Pupil Premium strategy statement: Brandlehow Primary School 2017-2018

PP Strategy Report Brandlehow 2017-2018. word document

Pupil Premium strategy statement: Brandlehow Primary School 2017-2018

1.     Summary information

School

Brandlehow Primary School

Academic Year

2017/18

Total PP budget

£50,760

Date of most recent PP Review

Oct 2017

Total number of pupils

 

Number of pupils eligible for PP

46

Date for next internal review of this strategy

July 2018

Number of  PP boys

27

Number of Ever 6 FSM

14

Number of Service Children

3

Number of PP girls

19

Number of LAC

1

Number of Post LAC

 

2.    2016- 2017  Attainment of disadvantaged pupils with PP funding compared with non PP children

EYS each pupil premium child representing  50% (2 children eligible as PP) 

Year 1 each pupil premium child representing  20 % (5 children eligible as PP) 

KS1 each pupil premium child representing 25%  (4 children eligible as PP)

KS2 each pupil premium child representing 50%  (2 children eligible as PP)

% of children achieving

Number of PP children/total

School PP %

National

Non PP %

Difference School PP v National Non PP %

School Non PP %

All Pupils School %

LA All Pupils %

National

All Pupils %

 Good level of Development Early Years

2/59

100

 

 

84

85

75

71

Phonics Screening Year 1

5/56

60

87

   - 27

98

95

86

81

Phonics Screening Year 2

4/60

100

95

     +5

100

100

65

93

KS1 Reading -expected standard or higher

4/60

75

78

     - 3

84

83

82

76

KS1 Writing -expected standard or higher

4/60

75

71

     +4

73

73

76

68

KS1 Maths -expected standard or higher

4/60

75

78

      - 3

91

90

81

75

KS2 Reading -expected standard or higher

2/27

100

77

+ 23

92

93

75

71

KS2 Writing -expected standard or higher

2/27

100

81

+ 19

92

93

82

76

KS2 Maths -expected standard or higher

2/27

100

80

+ 20

96

96

80

75

KS2 SPAG -expected standard or higher

2/27

100

   82

+ 18

96

96

83

77

KS2  R, W, M expected standard or higher in– reading test, writing teacher assessment and mathematics test combined

2/27

100

      77

            + 23

92

93

67

61

EYS: The 2 PP children achieved GOOD LEVEL of DEVELOPMENT at the end of the EYS. 

Year 1 Phonics: 2 PP children & 1 non PP child did not pass the Year 1 phonics screening.

KS1: In Reading, Writing and Maths 75% of PP (3 out of 4) children achieved expected ARE at the end of KS1. 

All PP children in KS1 except 1 made expected progress Summer term 2016 to Summer term 2017. The child who did not entered the school in the Autumn term Year 1 and for which an EHCP is pending.

 

 

 

Progress 2016-2017 End of KS2

School PP

School All PUPILS

LA All Pupils

National Other  Pupils

Difference

School PP v National Other

KS2 : At the end of KS2 in 2017

·         100% PP children achieved (2 in total) their targeted levels in English and Maths KS2 SATs. Both children were present at the school from Nursery.

·         Attainment for PP children at Brandlehow was higher than the LA average and National average for Reading, Writing, Maths and SPAG.

·         Attainment for PP children at Brandlehow were higher than Brandlehow non PP in all areas.

·         Progress for PP children at Brandlehow was greater than Non PP children nationally in both Reading and Maths however this was not the case in Writing.

The following are outcomes for further action:

·         Progress for PP children at Brandlehow is not as high as for non PP in Writing and Reading, with the difference in Maths progress between the groups being marginal.

·         Progress for PP children at Brandlehow is not as high as for non PP children Nationally in Writing

·          The % of higher attaining PP pupils achieving greater depth across the curriculum is not as accelerated as for non-PP children.

Progress score READING

+1.8

+5.2

+1.1

+0.3

+1.5

Progress score WRITING

-0.1

+0.6

+1.2

+0.2

-0.3

Progress score MATHS

+5.4

+5.7

+1.4

+ 0.3

    +5.1

 

3.   Possible Barriers to future attainment for pupils eligible for PP *Each of these factors will be identified on an individual basis, rather than presumptions being made about generalisations being made

 In-school barriers (issues to be addressed in school , such as poor oral language skills)

A.     

