PP Strategy 2018-2019

Bishop Martin C.E Primary School Pupil Premium Strategy 2018 - 2019 Pupil Premium and Pupil Premium + funding

Summary information School Academic year Total number of pupils Date of most recent PP Review

Bishop Martin C of E Primary School 2018/19 220 October 2018

Total Pupil Premium Budget Number of PP pupils Internal review

ÂŁ143,080 112 June 2019

Current Attainment

& achieving GLD at end of Reception

% achieving expected standard in reading writing and maths in KS1

All pupils at Bishop Martin (All Pupils National Figure) 46% (71.5%)

PP eligible pupils

Bishop Martin compared with National Benchmark 1.5% Above (All Pupils National Figure: 71.5%)

73%

Reading

Writing

Maths

Reading

Writing

Maths

75% (76%)

75% (75%)

79% (70%)

75%

56%

69%

Reading

Maths

GPS

GPS

GPS

91% (78%)

Maths

Maths

95% (76 %)

Reading

Reading

86% (75 %)

83%

92%

75%

83% (80%)

92% (81%)

75% (83%)

Reading

Writing

75%

56%

Maths

69%

(awaiting national benchmark%)

(awaiting national benchmark%)

(awaiting national benchmark%)

% achieving expected standard 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 score at KS2

82% (78%) 73% (64%) 76% (82.5%) Reading: 2.0 Writing: -0.9 Maths: 0.7

75% 67% 71.4% Reading: 1.34 Writing: -2.71 Maths: 0.48

8% Below (Non-PP National Benchmark: 83% 3% Below (Non- PP National Benchmark: 70%) 11.1% Below (All Pupils National Figure: 82.5) Reading: 0.31 (Above) Writing: 0.24 (Below) Maths: 0.31 (Above)

1.

BARRIERS TO LEARNING AND ATTAINMENT Attendance and punctuality 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  Poor diet  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.

Learning resilience, low self-esteem and concentration is an issue for many pupils eligible for PP funding.  Confidence issues  Low aspirations  Fear of failure

4.

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.  Some parents have limited incomes, which restricts the experiences they are able to offer their children.

5.

Some pupils lack support from home relating to poor literacy/numeracy skills, as well as issues regarding organisational skills and self-regulation of behaviour.  Changes to curriculum and teaching and learning strategies  Parents/carers own experiences of education

6

The number of pupils who are in receipt of pupil premium who also have additional vulnerabilities and barriers such as SEND, EAL, CP issues, CLA and or Mobility.  

41% of PP children have English as an Additional Language (EAL) 22% of PP children on registered as SEND.

DESIRED OUTCOMES 1.

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

Increased attendance rates for children eligible for Pupil Premium funding.

The number of minutes lost through punctuality will be reduced for regular late comers.

Learning mentor attendance/punctuality competitions/initiatives

 

Parent contracts 

2.

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

Walking bus used to support those children consistently late for school.



Learning Mentor contact first thing in the morning.

 

Access to the Hive



Overall attendance rate improves to be in line with non-PP attendance.

Tracking shows upward trends in attendance and minutes lost for PP children.

The number of PP children classed as being persistently absent will improve to be in line with the rest of the school Pupils will achieve better rates of progress and raised self-esteem through improved attendance.

Pupils engage positively in lessons and wider school life.

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.

CPOMS recording and tracking

3.

Raised aspiration, motivation and engagement leading to improved behaviour for learning.

Raised aspirations in lifelong learning and selfbelief.

Learning resilience, self-esteem and concentration will be improved and this will impact on learning.

Free Breakfast club places Wellbeing Committee



Access to the Hive



HeartSmart teaching and learning

 

Learning mentor support where appropriate Building resilience activities/assemblies/themes

4.

Children will be given a purpose for learning and begin to recognise benefit this will have on their future.

Children will have the opportunity to develop key life skills and enjoy taking part in real life experiences.

Children will be provided with the best start and improve their speech and Language skills during their time in the EYFS.

