Pupil premium strategy statement1. Summary information

School Lenthall Infant and NurseryAcademic Year 2017-18 Total PP budget £19,800 Date of most recent PP Review July ’17

Total number of pupils 88 Number of pupils eligible for PP 11 Date for next internal review of this strategy July ‘18

2. Current attainmentPupils eligible for PP (your school) Pupils not eligible for PP

% on line to achieve the expected standard in reading, writing & maths 64% 62%

% on line to achieve the expected standard in reading 64% 70%

% on line to achieve the expected standard in writing 64% 67%

% on line to achieve the expected standard in maths 64% 70%

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

A. Lower oral language skills for some pupils eligible for PP

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

B. Limited out-of-school reading opportunities for some pupils eligible for PP

4. Desired outcomes (Desired outcomes and how they will be measured) Success criteriaA. Improve oral skills for pupils eligible for PP across school and especially in EYFS Pupils eligible for PP across school make rapid and sustained

progress, diminishing the difference between this group/other pupils.

B Increase school reading opportunities for pupils eligible for PP so that they reach expected outcomes. Also challenge pupils with the potential to reach greater depth.

Pupils eligible for PP make rapid and sustained progress in reading, diminishing the difference between this group/other pupils, with an increased number of pupils reaching expected and greater depth.

5. Planned expenditureAcademic year 2017-18

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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

i. Quality of teaching for all

Desired outcome Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

Raised attainment for all groups of pupils in reading

Staff training on reading strategies.Review and extend reading scheme.Review home-school learning for reading.Peer coaching (teachers).TA reading support for pupils eligible for PP (additional hours).

Children’s higher order reading skills will be further developed across the school to embed reading effectively and to challenge pupils. Some of the PP funding will be used to help both pupils eligible for Pupil Premium and all pupils across school through the use of new reading resources. Teachers will be involved in peer coaching focussing on developing children’s reading skills;evidence sources e.g. EEF Toolkit suggest that high quality feedback (in this case from teacher peers) can have high impact on performance and ultimately on children’s learning.

Use of twilight sessions for in-house reading training, plus external training for key staff members.Additional reading resources to be purchased.SLT monitoring including observation and scrutiny of outcomes with feedback to staff.Support for TA from HLTA including peer observation.Staff Meeting time to share peer coaching observations/discuss next steps.

BW/LM (Literacy Leads)

Half termly pupil progress/data reviews.Final review July 2018

Total budgeted cost £4800

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?

Improved Specific programmes A number of pupils eligible for PP Training selected using evidence LRM Half termly pupil

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speaking/listening skills for disadvantaged pupils

delivered to pupils eligible for PP:-Talkboost (KS1)-ECAT (EYFS) Plus Nursery intervention: communication skills through PSED (supporting through play)

enter school with lower language and communication skills which impact on their learning and progress, especially on reading and writing development.Oral language interventions have been proved to be effective according to reliable evidence sources such as the EEF Toolkit.

of effectiveness: TA delivering Talkboost has already received training (additional TA hours funded from PP).TA delivering ECAT to receive further training.

LM progress/data reviews.Final review July 2018

Raised attainment in reading for disadvantaged pupils

Additional individual reading for pupils eligible for PP across school.Reading groups for additional practice.

Some pupils eligible for PP have limited out-of-school reading opportunities. This fact impacts on learning and progress across the curriculum. School aims to provide additional reading opportunities for these children.

BW (Reading Recovery trained) to lead staff training. Reading Recovery has been shown to be effective in schools across the country.Additional hours for TA to hear readers funded from PP.

B. Watters (HT)

Half termly pupil progress/data reviews.Final review July 2018

Raised attainment in writing and maths for disadvantaged pupils

TA writing support for pupils eligible for PP in KS1.Writing ‘trio’ groups for additional writing practice.Staff to be supported in taking maths learning outdoors.

The above factors (language skills, reading opportunities) impact on the overall progress of some children eligible for PP.

Additional hours for TA to support pupils’ learning in class.

B. Watters Half termly pupil progress/data reviews.Final review July 2018

Raised attainment in reading for the more able pupils eligible for PP

Additional reading sessions to work towards greater depth

Summer ’17 data shows that several of the more able pupils eligible for PP who achieved expected outcomes in reading now need further challenge to reach greater depth.

Key members of staff to attend CPD on challenge for abler readers.Visits to other setting that are models of best practice for the teaching of reading.

B. Watters July 2018Half termly pupil progress/data reviews.

Total budgeted cost £12,000

iii. Other approaches3

Desired outcome Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

Higher outcomes in PSED for EYFS children eligible for PP

Nurture group with TAUse of Leuven Scales

Increasing children’s self-esteem and levels of involvement at an early stage will impact positively on progress.