PP children have low entry points to Brandlehow (in comparison to non PP) and a significant proportion are behind the expected standard in the core subjects.Children need to make acclerated progress and close gaps in their understanding which can take a number of years to close.  

B.      

PP children exposure to high level vocabulary and opportunities to deepen understanding are often limited within home experiences. Additionally English is not the first language for nearly half (43%) of current PP children which can impact on vocabulary extension.  (NB It is important not to presume this, but to evaluate the vocabulary of PP children to confirm that this is the case) There is a difference in the % of PP pupils compared with non- PP pupils achieving greater depth in READING, WRITING and MATHS across the school.

C.

Aspirations of children and role models for PP children are not as high as for non PP children.   A lack of  resilience - impacting on self-confidence and active participation when approaching and completing tasks in some year groups - has led to an over-reliance on adults and a detrimental effect on academic progress, with some PP children displaying a lack of  belief in themselves and their abilities (most noticeably in current Reception, Year 2, 4 and 6  in which the proportion of PP children is high)  

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Circumstances in the home have an impact on the pupil’s social and emotional wellbeing in school, which affect learning behaviours that support independent learning. For many PP children social and emotional experiences are not as varied and/or as broad as for non-PP children. In addition PP children are more likely ot have to deal with challenging home and in some instances families have not had positive experiences of school themselves and such perceptions can be hard to overcome. Some families and pupils (predominantly eligible for PP) would benefit greatly from additional support and nurture and thereby improve overall engagement with the school.

E.

Opportunity for support in completing home learning/access to learning material is limited in some of these families and those PP children need additional support in this.

F.

The attendance of PP children ranges from 84.5 -100%. Children who are absent for substantial parts of their education fall behind and struggle to catch up.   

 

G.

Some PP children have lower participation in extended services and enrichment opportunities within the school then non PP children.

 

 

 

 

4.Desired outcomes   - how they will be measured and success criteria

A.    

Progress

To promote high progress rates of PP children in all year groups so they are in line with non- PP within the school and above that expected of all children nationally

To promote high rates of progress across KS2 for PP children in R, W and M and diminish the difference between in progress across KS 2 between PP and non PP children

PP children make consistently good or better progress from their staring points

ALL children are targeted to make at least 8 steps in Reception SUM2- SUM2 ,  4 steps in Year 1 AUT1-SUM2, 6 steps Year 2-5 SUM2-SUM2, and 4 steps of progress in year 6SUM2 –SPR2.)

There is no difference in the progress made by PP and non-PP children at Brandlehow at the same starting point

PP pupils have better progress than the national average for non-PP pupils

 

B.    

Achievement

To assure that all Pupil Premium children achieve at least the expected standard in R,W and M by the end of KS2

To diminish the difference between   % higher attaining PP pupils achieving greater depth in comparison with non-PP children across the curriculum

All PP children achieve at least the expected standard in R, W and M by the end of KS2

Diminished difference  in attainment between PP and non-PP pupils at Brandlehow over time

Accelerated attainment of the more confident PP children.

PP pupils have better than the national average for non-PP pupils

C.    

Characteristics of effective learning

To promote growth mindset for all PP children

To develop characteristics of effective learning through promotion of positive learning behaviours and independent learning

 To raise families’ aspirations for their children and, where possible, for themselves

 

PP children attempt challenging tasks and set and accept high targets for themselves

PP children demonstrate positive learning behaviours, respond positively to support, have a positive attitude and do not rely on the input of adults until they have attempted independent completion

PP children, staff and families have the same aspirational expectations about their future prospects (academic, social etc) as non PP children

PP children speak ambitiously about their future at Secondary school and work

D.    

Support for pupils and families:

To provide increased opportunities for identified PP children to explore and express their feelings and emotions through emotional literacy and social skills sessions

To provide support for families through support meetings, language courses, and parent presentations

All PP families to attend parent/teacher meetings

Strengthening of home/school relationships with a shared approach to overcoming barriers, rather than an excuse culture.

