

Monitoring and assessing progress

£5,280

SENDCo

Working with groups in class

£12,000

Access to learning mentor and behaviour management sessions

Personal and Social

£10,000

Funding for extra curricular music lessons and clubs

Personal and Social

£3,000

Milk and food subsidy

Personal and Social

£1,000.00

Uniform subsidy

Personal and Social

£1,500.00

Funding for school trips and residentials

Personal and Social

£3,000.00

Funding for breakfast club and after school club

Personal and Social

£4,000.00

Additional learning resources IT

Literacy and numeracy

£1,540.00

CPD for all staff

Literacy, numeracy, personal and social

£1,500.00

Educational Psychologist

Literacy, numeracy, personal and social

£2,000.00

Attendance and late arrivals

Literacy, numeracy, personal and social

£500.00

How we will measure the impact and effectiveness of the expenditure of the pupil premium allocation

Area of Spend

Intended outcomes – why these approaches were taken 

Access to small focused intervention groups and additional Learning Support Assistants in class   





Improved learning outcomes in reading, writing and maths (meeting end of year age related objectives) Improved confidence for pupils in specified areas Learning tasks tailored to specific needs of pupils – closing gaps in understanding Pre-teaching to prepare pupils for future learning. To include pre reading of text in English, key vocabulary, concepts in SPAG and maths calculation strategies and terminology and application 1:1 or small group support planned to cater for individual needs (ie reading, spelling, handwriting) afternoons throughout the week Support within lessons every morning to improve understanding of learning in reading, writing and maths. Purposeful learning rather

Actions  



   

Regular reviews of PP groups with HT and SMT Regular communication between SENDCo class teacher and learning support assistants to meet pupils individual needs, sharing of resources Weekly discussion of interventions

by SENDCo and LSA’s. Reshaping of groupings and focus where necessary and sharing of ideas.

Using EZapp to identify gaps in learning and interventions required in order to fill those gaps SENDCo to review intervention plans with class teacher on a half termly basis LSA’s to complete impact statements to provide evidence of outcomes and plan for next steps SENDCo to observe the support in place and provide feedback

  



SENDCo





Access to learning mentor and behaviour management sessions

 

than isolated skills being taught.

Consolidation of learning in classes – time for practise and application of skills Careful tracking of homework and reading records to ensure regular reading is taking place Pupils who are on the SEN register and who are also in receipt of PP have their individual targets reviewed regularly and aspirational targets are set for their progress Reducing time slippage by group work taking place in class resulting in teachers and Learning Support Assistants having greater accountability.

 





To ensure that the gaps between those children who are in receipt of pupil premium and those children who are not in receipt of pupil premium are narrowed To ensure that those children are more able achieve



To improve confidence and identify areas for concern To stop behaviour problems from becoming an issue thereby increasing learning opportunities







regarding strategies, next steps and resources.

Clear communication between teachers and LSA’s and expectations within lessons LSA timetables to be carefully planned –making the best use of morning work and afternoon interventions time Close communication between LSA’s, teachers and HT/Business Manager to track attendance and punctuality. HT/Business Manager to address concerns with parents and develop action plan where necessary Planning files to be located in all classrooms SENDCo to monitor and assess all Pupil Premium children on a half termly basis and to deploy staff where appropriate SENDco to work with groups of children where appropriate

Learning mentor to have a timetable of sessions for PP children and CLA and to identify any areas for concern Behaviour management sessions



not only for PP children but also their peers Pupils feel safe and secure in school and have trust

 

Funding for extra curricular music lessons and clubs



 

Milk and food subsidy

 

Uniform subsidy



To develop social skills by participating in a range of clubs provided by the school or external providers Pupils enjoy the activities and want to come to school and participate Children will have the opportunity to try out new skills and talent in non academic subjects can be celebrated which will increase self confidence



To ensure that children receive wholesome food and drink whilst at school To ensure that at least one of our pupils is able to take his medication following a meal



To allow all of our children to feel a part of the Carleton Green family and identify their team



 

to be timetabled for those children needing support Carleton Code to be promoted at all times Behaviour logs to be monitored

SENDCo and Learning Support Assistants to identify areas of interest and available clubs for PP children by talking to children and parents Business Manager to arrange for the funding of clubs and purchase of resources where appropriate Analysis of number of pupils taking part and the impact

Business Manager to ensure that all parents eligible for free milk complete an application form



Business Manager to liaise with parents and uniform supplier to ensure that the appropriate uniform

 

Improve confidence and sense of self worth Improve behaviour





Funding for school trips and residential trips

 



Funding for breakfast club and after school club

  

Pupils will be able to fully participate in school trips and residential trips Learning is enhanced by being able to participate in trips that are carefully planned to enhance the curriculum This will help with social skills, independence, perseverance and team work



Attendance at breakfast club will promote good attendance and punctuality Pupils enjoy spending time with their peers prior to lessons helping them to become ready to learn Pupils have a nutricious breakfast which gives them a good start to the day





is provided for the pupils in question Business Manager to ensure that parents are aware of the subsidy that is available to families and to treat this in confidence To advise teachers to come forward if they feel that help may be needed for a particular pupil in purchasing uniform

Business Manager to ensure that all communications to parents identify a subsidy for PP pupils Business Manager to liase with teachers and parents regarding the extent of the subsidy

Encourage parents to send PP children who may have difficulty in arriving at school on time or may not be engaged and ready to learn

  Additonal learning resources 



Attendance at afterschool club will extend their social skills and allow them to try out new skills Pupils are fully supported by learning resources being made available to them Pupils enjoy using resources such as Ipads and laptops to complete games/tasks to consolidate learning A range of styles can be catered for

 



 CPD for all staff



  Educational Psychologist

 