Spoken language issues to be addressed through Subject Leader initiatives.



 

WOW activities planned throughout the year through visits and visitors.

 

Creative curriculum.

Variety of extra-curricular activities.

 

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

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 for all pupils.

Pupils will make good progress across a range of subjects.

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 will be attended by PP eligible pupils.

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

All children in the EYFS will be assessed and supported using the WellComm toolkit to improve their early speech and language skills.

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

5.

Children will establish daily routines and learn to manage their own behaviour through whole school initiatives.

Families finding it difficult to support their children at home will be identified and support will be made accessible.

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

  

Parent support workshops Parent courses.

Homework clubs

 Subscriptions to home learning resources 

Hive priority places.

6.

Children will be identified, tracked and their profiles will be raised in relation to their specific needs.

Children will be supported to overcome their barriers to learning through targeted support.

Parents meetings/evenings.

Pupil passports for targeted children.

  

Pastoral meetings.

 

Intervention groups.

SENCo support.



Provision mapping.

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.

Children will access reading, maths resources at home that they can use independently Home access to resources/homework will impact on progress in school

Pupil support is targeted.

Key children are identified and targeted support put in place.

Children have an understanding of their own barriers to learning and the strategies which will support them.

Targets will be shared with parents Intervention groups and other support will be tracked using both TT and CPOMS. Children will make expected progress in line with their identified need/s.

Resources to support pupils with particular SEN/barriers e.g. dyslexia

PLANNED EXPENDITURE Quality of teaching for all Desired outcome Learning resilience, self-esteem and concentration will be improved and this will impact on learning.

Chosen approach specifics Learning mentor support where appropriate Building resilience activities/assemblies/themes Resources to support pupils with particular SEN/barriers e.g. dyslexia HeartSmart programme PSHE curriculum – Jigsaw Celebrating difference awareness Access to the Hive Invest in CPOMS for tracking and monitoring children’s pastoral needs.

Rationale

Implementation arrangements and monitoring

Feedback studies tend to show very high effects on learning.

Regular assemblies/thematic work links.

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.

HeartSmart Group.

Review timescales

Termly reviews Well-being committee (PHSE Lead) Mindfulness club Timetabled sessions for IDL to boost reading and writing confidence

Children will be provided with the best start and improve their speech and Language skills during their time in the EYFS.

Pupils achieve in line with their non – PP peers and attain the expected standard in Reading, Writing and maths combined.

All children in the EYFS will be  assessed and supported using the WellComm toolkit to improve their  early speech and language skills.

Maths No problem to be used across the school.

Objective led planning to inform the next steps for individual pupils.

Talk for Writing model to be used in EYFS and KS1.

Creative 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 extra-curricular) will be attended by PP eligible pupils.

A variety of WOW activities and experiences planned throughout the year.

Creative curriculum planning.

The use of WellComm will aid to improve language, whatever the ability of the child.

EYFS team to carry out assessments in the autumn term.

It will assess communication skills on entry to nursery and school and identifies children who need immediate referral and support.

Intervention groups to be organised.

The whole class works through the programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years.

Builds students’ mathematical fluency without the need for rote learning. Pupils learn to think mathematically as opposed to reciting formulas they don’t understand.

Combining assessment and planning across the school enables these next steps to be identified and accelerate progress.

This approach supports early language acquisition and particularly for those who enter the EYFS with limited vocabulary or English as an additional Language. It is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version.

A creative curriculum is one that 'has clear educational purpose, is delivered with imagination, has measurable educational value' (Quigly, 2015).

'Creativity is a concept that continues to inspire and motivate…’(Jones and Wyse, 2005).

Residential trips for Y4 and Y6 Whole school trips.

In addition to building skills within a specific discipline, extra-curricular activities are great for developing general academic and key skills.

Extra-curricular activities can also provide a great chance for children to broaden their perspective of the world.

Review of children’s progress – EYFS Leader and EYFS team.