Increased participation of PP families with school events/presentations

Increased communication skills of PP children enabling them to socialise more effectively, resolve issues and express their emotions and concerns.

E.     

Attendance

 To improve attendance % of all PP children

To improve punctuality % of all PP children

Reduced number of persistent absentees among pupils eligible for PP

Reduced necessary EWO involvement

Attendance for PP children is in line or better than national %

F.     

Home learning/access to learning materials

To improve quality and quantity of home learning experience

PP children take part in home learning activities

PP children produce home learning projects in line with non PP children

G.    

Extended services/Enrichment opportunities

To increase the % of PP children attending before and after school clubs

To increase the % of PP children playing musical instruments

To increase the % of PP children representing the school in sports events

PP children enjoy enrichment opportunities and can talk enthusiastically about their learning experiences

Concentration/energy levels are increased and pupils are able to cope increasingly independently with the demands of the curriculum.

 

  5. Planned expenditure for 2017/18 May be more than one action/approach for each desired outcome. Refer to robust evidence about approaches known to be effective, using external evidence sources e.g. Teaching and Learning Toolkit,   NfER report, Ofsted’s 2013 report, Ofsted’s 2014 report.

Academic year  2017/18

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

A . Quality of teaching for all - improving classroom pedagogy      Quality of Teaching and Learning/Assessment

Further to the positive implementation of the new National Curriculum and assessment framework, (with a successful approach to ensure ‘no child left behind’ confirmed by lesson observations, assessment and work reviews), further improvements to mastery and high levels of progress will be made

Aims/desired outcome

Action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

When will you review this implementation?

A)       B)   C)

Attainment

Progress

Characteristics of effect leaners

Leadership Team to further advance an effective learning culture across the school to raise attainment and improve progress. Internal CPD programme with access to specific external training to embed approaches that support pupils to plan, monitor, understand and manage their own learning, in order to develop inquisitive, self-motivated learners. Accelerated and deeper pupil learning as a result of high quality feedback, questioning and discussion.

Areas of focus

·         Feedback

·         Meta- cognition

·         Collaborative Learning

·         Peer tutoring

·         Celebrating ALL DIFFERENT ALL EQUAL – promoting equality of opportunity, recognising potential issues and barriers

 

Feedback studies tend to show very high effects on learning.

Mastery learning approaches are effective compared to traditional approaches. The impact of collaborative approaches on learning is consistently positive”

Teaching and Learning Toolkit, The Sutton Trust

Meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) aim to help learners think about their own learning more explicitly. EEF The impact of collaborative approaches on learning is consistently positive, but it does vary so it is important to get the detail right. Effective collaborative learning requires much more than just sitting pupils together and asking them to work together; structured approaches with well-designed tasks lead to the greatest learning gains. Peer tutoring appears to be particularly effective when pupils are provided with support to ensure that the quality of peer interaction is high EEF

 “Successful schools were more likely to be using peer learning strategies” Supporting the attainment of disadvantaged pupils, NfER 2015

“Promote an ethos of attainment for all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed” Supporting the attainment of disadvantaged pupils, NfER 2015

SLT/DH

Feedback and dissemination of external learning/research by staff at CPD staff meetings/log of CPD.

CPD focus in appraisal cycle with linked targets         

 

In line with

appraisal cycle.-

targets set in

autumn term and

revisited in Spring

Summer term

Extended Leadership Team to lead CPD within core subjects across the school tailored to meet individual needs of staff and/or specific classes to raise attainment and progress.

Areas of focus

·         Mastery Learning within Literacy/ Maths

·         Reading Comprehension Strategies

·         Phonological Awareness Stategies

·         Effective Questioning and Vocabulary Enrichment opportunities

Higher attaining PP children are making less progress than other higher attaining pupils across KS2.At Brandlehow we want to ensure that PP pupils can achieve high attainment as well as simply ‘meeting expected standards’.  Mastery learning appears to be particularly effective when pupils work in groups or teams and take responsibility for supporting each other’s progress EEF On average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. These approaches appear to be particularly effective for older readers (aged 8 or above) who are not making expected progress.

