Ash Hill Pupil Premium Strategy Statement

1. Summary information
School Ash Hill Primary
Academic Year 2018-19 Total PP budget £108,240 Date of most recent PP Review Internal July 18
Total number of pupils 210 Number of pupils eligible for PP 82 Date for next PP Strategy Review July 2019

2. Current attainment
Pupils eligible for PP at Ash Pupils not eligible for PP
Hill (national average)

2017 2018 2017 2018

%achieving the expected standard in Reading, Writing & Maths combined 55% 46% 67% 64%

% achieving the expected level or above in Reading 64% 46% 77% tbc

% achieving the expected level or above in Writing 73% 62% 81% tbc

% achieving the expected level or above in EGPS 75% 38% 78% tbc

% achieving the expected level or above in Maths 64% 54% 80% tbc

Progress score - Reading 0.2 -2.15 0.3 0.31

Progress score - Writing 3.0 0.45 0.2 0.24

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Progress score - Maths 0.1 -2.73 0.3 0.31

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers
A. The percentage of pupils working at age related expected standards and above in Reading is the lowest of the core subjects at the end of KS2 and
also KS1. The attainment gap between PP pupils and non-PP pupils was large at KS1 and KS2 in 2018 (see above).

B. Many pupils in Early Years and KS1 have poor language and communication skills. A ‘language first’ approach must form the basis of our teaching
and learning, with explicit teaching of language skills and oracy across the curriculum.

C. Poor emotional resilience, self-regulation skills and limited aspiration 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 persistent absence (below 90%) is high at 9% of the school population. There is still a gap in the proportion of
children in receipt of FSM with persistent absence and their peers. Home factors such as poor health and poor routines are inhibiting good
attendance in some cases.

4. Outcomes (Desired outcomes and how they will be measured) Success criteria
A. Increase the proportions of PP pupils working at and above expected levels in Reading at the end of EYFS, End of Key Stage Reading outcomes
KS1 and KS2. are higher in 2019 than 2018. The gap
between PP pupils and their peers will
be less than 20%.

B. Diminish the differences in early literacy skills. Attainment as measured by GLD and
Phonics Screening will be at least
equivalent for PP and non-PP pupils in
areas of Communication and
Language.

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 C. Remove the barriers for specified individual pupils. Build emotional resilience and aspiration for all through Personalised profiles and action plans
the values curriculum and Ash Hill learning philosophy. are in place for key groups of PP
pupils. Reviews and Data Driven
Instruction meetings record the impact
towards individual targets.

D. Improve attendance figures for PP pupils. Ensure that there are fewer PP pupils with persistent absence Attendance for PP pupils improves
than in previous years. from 95.4% and will be at least in line
with the school average. There will be
Support parents in promoting healthy lifestyles at home. no difference between the percentage
of PP pupils with persistent absence
and their peers.

5. Planned expenditure
A Academic year 2018-19
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 / What is the evidence and How will you ensure it is Staff lead When will you review
approach rationale for this choice? implemented well? implementation?

