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Pupil Premium

Pupil Premium – 2017/18 Strategy

Pupil Premium Strategy 2017-18

Context of the School

Coleridge Primary School is a one form entry school in Rotherham offering full-time education from F2. We also offer part-time education for F1 children. Our catchment area in Eastwood, Rotherham, falls into the top 1% of most deprived areas in the country, meaning our percentage of children accessing pupil premium funding is significantly above national averages. As a staff, we have high aspirations and ambitions for our children and we believe that every child should achieve beyond their current potential. No child should be left behind. We passionately believe that any one of us is capable of anything we set our mind to! We give our children the message that if you want something enough, you can achieve it; your passion and thirst for knowledge, and your dedication and commitment to learning make the difference between achieving your dreams and achieving beyond your wildest dreams. We are determined to ensure that our children are given every chance to do this.

Pupil Premium funding represents a significant proportion of our budget and we are committed to ensuring it is spent to maximum effect to raise the attainment of all our pupils, and to narrow the nationally recognised attainment gap between children who are eligible for pupil premium funding, and those who are not. As a school, we go a long way to ensure that our pupil premium children achieve just as well as non-pupil premium children. Data from the Education Endowment Fund’s ‘Families of Schools Database’ uses data collated between 2011-15 and demonstrates that there was no gap between how well our pupil premium and non-pupil premium children achieved. This data is compared with the school’s nearest statistical neighbour (blue – St Philip’s Cof E) and demonstrates that we achieve not only higher attainment but also a diminished attainment gap. 2016-2017 data demonstrates that the progress of our pupil premium children at KS2 is above, or significantly above national averages for non-pupil premium children.

 

2011- 2015: EEF Families of Schools Database

 

2016: Inspection Dashboard


2017: ASP – Average progress for disadvantaged pupils in reading, writing and maths

Recent Initiatives and Improvements

  • Increased trajectory of performance at EYFS, KS1 and KS2
  • Outstanding progress from KS1-KS2 in 2016 and 2017
  • Pupil focussed CPD for staff, resulting in high quality first teaching
  • CPD linked to the outcomes of a thorough QA system
  • Raised expectations of the attainment of all our pupils
  • Early intervention to accelerate progress when children fall behind, starting at Foundation Stage; this is teacher-led wherever possible.
  • New reading resources and staff CPD on guided reading resulting in accelerated progress in reading in most year groups
  • Language acquisition programme running across all year groups to reduce language deficit and improve reading comprehension
  • Novel study approach to expose children to language rich texts and increased exposure to cultural literacy
  • Mixed ability pairs established in classrooms to ensure all children are exposed to high level teaching and expectations
  • Y6 mentoring providing personalised support for children to overcome their barriers to learning in order for them to achieve beyond their current potential
  • Regular, rigorous Pupil Progress meetings focussing on children as individuals, their barriers to learning and how these can be overcome
  • Personalised provision mapping to support our pupil-premium children to overcome their barriers to learning and raise their attainment
  • Improved sports/PE provision has impacted positively on the outcomes of school teams in local community competitions, this in turn has improved children’s self-esteem
  • Introduction of the mastery curriculum in Maths, resulting in accelerated progress in the majority of year groups
  • Leaders in school are moderators for the DFE within the Rotherham Local Authority
  • The headteacher is part of Rotherham-wide research on the impact of Pupil Premium funding; the findings of this will feed into the school’s future improvement planning
  • We are keen system leaders and aim to impact on children’s outcomes beyond our own school; we are a partner school to ‘Learners First’ and offer teacher training through School Direct as a way to develop high quality teachers for the local area. Our staff also deliver Local Authority training and lead reviews of other local schools.
  • Increased focused place on the importance of Science – this is now taught in a morning, every week.

Overarching Goals for the Pupil Premium Grant

  1. ALL staff seek to continually seek to improve the quality of their teaching, learning and assessment so that this impacts positively on the outcomes of ALL pupils.
  2. ALL staff are accountable for ALL children’s outcomes and work tirelessly to reduce the attainment gap between disadvantaged children and other children within the context of rising attainment for ALL children.
  3. ALL staff have high expectations of all children and adopt a ‘solution-focused’ approach to identifying and overcoming ALL children’s barriers to learning.
  4. ALL children to have strong self-belief, to be ambitious and secure in setting aspirational personal goals.
  5. Cultural literacy to be embedded in the curriculum, offering ALL children varied and rich experiences which broaden horizons.

