Pupil Premium Strategy 2016-2017

Pupil Premium Strategy - Lomeshaye Junior School Summary Information Academic Year: 2016/2017 Number of Pupils on Roll: 354

Total Pupil Premium Budget: £112,200 Number of Pupils Eligible for Pupil Premium: 85

Date of Most Recent PP Review: n/a Date of Next Review: September 2017

Current Attainment Standards

Pupils Eligible for Pupil Premium FSM FSM6 (Disadvantaged) 33.3% 25%

Pupils Not Eligible for Pupil Premium (national average)

% reaching expected standard or above 53% in reading % reaching expected standard or above 55.6% 50% 64% in writing % reaching expected standard or above 44.4% 45% 58% in maths % reaching expected standard or above 44.4% 45% in GPS % reaching expected standard or above 59% in reading, writing and maths combined School attainment for 2016 mirrors the national picture. In 2016 FSM pupils had the lowest attainment compared to all other groups nationally.

There was a 21% gap at national level between FSM and non-FSM pupils and Disadvantaged and Non-Disadvantaged pupils.

Attainment and Progress Across School At YGE% Made Autumn Term Progress Autumn Term Year 3 - PP Pupils (22)

Reading 7 Writing 5 Maths 3

30% 86% 67%

At YGE – Spring Term

% Made Progress Spring Term

At YGE – Summer Term

% Made Progress Summer Term

Year 4 – PP Pupils (24) Year 5 – PP Pupils (17) Year 6 – PP Pupils (21)

Reading 5 Writing 3 Maths 8 Reading 5 Writing 6 Maths 6 Reading 5 Writing 4 Maths 6

79% 91% 74% 59% 77% 81% 95% 90% 90%

Barriers to Future Attainment – For Pupils Eligible for Pupil Premium In School Barriers:  Attendance - issues with extended leave  Weak language and communication skills - EAL learners  Misinterpretation of information due to language barriers  Emotional resilience  Lack of confidence among pupils.  For some children - behaviour issues  Lack of experiences in the world to draw upon in their education  Isolated families/ difficult to reach parents  Language deficit - lack of books at home and lack of high level conversation at home.  Homework and lack of reading at home.  Dependent learners who will wait for adult support External Barriers:  Parents have a lack of skill or ability to read and write in English and therefore are less able to support their children academically.  Language barriers and poor or no educational achievements in this country.  Cultural expectations and traditions.  Children are not well prepared for learning as they don’t eat breakfast before coming to school.  Complex family situations  Mindset of some families- ambitions or lack of especially for girls..  Home environments  Pressures of mosque and religious observances

 

Social deprivation Health- physical and mental - nutrition

Outcomes Desired Outcomes and How They Will Be Measured Improve the outcomes for pupils with additional needs by ensuring that they make better progress throughout the year. Measured through data and tracking, monitoring of teaching and learning and progress on a termly basis.

Improve the outcomes of pupils through tailored additional support, tuition and booster group work.

Measured through monitoring of intervention work and progress on a half termly basis.

Develop reading skills and confidence for eligible pupils.

Measured through progress, data and tracking on a termly basis.

Ensure equality of opportunity and access to educational visits and residential activities to enhance and enrich learning.

Measured through ongoing work scrutiny and assessment to view the comparison between PP and non PP pupils in the class.

Diminish the difference in attainment between the disadvantaged and nondisadvantaged group in school.

Measured termly through group tracking system, progress measures.

Provide opportunities for more able pupils who are eligible for pupil premium to explore and develop their talents.

Measured through educational visit records and pupil conference responses.

Success Criteria  Pupils with additional needs make better progress than in previous years.  At least 2 steps of progress will be made throughout the year.  These pupils will receive daily specialist teaching tailored to their needs for English and Maths.  Specialist teachers will support pupils in reading, writing and mathematics.  Booster groups will be used across all year groups.  Pupils will make at least 3 steps of progress throughout the year.  Pupils will attend a daily breakfast club and read each day to a member of staff.  Breakfast will be provided free of charge.  Pupils in receipt of PP funding will attend educational trips and visits free of charge.  Their work will be of an equal standard to the non-PPG pupils in their class.  Groups will be tracked and monitored by AHT and support put in place if the difference in attainment is not showing signs of decreasing.  Pupils eligible for PP funding will perform broadly in line with non-disadvantaged pupils in all year groups.  A & T pupils will have attended trips which nurture their talents and abilities.  Feedback will have been taken from pupils as the impact of these visits on them.

Offer skilled pastoral support to eligible pupils that require it.

Measured through self-referral system records and pastoral support records, parent and pupil evaluations.



