Pupil premium strategy statement: Summary information

School Banstead Infant School

Academic Year 2017/18 Total PP budget £30,200 Date of most recent PP Review June 2017

Total number of pupils 270 Number of pupils eligible for PP 18 Date for next internal review of this strategy June 2018

AttainmentAttainment for: 2016-17 (Y2 9 children) Pupils eligible for PP (your school) Pupils not eligible for PP

% achieving expected standard or above in reading, writing and maths 44% 68%

% achieving expected standard or above in reading 56% 78%

% achieving expected standard or above in writing 56% 70%

% achieving expected standard or above in maths 44% 84%

2.AttainmentAttainment for: 2016-17 (YR 6 children) Pupils eligible for PP (your school) Pupils not eligible for PP

% achieving expected standard or above in reading 67% 90%

% achieving expected standard or above in writing 50% 85%

% achieving expected standard or above in number 67% 89%

2.AttainmentAttainment for: 2016-17 (Y1 12 children) Pupils eligible for PP (your school) Pupils not eligible for PP

% achieving expected standard or above in reading 67% 77%

% achieving expected standard or above in writing 67% 83%

% achieving expected standard or above in maths 67% 88%

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. Social and emotional intelligence – vulnerable children

B. Speech and language difficulties which impact on communication and learning

C. Additional needs – developmental delay, ADHD, physical and sensory needs

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

D. Lack of routine (sleep, food, homework,) Parents reluctant to support children at home with reading and home learning. Children tell us that they watch films or play on tablets before bed.25% of Y2 PP children are on Child Protection Register and 17% from Y1.

Desired outcomesDesired outcomes and how they will be measured Success criteria

A. Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

Children retain more friendships and are happy.Fewer behaviour incidents recorded in the behaviour log

B. Improve oral language and communication skills across the school Children eligible for PP make progress by the end of the year so that they are achieving in line with non-PP children with the same starting points and where possible meet age related expectations, providing there is no other additional need (e.g. ADHD/physical and sensory)

C. PP children with additional needs achieve in line with peers PP children make progress in RWM as shown on individual windscreensPP children achieve in line with non-PP children who began at the same starting point

D. Improve support for home learning Parents confident to supportReading and home learning records show increased participation in home learning

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 / 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?

Children can talk about their feelings in a controlled way and acknowledge problems can be solved.

PHSE lessons weekly using The Nurturing Programme

The Nurturing Programme helps children understand and manage feelings and behaviour and become more positive and nurturing in their relationships with each other. It encourages an approach to relationships that gives children and an emotionally healthy start for their lives and learning.PSHE allows a child to share anything on their mind and seek support or advice from children and adults in the room. It creates an emotionally safe ethos in the classroom and the children will always feel happy to share their thoughts/fears/worries. This will mean the teacher is aware of concerns early on before they become a catalyst for anger.

Drop ins to lessons will show the class ethosMental health training attended by all staff September 2016All staff trained in delivery of The Nurturing Programme

Emotion Coaching Training for all staff 1.9.17

Heather Nicoll

June 2018

Improve oral language and communication skills across the school

Books celebrated through imaginative, stimulating book cornersChildren have access high quality and a wide range of texts in classrooms as well as in the school libraryUse of Lending libraryChildren are encouraged to read ‘real’ books as soon as they are able to develop language skills

Selected Year 2 children will take part in the Prince William Award. Children were selected based on their academic and social and emotional needs.

Oracy workshops for all year groups 2017-18

Children who have stories read to them and who read a wide range of texts for enjoyment have a greater range of vocabulary which they can include in their writingTeaching assistants working alongside speech and language therapists enables specific individualised programmes in place

Initial findings from the Prince William Award Pilot Evaluation 26 April 2017 indicate that the programme has very positive outcomes for the children involved: improved listening and communication skills, ability to work with others, improved tolerance and acceptance of others, improved self-awareness and ability to reflect on long term and immediate issues. There were also improvements in social and emotional development and levels of support were significantly diminished.

