PP strategy 17-18

Pupil Premium Strategy 2017 - 2018 Pupil Premium and Pupil Premium + funding Academic Year

2017-2018

PPG eligible pupils

Number on roll

186 (exc. Nursery) 213 (inc. Nursery)

PPG budget

109 (58%) = top 20% nationally ÂŁ155, 766 (estimated)

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Latest review

25 October 2017

Next review (interim) Full review

15 January October 2018

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CURRENT ATTAINMENT (end of 2017 data)

& achieving GLD at end of Reception

% achieving expected standard in reading writing and maths in KS1

% achieving expected standard (100+ scaled score) in KS2

% achieving expected standard in writing in KS2 (Teacher Assessment) % achieving the expected standard in reading, writing and maths (combined) Reaching expected phonics standard at Year 1 Progress at KS1

Progress score at KS2 (Ever 6)

All pupils at Bishop Martin (National average) 50% (70%)

PP eligible pupils

Bishop Martin compared with Non-PP eligible pupils nationally 58% (Awaiting national comparisons %)

58%

Reading

Writing

Maths

Reading

Writing

Maths

62% (76%)

52% (68%)

69% (75%)

75% ( %)

56% ( %)

69% ( %)

Reading

Maths

GPS

GPS

GPS

74% (77%)

Maths

Maths

85% (75 %)

Reading

Reading

76% (71 %)

73% ( %)

73%

77%

73%

(awaiting national comparisons%)

(awaiting national comparisons%)

(awaiting national comparisons%)

74% (76%) 71% (61%) 75% (81%)

73% ( %)

77% ( %)

Reading

Writing

75%

56%

69%

(awaiting national comparisons%)

(awaiting national comparisons%)

(awaiting national comparisons%)

73%

73%

68%

68%

73% 69% made expected or better than expected progress in Year 2 (6 steps + on Target Tracker) Reading 4.41 Writing 1.92 Maths 0.99

Maths

1.

BARRIERS TO LEARNING AND ATTAINMENT  Punctuality and attendance for a number of children affects learning

2.

 Physical, emotional and social issues can impact on the whole school day and the learning if not addressed quickly.

Hunger Lack of appropriate uniform/kit Family /housing issues Social and emotional issues/ Social interaction difficulties Parental issues e.g. behaviour management at home Poor motor skills due to inactivity

3.

 Lack of life experiences for many children can hinder their ability to communicate effectively through spoken language and writing.

Poor vocabulary Low language ability on entry to Reception Lack of experiences such as holidays, visits, access to outdoor activities/clubs etc.

4.

 Learning resilience, low self-esteem and concentration is an issue for many pupils eligible for PP funding

5.

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A high percentage of pupils in the current Year 5 class (68%) are PP eligible

6



Homework – many parents struggle to support their child with homework

DESIRED OUTCOMES 1.

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STRATEGIES TO TACKLE BARRIERS TO LEARNING AND ATTAINMENT Intervention/Provision SUCCESS CRITERIA

The attendance data for PP eligible pupils will be improved.

The number of minutes lost through punctuality will be reduced.

Learning mentor attendance/punctuality competitions/initiatives

 

Attendance figures will demonstrate that there is a reduction in minutes lost and persistent absence for PP eligible pupils.

Pupils will achieve better rates of progress and raised self-esteem through improved attendance.

Parent contracts

2.

3.

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4.

5.

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Pupils will have their basic needs, physical, emotional needs met in a timely manner so they are ready to learn once in class.

Thematic curriculum and enrichment activities will promote a ‘buzz’ for learning. Children will gain experiences which will promote progress in core areas.

A range of activities (including extracurricular) will be attended by PP eligible pupils Learning resilience, self-esteem and concentration will be improved and this will impact on learning.

Any attainment gap between PP eligible pupils and their peers will be reduced

Breakfast club – free for PPG eligible pupils

 

Learning mentor support at start of the day/ in breakfast club Motor skills development Spoken language issues to be addressed through Subject Leader initiatives

 

WOW activities planned throughout the year through visits and visitors Learning mentor support where appropriate Building resilience activities/assemblies/themes Resources to support pupils with particular SEN/barriers e.g. dyslexia Targeted support Streamed interventions for Spelling/Phonics/Writing where appropriate (across LKS2 and UKS2)

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6

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Children will access homework tasks

Parent support workshops Homework clubs Subscriptions to home learning resources

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Pupils will demonstrate through their attitudes, behaviour and progress that their needs are being met.