Key Principles

Building Belief

We will provide a culture where:

  • staff believe in ALL children
  • staff have belief in themselves
  • there are “no excuses” made for underperformance
  • staff adopt a “solution-focused” approach to overcoming barriers
  • staff support children to develop “growth mindsets” towards learning

Improving Teaching and Learning

We believe that the best way to improve outcomes for all our pupils is through high quality CPD which impacts positively on classroom practice. We facilitate this by:

  • setting high expectations
  • having a focussed, rigorous QA system which informs CPD
  • CPD focussed staff meetings which include support staff
  • Weekly Teaching and Learning Briefings
  • NQT/trainee support programmes and training plans
  • Sharing good practice through staff observing one another
  • Staff evaluating their own practice using technology
  • Facilitating phase PPA time for teachers so more experienced staff can support our less experienced staff and trainees
  • Ensuring support is given to teachers who need to improve their practice and expertise
  • Improve assessment through joint levelling and moderation within the school and the wider Rotherham Hub

Analysing Data

  • All our leaders analyse assessment data for their subject area and set subsequent action plans for improvement/to raise attainment further
  • All staff are involved in the analysis of data and attend half termly pupil progress meetings so that they are fully aware of strengths and weaknesses in their year group and across the school
  • We use current research to support us in determining the strategies that will be most effective to improve our practice and continually to raise attainment through improved provision. For example, this year we have used data from the EEF and introduced mixed ability pairs, and moved away from streamed classes. We also plan to evaluate the effectiveness of homework in raising attainment and make changes to our policy in line with our findings.

Identification of Pupils

We ensure that:

  • ALL teaching staff and support staff are involved in analysis of data and identification of pupils who need support
  • ALL staff are aware of who pupil premium and vulnerable children are
  • ALL pupil premium children benefit from the funding, not just those who are underperforming
  • Underachievement at all levels is targeted (not just lower attaining pupils)
  • Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…”

Increasing learning time

We maximise the time children have to “catch up” through:

  • Improving attendance and punctuality
  • Providing early intervention (from EYFS onwards)
  • Extended learning out of school hours
  • Early mornings and after school booster sessions

Individualising support

We will ensure that the additional support we provide is effective by:

  • Looking at the individual needs of each child and identifying their barriers to learning
  • Ensuring additional support staff and class teachers communicate regularly
  • Using teachers to provide high quality interventions across their phases
  • Matching the skills of the teachers and support staff to the interventions they provide
  • Working with other agencies to bring in additional expertise
  • Providing a growing body of support for parents
  • Tailoring interventions to the needs of the child (e.g. Targeted maths revision sessions in the afternoons for children who struggle in the main lesson)
  • Recognising and building on children’s strengths to further boost confidence

Funding Priorities 2017-18

This year our aim is to further increase the percentage of good and outstanding teaching across the school whilst further developing highly skilled leadership at all levels. The school and leadership team has been restructured to facilitate this. QA focused, research-based CPD will continue to flourish.

We also want to raise standards across the curriculum, by enthusing children to become avid learners, especially in reading. We plan to introduce Novel Study, Whole Class Reading Comprehension and a Language acquisition programme to increase children’s motivation and engagement and subsequently raise standards. We aim to cater for the whole child whilst continuing our high attainment and excellent progress measures. We aim to further challenge our children in their learning so that they move from their learning comfort zone to their learning stretch zone.

We are determined to ensure that the percentage of children working at and above age related expectations continues to increase and our assessments, now without levels, are being revised ‘behind the scenes’ to ensure that they assess the skills our children need in order to be both ‘secondary ready’ and able to contribute to the local community.

 

Number of pupils and pupil premium grant (PPG) received
Total number pupils on roll (excluding F1) 194 pupils (exc F1)
Total number of pupils eligible for PPG  (FSM + Ever6) 98
Amount PPG received per pupil £1,320
Amount PPG received per Looked After Child (LAC) £1,900
Amount of PPG per Service Child £300
Total Amount of PPG £132,000

 

Objectives for our Current Projects

  1. To reduce the language deficit experienced by our children to ensure that this does not limit their educational opportunities and achievement.
  2. Enable children to have high self-esteem, self-confidence and secure attachment with familiar adults
  3. Ensure the basic needs of our children are met so that they are able to access learning e.g. Maslow’s physiological aspects within the hierarchy of needs.
  4. Enable children to access school provision in its widest sense e.g. creative and sporting activities
  5. Provide children with first hand experiences to use as meaningful starting points for learning e.g. visits, visitors, immersive classrooms
  6. Ensure children attend school regularly and punctually (in line with the school target) and that no child becomes a persistent absentee (PA)
  7. Support children to become independent learners to maximise their achievement potential
  8. Provide children with effective feedback so that this helps them gain a clear understanding of what they need to do in order to improve
  9. Provide children with collaborative learning opportunities e.g. mixed ability pairs, group support
  10. Provide children with a high quality education through lessons delivered by a confident and skilled staff
  11. Support children to make good progress, especially in reading, so they attain in line with or higher than national expectations
  12. To accelerate the progress made in reading, writing and maths for identified groups of pupils
  13. Close the gap between pupils eligible for FSM with other groups of learners
  14. Increase parental confidence and enable them to support their children in learning