Maths coordinators to drive and support the delivery of Maths No problem. Staff CPD opportunities throughout the year.

Staff CPD sessions will be held to promote best practice.

Monitoring of children’s work and planning.

Autumn 2

Spring 2

Termly reviews

Termly reviews

Shared practise across EYFS and KS1 to be monitored by KS leads.

Autumn 2 Possible external training.

Spring

Monitored by SLT

Termly reviews

WOW activities and Costings agreed by SLT

Annual review

Whole school events, for example ‘This is Me’ theme week and the burying of the school time capsule.

Ongoing

Targeted support Desired outcome

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

Chosen approach specifics

Free breakfast club for children in receipt of the PPG. Learning mentor behavioural support and modelling behaviour support to parents on entry to school at 8am-8.40am.

Pastoral support throughout the day (targeted children identified using CPOMS)

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

Families finding it difficult to support their children at home will be identified and support will be made accessible.

Children will establish daily routines and learn to manage their own behaviour through whole school initiatives.

Washing machine/dryer/spare uniform.

Digital technology: Clicker Idl/Nessy Reading apps Inclusion manager/Pastoral TA teaching support Phonics continued into Y3 to bridge Phase 5/6 into KS2 spelling

Parent support workshops Parent courses.

Homework clubs Subscriptions to home learning resources Hive priority places.

Parents meetings/evenings.

Behaviour policy Whole school and class based reward systems Kindness club

Rationale

On average, Social and Emotional learning interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).

Implementation arrangements and monitoring Session logs maintained by learning mentor and Pastoral TA monitored by SLT

Review timescales

Termly reviews

Day in the life records Children will have the opportunity to address any issues that arise on the day which will limit the amount of teaching and learning missed if this was delayed and the issues remained.

Annual review Learning mentor and Pastoral TA appraisal

Annual and midyear review.

Weekly pastoral team meetings.

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

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.

An increased relationship and positive working relationship with parents, encouraging honesty, openness and co-operation will allow them to better support their children’s education at home.

Strategies employed in the classroom can also be used at home, improving behaviour, attainment and engagement for children.

Assessment lead monitoring on Target Tracker

Termly reviews

Inclusion Manager monitoring

Annual review

Class teacher Pupil Progress Termly reviews Meetings with SLT Weekly Appraisal targets – School Improvement Priority links

Annual reviews

Parent workshops.

Learning Mentor to support families with Early Help – monitored by SLT.

Ongoing

Autumn 2 Review of behaviour policy by Behaviour lead and Learning Mentor.

Children will be identified, tracked and their profiles will be raised in relation to their specific needs.

Children will be supported to overcome their barriers to learning through targeted support.

Pupil passports for targeted children.

Pastoral meetings.

Intervention groups.

Children with additional vulnerabilities will need more support to ensure they have full access to the curriculum and are provided with the opportunity to achieve to the best of their ability.

SENCo support.

Provision mapping.

Resources to support pupils with particular SEN/barriers e.g. dyslexia

SMART targets will enable children to progress at a more rapid pace.

Inclusion manager action planning.

Termly review

PEP’s in place for CLA children – Inclusion Manager.

Annual review

Data tracked throughout the year Ongoing SEND SMART targets Pupil passports for SEND children.

Other approaches Desired outcome

The attendance data for PP eligible pupils will be improved.

The number of minutes lost through punctuality will be reduced.

Chosen approach specifics

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

Parent contracts.

Learning Mentor monitoring data and working closely with PAST.

Raised aspiration, motivation and engagement leading to improved behaviour for learning.

Raised aspirations in lifelong learning and self-belief.

Free ‘Rise and Shine’ breakfast club for PPG children.

Wellbeing Committee /Access to the Hive HeartSmart teaching and learning Pastoral support where appropriate Building resilience activities/assemblies/themes Effective feedback and marking impacts on progress and attainment for all pupils.

Rationale

Regular attendance at school is vital to help children achieve and get the best possible start in life. Children who frequently miss school often fall behind.