SLT/DH

Feedback and dissemination of external learning/research by staff at CPD staff meetings/log of CPD.

CPD focus in appraisal cycle with linked targets 

In line with

appraisal cycle.-

targets set in

autumn term and

revisited in Spring

Summer term

Extended leadership team as phase leaders to provide additional focused teaching support- through planning support in core subjects and team teaching across the whole school.

 

Emphasis on Quality First Teaching with additional teacher allocation /TAs employed so that the children receive support during within class sessions. 

Focus on high quality teaching first” Supporting the attainment of disadvantaged pupils, NfER 2015

More successful schools saw raising the attainment of disadvantaged pupils as part of their commitment to help all pupils achieve their full potential. They prioritised quality teaching for all” Supporting the attainment of disadvantaged pupils, NfER 2015 Leadership team have expertise, experience and strength in specific core subjects. Utilisation of expertise through a collaborative approach has proven to be effective in providing support for less experienced teachers, sharing of good practice and raising standards.

Team teaching/additional TAs  to enable teachers to have more time in and out of lessons to focus on groups of key children including PP children to ensure they make accelerated progress and close any gaps in their learning.

SLT/DH

Evaluation of T & L

Analysis of data

Observations     Subject reviews

Book monitoring Learning walks

In line with

assessment cycle

 throughout each term.

 

 

Total budgeted cost £000

 2017/18 we will not cost out this training and support – it benefits all children, is part of classroom practice, but will have the greatest impact on children with barriers to learning if successfully implemented.

 

 

 

 

 

 

 

 

 

 

 

 

 

B. Targeted support  - providing support targeted specifically to children eligible for PP

 Outcomes for pupils   Ensure that progress and attainment is in line with top 5% of schools, as measured by FFT

 

 

Aims/desired outcome

Action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

When will you review this implementation?

A) B) C) 

Attainment

Progress

Characteristics of effect leaners

 

F) Home learning/access to learning materials

 

Literacy/Numeracy Support Specialists employed to support children 1:1 and share expertise across school.

 

Specialist resources are used to support individuals and provide quality CPD sessions to support staff learning. Teachers and support staff CPD is strengthened by the sharing and dissemination of this expertise across the school. Pupils identified with Specific Learning Difficulties (SLD) in Literacy and Numeracy who have received specialist teaching in literacy/numeracy on a 1:1 basis have been proven to have a high impact..

SENCO/ DHT responsible for monitoring effectiveness of timetable/waiting list. CTs responsible for liaising with LSS/NSS regarding targets

Termly in line with

assessment cycle

and PPMs

.

Beanstalk Readers employed to support children 1:1 

PP children often to not have access to books and someone to hear them read/read with them. This lack of opportunity can be a major barrier to PP children’s progress in reading. The Beanstalk program breaks down these barriers by giving PP children the chance to read with an adult regularly for an extended period of time.

SLT Literacy/ SENCO to oversee timetable VRs.

Participation in program reviewed during PPMs

Termly in line with

assessment cycle

and PPMs

 

Additional Occupational Therapy - to support groups/children 1:1

Fine and gross motor intervention run to develop fine/gross motor skills and promote confidence and self-esteem.

SENCO/DHT responsible for monitoring effectiveness of timetable/provision

Termly in line with

assessment cycle

and PPMs

Early Intervention – TA trained to deliver Speech and Language programs to small groups of children and/or on a 1:1 basis.

 

 

Pupils identified with Communication, Language and Literacy difficulties in the Early Years received specialist phonics and Speech and Language support. Many PP children with low starting points are often behind in their speech, language and cognition from entry at school. This is a major barrier to progress when combined with the growing emphasis on a high level of vocabulary and an ability to communicate in core subjects.  Studies of oral language interventions consistently show positive benefits on learning, including oral language skills and reading comprehension EEF

SENCO/DHT responsible for monitoring effectiveness of timetable. Participation in program reviewed during PPMs based on progress of children

Termly in line with

assessment cycle

and PPMs

 

Early Intervention- TA trained to deliver Phonics programs to small groups of children and/or on a 1:1 basis.

Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress.EEF

SENCO/DHT responsible for monitoring effectiveness of timetable. Participation in program reviewed during PPMs

Termly in line with

assessment cycle

and PPMs

 

ELKLAN  Training for 5 staff

 

To improve practitioner knowledge and confidence in supporting children develop their

speech, language and communication

To improve outcomes in children’s speech, language and communication.

SENCO/DHT to monitor evaluation of training & set up timetable following this.

End of AUTUMN 2 – training evaluation. Then termly for provision

KS1 Writing Intervention

Small group and 1:1 writing support

Utilisation of previous EYS lead and Leadership team expertise to strengthen writing in Year 1.  Utilisation of expertise through a collaborative approach has proven to be effective in providing support for less experienced teachers, sharing of good practice and raising standards.

SENCO/DHT monitoring effectiveness of timetable. CT to set targets

Termly in line with

assessment cycle

and PPMs

 

 

Mathletics

Web based program to support targeted pupils in KS1 and KS2 with a range of maths concepts.

To increase opportunities for independent recall, consolidation and review learning at school and at home.  There is some evidence that when homework is used as a short and focused intervention it can be effective in improving students’ attainment, but this is limited for primary age pupils. EEF

DHT /Maths SLT monitoring effectiveness of timetable. CTs responsible for liaising with parents regarding targets/home use

Termly in line with

assessment cycle

and PPMs

 

 

 

 

 

 

 

 

 

 

In School Support

Before school small group support

Booster classes in numeracy and literacy through targeted intervention programmes throughout the School to ensure all our disadvantaged children achieved their expected targets at the end of KS2 in Reading, Writing and in Maths.

DHT /SENCO monitoring effectiveness of timetable /provision.  CTs to set targets

Termly in line with

assessment cycle

and PPMs

 

Tutoring 1:1

KS2 1:1 support before/after school

PPF was focused on raising achievement of our disadvantaged pupils in KS2 through targeted 1-2-1 support sessions in literacy/mathematics. To increase attainment and independence through building confidence in discussion.

DHT /SENCO. CTs responsible for setting targets.

Termly in line with

assessment cycle

and PPMs

D) Support for pupils and families

ELSA

KS 2 1:1 sessions supporting the teaching of emotional literacy or emotional intelligence.

On average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).EEF To develop an increased understanding of emotions surrounding bereavement, social skills, friendships and anger management.To promote reflection and increased abilities as a reflective learner.

DHT /SENCO monitoring effectiveness of timetable/provision reviewed ½ termly.

Termly in line with

assessment cycle

and PPMs

 

Educational Psychologist

 

The expert advice from our Educational Psychologist, funded by our PPG, helped to inform our decisions. To develop teaching and learning strategies to help prevent, minimise or resolve problems which affect the healthy development of a child. To promote emotional and psychological well-being

SENCO responsible for imparting information and advice given

Termly in line with

assessment cycle

and PPMs

 Social Skills/Lego Therapy

Small group play therapy sessions

To support children in their learning to communicate with others, express feelings, modify behaviour, develop problem-solving skills, and learn a variety of ways of relating to others. To promote a positive learning culture within the school where all children are able and ready to tackle the learning of each and every day and manage social situations with increasing confidence.

DHT /SENCO responsible for monitoring effectiveness of timetable/provision reviewed ½ termly.

