Pupil Premium Strategy 2017-2018

Pupil Premium Strategy - Lomeshaye Junior School Summary Information Academic Year: 2018/2019

Total Pupil Premium Budget: ÂŁ129,360

Number of Pupils on Roll: 363

Number of Pupils Eligible for Pupil Premium: 98

Date of Most Recent PP Review: September 2018 Date of Next Review: September 2019

Current Attainment Standards

Pupils Eligible for Pupil Premium FSM

% reaching expected standard or above in reading % reaching expected standard or above in writing % reaching expected standard or above in maths % reaching expected standard or above in GPS % reaching expected standard or above in reading, writing and maths combined

Pupils Not Eligible for Pupil Premium (national average)

68%

FSM6 (Disadvantaged) 68%

55%

55%

76%

82%

82%

75%

82%

82%

77%

68%

68%

64%

75%

Attainment and Progress Across School

Year 3 - PP Pupils (18)

Year 4 – PP Pupils (27)

At YGE% Made Autumn Term Progress Autumn Term

At YGE – Spring Term

% Made Progress Spring Term

Reading = (%) Writing = (%) Maths = (%)

Reading = (%)

Reading pupils = Reading = (%) % Writing = (%) Writing pupils = % Maths = (%)

Reading pupils =%

Maths pupils = % Reading pupils = Reading = (%) % Writing = (%) Writing pupils = %

Maths pupils = % Reading 1pupils =%

Reading = (%) Writing = (%) Maths = (%)

Year 5 – PP Pupils (24)

Reading = (%) Writing = (%) Maths = (%)

Year 6 – PP Pupils (29)

Reading = (%) Writing = (%) Maths = (%)

Reading pupils =% Writing pupils =% Maths pupils = %

Writing = (%) Maths = (%)

Reading pupils = Reading = (%) % Writing = (%) Writing pupils = Maths = (%) % Maths pupils = % Reading pupils = % Writing pupils = % Maths pupils = % Reading pupils = % Writing pupils = % Maths pupils = %

Reading = (%) Writing = (%) Maths = (%)

Reading pupils = % Writing pupils = % Maths pupils = % Reading = (%) Reading pupils = Writing = (%) % Maths = (%) Writing pupils = % Maths pupils = %

At YGE – Summer Term

% Made Progress Summer Term

Writing pupils = %

Writing pupils = %

Reading = (%) Reading pupils Writing = (%) =% Maths = (%) Writing pupils = % Maths pupils = % Reading = (%) Reading pupils Writing = =% (%) Writing pupils = Maths = (%) % Maths pupils = %

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.

Offer skilled pastoral support to eligible pupils that require it.

Measured through self-referral system records and pastoral support records,

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.  Implement structured intervention packages for pupils in English.  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.  Pupils will have received regular emotional, behavioural, social or educational support.

parent and pupil evaluations.

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Improve the quality of speaking, listening and writing for pupil premium children across school. Focus on greater proportions of PPG pupils meeting age related expectations.

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Measured through outcomes in each class following work with the creative partner and impact of vocabulary and oracy work.

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.

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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%.

Ensure PPG pupils in Year 3 make good progress from their key stage 1 results.

Measured through progress each half term and use of targeted and fluid intervention groups.

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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.

Oracy skills to improve through use of structured speaking prompts and focus on developing spoken language and vocabulary.

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.

In core subjects more able pupils in receipt of PP will attain at the expected standard or higher in each year group.

Planned Expenditure – Action Plan

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: 2017-2018

Key Objective (GOAL) To diminish the difference in attainment and

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.

progress between disadvantaged and non-disadvantaged groups in school, particularly in reading.

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 2018

LSIP Raise Online School Tracking Intervention Records Pupil Progress Meetings OFSTED

Reading – 63 % Writing – 81% GPS – 80% Maths –78 % Combined 58% Ever 6/Pupil Premium (22 pupils) Reading = 15/22 (68%) Grammar = 18/22 (82%) Maths = 18/22 (82%)

Writing = 12/22 (55%) GDS = 5/22 (23%) OFSTED May 17 - Progress of the disadvantaged pupils: the pupil premium funding is used well to promote the good progress of these pupils. The use of the funding is regularly reviewed so that leaders and governors can target spending to where it has the maximum impact on raising the achievement of disadvantaged pupils. The initiative to provide sharply focused sessions for targeted pupils (SEND/EAL), including disadvantaged pupils used funding to have maximum impact on raising the achievement of these groups of pupils. In these sessions pupils of all ages are enjoying learning.

Disadvantaged pupils are now making equally good progress to that their peers.

Pupils work hard in lessons and are very supportive of each other and produce good work. They are developing some effective learning skills and evidence in their work shows that they are increasingly resilient.

WHAT do we want?

WHY is this important to us?

How it will be done

Success Criteria.

PPG pupils to attend school regularly.

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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 PA. 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.

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

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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

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

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PPG pupils to have a healthy start to the day.

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

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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

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Who is involved?

HT, AHT, Pastoral Support

When will it be reviewed?

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

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

Weekly - to ensure needs are being met.

Half termly throughout the year.

IDL assessments half termly, review of data.

Termly – review of progress data.

Has it been achieved?

progress and attainment therefore finances from the PPG should be used to provide better quality support to meet their needs.

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

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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.

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

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End of KS2 data 2016 showed a significant difference 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.

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for English, Reading and Maths.

Additional evidence based interventions will be used to enhance progress – Toe-by-Toe, Words First and IDL. Precision teaching strategies used by TAs working with SEND pupils.

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.

Structured intervention for pupils who need it as well as fluid intervention on a daily/weekly basis.

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

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and whole school data.

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

Improved rating on PASS assessment with pupils.

Improved progress and attainment for pupil premium

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

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Reduction in absenteeism for pupil premium pupils.

Reduction in behaviour issues

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

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

HT, AHT, Pastoral Support

HT, AHT, Class teachers.

December2018 April 2019 July 2019

decreasing.

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

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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.

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

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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.

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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.

French and music provision will be made for more able pupils each week.

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 children.

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

Ensure PPG pupils in Year 3 make good progress from their key

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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.

Pupils begin school and baseline assessment denote that they are not always working at the reported

 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.

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 Assessments to determine a baseline to be completed in early September.  Pupils grouped according to

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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.

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.

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.

HT, AHT,

October 2018

SLT, Class teachers

Monitored weekly

Pupils in year 3 will progress rapidly over the year.

Pupils at EXS and

Class teachers TAs

Weekly

April 2019 July 2019 October 2019

stage 1 results.

More able pupils make greater rates of progress in core subjects, especially reading. They attain in line or above expected standard in core subjects.

standard. Making progress from KS1 results is essential to support pupils to achieve their potential.

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More able pupils should be making better rates of progress in all subjects. Reading is a growing strength of the school and something which pupils need to become better at so that they can cope with the next phase in their education and build strong skills for life.

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baseline, but targeted to progress inline with KS1 results.

Flexible intervention in place daily to support pupils to diminish the difference between current and expected performance.

Boosters and clubs in school, such as Fantastic Book Awards.

Quality first teaching.

Training for TAs to help them to support more able pupils more effectively.

Greater focus given to this group through monitoring in school and teacher focus.

GDS from KS1 will reach Year Group Expectations (+) at the end of Year 3.

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More able pupils make better progress than others.

4+ steps of progress over the year.

Pupils that are more able attain at the expected standard of higher at the end of the year.

SLT, class teachers, TAs

Regular monitoring.

Termly assessment Ongoing assessment.