Poor attendance can directly impact on children’s learning, progress and attainment.

Implementation arrangements and monitoring Learning Mentor monitored

by SLT. Weekly attendance figures for each class.

Termly updates on attendance.

Encouraging attendance at this morning club enables children to be fed, settled and ready to learn at the start of the day.

The emphasis on aspirations has proved extremely evocative, in particular the belief that raising the aspirations of deprived families is an important device in improving low educational attainment and social mobility.

Supporting children to break through barriers in relation to self-belief and fear of failure will enable them to succeed during their time in school and present the opportunity to look ahead to their future in a positive manner.

Possible reinstatement of the ‘Walking Bus’ to support with punctuality.

Weekly discussions – Pastoral team meetings Training for pastoral support TA – attachment, anxiety, bereavement, for example.

Data tracking across the year – Inclusion Manager and Assessment lead (Headteacher).

Review timescales

Weekly discussions – Pastoral team meetings

Weekly

Spring

Termly reviews

Review of Expenditure 2017-18

Quality First Teaching and Curriculum Desired outcome

Chosen approach/actions taken

Estimated impact

Lessons learned/Next steps

Learning resilience, self-esteem and concentration will be improved and this will impact on learning.

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

The impact of subsidised trips, enrichment activities and WOW activities has increased the opportunities for the children to be enthused about their learning and motivated to make progress.

Continue with thematic learning and ‘Wow’ experiences moving forward.

• 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.

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

Children engaged with core subject learning and started to take pride in their own work.

Children in the EYFS have particularly enjoyed the thematic curriculum and ‘Wow’ activities. At the end of reception 81.8% of PP eligible children made 6+steps progress in all areas of learning.

72.7% of PP eligible children reached a Good Level of Development (GLD).

This year has seen extra-curricular activities being open to reception children and it was well received by the children and their parents.

There are benefits in key stages and classes collaborating with ‘Wow’ activities – shared practise.

Encourage teachers to plan more opportunities for collaborative working in the next academic year.

Curriculum planning day – Summer INSET. Continue to include reception children when considering the extra-curricular programme.

Targeted Support Desired outcome

Chosen approach/actions taken

Estimated impact

Lessons learned/Next steps

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

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

Fewer behavioural incidents linked to start of the school – social/emotional/physical issues are dealt with at the start of the day, prior to start of school.

Learning Mentor has found it difficult to follow up on morning incidents – tracking systems required.

Learning mentor support throughout the day (targeted)

Children have responded positively to the consistency in approach at the start of the day and know that they can seek support if they have any unmet needs.

Family support from the Learning Mentor at the start of the day has reduced family tension and issues at the start of the day. Families have been more open to talk about needs and seek support and have shared their positive experiences with other parents.

Washing machine/dryer/spare uniform Spare toast/other snacks.

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

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.

See SEF and SIP for analysed data.

Continue to work towards narrowing the gap between PP eligible pupils and their peers.

Desired outcome

Chosen approach/actions taken

Estimated impact

Lessons learned/Next steps

The attendance data for PP eligible pupils will be improved. • The number of minutes lost through punctuality will be reduced.

Attendance/punctuality competitions/initiatives led and implemented by the learning mentor.

Prizes, rewards etc.

Attendance figures declined by 0.2% from 2016-17 to 2017-18.

In response to a large number of children contracting Norovirus the school introduced a 48 hour response period and this impacted greatly on attendance, especially during the winter months. Ensure that this is only used in cases of Norovirus.

Other approaches

Parent contracts Learning Mentor monitoring data

Punctuality has declined in 2017-18 with a greater number of minutes lost.

Number of PP children attending breakfast club is increasing and this will continue to be free for PP children next year.

Revise attendance awards and schemes. Possible re-introduce the ‘Walking Bus’ to support families struggling to get children to school on time.

Continue to offer free breakfast club places for PP children in the academic year 2018-19.