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A1 SIP focus on improving
the teaching of reading
including:
 CPD focus
 Development of
reading leaders and
pupil ambassadors
 Half-termly data
driven instruction
meetings with all
teachers with a focus
on reading progress
 Development of a
positive reading
culture, through a
range of strategies,
such as story telling
events for families,
maintenance of
reading corners in
every classroom.
B1.1 Employment of a second
EYP in Nursery every
morning (3 staff, ratio 1:7)
in order to allow adequate
focus on developing
language skills.
B1.2 Employment of a second
EYP in Reception every
day (3 staff, ratio 1:10)
Systematic use of
language screening and a
language rich curriculum
in Reception.
Reading was a SIP focus last year and a good Monitoring cycle: learning walks, planning, English leader Jan 2019
approach and systems were set up. We now observations, reading records (Phase
need time to embed good practice and ensure leaders to review these every half term)
new teachers are equipped to provide high
quality teaching of reading skills. The 2015
NFER report is clear that high quality teaching
for all is fundamental to supporting the
attainment of disadvantaged pupils.
Many of our pupils enter school with a very Curriculum framework and progressions EYFS leader Jan 2019
limited range of speaking and listening skills. We agreed by EYFS leader and SLT Phonics leader
want to develop a ‘Language First’ approach
throughout the school developing language and Monitoring cycle: planning, learning walks,
communication skills. In Nursery this will start ongoing assessments.
with emphasis on early literacy skills including
speaking and listening skills, rhyming, and
phonics.
We want to improve speech and language skills Curriculum framework and progressions EYFS leader Jan 2019
for all pupils. The screening aspect of this tool agreed by EYFS leader and SLT IL leader
allows the teacher to generate class and group
profiles of strengths and needs and set an Monitoring cycle. Tool has internal
appropriate curriculum. The EEF Teaching and assessment progress measures.
Learning toolkit shows that oral language
interventions have a highly positive impact on
learning and future outcomes.
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C1.1 Whole school ethos of
growth mindset and
aspiration for all that has
been developed over the
last 4 years. The
behaviour and self-
regulation system called
‘Let’s Get Smart’ is now
embedded enabling a
calm and productive
learning environment.
Many of our pupils have social and emotional Pupil voice surveys and learning walks. AHT1&2 Jan 2019
needs that impact on their ability to work with Records from RtL and RtP.
others, to deal with disappointment and to
persevere with challenging tasks. It is the aim of
the SLT to continue to change the culture of the
school and to help all pupils develop as well-
rounded confident lifelong learners regardless of
their background or circumstances.
The NFER report highlights addressing
behaviour and providing strong social and
emotional support as key building blocks to
raising the attainment of disadvantaged pupils. It
also recommends using the best teachers for the
pupils most in need.

C1.2 A restructured PSHE
curriculum which will focus
on SEAL (social and
emotional aspects of
learning), positive
relationships and digital
citizenship.
According to the EEF, SEAL interventions have,
on average, an identifiable and valuable impact
on attitudes to learning and social relationships
in school. They also have an average overall
impact of four months' additional progress on
attainment.
The curriculum will be collated by the IL. IL, AHT1 Jan 2019
These lessons will be led by AHT1 in upper
school and class teachers in lower school.
Monitoring, learning walks, pupil voice

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D1 SIP focus on improving The DfE document ‘Improving Attendance in Appraisal targets for the attendance officer IL Jan 2019
attendance across the School’ (DfE, 2012) makes it clear that and IL
school. Headteachers should see attendance as one of
their most important responsibilities and, to Agenda item at SLT and phase meetings.
Embedding healthy eating improve it, they need to be prepared to spend
policy. both time and money. The measure
implemented last year raised whole school
attendance to 96%. We aim to raise it further to
97% so that excellent attendance is the norm for
our pupils.

Parent workshops and courses relating to

healthy lifestyles.
Exploit opportunities to promote and signpost
community resources
Termly drop in sessions
Family Resilience parenting groups on site.

Total budgeted cost £84,217

ii. Targeted support

Desired outcome Chosen action / What is the evidence and How will you ensure it is Staff lead When will you review
approach rationale for this choice? implemented well? implementation?

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A2.1 Read, Write Inc daily EEF is clear that phonics teaching needs to be Monitoring cycle including session Phonics Lead January 2019
phonic sessions in small delivered systematically using effective observations, progress measures and pupil for R, W Inc
ability groups led by pedagogy in order to have the most impact. voice. (1 session each
teachers and LAs. We will use a range of teaching styles delivered week)
through both small groups and 1:1 sessions. The
system is set up, modelled and monitored by an A middle leader has release time to lead and
experienced teacher to ensure this systematic manage this area. She will monitor the
and consistent approach. quality of teaching and learning across the
programme and deliver individual sessions
as necessary.