 

Nature of Provision

Project Objective
Access to quality first teaching 1 2 5 6 7 8 9 11 12 13
Staff CPD (i.e. Novel Study, language acq. assessment, attachment, reading, observing colleagues) 1 2 6 7 8 9 10 11 12 13
Access to language acquisition teaching 1 4 7 8 9 11 12 13
Access to teaching using Novel Study 1 2 5 8 9 11 12 13
Immersive Classrooms 1 4 5 6 7 9 11 12 13
Access to daily reading comprehension 1 7 8 9 11 12 13
Mixed ability pairing 1 2 4 7 8 9 11 12 13
Half termly Pupil Progress meetings, incl.PP 8 11 12 13
Half termly GAP analysis informs QFT 8 11 12 13
Attendance Officer 6 11 12 13
Access to subsidised Breakfast Club 1 2 3 6 11 12 13
Extra-curricular activities 2 4 5 6 9 11 13
Swimming Lessons 4 9 13
Access to school trips – subsidised where possible 1 2 4 5 6 9 11 13
Team Pupil 2 7 11 12
Head of Pastoral Care 2 6 7 11 12 13
Intervention packages/additional resources 1 2 7 8 9 11 12 13
Support from SENCO 2 7 11 12 13
EYFS / KS1 Milk 3 6 8 13
Playtime toast 3 6 11 13
Additional Feedback 7 8 11 12 13
Access to Parent Welcome Meetings 2 7 11 12 13
Staff on yard before school 6 14
Family Workshops/Stay and Play 2 4 6 11 12 13 14

 

Expenditure Breakdown

PPG Project Spending
Project Cost Objective Outcome
Access to QFT through staff CPD, including Novel Study

 

ROSIS subscription: £5454

Learners First subscription: £1200

Novel Study CPD: £600

Total: £7,254

To ensure that children access quality first teaching Improving trajectory of attainment for all pupils measured half termly at pupil progress meetings.

At least good progress for all pupils -measured half termly at pupil progress meetings.

Quality Assurance demonstrates that pupils receive teaching which is graded at least ‘good’, and more over time is graded ‘outstanding’.

Language Acquisition Cover for HoS/DHT for initial access to the programme: £90 per hour x 7 hours = £630

Total: £630

To provide opportunities to close the language deficit faced by chn Pupils make accelerated progress in language acquisition as demonstrated be the quality of language used in their writing, and the language understood during reading sessions as evidenced by teachers’ annotations on planning, English books and progress over time.
Novel Study Investment in high quality texts to support introduction of Novel Study approach.

£4767

To expose chn to high quality texts in order to support their language acquisition and comprehension Pupils make accelerated progress in language acquisition as demonstrated be the quality of language used in their writing, and the language understood during reading sessions as evidenced by teachers’ annotations on planning, English books and progress over time.
Immersive classrooms £35 per classroom per term.

1 term for 7 classrooms = £231

Total: £1,470

To expose chn to first hand experiences to

a)    Widen their life experience

b)    Support their comprehension of novels/language that they’re introduced to through novel study

Pupils make accelerated progress in language acquisition as demonstrated be the quality of language used in their writing, and the language understood during reading sessions as evidenced by teachers’ annotations on planning, English books and progress over time.
Whole Class Reading Comprehension

 

‘Cracking Comprehension’ package costs £1000

Cover for HoS/DHT for initial access to the programme: £90 per hour x 7 hours = £630

Total: £1,630

To teach chn comprehension skills in order to support the development of, and use of language. Pupils make accelerated progress in language acquisition as demonstrated be the quality of language used in their writing, and the language understood during reading sessions as evidenced by teachers’ annotations on planning, English books and progress over time.
Half termly Pupil Progress Meetings HLTA cover for 7 teachers at 1 hour each per half term – £15 x 7 hours = £105. £105 x 6 half terms = £630

Leadership cover for HoS/DHT – £90 x 7 hours = £630. £630 x6 half terms = £3780

Total: £4,410

To ensure that chn access quality first teaching tailored specifically to their needs.

 

To inform intervention provision.

 

To provide staff with the skills and expertise to improve provision and outcomes for groups of children

 

 

PP children to make accelerated progress when compared with others – shown on half termly data overviews.