Additional TA hours funded from PP.Additional resources for sensory room.Training in Leuven Scales for new staff.TA to visit other settings to look at best practice for nurture.

LM, EB July 2018Half termly pupil progress/data reviews.

Total budgeted cost £3000

1. Review of expenditurePrevious Academic Year 2016-17 PP budget 2016-17: £15,840

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.

Include impact on pupils not

Lessons learned(and whether you will continue with this approach)

Cost

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Raised attainment for all groups of pupils in mathematics

Staff training on the use of Numicon Maths materials leading to use of Numicon across school.Peer coaching (teachers).TA maths support for pupils eligible for PP using Numicon resources and strategies in KS1 (additional hours).

At the end of KS1 76% of pupils attained expected or above outcomes compared with 73% nationally in 2016. 29% were working at greater depth compared with 18% nationally in 2016.At the end of EYFS 75% of children attained a Good Level of Development compared with 69% nationally in 2016. This was an increase from school’s own 2016 percentage of 72%.

Success criteria: met.

Next year there will be additional focus on active learning and challenge in maths for all groups of pupils in order to continue to raise attainment.

Raised attainment in phonics across the school

Increased focus on hands-on phonic activities for pupils across school. Phonic workshop for parents/carers. Review of phonic assessment.

The school’s Y1 phonics outcomes rose significantly from 70% in 2016 to 83% (which compares to 81% nationally in 2016).Within the group of pupils eligible for PP 82% reached the expected level.

Success criteria: met.

In light of the very successful overall outcomes, school will be continuing with this approach 2017-18.

£2840

ii. Targeted supportDesired outcome Chosen action /

approachEstimated impact: Did you meet the success criteria? Include impact on pupils not Include impact on pupils not

Lessons learned(and whether you will continue with this approach)

Cost

Improved speaking/listening skills for disadvantaged pupils

Specific programmes delivered to pupils eligible for PP:-Talkboost (KS1)-ECAT (EYFS) Plus Nursery intervention: communication skills through PSED

Of the four EYFS pupils eligible for PP, two reached expected levels in all areas of Communication and Language and another pupil reached the expected level in Listening and Attention. All four pupils made significant progress overall in speaking/listening skills.See reading/writing outcomes for

The focus on developing speaking/listening skills had the desired impact and will be continued in 2017-18.

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(supporting through play)

KS1 PP eligible for PP below. All children taking part in Talkboost grew in confidence in speaking/listening.

Success criteria: met.

Raised attainment in reading for disadvantaged pupils

Additional individual reading for pupils eligible for PP across school.Reading groups for additional practice.(Links to phonics focus-see above; Quality of teaching for all)

Within the group of pupils eligible for PP, 10/15 (66%) reached the expected standard or above in reading. All the children made progress from their different starting points.

Success criteria: met by the majority of the group overall.

This additional individual support impacted positively on progress and will be continued in 2017-18. BW (HT) will provide additional training for staff on the teaching of reading based on her Reading Recovery training, to further impact on attainment. Liked to this will be a whole-school focus on challenge.

Raised attainment in writing for disadvantaged pupils

TA writing support for pupils eligible for PP in KS1.Writing ‘trio’ groups for additional writing practice.

Within the group of pupils eligible for PP, 10/15 (66%) reached the expected standard or above in writing. All the children made progress from their different starting points.

Success criteria: met by the majority of the group overall.

The support will continue next year but with additional focus on active learning and challenge across the subjects.

Raised attainment in maths for the more able pupils eligible for PP

Additional mathematics group sessions to work towards mastery

Of the two pupils identified as more able in Mathematics from the group eligible for PP, one was working at greater depth. This child left EYFS at expected level so made significant improvement. The other pupil reached the expected level.

The support will continue next year but with additional focus on active learning and challenge in maths to ensure that all pupils eligible for PP who are identified as more able in maths make accelerated progress.

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Success criteria: partially met.

£12,000

iii. Other approachesDesired outcome Chosen action /

approachEstimated 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

Higher outcomes in PSED for EYFS children eligible for PP

Nurture group with TAUse of Leuven Scales

Assessments informed additional intervention for individual PP pupils and other children.

In EYFS all of the four pupils eligible for PP made at least good progress in all areas of PSED, with three of the four reaching expected levels.

Success criteria: met.

School will continue to use Leuven Scales since this has proved to be an effective tool which focuses on the whole child. This was particularly helpful in EYFS and needs to be embedded in KS1.

Total budgeted cost £1000

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