A2.2 Additional guided reading 1:1 or small group tuition, although costly, is also Part time teacher employed for this specific IL January 2019
and targeted individual, shown in the EEF toolkit to accelerate learning. role and focus, with IL monitoring.
paired or group sessions We will be using experienced teachers and, Comparison to baseline measures.
will be provided for PP where possible, these will be working in the
pupils in Y6 and Y2 by classes where supported pupils are drawn from
senior leaders and to ensure maximum linking with the everyday
experienced teachers. classroom teaching.
All Year 2 PP pupils given this intervention
reached the expected standard by the end of the
year, some from low starting points.

The lowest attaining Y2 and Y6 PP pupils need

intervention to start much earlier and to be
consistent in delivery so these changes will be
made this year.

A2.3 Cross-age reading The EEF toolkit finds extensive evidence on the The IL will train the tutor buddies and set a IL to set up and January 2019
buddies for PP pupils. benefits of cross-age peer tutoring. Some structure for the sessions. The sessions will maintain the
studies have found that a two year age gap is happen in classrooms or with adult systems
most effective and that intensive blocks of supervision to ensure that time is spent
tutoring (4-10 weeks) are more effective, relative productively. Pupil voice will be sought.
to longer programmes. Studies have identified
benefits for both tutors and tutees and some
studies suggest disadvantaged students benefit
the most.

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A2.4 Additional reading
sessions before and after
school for PP pupils using
Bug Club online resources
B1.1 Language and
communication small
groups in Nursery,
Reception and Year 1
B1.2 Early writing and language
development workshops
delivered to small group of
PP pupils and parents by
an experienced teacher.
C1.1 AHTs to adopt the role of
Raising Standards
Leaders within Y2 and Y6
to ensure that differences
in attainment are
diminished and that pupils
receive high quality
feedback.
Small group after-school
tutoring for Y6 pupils with
significant gaps in their
maths learning.
This is a low cost way of ensuring PP pupils Internal assessment measures within bug IL to set up and January 2019
have access to high quality, motivating reading club software. ensure adequate
resources. staffing
English leader
Overall, studies of oral language interventions These are set programmes with structured EYFS leader Comparison to baseline in July
consistently show positive impact on learning, resources. Adequate time and staffing must IL leader 2019
including on oral language skills and reading be allocated. Monitoring of sessions and
comprehension. On average, pupils who
participate in oral language interventions make planning will ensure this.
approximately five months' additional progress
over the course of a year.
All pupils appear to benefit from oral language
interventions, but some studies show slightly
larger effects for younger children and pupils
from disadvantaged backgrounds (up to six
months' additional progress).
This support will be aimed at PP pupils starting
from a low baseline.
PALS in Nursery
Groups set according to needs identified by the
Language Link screening tool.
We want to promote good early literacy habits Joint planning. Feedback forms and Y2 teacher April 2019
with pupils and their families. Small group outcomes. English Leader
sessions with a familiar and experienced
member of staff will hopefully lead to greater
parental engagement than using an outside
provider.
Many different evidence sources including the Monitoring cycle including session HT Jan 2019
EEF Teaching and Learning toolkit suggests that observations and half termly data analysis. AHT1&2
feedback is a very effective way to impact IL
learning. Again we are using the best teachers to
address the needs of the most vulnerable pupils.
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C1.2 SLT members will be
assigned roles as mentors
for vulnerable individuals
and develop clear
personalised plans to
remove barriers to their
learning or emotional
wellbeing.
Individual children may be
targeted for 1:1 or group
support from the learning
mentor to develop
emotional wellbeing and
resilience. Priority will be
given to PP pupils with
most need.
Play therapy sessions will
be organised and paid for
by the school to support
individual pupils.
C1.3 Academic mentoring by
class teachers and senior
staff for key groups of PP
pupils.
Some of our pupils need a more individualised
approach to support their social and emotional
needs. The EEF toolkit studies show that effect
sizes are larger for targeted interventions
matched to specific students with particular
needs or behavioural issues, than for universal
interventions or whole school strategies.
Sir John Dunford, the Government’s National
Pupil Premium Champion from 2013 to 2015,
believes that the following steps are key to
improving attainment for disadvantaged pupils:
- Identification of the main barriers to learning for
disadvantaged pupils
-Individualised approach to addressing barriers
to learning and emotional support
-Focus on outcomes for all individual pupils
-Frequent monitoring of the progress of every
disadvantaged pupil
Monitoring cycle including session IL, AHT1&2 Jan 2019
observations, pupil voice. Analysis of
attainment and progress data in DDI
meetings. Monitoring of class behaviour
files, number of visits to RtL/RtP, token
totals, SDQs and exclusion data.
Time and resources will be allocated to IL, AHTs Jan 2019
develop individual pen profiles of strengths,
barriers and half termly goals.
Half-termly data driven instruction meetings
will monitor impact of teaching on all pupils
but with a particular focus on PP pupils.
Total budgeted cost £76,524
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iii. Other approaches
Desired outcome Chosen action / What is the evidence and How will you ensure it is Staff lead When will you review
approach rationale for this choice? implemented well? implementation?