Talk is essential to children’s thinking andlearning, and to their productive engagement in classroom life; evidence shows that high quality classroom talk raises

Data collated at termly progress meetings.Children’s progress monitored closely through windscreens and discussion with class teachers.

ELSA working with Skillforce to deliver the Prince William Award. Sessions begin 6.9.17 until July 2018. Feedback is built into each session and a sample of sessions will be monitored by the school (AH)

Work with www.noisyclassroom.com to provide tailored sessions for

Ann Henwood

June 2018

standards in the core subjects (‘Improving oracy and classroom talk in English schools: Achievements and challenges’ Robin Alexander 2012)

every class

PP children with additional needs achieve in line with peers

Early identification and intervention for those children whose progress is causing concern.

School ethos of growth mindset, learning habits and Learning without Limits’ provides strategies for children to become successful learners and promotes high self-esteem. The approach helps children to see themselves as learners, to challenge themselves and to make choices about their next steps. There is an expectation that all children want to learn and be partners in their learning. Learning without Limits research shows that this approach can raise attainment in all children.

Progress meetings will review intervention given and progress made.Drop ins will show school ethos in action – children will be keen to learn Twice yearly learning review meetings will allow children to identify their next steps and talk about their

Ann Henwood

June 2018

The support for home learning improves

Teachers meet with parents to ensure they understand the importance of regular readingStrategies to help children to read discussed at parent consultations and termly curriculum meetings.Home learning, where possible is more interactive e.g. spelling, computing, maths games on Purple Mash

Parental feedback suggests that it can be difficult to motivate the children to complete paper based ‘worksheets’ and spelling books.Spelling strategy now focuses on sounds rather than specific words. We have implemented a variety of practical games in year 2 to be played alongside the ‘sound based’ word lists. Children are also given a choice of word list challenges. There are no formal spelling tests.

Regular monitoring of home learning and reading records. Parents given reminders about the importance of regular reading and targets given during Parent Consultations.

Focus on reading in School Improvement plan 2017-18. Visit by Neil Griffiths to stimulate excitement about reading. Special Week in Spring to celebrate love of books.

Stephanie Storrar

June 2018

ii. Targeted supportDesired 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?

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

ELSA group 1:1 or small group

Family Learning sessions ‘Understanding Children’s Behaviour’ for selected parents

Lego Build2 Express

The ELSA (Emotional Literacy Support Assistant) project was designed to enable schools to support the emotional needs of their children from within their own resources. It recognises that children learn better and are happier in school if their emotional needs are also addressed.

Using Lego helps children to relax and talk about any issues they may have.

Emotion Coaching helps staff to understand how the brain reacts in given situations and provides strategies for talking to children about how they are feeling.

Involvement and engagement of parents is crucial to children’s progress. Support at home ensures that children are given every opportunity to learn.

Trained ELSA running group once a week. Regular meetings with HT/SENCO to monitor progress

Emotion Coaching training attended by all staff 1.9.17

Family Learning sessions begin September 2017 for five weeks

Three teaching assistants trained in Lego Build2ExpressJuly 2017. Children will be monitored in class following sessions. Feedback at progress meetings.

Stephanie StorrarAnn Henwood

June 2018

Improve oral language and communication skills for children eligible for PP

Intervention 1:1 with a trained speech and language teaching assistantIntervention by teaching assistants to improve phonics and sight vocabularyRegular reading (at least 3 times a week) with a focus on language and comprehension skills i.e. the meaning of wordsUse of carefully selected texts to provide an effective, but not overwhelming, challenge.

Selected Year 2 PP children will take part in the Prince William Award. Children were selected based on their academic and social and emotional needs. (The programme also includes non PP children)

EEF evidence suggests that children achieve better outcomes being taught 1:1 or in very small groups of less than 6.Combining phonics with comprehension skills enables children to self-correct and to make sense of what they are reading.

Initial findings from the Prince William Award Pilot Evaluation 26 April 2017 indicate that the programme has very positive outcomes for the children involved: improved listening and communication skills, ability to work with others, improved tolerance and acceptance of others, children’s self-awareness and their ability to reflect on long term and immediate issues. There were also improvements in social and emotional development and levels of support were significantly diminished.

