Professional Documents
Culture Documents
Our Strategy
Our Strategy
1. Summary information
School
Academic Year
2016-17
Total PP budget
131,314
Internal July 16
208
88
Jan 2017
2. Current attainment
Please note that at the time of writing, progress measures for 2016 data
have not yet been published.
38.5%
73%
85%
100%
92%
100%
95%
100%
91%
The percentage of pupils working at age related expected levels and above in maths are lower in every year group for PP pupils than non PP.
Percentages of PP pupils making expected progress in maths last year was lower in every year group than for non PP peers.
B.
Many pupils in Early Years and KS1 have poor language and communication skills. Reading Recovery and language intervention are key and need
to continue.
C.
Poor emotional resilience and self-regulation skills impact on many pupils ability to work collaboratively and to accept a degree of challenge in their
learning.
External barriers
D.
The percentage of pupils with attendance below 95% is much higher for PP pupils than non PP.
Success criteria
A.
Increase the proportions of PP pupils working at and above expected levels in maths. Improve rates of
progress in maths for all PP pupils.
B.
C.
Self-regulation skills continue to be developed through the use of the Lets Get Smart behaviour system. A
common language of learning is developed which promotes the Growth Mindset philosophy.
D.
Improved attendance figures for PP pupils. Fewer PP pupils with attendance less than 95%.
5. Planned expenditure
A
Academic year
2016-17
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
Staff lead
KN
January 2017
Employment of a second
EYP in Reception every
day (3 staff, ratio 1:10)
ML & SS
January 2017
KN
January 2017
Systematic use of
language screening and
targeted teaching tool in
Reception.
56,516
Chosen action /
approach
Staff lead
Academic mentoring in Y6
from AHT to ensure high
quality feedback to pupils.
1:1 teaching and tutoring
for pupils with significant
gaps in their maths
learning.
New intervention
programme.
ML
January 2017
Employment of a Reading
Recovery teacher to target
Y1children.
ML
TC for R, W Inc
JL for RR
January 2017
ML, KN
January 2017
Individual children
targeted for 1:1 support
from learning mentor or
groups to develop
emotional wellbeing and
resilience. Priority will be
given to PP pupils with
most need.
Nurture group will continue
and a new one will start.
Play therapist employed
by the school initially for
one term to allow us to
support the emotional
wellbeing of individual
pupils.
101,512
Chosen action /
approach
Staff lead
ML
Jan 2017
(decide whether to renew contract
with support worker)
10,576
6. Review of expenditure
Previous Academic Year
2015-16
Chosen action
/ approach
Lessons learned
Cost
(and whether you will continue with this approach)
Next year the focus will be on maths but the commitment to raising
standards in writing and systems put in place this year to support this, will
continue.
20,000
Implementation of whole
school positive
behaviour approach,
Lets Get Smart. Led by
an Educational
Psychologist.
10,000 EP
Employment of a second
EYP in Reception every
morning (3 staff, ratio
1:10)
We will now employ 3 members of staff in Reception every day and target
language and communication skills through small group work.
10,000
To ensure Reception
children have a strong
foundation for learning
36,000
staffing
Chosen action
/ approach
Lessons learned
(and whether you will continue with this
approach)
Cost
Y6: Many children were targeted for maths tuition, not just the PP
pupils which can blur the comparison. However for PP pupils
progress in maths was not rapid enough or sustained enough. We
will change the approach in Y6 next year by using the AHT to ensure
that strong links are made between classroom practice (ongoing
maths teaching) and tuition.
Targeted support will also be aimed at Y5 and Y4 in the Autumn
term.
We will continue to deploy this teacher in Y2 but will ensure that
provision is better monitored, tracked and linked to ongoing
classroom teaching and KPIs.
1:1 Y6 11,350
Small group Y6
11,540
Y2 support 6,800
Total: 29, 690
Employment of a
Reading Recovery
teacher to target
Y1children.
24,000
We will continue with Read, Write Inc but next year will ensure the
teacher with overall responsibility has adequate time to lead and
monitor provision.
9,000
Lessons learned
(and whether you will continue with this
approach)
Cost
Chosen action
/ approach
Learning mentor
supporting most
vulnerable pupils with
1:1 sessions and regular
check-ins.
The group has been running for two terms so exit Boxall
scores have not yet been taken for comparison. However all
staff and pupil voice surveys have shown that they feel it has
had a positive impact on the children both in the sessions and
back in class. 5 out of 7 pupils (1 left the school) made
expected or better progress this year. The 2 pupils that didnt
have SEN.
We will continue with the Nurture group to ensure that it has run for a
year as recommended. We will review the exit Boxalls In December
and decide whether to run a second group.
26,000