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 · Web viewBarriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers (issues to be addressed in school, such as poor oral language skills)

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Page 1:  · Web viewBarriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers (issues to be addressed in school, such as poor oral language skills)

Pupil premium strategy statement 1. Summary information

School Christ Church C of E Primary School

Academic Year 2017-18 Total PP budget £122,860 Date of most recent PP Review 09/2017

Total number of pupils 390 Number of pupils eligible for PP 75 Date for next internal review of this strategy 03/2018

2. Current attainmentPupils eligible for PP (your school) All Pupils (national average)

% achieving in reading, writing and maths at end of KS 2 2017 33% 53% (61%)

% reaching standard in reading at end of KS 2 2017 50% 73% (71%)

% reaching standard in writing at end of KS 2 2017 83% 83% (76%)

% reaching standard in maths at end of KS 2 2017 50% 60% (75%)

% reaching standard in spelling, punctuation & grammar at end of KS 2 2017 100%

87% (77%)

3. Barriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers (issues to be addressed in school, such as poor oral language skills)

A. Word recognition and understanding language.

B. The overlap between SEN and PPG children where the SEND issue is in working memory or cognitive delay.

C. Lack of support in the home – this can be emotional, academic and social.

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

D. Our PPG children come to school with varying and individualised needs. Each child needs to be reviewed on an individual basis to work out what is the best way to support the child. We also have a significant number of children who do not qualify for PPG because their economic situation places their family marginally above the PPG threshold. We believe that pupil premium money should be used to the benefit every pupil who is entitled regardless of their current level of attainment to ensure all achieve their potential. Sometimes this also benefit non PPG children because learning is often more effective in groups and so that PPG children are not publically identified or made to feel different.

4. Desired outcomesDesired outcomes and how they will be measured Success criteria

A. For children to have a better understanding of language, both written and spoken in all areas Improvement in progress made by PPG children in each year

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of learning. group.KS2 SATS results: PPG children reaching expected standard and closing the gap on non PPG children.

B. For children who are both SEN and PPG to be closely reviewed and for support staff who works with the children to fully understand a child’s next steps so that they experience quality first teaching and support.

Improvement in progress made by PPG and SEN children in each year group. To fully understand a child’s barriers to learning. Quality first teaching from both the teacher and TA.

C. Children to receive pastoral support when needed. Children to focus on the ideas of:Aspiration – ‘I can’ – resilienceAccess – ‘I do’ – independenceAchievement – ‘I am’ - success

Pastoral support from PP teacher, PP TA, SLT, class teachers and TA’s and Time 4 Me. Note any successes.Link support to our philosophy of building learning power so that key messages of aspiration and success are seen from all pupils.

D. To be aware of barriers for all pupil premium pupils and that their needs are met on an individualised basis.

PP lead teacher to review all PP children. Headteacher and SENCo to review in pupil progress meetings.

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5. Planned expenditureAcademic year 2017-18The 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.

i. Quality of teaching for allDesired outcome Chosen action /

approachWhat is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

For children to have a better understanding of language, both written and spoken in all areas of learning.

T&L support and lesson observations to guide teachers and support staff with how to ensure pupils understand language.

When children are focused taught by CT, the CT thinks carefully about language being used and developing their children understanding.Plan to develop how we teach spellings.Progress the use of digital technology to reinforce learning both in the classroom and at home.

PP lead teacher and TA to focus on language in teaching time. Looking at children retaining knowledge. T&L lead to support teachers. Subject co-ordinators and class teachers to reinforce language teaching through sharing learning on Seesaw for children and parents to access at home.

PP lead teacher and T&L lead teacher.

March 2018

Children to receive pastoral support when needed.

Pastoral support from PP teacher, PP TA, SLT, class teachers and TA’s and Time 4 Me. Note any successes.

Children to focus on the ideas of:Aspiration – ‘I can’ – resilienceAccess – ‘I do’ – independenceAchievement – ‘I am’ – successAs quoted from Professor Sonia Blandford: Achievement for All.Link support to our philosophy of building learning power so that key messages of aspiration and success are felt from all pupils.

Small case study notes on children who have received any pastoral care and the impact it has made both socially and academically.

PP lead teacher

March 2018

Total budgeted cost £45,000

ii. Targeted supportDesired outcome Chosen

action/approachWhat is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

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For children who are both SEN and PPG to be closely reviewed and for support staff who works with the children to fully understand a child’s next steps so that they experience quality first teaching and support.

For PP lead teacher and SENCo to regularly review these children and the impact of support staff.

Training of support staff so they clearly know the next steps of their child. How to support but promote independence, assess next steps, provide links with home.

CT to review how they use their TA’s and what training the TA could benefit from.Training for TA’s to happen regularly. It could be 1:1 or a small group as it needs to be personalised.Progress made by SEN with PPG children to be reviewed.

PP lead teacher and SENCo

March 2018

Total budgeted cost £48,300

iii. Other approachesDesired outcome Chosen

action/approachWhat is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

To be aware of barriers for all pupil premium pupils and that their needs are met on an individualised basis.

Review by PP lead teacher.Interventions:BoosterEnrichment and challengePhonicsEALDyslexia specialist teacherOther Costs:School tripsMilkUniform

At times pupils require additional intervention that happens either in the classroom or out of the classroom. This is to boost progress even further.

Review of interventions PP lead teacherE&C co-ordinatorSLT

Termly as groups are fluid and likely to change.