SENCO weekly meetings with support team to discuss progress of childrenPP lead liaises with support team termly following progress meetingsPP lead has open door policy for staff to communicate re: PP children

ELSA working with Skillforce to deliver the Prince William Award. Sessions begin 6.9.17 until July 2018. Feedback is built into each session and a sample of sessions will be monitored by the school (AH)

Ann HenwoodRuth Tunnell

June 2018

PP children with additional needs achieve in line with peers

1:1 or small group and in class support provided to reduce barriers to learningSpecialist advice sought for specific needs

Precision teaching strategies to provide targeted support for selected children

EEF research suggests that early years’ intervention is essential. On average, early years interventions have an impact of five additional months' progress, and appear to be particularly beneficial for children from low income families.

Precision teaching has been shown to have high rates of success for children who need ‘over learning’. It is delivered in short bursts and children do not move on until they have mastered what has been taught.

SENCO weekly meetings with support team to discuss progress of childrenPP lead liaises with support team termly following progress meetingsPP lead has open door policy for staff to communicate re: PP children

Selected staff trained to deliver precision teaching June 2017

Staff meeting to train teachers

Stephanie StorrarRuth TunnellAnn Henwood

June 2018.

The support for home learning improves

Year group teams identify resources to support interactive home learning

Family Learning sessions ‘Understanding Children’s Behaviour’ for selected parents

Use of cloud based resources to support home learning has resulted in improved participation. Parents report that they prefer this kind of approach as the children are more engaged and willing to complete tasks.

Involvement and engagement of parents is crucial to children’s progress. Support at home ensures that children are given every opportunity to learn.

Discussion with teachers at termly progress meetingsDiscussion with childrenFeedback from parents

Family Learning Sessions offered to targeted families first and parents are strongly encouraged to attend.

Ann Henwood - All teachers

June 2018

Review of expenditurePrevious Academic Year 2016-17 £45,780.00

i. Quality of teaching for allDesired outcome Chosen

action/approachEstimated impact: Lessons learned Cost

Children can talk about their feelings in a controlled way and acknowledge problems can be solved.

PHSE lessons weekly using The Nurturing Programme

Entries in the behaviour log are reducedChildren can solve problems without becoming angryChildren can explain how they are feeling

Mental Health training has enabled all staff to understand the context of children’s behaviour. This has led to fewer entries in the Behaviour Log. Drop ins show school ethos is consistent in all classes.

School is also undertaking accreditation for Nurturing School Programme. Worry monsters introduced in all classes to allow children to express and share their worries in a safe environment.

£100.00Worry monsters

Improve oral language skills for children eligible for PP

Speech and Language support for identified childrenOracy staff meeting and Y2 workshop

Improvements in the number of children achieving the expected standard at the end of each year

The results showed improved motivation and stamina for writing. Y2 writing results for children working at the standard or at greater depth increased from 65% to 69%. In Year 1 81% achieved or exceeded the end of year standard compared with 79% in the previous year. In Year R 82% achieved or exceeded the Early Learning Goal in writing compared with 81% in the previous year.

Oracy workshop for Y2 children and training for teachers helped to increase the number of opportunities given to improve oral language. Y1 teachers undertook lesson studies based on the impact of drama on writing. Oracy workshops to be extended in 2017-18.

Oracy workshop was free

PP children with additional needs achieve in line with peers

Early identification and intervention for those children whose progress is causing concern.

Children entitled to PP funding achieve in line with their peers

Analysis of end of year data shows that PP children achieve broadly in line with non-PP children who were at the same starting point across all year groups. In Y1 two children achieved greater depth in reading and maths respectively. In YR two children in number and one in reading exceeded the ELG.

Intervention programmes analysed for effectiveness. Precision teaching and new maths intervention to be used 2017-18 to achieve a better short term focused impact. Growth mindset is taught explicitly in Y2, this will be extended to all year groups 2017-18.