D1 SLT members will be Poor attendance leads to gaps in learning and Agenda item at SLT ML Jan 2019
assigned roles as mentors must be addressed. Some of our families have a Half termly monitoring of personalised plans.
for individuals with long history of poor attendance. This intervention Regular meetings with attendance officer to
persistent absence and worked extremely well last year (see below) so monitor attendance rates and figures.
develop clear personalised will continue with this different cohort.
plans to improve
attendance and parental
engagement.

Total budgeted cost

Entire budgeted cost £160,741

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 6. Review of expenditure
Previous Academic Year
i. Quality of teaching for all
Desired outcome Chosen action
/ approach
A SIP focus on improving
the teaching of reading
including:
 New resources with
emphasis on
progression of skills
(PIXL)
 CPD focus
 Development of
reading corners in
each classroom
 Individual reading
entitlement model
B Employment of a second
EYP in Nursery every
morning (3 staff, ratio
1:8) in order to allow
adequate focus on
developing language
skills.
Employment of a second
EYP in Reception every
day (3 staff, ratio 1:10)
Systematic use of
language screening and
a language rich
curriculum in Reception.
2017-18
Estimated impact: Did you meet the success criteria?
Include impact on pupils not eligible for PP, if
appropriate.
Success criteria: End of Key Stage outcomes are higher in 2018 than 2017. 80% of
PP pupils will meet the expected standard for reading.
At the end of KS1 73% of pupils met the expected standard for reading with 23%
working at greater depth. This is the same as in 2017 but the cohort has a
disproportionate number of pupils with SEN.
At the end of KS2 60% of pupils met the expected standard with 7% working at
greater depth. This is lower than 2017 when 67% of pupils met the expected
standard.
Success criteria: Attainment as measured by GLD, phonics screening and KS1
teacher assessment will be at least equivalent for PP and non-PP pupils in areas of
Communication and Language or Reading.
67% of Reception pupils achieved a GLD (Good Level of Development). The
average total point score is higher than in previous years and now in line with Bucks
and the National standard.
The Y1 phonics screening showed that 87% of our pupils met the expected
standard. This is higher than the average for Bucks (84%) and likely to be higher
than the national figure.
Lessons learned Cost
(and whether you will continue with
this approach)
A good approach and systems were set up in 2017- £2,500
18 but this has not yet had time to impact pupil
attainment. We now need time to embed good
practice and ensure new teachers are equipped to
provide high quality teaching of reading skills.
Reading will continue to be a CPD focus.
The Y1 phonics screening score is high and £39,594
compares favourably with the national picture.
Having an experienced teacher leading phonics
provision improved the quality of teaching and
learning. However staff feel that teaching time was
not capitalised during the Autumn term. We have
created a new literacy framework for EYFS and Y1
to ensure that opportunities for teaching and learning
language skills, reading, phonics are capitalised as
soon as children are ready.
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C SIP focus to “maximise Success criteria: Individual personalised plans are in place for high risk pupils. The whole school system works well and £23,022
opportunities for pupils Monitoring of outcomes show that success criteria for these have been met. encourages the vast majority of pupils to regulate
to develop their and take responsibility for their learning. We will be
independent learning The Let’s Get Smart system continues to enable the vast majority of pupils to continuing with this as this will deliver consistency for
and collaborative skills”. regulate their behaviour. An independent school review in November graded the children with a new teaching team. However
Personal Development, Behaviour and Welfare as outstanding. Ofsted noted as part there are a number of individual pupils whose
AHTs deliver the values of their inspection in February, “The well-developed behaviour management system behaviour needs a more targeted and focused
and PSHE curriculum helps pupils to take responsibility for their own behaviour”. approach so we have added more intervention at
across the school to this level.
ensure it has the highest
profile and is
consistently high quality.