Behaviour incidents will continue to be reduced as issues are addressed rapidly.

‘Inspire, Enjoy, Achieve’ – Pupils will be engaged with their learning and will demonstrate their love of learning through their comments and attitudes to learning.

Pupil progress data will demonstrate that pupils make good rates of progress.

Spoken language will be improved and will impact on the curriculum.

Attendance at clubs/experiences will promote well-being and raise selfesteem.

Children will demonstrate more positive attitudes to learning through pupil voice and class activities.

Pupils will be keen to challenge themselves and will not fear failure.

Effective feedback and marking impacts on progress and attainment Pupils will make good progress across a range of subjects.

Pupil support is targeted Effective feedback and marking impacts on progress and attainment Data reflects that targeted pupils have made good or better than expected progress and the gap between their non-PP eligible peers is reduced.

A higher proportion of PP eligible pupils in KS2 reach age-related expectations (shown through teacher assessment) Children will access reading, maths resources at home that they can use independently Home access to resources/homework will impact on progress in school

PLANNED EXPENDITURE Quality of teaching for all Desired outcome

• Learning resilience, selfesteem and concentration will be improved and this will impact on learning

• Thematic curriculum and enrichment activities will promote a ‘buzz’ for learning. Children will gain experiences which will promote progress in core areas.  Adventure learning – including residential centres • A range of activities (including extra-curricular) will be attended by PP eligible pupils

Targeted support Desired outcome

 Pupils will have their basic

Chosen approach specifics

Rationale

Learning mentor support where appropriate Building resilience activities/assemblies/themes Resources to support pupils with particular SEN/barriers e.g. dyslexia (IDL, Clicker)) PSHE curriculum – Jigsaw Celebrating difference awareness

Feedback studies tend to show very high effects on learning.

Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils.

A variety of WOW activities and experiences Residential trips for Y4 and Y6

Overall, studies of adventure learning interventions consistently show positive benefits on academic learning.

On average, pupils who participate in adventure learning interventions make approximately four additional months’ progress over the course of a year. There is also evidence of an impact on non-cognitive outcomes such as selfconfidence.

Chosen approach specifics

Learning mentor behavioural

Implementation arrangements and monitoring Regular assemblies/thematic work links

Review timescales Termly reviews Annual review

Possible well-being committee (PHSE Lead)

Timetabled sessions for IDL to boost reading and writing confidence

Rationale

On average, Social and Emotional learning interventions

Monitored by SLT

Termly reviews

WOW activities and Costings agreed by SLT

Annual review

Implementation arrangements and monitoring Session logs maintained by

Review timescales

Termly reviews

needs, emotional needs met in a timely manner so they are ready to learn once in class.

support and modelling behaviour support to parents on entry to school at 8am-8.40am.

Learning mentor support throughout the day (targeted)

• Any attainment gap between PP eligible pupils and their peers will be reduced

Other approaches Desired outcome

• The attendance data for PP eligible pupils will be improved.

• The number of minutes lost through punctuality will be reduced.

Washing machine/dryer/spare uniform Digital technology: Clicker Idl Reading apps Inclusion manager teaching support New reading/writing resources Phonics continued into Y3 to bridge Phase 5/6 into KS2 spelling Spelling drive through staff development and whole school events.

Chosen approach specifics

Attendance/punctuality competitions/initiatives led and implemented by the learning mentor. Prizes, rewards etc.

Parent contracts Learning Mentor monitoring data

have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average). SEL programmes appear to benefit disadvantaged or lowattaining pupils more than other pupils, though all pupils benefit on average.

learning mentor and monitored by SLT

Overall, studies consistently find that digital technology is associated with moderate learning gains (on average an additional four months).

Assessment lead monitoring on Target Tracker Inclusion Manager monitoring Class teacher Pupil Progress Meetings with SLT Appraisal targets – School Improvement Priority links

Termly reviews

Implementation arrangements and monitoring Learning Mentor monitored

by SLT. Weekly attendance figures for each class.

Termly updates on attendance.

Review timescales

Research suggests that phonics is particularly beneficial for younger learners (4-7 year olds) as they begin to read.

Teaching phonics is more effective on average than other approaches to early reading (such as whole language or alphabetic approaches). Many children in the class did not complete Phase 6 phonics (which is the spelling focus) and require further phonics support during Y3.

Rationale

Poor attendance can impact on learning and attainment.

Annual review

Day in the life records Learning mentor appraisal

Annual review

Ongoing - termly