Total budgeted cost £40,250

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Review from 2016-17Expenditure

ProvisionPP Teacher PP TA PP TA

SEN Provision E & C

Time for Me

School Trips Milk EAL Phonics Booster

SPLD Teacher Uniform

COST £31,643 £1,710 £855 £48,735 £8,766 £3,270 £2,808.75 £30.8 £1,480 £1,480 £24,324 £1,404 £59.89 Total £126,566.40

In 2016-17 the school was allocated £119,833 for PPG and total spend was £126,566.40.

PP TeacherPP TAPP TASEN ProvisionE & CTime for MeSchool TripsMilkEALPhonicsBoosterSPLD TeacherUniform

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Progress of non-Pupil Premium against Pupil Premium for the academic year 2016-17(Expected progress for Year 1 to 6 is 6 steps from summer of the previous year to summer of the current year. this works out at one point for each half term)Year group No. of PP

childrenReadingPP

ReadingNOT PP

WritingPP

WritingNOT PP

MathsPP

MathsNOT PP

Comments

Progress Y6 6 6.5 6.2 7.2 7.0 6.0 6.2 PP children and non PP have made similar progress. THERE IS NO GAP

Attainment Y6 (71) 1 child =

14%

70.7 70.6 70.3 69.8 69.3 69.5 Attainment is similar for PP and non PP.Percentage achieving 100 or above in the test in maths and reading and percentage meeting the expected standard in writing. (% achieving 100 or more in SpaG TEST)

ProgressClass 5B

10 6.3 6.0 6.2 6.0 6.3 5.7 PP children have made slightly more progress than non PP. GAP IS CLOSED.

AttainmentClass 5B(65)

64.6 65.1 63.3 63.9 64.6 64.4 Attainment is similar for PP and non PP children. 65 points represents a secure level for Y5. Attainment is expected to be 61-66 points during Y5

ProgressClass 5S

11 6.0 6.2 5.8 6.6 6.5 6.6 PP children have made less progress in writing.

AttainmentClass 5S

62.7 64.7 61.5 63.9 62.8 64.2

Progress Class 4P(59)

7 5.6 6.0 5.4 6.1 6.1 6.0 Progress - PP children have made less progress in reading and writing. This is due to two SEN pupils within 4P class.4W – progress – gap is closed in progress.

59 points represents a secure level for Y4. Attainment is expected to be 55-60 points during Y4.

Attainment Class 4P

55.3 57.9 54.7 57.4 55.9 58

Progress Class 4W

11 6.2 6.2 6.3 6.4 6.4 6.3

Attainment Class 4W

57.4 59.1 56.2 58.3 57.6 59

Progress 10 5.9 5.8 6.0 5.9 5.8 5.8 Progress is similar for PP and non PP.

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Class 3AttainmentClass 3 (53)

51.6 51.8 50.2 51.3 50.6 51.7 53 points represents a secure level for Y3. Attainment is expected to be 49-54 points during Y3.

Progress Class 2N

8 5.8 6.4 5.6 6.3 5.6 6.6 Progress – less progress for PP. Year group is targeted for continued PP intervention in 2017-18.

AttainmentClass 2N (47)

45.4 47.9 45.0 47.7 45 48 47 points represents a secure level for Y2. Attainment is expected to be 43-48 points during Y2.

ProgressClass 2O

7 4.7 6.4 5.4 6.0 5.9 6.1 Progress – less progress for PP. Year group is targeted for continued PP intervention in 2017-18.

AttainmentClass 2O

45 47.7 45.7 47.5 46.6 47.7

ProgressClass 1I (41)

4 7.0 6.0 6.8 6.5 7.3 6.3 Progress for PP pupils has exceeded progress on non PP. Successful intervention.

AttainmentClass 1I

42.3 40.5 40.8 40.1 42 40.5 41 points represents a secure level for Y1. Attainment is expected to be 37-42 points during Y1

ProgressClass 1N

9 5.1 5.6 4.4 5.6 5.8 5.8 PP progress is lower in reading and writing due to one child who presents as severe SEN.

AttainmentClass 1N

40 40.9 39.4 40.5 40.3 41.2 41 points represents a secure level for Y1. Attainment is expected to be 37-42 points during Y1

EYFS Note: 4 steps progress is expected, 5 steps is good, 6 steps + exceeding6 Reading

PPReadingNOT PP

WritingPP

WritingNOT PP

NumberPP

NumberNOT PP

Progress 5.3 5.8 6.7 5.7 4.3 5.3Attainment – percentage reaching goal

1 child = 10% no significant difference in attainment in reading and maths. Gap evident in writing

Listening & Attention PP

Listening & AttentionNOT PP

UnderstandingPP

UnderstandingNOT PP

SpeakingPP

SpeakingNOT PP

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Progress in area of communication and Language

6.2 5.7 6.3 5.5 5.5 5.8 Progress of PP and non PP is good in these areas of learning. Although the difference in terms of progress is not large, PP children made more progress in listening and attention and understanding than non PP children.

Attainment - percentage reaching goal

67% 96% 67% 94% 67% 94% There is an attainment gap in all areas of communication particularly in speaking. 2 of the 6 PP (33%) children have significant SEND and one has EHCP

GLD 54% of PP achieved GLD, 74% of non PP achieved GLD.Pupil progress is examined each term and the provision adjusted accordingly.

The groups are small and so one Pupil Premium Pupil with SEND can significantly impact the data. All these pupils with SEND already have specific targeted support through their Individual Education Plans. These are reviewed regularly and provision adjusted accordingly. Some of their case studies show that although progress and or attainment is low for particular children in reading, writing and maths there is nevertheless significant achievement for particular children.

Where good progress has not been made by Pupil Premium Pupils, further intervention has been planned for September 2017.