Improve the quality of speaking, listening and writing for pupil premium children across school.

Measured through outcomes in each class following work with the creative partner.

All pupil premium children will be prepared for learning and able to sustain concentration as they will have eaten a healthy breakfast prior to the start of the school day.

Measured through breakfast club records, behaviour records and progress of PP pupils.





    

Ensure that those pupils in receipt of pupil premium attend school regularly.

Measured through daily attendance monitoring, weekly attendance totals and pupils maintaining an attendance record of at least 96%.



Raise aspirations of PP children by developing an understanding of the importance of learning.

Measured through records of linking activities with high schools and colleges, evidence in PHSCE work, mentoring sessions and pupil conferences.



 

 

Planned Expenditure – Action Plan

Pupils will have received regular emotional, behavioural, social or educational support.

Evaluations from pupils, teachers and family members will qualify the impact of the support.

All classes will have worked with the creative partner to develop a performance and written outcome.

Quality of speaking, listening and writing will be strong and show clear progress over the course of the unit.

All pupil premium children will be invited to attend a free breakfast club each day.

Greater levels of concentration will be noted by class teachers.

Behavioural incidents, related to poor concentration, will be less frequent.

Progress will be broadly in-line with pupils that are not eligible for PP funding.

Attendance rates for PP pupils will be broadly inline with non-PP pupils.

The majority of pupils will have over 96% attendance.

Pupils identified as PA will have regular meetings with the school nurse and pastoral support worker.

PP children will have access to wider opportunity through high school / college links to school.

Personal development (PSHCE) to focus on raising selfesteem and awareness of the role of education in achieving.

Rights Respecting School work to ensure children understand that access to education is for all irrespective of circumstance.

Action Plan Mission Statement: At Lomeshaye Junior School we endeavour to provide the highest quality education to all of our pupils by creating a stimulating, safe and nurturing environment in which every child can learn and develop as they are inspired to Aspire-Believe-Achieve.

Area: Pupil Premium

Year: 2016-2017

To diminish the difference in attainment and progress between disadvantaged and non-disadvantaged groups in school.

Rationale (WHY) All pupils, regardless of their socio-econmic background, should be able to access the curriculum and wider opportunities which facilitates progress and good standards of attainment.

Outcomes for disadvantaged groups need to improve at the end of Key Stage 2.

Barriers faced by disadvantaged pupils need to be removed to enable better outcomes for this group of pupils.

Key Objective (GOAL)

DESIRED IMPACT: There will be no significant difference in attainment, progress and attendance between all key groups in school.

Current Situation (REALITY)

Supporting Evidence

End of Key Stage 2 data in 2016 showed a difference in attainment between disadvantaged and nondisadvantaged pupils in the Year 6 cohort and compared with other pupils nationally.

29.15% of FSM pupils met standard in reading, none were working at a higher standard.

52.8% of FSM pupils met standard in writing, none were working at greater depth.

44.7% of FSM pupils met standard in maths , 16% were working at a higher standard 44.7% of FSM pupils met standard in GPS, none were working at a higher standard.

53% gap between FSM and non FSM pupil attainment in reading at expected standard 29% gap between FSM and non FSM pupil attainment in writing at expected standard.

43% gap between FSM and non FSM pupil attainment in maths at expected standard, 5.8% more FSM pupils attained the higher standard.

53.7% gap between FSM and non FSM pupil attainment in GPS at expected standard.

In school tracking systems do not demonstrate the same gap. Pupils make progress broadly in line with their peers.

LSIP Raise Online School Tracking Intervention Records Pupil Progress Meetings

WHAT do we want?

WHY is this important to us?

How it will be done

Success Criteria.

PPG pupils to attend school regularly.







Regular attendance at school leads to better learning and support, which impacts positively on pupil progress and outcomes.



Pastoral and safeguarding support worker to monitor pupil attendance and put strategies in place for those with irregular attendance.

Access PAST team if necessary for pupils with

As a group Pupil Premium children will have an attendance rate of at least 96%.

Who is involved?

HT, AHT, Pastoral Support

When will it be reviewed?

Half termly throughout the year.

Has it been achieved?

PA.

PPG pupils to have a healthy start to the day.





Those with additional needs to receive quality first teaching every day designed to meet their needs.

Pupils to be well supported academically and in terms of their pastoral care.





Pupils have better levels of concentration and fewer behaviour incidents if the start the day having eaten breakfast.

Outcomes for PPG pupils will be improved by ensuring they are in a positive frame of mind to start their learning each day.



Pupils with SEND and EAL needs in school need to make better rates of progress to diminish the difference between them and their peers.

