Pupil Premium Review 2018-19

Pupil Premium Strategy Review

www.bishopmartin.lancs.sch.uk

Headteacher: Mr IJ McDonald

2018 - 2019 Summary information School Academic year Total number of pupils Date of most recent PP Review

1.

2.

3.

4.

5.

6

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

Total Pupil Premium Budget Number of PP pupils Internal review

£143,080 112 June 2019

BARRIERS TO LEARNING AND ATTAINMENT Attendance and punctuality for a number of children affects learning.

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

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 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.  22% of PP children on registered as SEND.

Review of Expenditure 2018-19 Quality First Teaching and Curriculum Desired outcome

Chosen approach/actions taken

Estimated impact

Lessons learned/Next steps

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

Raised aspirations in lifelong learning and self-belief.

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

Learning mentor support where appropriate organising access to the Hive.

The Hive has been used effectively to support behaviour particularly during unstructured times.

This has in turn led to more focussed learning in the afternoons for identified children.

Plan for more opportunities to share the children’s successes throughout the year.

Building resilience activities, assemblies and themes and resources to support pupils with particular SEN/barriers e.g. dyslexia HeartSmart programme.

PSHE curriculum – Jigsaw - Celebrating difference – Being me in my World.

CPOMS used for tracking and monitoring children’s pastoral needs and weekly discussions – pastoral team meetings identifying key groups and needs.

Training for pastoral support TA – attachment, anxiety, bereavement, for example.

Teaching staff have liaised effectively with the SENCo to raise concerns and seek support, guidance and resources to use effectively with identified children. This has led to whole class benefits as those children struggling to engage effectively in their work have previously disrupted the rest of the class.

Are there opportunities for parents to be invited into class and share experiences with their children, similar to that of the EYFS?

The ‘This is Me’ theme was a huge success and saw a vast children break through their introversion and audition in front of their peers for a place in the school’s talent competition.

‘This is Me’ whole school theme (Talent Competition).

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 initiatives led by the Subject Leader  and all children in the EYFS assessed and supported using the WellComm toolkit to improve their early speech and language skills.

The use of WellComm assessed communication skills on entry to nursery and identified areas in which children required additional support.

WOW activities planned throughout the year through visits and visitors.

In addition to building skills within a specific discipline the extra-curricular activities supported those children who attended to develop general academic and key skills.

Thematic curriculum and enrichment activities will promote a ‘buzz’ for learning.

Extra-curricular clubs and activities.

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.

PACT (Parents and Children Together) Project for Nursery children. PACT is an early language programme for parents to deliver to their child in the home. This will be supported by the EYFS Lead.

Children would benefit from greater exposure to the working world to develop their understanding of different professions and occupations.

More variety of extra-curricular clubs to run next year – forest schools for example.

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.

With support from the Learning Mentor - Early Help put in place for families in needs.

CPOMs used by all staff to record incidents on a daily basis.

Families have felt more confident in asking for help and the time the Learning Mentor has given them at the start of this process has played a big part in that. This has led to successful changes within a number of families.

Weekly pastoral meetings – discussing key children, identifying needs of individuals or groups. Discussing support for children and their families.

The information recorded on CPOMs is used effectively by all school staff in addressing issues and barriers to learning quickly and effectively.

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

Successful Pupil Progress Meetings (PPM) have supported staff to identify key groups of children that require more support to progress in line with their peers. Class teachers have developed a good understanding of how to plan class based intervention using the support staff available. A good example of this has worked effectively is our recent phonics screening results of 92%.

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.

Increased pastoral intervention groups. Using CPOMs and the results of weekly pastoral meetings children will be chosen to attend specific planned pastoral intervention. School support staff will take the lead and plan for both a KS1 and KS2 weekly pastoral intervention group. A different intervention will run each half term and children’s progress will be monitored.

The Hive (lunch time support) will be structured to support the needs of identified children, these groups will be monitored closely and changed on a needs basis.

SENCo support, provision mapping, resources to support pupils with particular SEN/barriers e.g. dyslexia, CPD for teaching and support staff.

Staff are more confident when liaising with the SENCo to discuss concerns over specific children and this has led to successful school referrals to external agencies to address specific barriers children have.

Reception Baseline Pilot (NFER).

Desired outcome

Chosen approach/actions taken

Estimated impact

Lessons learned/Next steps

1) 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 has worked closely with families of persistently absent children.

Overall attendance rate improved by 0.3%.

Holidays taken by families during the school term is having a negative impact on attendance overall.

Targeted Support

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

Learning Mentor monitors data and works closely with the PAST team and implementing parent contracts, home visits, etc.

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

The number of PP children classed as being persistently absent has improved to be in line with the rest of the school.

Children have responded positively to the attendance based incentives and parents/carers have commented on how they have spoken at home about wanting to achieve 100%.

Continue with the improved incentives and rewards for better attendance.

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.

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

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

A member of the SLT team will always be available on the school gate at the start of the day.

Pastoral support throughout the day (targeted children identified using CPOMS) Availability of a washing machine/dryer/spare uniform in case of emergency.

Text service – communication with parents. This is used to inform parents of forgotten swimming kits, PE kits or non-uniform.

There have been 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 or as soon as they could with the increased use of CPOMs to record incidents/needs.

Continue to improve communication with parents.

Is there a better way for snack money to be paid? Lots of families want to leave their money with MMk at the Breakfast Club door.

The availability of SLT and the Learning mentor at the start of the school day has provided support for families and worked towards reducing family strains and issues meaning the children can start their day more positively.

Families continue to be more open to talk about needs and seek support.

Children are responding positively to their sticker/reward charts and entering school happier and more settled.

Other approaches Desired outcome

Chosen approach/actions taken

Estimated impact

Lessons learned/Next steps

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.

Early Help – Learning Mentor works with parents who feel they are struggling at home. Referrals made for support.

Families have felt more confident in asking for help and the time the Learning Mentor has given them at the start of this process has played a big part in that. This has led to successful changes within a number of families.

PP children to form a larger part of the discussions taking place during Pupil Progress Meetings.

Parents identified and signposted to parenting courses and workshops, often held in school.

Quality First Teaching in all classes with effective feedback and marking to ensure progress for all.

Homework clubs available for children who find it difficult to complete this work at home due to family circumstances.

Subscriptions to home learning resources for Maths and English.

There has been a positive uptake on parent workshops running throughout the academic year, especially Lego robotics. Parents have commented positively on the time they have spent with their children during these workshops.

End of KS2 data shows that pupil premium children outperformed their peers in reading by 15% and 21.2% in writing.

Teachers to have a deeper understanding of their PP children within the context of their class.