The support for home learning improves

Teachers meet with parents to ensure they understand the importance of regular readingStrategies to help children to read discussed at parent consultations and termly curriculum meetings.Home learning, where possible is more interactive e.g. spelling, computing, maths games on Purple Mash

Parents support learning at home

This has been a challenge for all families. Parents find it more difficult to give time to home learning.

Focus on importance of reading in Strategic Improvement Plan 2017-18. New way of home learning in Y2 trialled with very positive feedback from parents. New spelling approach focuses on fun interactive games rather Look, say, cover, write, check.

ii. Targeted supportDesired outcome Chosen

action/approachEstimated impact: Lessons learned

(and whether you will continue with this approach)Cost

Children can talk about their feelings in a controlled way and acknowledge problems can be solved.Support for children with social, emotional or behavioural difficulties will enable them to feel safe, happy and ready to learn

ELSA trained teaching assistant delivering bespoke sessions for children identified as having social, emotional or behavioural difficulties

Children can play with others without hurting themChildren make friendsChildren respect adults and childrenChildren make progress academically and socially

Fewer incidents recorded in the behaviour logELSA support very effective in reducing the number of incidents in the behaviour log involving children entitled to PP as well as those who are not.Teachers reported that children’s attitude to learning improved and they began to make progress.

Observation over time revealed that without ELSA support children from vulnerable families could not maintain the change in attitude. Another ELSA is needed.

£11,500ELSA

Improve oral language skills for children eligible for PP

Intervention 1:1 with a trained speech and language teaching assistantIntervention by teaching assistants to improve phonics and sight vocabularyRegular reading (at least 3 times a week) with a focus on language and comprehension skills i.e. the meaning of wordsUse of carefully selected texts to provide an effective, but not overwhelming, challenge.

Specific needs identifiedChildren make good progress; barriers to learning reduced/removedImproved outcomes for individual children

Children with S&L needs seen by school Speech & Language specialist on a 1:1 basis weekly to work on individualised programmes. Phonics and reading intervention programmes implemented. End of year reading results for children entitled to PP: Y2 56% WA+, Y1 67% WA+, YR 67% ELG.

Concern that intervention strategies were not effective. Precision teaching strategies to be implemented 2017-18.Analysis of Year 2 end of year results shows the need to improve the teaching of comprehension skills – focus for Strategic Improvement Plan 2017-18

£3,500S&L Teaching Assistant

PP children with additional needs achieve in line with peers

1:1 or small group and in class support provided to reduce barriers to learningSpecialist advice sought for specific needs

Specific needs identifiedTraining put in place to meet needsTeachers and teaching assistants feel confident to support specific needs of childrenChildren make good progress; barriers to learning reduced/removedImproved outcomes for individual children

1:1 5 x am support for PP child. Specialist advice sought for 2 children which has improved provision for these children by providing a wider range of strategies and highlighting other previously unknown needs.Training in precision teaching delivered by Surrey SEND team summer 2017 to one classteacher and the Additional Needs Team. Strategy in place for second half of summer term. Results have been good to date with one child entitled to PP funding learning to read and spell key words for the first time.

Limited opportunities to work alongside professionals due to reorganisation of Surrey SEN team.First Class@Number did not have the impact on learning that was predicted. Maths leader and HT devised an intervention programme based on the mastery curriculum to be trialled in Y2 in the autumn term.The change to a mastery curriculum across the school may eliminate the need for a specific intervention programme in Y1.Interventions were continued even when they were not having an impact on learning. Use of precision teaching strategies will focus on precise, targeted intervention for short periods with the impact being seen immediately. Interventions that are not having an impact on a child’s learning will not be continued and alternative strategies will be found.Training in precision teaching for remaining teachers and TAs 18.9.17

£32,000Additional Needs Team

The support for home learning improves

Provide support for families identified as needing help

Parents and carers engage with school and support learning at home

Family learning session in April 2017 with targeted families – how to help your child with reading. Very positive feedback from parents who said that it would improve their reading with the children.

It was difficult to reach all targeted families, Child care issues prevented families with much younger siblings attending. Further sessions planned for 2017-18.

Family Learning sessions are free

Additional detail