What is Pupil Premium?

The government allocates additional money to schools, Pupil Premium funding, for children from low income families or Looked after children. Funding is allocated to children who have been entitled to free school meals (FSM) over the last six years.

This is allocated to raise the attainment of these children and close the attainment gap between these pupils and others at our school as well as ensuring that all qualifying pupils benefit from the funding.

At St.John’s, we have high aspirations and ambitions for our children and we believe that no child should be left behind and disadvantaged higher ability students continue to make accelerated progress. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure.

We are determined to ensure that our children are given every chance to achieve highly. Pupil premium funding, along with allocations made from the school’s own budget will help ensure this money is spent to maximum effect.

We have analysed our barriers to learning and based our actions on evidence and clear rationale on the most effective ways to support disadvantaged pupils’ achievement:

  • We have a whole school ethos of attainment for all
  • We address behaviour and attendance concerns
  • High quality teaching
  • We meet children’s individual learning needs
  • We deploy staff effectively
  • We make good use of data and information to identify and evaluate
  • We have clear roles and responsive leadership.

 

Pupil Premium Strategy 2016 / 2017.

Next review date July 2017 (published Septemeber 2018).

                                                                                    

The Pupil Premium provides funding for pupils:

  • who have been in receipt of FSM at any point in the past 6 years (£1320 per child)
  • who have been a looked after child (LAC) or are currently LAC (£1900 per child)
  • for children whose parents are currently serving in the armed forces (£300 per child)
  • Total: £112,004

Schools are held accountable for the spending of these monies, performance tables will capture the achievement of disadvantaged students covered by the Pupil Premium.

St John’s RC Primary School is committed to providing effective resources and ensuring vital support is in place for our disadvantaged pupils to improve their academic outcomes.

This document details the proposed spend of the Pupil Premium for 2016 / 2017

Identified Barriers to Learning:

  1. Parental disengagement / low expectations
  2. Narrow experience of life outside school
  3. Poor attendance
  4. Limited access to high-quality reading materials outside school

The four key objectives:

  1. Attainment in English and Maths: to improve the outcomes of disadvantaged children and narrow the attainment gap.
  2. Wider outcomes: to provide a range of opportunities for pupils, no matter what their background to access learning opportunities outside the classroom.
  3. Attendance: to implement strategies addressing the attendance and punctuality gap between disadvantaged and non-disadvantaged pupils
  4. To raise the attainment of disadvantaged pupils in reading, across KS2.

 

 1. Key Objective: Attainment in English and Maths: to improve the outcomes of disadvantaged children and narrow the attainment gap.

 

A. Action: To plan for and deploy TAs to provide small group or 1:1 tutoring for disadvantaged children currently working below or towards age – related expectations in writing and maths. To focus intervention (spelling, handwriting, key words) on those year groups with a gap last academic year.

A. To have small class sizes to ensure high staff: pupil ratios to raise attainment across the curriculum. We will focus staffing on key year groups in the school with a higher % of disadvantaged pupils and those with a higher attainment gap. Year 5 (14 pupils 2016 / 2017) Year 6 (12 pupils 2016 / 2017).

A. Year 5 – extra teacher (DS) am to split cohort. AML, specialist maths TA supporting in maths. TA in PM to support with behaviour and to take any children for over learning who require further support from the morning’s work.

A. Year 6 – extra teachers (ES / RE share) am to split cohort. SF, HLTA supporting in am. AML, specialist maths TA supporting in maths.

A. Year 2 – extra teacher (AOD) am to split cohort.

A. Extra TA support in PM’s KS1 to run extra phonics intervention groups

A. Early help and intervention in Reception

3. To use outside services to provide Occupational Therapy, Play Therapy, Speech and Language Therapy and Behavior Support, when necessary to impact on children’s attainment.

A. To introduce Growth Mindset / Meta Cognition to all school staff and implement strategies across the key stages. This will help engage children with their own learning and to increase the effective use of feedback. It has a proven impact on children’s confidence.

A. Offer staff opportunity to purchase books / resources which will have a positive impact on writing attainment – across the school.

 

Rationale: Sutton Document ‘One to one tutoring +5 months moderate impact’

‘For pupils eligible for FSM with lower prior attainment, those who received tuition were more likely to achieve L4 at KS2 and to make two levels of progress than those who did not receive tuition. Evaluation of Making Good Progress Pilot (2010). DCSF Research Report RR184. PricewaterhouseCoopers LLP.