D SIP focus on improving Success criteria: Attendance for PP pupils improves from 94.3% and will be at least Whole school initiatives and incentives pushed the £8,257
attendance across the in line with the school average. The percentage of PP pupils with attendance below average attendance of all pupils up from 95.4% to
school. 90% is reduced from 19% to less than 10%. 96%. Feedback from sample groups of pupils
suggest that pupils now want less incentives and
Curriculum focus on Average attendance for PP pupils improved from 94.3% to 95.4%. There remains a want to demonstrate that they are just coming to
healthy eating and negative 0.6% difference to the whole school average but this is much improved school because they are so keen to learn!
launch of new policy. from the difference of -2.1% last year. The difference in average attendance rates for
PP and non-PP pupils was only -1.1%. The percentage of PP pupils with persistent We will keep many of the whole school systems that
Time and resources absence (below 90%) was reduced to 10%. serve to raise awareness of attendance figures and
dedicated to promoting promote good attendance in order to continue the
healthy lifestyles in momentum. Reward events for 100% attendance will
school and at home. move to being half termly rather than monthly.

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ii. Targeted support
Desired outcome Chosen action Estimated impact: Did you meet the success criteria? Lessons learned Cost
/ approach Include impact on pupils not eligible for PP, if (and whether you will continue
appropriate. with this approach)

A Employment of a Success criteria: End of Key Stage outcomes are higher in 2018 than 2017. 80% of Our phonics provision continues to be very £33,544
Reading Recovery PP pupils will meet the expected standard for reading. effective (see section B above). Of the 2 PP
teacher to target pupils who did not pass the screening, 1 had
Y1children with PP Unfortunately the Reading Recovery teacher left the school in February 2018 so only joined our school in the summer term of
pupils given priority. a small number of pupils benefited from this approach. Data for Reading Recovery is Reception and, despite intervention, was not
detailed and compiled separately but shows how 5 Year 1 pupils have progressed able to make up that lost ground.
Read, Write Inc daily from being non-readers. At the end of Year 1, 3 of the 5 are now reading at or
phonic sessions in small beyond the expected level for Y1. Reading Recovery will not continue but will be
ability groups led by replaced by the series of targeted interventions
teachers and LAs. In the Y1 phonics screening test, 2 out of the 7 PP pupils did not pass the screening. outlined in section 5 above.
2 other pupils also did not pass but this means the proportion passing the test is far
Additional reading higher for non-PP pupils: Non-PP 91%, PP 71%. The Reading results at both ends of key
sessions before and stages are disappointing. The teaching of
after school for PP End of KS1 teacher assessment showed a very large gap between PP and non-PP reading needs to continue to be a big focus of
pupils using Bug Club pupils reaching the expected standards in Reading of 45%. (46% compared to 91%) the SIP as good practice is not yet embedded.
online resources. In school data showed that a higher proportion of disadvantaged pupils, 67%, made The demands of the new Reading curriculum
better than expected progress than non-disadvantaged peers , 59%. This and the need for pupils to possess a well-
Cross-age reading disadvantaged cohort has an unusually high number of SEN pupils (5 of the 13 developed vocabulary is an area that we know
buddies for PP pupils. pupils, whereas the non-PP cohort has only 1 pupil with SEN) With these SEN pupils we have to focus on. Our language work in the
filtered out the percentage of PP pupils meeting the expected standard is 75%. early years is a step towards that.