Some of these pupils are in receipt of PP funding, however we identify these pupils as vulnerable and at risk of poor progress and attainment therefore finances from the PPG should be used to provide better quality support to meet their needs.



A high percentage of pupil premium children also receive pastoral support for behavioural and emotional issues. Addressing these issues provides children with strategies that allow them to focus on their academic progress.



 





 



All pupil premium children will be invited to attend a free breakfast club.

Attendance at breakfast club will be monitored.

Behaviour incidents will be analysed for the PPG group.



Pupils will be identified using school data and in consultation with the Inclusion leader in school.

Pupils will receive daily specialist teaching tailored to their needs for English, Reading and Maths.

Additional evidence based interventions will be used to enhance progress – Toe-by-Toe, Words First and IDL.



Pastoral support through adult and self referral 1-2-1 and support groups to be provided as necessary.

Close monitoring of PP children to pick up issues early.



Pupils will have received regular emotional, behavioural, social or educational support.



 





Greater levels of concentration will be noted by class teachers.

Behavioural incidents, related to poor concentration, will be less frequent. each day.

Progress will be broadly in-line with pupils that are not eligible for PP funding.

HT, Breakfast club staff, Class Teachers, SBM

Half termly throughout the year.

Pupils with additional needs make better progress than in previous years as evidence by PIVATs tracking and whole school data.

At least 2 steps of progress will be made over the course of the year.

HT, Inclusion leader, DHT, Group teacher, HLTA, Group TAs.

Weekly - to ensure needs are being met.

Improved rating on PASS assessment with pupils.

Improved progress and attainment for pupil premium

HT, AHT, Pastoral Support



Evaluations from pupils, teachers and family members will qualify the impact of the support.



Reduction in absenteeism for pupil premium pupils.

Reduction in



IDL assessments half termly, review of data.

Termly – review of progress data.

behaviour issues All pupils to achieve well, make sustained progress and attain in line with year group expectations.





More able pupils that receive PP funding to have opportunities to develop skills, talents and abilities.

All pupils have a growing understanding of the importance of education in their life.





End of KS2 data 2016 showed a significant different in the attainment of pupils from disadvantaged backgrounds.

As such we need to diminish the difference between advantaged and disadvantaged pupils in school and bring our figures more in line with national data.

Tracking from across school shows that pupils in receipt of PPG make progress broadly in line with their peers in class and during booster sessions.



We recognise that some pupils in receipt of PP funding are also able and talented learners.

To ensure that these pupils are not further disadvantaged and in order to nurture their skills and talents they will be offered a broad range of opportunities during their time in school.



PASS report demonstrated that PP children placed lower importance on education and don’t make the links other pupils make between education and the wider world.

This reduces their motivation to succeed.

Groups will be tracked and monitored by AHT. Pupil progress meetings will focus on disadvantaged groups and their progress and attainment.

Support will be put in place if the difference in attainment is not showing signs of decreasing.





Pupils will have accessed appropriate support to improve their rates of progress and standards of attainment.

Class teachers will offer additional places to A and T pupils for any educational visits that are planned.

Pupils will attend a wider range of visits which will develop skills, talents and abilities.



A & T pupils will have attended trips which nurture their talents and abilities.

Feedback from pupils will demonstrate the impact of these visits on them.

HT, DHT, A and T leader Class teachers.

Throughout the year.

 Provide opportunities through High School and FE to develop aspiration to succeed at High School and progress onto higher education. Develop.  Ensure curriculum (PSHCE) touches on the importance of education in achieving longer term goals.  Work with parents/carers of pp children to make sure they understand the role they play in creating aspiration in chd.



Pupils have experienced high school / further education setting.

Pupils can explain what education offers them.

Pupils can recognise its importance socially and personally.

Parental support echoes positive message from school.

PASS report 17/18 shows closure between PP and non PP view of education.

HT, AHT,

October 2016

















Pupils eligible for PP funding will perform broadly in line with nondisadvantaged pupils in all year groups.

HT, AHT, Class teachers.

December2016 April 2017 July 2017

April 2017 July 2017 October 2017

Pupil’s self-esteem is bolstered through achievement in school.



Recognition of success as a positive is not always understood by PP children.

This rejection can be used as a protective response to failure, perceived failure or a child’s fear of failure.

 Growth mind-set work to allow pupils to recognise and celebrate success positively and develop strategies to overcome barriers.  Reward system for PP children promoting celebration of achievement and resilience.  Home school liaison to share achievement of PP children.







Pupils demonstrate growing understanding of their strengths and how to develop their learning.

Pupils demonstrate strategies to overcome barriers in their learning.

Friday reward in place for PP/SEND achievement.

SLT, Class teachers

Monitored weekly