Termly in line with

assessment cycle

and PPMs

 

SPECIALIST INTERVENTION

TEACHING AND LEARNING

SOCIAL , EMOTIONAL AND BEHAVIOURAL

SPECIALIST INTERVENTION

£20,591

LSS

£12,470

Beanstalk

£2,500

Early Intervention

£12,022

ELSA

£2,200

TEACHING AND LEARNING

£23,922

NSS

£6,600

KS1 Writing Intervention

£3,000

Mathletics

£800

Educational Psychologist

£2,650

SOCIAL , EMOTIONAL AND BEHAVIOURAL

£6,350

Occupational Therapy

£1,521

Tutoring 1:1

£600

In School Support

£5,000

Social Skills/Lego Therapy

£1,500

Targeted Support budgeted cost = £50,863

 

C. Other approaches  - providing support targeted specifically to children eligible for PP                                                                                                                                  Personal Development, Behaviour and Welfare

Given that behaviour at Brandlehow continues to be excellent, ensure that the recommendations underpinning long term success (based on current research) are implemented and embedded into the pedagogical approaches of all staff

 

Aims/desired outcome

Action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

When will you review this implementation?

D) Support for pupils and families:

 

Lunch Social Group

Teaching staff engaging with pupil lunchtimes

To promote lunch skills/behaviours through staff encouraging discussion, modelling behaviour and social interaction. To promote self-esteem and confidence in managing every day social situations. The children has been observed moving to sit by staff on such occasions and obviously enjoy the opportunity to have lunch with different members of staff.  Staff feedback has been very positive too.

DHT/Admin team

 

Termly

 

 

Offering home visits parent /teacher meetings organised for families with more than 1 child

Parental involvement is consistently associated with pupils’ success at school, the evidence about how to increase involvement to improve attainment is mixed and much less conclusive. This is particularly the case for disadvantaged families but there is some evidence that supporting parents with their first child will have benefits for siblings  EEF

HT/DHT/SENCO/Admin team

Termly

 

 

Parent open days/book looks/presentations

At Brandehow we have found that regular parent presentations/curriculum workshops help parents to support their children’s learning and have experienced the positive effect of parents learning and their increased confidence leading to parents as positive role models for their children.

DHT  %  Parent attendance to educational sessions /curriculum workshops

Annually

 

E) Attendance

 

Funding allowance for Breakfast /After school Club. Free School Milk Provision

We have experienced that our breakfast club provision supports children in having a healthy breakfast and start to the day. To promote healthy eating and a healthy life style thereby reducing potential illness/absence from school.  To increase attendance, improve punctuality and provide support of working families.

Admin team /HT

 

Termly

 

School Uniform Allowance

Provision of uniform for those in need has increased and promoted a sense of well-being and belonging to the school community.

DHT/ Admin team

Annually

 

 

EWO involvement for attendance below 96%. Late /attendance records kept on SIMMS

Evidence shows that children who attend school make better friendships, take more ownership in their learning and are more confident. Children are motivated /enjoy receiving awards and will often try harder when an award is being offered. Awards/ Mufti days given to children who have ‘good’ attendance.  Display attendance % at reception Individual attendance charts

HT/DHT/Admin team Attendance monitored on a weekly basis/monitored half termly.

Termly

 

G) Extended services/Enrichment opportunities

 

Curriculum based trips, sports clubs, swimming lessons, PGL activity week. Author visits /workshops

Funding / subsidies to ensure access

To provide a range of trips/enrichment opportunities for all children. To promote healthy lifestyles, raise aspiration, motivation and engagement. At Brandlehow we have experienced how early morning dance clubs have benefited targeted PP children in getting them ready to learn, how music sessions have increased self-esteem, improved fine motor skills and increase mathematical connections and how library sessions can instil a love of reading and books form an early age  

DHT/PE MLT

Pupil voice /sports council feedback interests/ available clubs.

PE co-ordinator to oversee involvement in clubs.

Annually

 

Enrichment

Families and communities

Enrichment

£1,240

£50,863

Curriculum based trips, PGL activity week

£200

Free School Milk

£500

Families and communities

£800

  £2,740

Enrichment sessions –Author Abroad workshops

£540

Breakfast /After school Club

£200

Lunch Social  5 sessions x 6wks x 2 half terms

£700

TOTAL BUDGET

£53,603

Author visit

£500

Uniforms

£100

Over Approaches budgeted cost = £2,740

 

 

6.Review of expenditure

Previous Academic Year 2016-2017

 

    i.   Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

 

 

 

 

 

 

 

 

 

 

7.Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.

Our full strategy document can be found online at: www.aschool.sch.uk