Sutton Document –

‘When class size is reduced to below 20 “benefits on attainment can be identified, in addition to improvements on behaviour and attitudes’ (Teaching and Learning Toolkit)

‘Meta cognition and self – regulation 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 pupils.’

Success Criteria: A reduction in the attainment gap of disadvantaged and non-disadvantaged pupils in all years from Sept 2016 – July 2017 in reading, writing and maths.

Monitored through data analysis.

Dates

Sept 2016 – July 2017

Person Responsible

RE / Key Stage leaders

Monitoring and Evaluation

Tracking and monitoring data of disadvantaged cohort via Target Tracker. Student feedback. Pupil voice. 

Cost

£102,000

2.Key Objective: Wider outcomes, to provide a range of opportunities for pupils, no matter what their background to access learning opportunities outside the classroom. Provide a subsidised / fully funded place for pupils to fully access the extra – curricular and financially dependent activities. This will encourage a culture of aspiration, enabling all pupils to access a range of opportunities including those of which enable wider outcomes for talent and academic success.

Action: Identify children with class teachers and HV who do not currently attend after school / lunchtime activities and who would benefit from the opportunity to do so. Consult with parents. Decide on an activity which would meet a specific target for the child, e.g. confidence through performance.

Rationale:

EEF Teacher Toolkit – moderate impact for moderate cost.

Sport England have undertaken some research into the impact of extracurricular activities and the analysis demonstrates that engagement in culture and sport has a positive effect on SWB (Social Well Being). Further, a higher frequency of engagement is generally associated with a higher level of SWB.

Young people’s participation in extra-curricular activities linked to organised sport, when compared to non-participation in extra-curricular activities linked to organised sport, improves a range of learning outcomes for underachieving pupils (https://www.sportengland.org/media/3892/culture-and-sport-evidence-programmesummary-web-2.pdf).

Success Criteria: Children will benefit from otherwise unavailable opportunities. They will gain confidence from them and gain new skills.

Monitored via pupil / parent voice, participation rates, success of targeted clubs

Dates

Sept 2016 – July 2017

Person Responsible

RE / HV / Key Stage leaders

Monitoring and Evaluation

Tracking and monitoring data of disadvantaged cohort via Target Tracker. Student feedback.

Pupil voice.

Cost

£5000

3: Key Objective: Attendance: to implement strategies addressing the attendance and punctuality gap between disadvantaged and non-disadvantaged pupil

Action: Governor, Safeguarding Team, AQ and CC monitor the attendance of all children and highlight any with lower than target attendance or punctuality. CC will meet parents and offer a taxi service or free morning care depending on the problem causing the drop in PA. The impact of this will be monitored half termly.

Rationale: EEF ‘The choice that schools make in allocating the money will be vital so that the funding can help raise pupils’ attainment and aspirations’.

Success Criteria: The attendance gap between disadvantaged pupils and non-disadvantaged pupils will narrow

Monitored by analysing attendance / PA figures

Dates

Sept 2016 – July 2017

Person Responsible

CC/AQ

Monitoring and Evaluation

Tracking and monitoring of attendance data. 

Cost

£600

4: Key Objective: To raise the attainment of disadvantaged pupils in reading, across KS2

Action: Extend the use of Accelerated Reader to Year 3 and Year 6 in September 2016. LH to monitor the progress and impact.

Rationale:

AR was trialled in Y4 and Y5 in 2015 – 2016 academic year and had a proven impact on results. By rolling it up to Year 6 the children who have benefitted from it in Year 5 this year will continue to do so.

Sutton Document – ‘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).’ There are also indicators that computer based tutoring approaches can be successful in improving reading comprehension, particularly when they focus on the development of strategies and self – questioning skills.’

Also to purchase Cracking Comprehension for Year 6 as trial and roll out to all of KS2 if impact shows improvement in attainment for disadvantaged pupils.

Success Criteria: Accelerated Reader will be used effectively in all of KS2 and reports will show an increase in children’s reading attainment

Monitored through analysis of AR data and Target Tracker data

Dates

Sept 2016 – July 2017

Person Responsible

LH (Accelerated Reader lead)

JS (Key Stage Lead)

Monitoring and Evaluation

LH to provide RE with termly report on the impact of AR and progression of disadvantaged pupils

Cost

£3800

 

Pupil Premium

 




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