KS2 outcomes also had a large gap in PP and non-PP attainment for Reading, 46% The lowest attaining Y2 and Y6 PP pupils
compared to 71%.The gap was 24% which, whilst still large, was smaller then the need intervention to start much earlier and to
gap in Maths and Writing (34% and 33% respectively). be consistent in delivery so these changes will
be made next year.
Reading buddies ran for a term with six Y5 PP pupils buddying six Y3 PP pupils.
Whilst it is unreliable to attribute progress solely to this intervention, 5 of the 12
pupils made better than expected progress in Reading in 2017-18 and all but 1 made
expected progress. Pupil voice suggested that the children had really enjoyed it and,
particularly for the older pupils, changed their attitude towards reading.

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B Language and Success criteria: Attainment as measured by GLD, phonics screening and KS1 We are pleased with the impact that the focus £3156
communication small teacher assessment will be at least equivalent for PP and non-PP pupils in areas of on language has had and will continue with
groups in N and Rec Communication and Language or Reading. these tools. Ideally we want to now have
similar groups in Year 1 and 2.
Early writing and 75% of the Reception disadvantaged cohort attained GLD (Good Level of
language development Development) which was better than the 64% of the non-PP cohort. It was very
workshops delivered to similar to the Bucks average for non-disadvantaged pupils which was 76%.
small group of PP pupils
and parents by an Language link screening comparing the Reception intake in September 2017 to a re-
experienced teacher. screen in September 2018 showed that 13 children had a below average
standardised score at the beginning of the Reception year. 8 of these children
improved their standardised score by the start of Year 1 with 6 of them now being in
the average range.

C SLT members will be Success criteria: Individual personalised plans are in place for high risk pupils. Although some individual children benefited £45,657
assigned roles as Monitoring of outcomes show that success criteria for these have been met. from the support we feel that others need more
mentors for vulnerable specialist help. Therefore in 2018-19 the
individuals and develop A range of tools have been used such as PSPs (Pastoral Support Plan), SEND school has budgeted for support from an
clear personalised plans support plans, behaviour plans and mentoring plans Educational Psychologist and a Play
to remove barriers to Although exclusion figures rose in 2017-18, the school worked closely with external Therapist. Access to specialist teachers such
their learning or specialist provision such as the PRU and secured places in specialist settings for 3 as from the ASD team has also improved and
emotional wellbeing. pupils with high need. will be used to expand teachers’ toolkits.
Individual children may TME ratings demonstrate impact on some of the less tangible measures such as
be targeted for 1:1 or engagement and self confidence. Boxall measures taken before and after the
group support from the Nurture group show that 5 out of the 8 pupils reduced their diagnostic scores by
learning mentor to significant amounts.
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 therapy sessions
will be organised and
paid for by the school to
support individual pupils.

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iii. Other approaches
Desired outcome Chosen action Estimated impact: Did you meet the success criteria? Lessons learned Cost
/ approach Include impact on pupils not eligible for PP, if (and whether you will continue
appropriate. with this approach)

D SLT members will be Success criteria: Attendance for PP pupils improves from 94.3% and will be at least The personalised approach allowed us to build £29,820
assigned roles as in line with the school average. The percentage of PP pupils with attendance below relationships with families who have been
mentors for individuals 90% is reduced from 19% to less than 10%. ‘hard to reach’ in the past. Working directly to
with persistent absence motivate and incentivise the children worked
and develop clear Members of SLT supported 19 children and their families across the year to improve particularly well. We will continue this
personalised plans to attendance through personalised support programmes. These were hugely individualised approach to support persistent
improve attendance and successful with 14 out of the original 15 pupils improving attendance this year. 12 out absentees from 2017-18, focusing particularly
parental engagement. of 15 improved it to above 90%, 4 improved it beyond the school average of 96% on pupils currently receiving FSM as this group
and the average improvement was 6.2 percentage points (the equivalent to 10 days have lower average attendance than PP as a
of learning). whole.

Total budgeted cost £185,550

Play therapist £225

per child = £450

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