Attendance and Late Arrivals



To ensure that staff are able to identify gaps in learning and are able to use differentiation effectively to plug those gaps To improve pupils’ comprehension skills and ability to infer meaning To increase confidence and application in mathematics To use their expertise to further enhance the existing provision Children are able to access their education in a mainstream setting and therefore make progress Attendance and punctuatlity will improve which will impact on

  

  

Pupils regularly asked for ideas about how the funding should be spent – School Council Staff to be made aware via the SENDCo of all resources that are available to them to support those children Staff to be made aware of the procedure for applying for PP funding to support the purchase of resources SENDCo and Business manager to source the required resources SENDCo and Business Manager to identify gaps in training for LSA’s at annual appraisal Course to be sourced Impact of training to be measured

Teachers to highlight cause for concern to SENDCo and to fully engage in the process SENDCo to assess the need Parents to be made aware of attendance policy

progress and attainment

  

Certificates and awards to be given for 100% attendance Meetings with parents and referrals to attendance consultants where necessary Parenting contracts to be drawn up

How will the school measure the impact of the pupil premium?

We can see that our pupil premium children are making gains in attainment and we are now working on narrowing the gap between those children and our non pupil premium children.

To monitor their progress and attainment all Pupil Premium children are identified on EZapp, We have a rigorous system and data is monitored and tracked on a half termly basis. This is used to inform pupil progress and enable the early identification of need, support and appropriate intervention.

School will review the impact of actions taken and adjust allocations and deployment of staff if required following those reviews.

Behaviour logs are in all classrooms and these are tracked on a weekly basis.

Dates of next pupil premium strategy reviews: April 2017 July 2017

CLOSING THE GAPS TREND PUPIL PREMIUM 2016/17 COHORT SPECIFIC REVIEW AS AT JANUARY 2017 % gain

Year 2 Pupil Premium Non Pupil Premium GAP

% pupils meeting ARE July 2016 when in Year 1

% pupils on track to meet ARE as at January 2017

READING 50%

WRITING 50%

MATHS 50%

READING 100%

WRITING 100%

MATHS 100%

READING 50%

WRITING 50%

MATHS 50%

95.35%

95.35%

90.70%

97.67%

97.67%

97.67%

2.32%

2.32%

6.97%

-45.35%

-40.16%

-40.70%

+2.33%

+2.33%

+2.33%

% gain

Year 3 Pupil Premium Non Pupil Premium GAP

% pupils meeting ARE July 2016 when in Year 2

% pupils on track to meet ARE as at January 2017

READING 62.5%

WRITING 62.5%

MATHS 75%

READING 42.86%

WRITING 42.86%

MATHS 42.86%

READING -19.64%

WRITING -19.64%

MATHS -32.14%

70.59%

73.53%

82.35%

88.24%

88.24%

88.24%

17.65%

14.71%

5.89%

-8.09%

-11.03%

-7.35%

-20.62%

-20.62%

-45.38%

% gain

Year 4 Pupil Premium Non Pupil Premium GAP

Year 5 Pupil Premium Non Pupil Premium GAP

% pupils meeting ARE July 2016 when in Year 3

% pupils on track to meet ARE as at January 2017

READING 28.57%

WRITING 14.29%

MATHS 14.29%

READING 100%

WRITING 100%

MATHS 100%

READING 71.43%

WRITING 85.71%

MATHS 85.71%

82.05%

69.23%

69.23%

92.321%

92.31%

87.18%

10.26%

23.08%

17.95%

-53.48%

-54.94%

-54.94%

+7.69%

+7.69%

+12.82%

% pupils meeting ARE July 2016 when in Year 4

% pupils on track to meet ARE as at January 2017

% gain

READING 41.67%

WRITING 41.67%

MATHS 41.67%

READING 76.92%

WRITING 84.62%

MATHS 84.62%

READING 35.25%

WRITING 42.95%

MATHS 42.95%

84.85%

66.67%

84.85%

96.88%

98.88%

96.88%

12.03%

32.31%

12.03%

-43.18%

-25%

-43.18%

-19.96%

-14.26%

-12.26%

% gain

Year 6 Pupil Premium Non Pupil Premium GAP

% pupils meeting ARE July 2016 when in Year 5

% pupils on track to meet ARE as at January 2017

READING 57.14%

WRITING 57.14%

MATHS 50%

READING 78.57%

WRITING 78.57%

MATHS 78.57%

READING 21.43%

WRITING 21.43%

MATHS 21.43%

73.33%

80%

76.67%

100%

100%

100%

26.67%

20%

23.33%

-16.19%

-22.86%

-26.67%

-21.43%

-21.43%

-21.43%

SUMMARY

Year 2  

All children are on track to make gains at the end of the year with pupil premium children being on track to make greater gains than non pupil premium children.

Gaps between pupil premium children and non pupil premium children are on track to close significantly by year end with 100% of pupil premium children currently on track to meet age related expectations.

Year 3  

The percentage of pupil premium children on track to meet age related expectations at year end has fallen.

The gap between pupil premium and non pupil premium children is currently on track to widen.

Year 4  

All children are on track to make gains at the end of the year with pupil premium children being on track to make greater gains than non pupil premium children.

The gaps between pupil premium children and non pupil premium children have closed significantly with 100% of pupil premium children on track to achieve age related expectations at year end.

Year 5  

All children are on track to make gains at the end of the year with pupil premium children being on track to make greater gains than non pupil premium children.

Gaps between pupil premium children and non pupil premium children are on track to close in all subjects.

Year 6  

All children are on track to make gains at the end of the year with non pupil premium children being on track to make greater gains than pupil premium children.

The gap between pupil premium children and non pupil premium children is on track to reduce in writing and maths but to increase slightly in reading.