All year groups make at least good progress as shown by half-termly overviews.

Individuals make good progress in learning as shown by highlighted LO grids in books.

The percentage of chn reaching age related expectations increases over the course of the year to between 70-80%.

Attendance/Safeguarding Officer Salary plus on costs: £30, 570 To raise levels of attendance and reduce PA % therefore increasing access to quality first teaching. Improving trajectory of attainment for all pupils measured half termly at pupil progress meetings.

At least good progress for all pupils -measured half termly at pupil progress meetings.

PP children’s make accelerated progress to ensure there is no gap between their attainment and others.  Measured half termly at PP meetings.

F2/Y1/Y2/Y6 – increased % of children achieving/exceeding national average

Improved attendance – school to reach target of 97% by the end of the 2017-18 academic year.

Subsidised Breakfast Club

 

80 children. £2.50 per week x 39 wks = £100 per year, per pupil  =  £8000

3 staff members:

·         £15 x 5 x 39 = £2925

·         £34 x 5 x 39 = £6630

·         £10 x 5 x 39 = £1950

£7,000 – Resources and catering

Total: £26,505

To ensure chn’s basic needs are met so they are ready to learn

To improve punctuality rates

To raise children’s self esteem

To provide opportunities to socialise and see good models of social behaviour.

To increase number of children who attend Breakfast Club as demonstrated by the daily register.

% of ‘lates’ decreases as shown in weekly attendance summary email.

Number of PA children decreases by 50%

Extra-Curricular Activities Live & Learn – 2 clubs per week.

£35.00 per session

£70.00 per week x 39 weeks

Total for L & L- £2,730

Resources for clubs: £2,070

Cost of Holiday Clubs: £3459

Total: £8259

 

To raise chn’s self esteem

To provide opportunities to socialise

To increase involvement in wider outcomes

% of children eligible for PPG attending clubs increases, as shown by registers.

This impacts positively on their self-esteem, and is reflected in improvements to their attitudes to learning.

Swimming lessons

 

 

30 children

Total: £1240

To raise chn’s self esteem

To raise confidence in water

To increase involvement in wider outcomes

Increased % of children achieving minimum expectations in PE.

This impacts positively on their self-esteem, and is reflected in improvements to their attitudes to learning.

Access to school trips Y6 SATs Residential

20 children x £110 = £2200 subsidised + 2 additional members of staff time FOC

School Visits – £1000 per year to subsidise cost of expensive trips where possible.

Total: £3200

To reduce pressure of affording school visits, ensure that children attend on visit days and access experiences they might not otherwise have. Children’s engagement in learning is increased through relevant experiences, as evidenced by LO grids in books and the outcomes of lesson observations.

All children have the opportunity to attend all school visits, and do, as shown by registers taken on the day of trips.

 

‘Team Pupil’ Release time for HoS and DHT to be part of TAC meetings for vulnerable children: £90 per hour x 10 hours = £630

Total: £900

To ensure that vulnerable chn are supported by a team of staff including strategic leads who can adjust provision as required. Raised self-esteem for vulnerable chn evidenced by a reduction in concerning CPOMS records.

Successful academic outcomes for vulnerable chn, for example, improved progress scores.

Head of Pastoral Care Salary plus on costs: £33,355 To raise chn’s self-esteem and reduce behvaiour incidents

To ensure robust safeguarding for vulnerable chn

To provide support for parents

Reduced behaviour incidents from groups/individuals as shown by internal records on CPOMS

Safeguarding procedures protect chn from harm as shown by case studies.

Parents receive support in line with needs, as evidenced by case studies.

Intervention Packages + Resources

 

7810

Phonics Resources: £350

Reading Books – £1500

CGP Practice Books- £500

Total – £2350

To provide appropriate interventions

 

To provide staff with the skills and expertise to improve provision and outcomes for this group of children

 

 

PP children to make accelerated progress when compared with others – shown on half termly data overviews.

All year groups make at least good progress as shown by half-termly overviews.

Individuals make good progress in learning as shown by highlighted LO grids in books.

Support from SENCO SENCO time to provide direct support i.e. through personalised planning, class observations, advice for teachers, meetings with parents. 20 hours x £45

Total: £900

To ensure that teachers/parents receive advice to ensure that disadvantaged children with SEND receive appropriate provision and make progress in line with their abilities Raised self-esteem for SEND chn evidenced by case studies and reports.

Successful academic outcomes for SEND chn, for example, improved progress scores.

FS/KS1 Milk £1 per week x 39 wks = £39 per year, per child.

90 chn x £39

Total: £3510

To ensure chn’s basic needs are met so they are ready to learn.

 

Children respond well to the teacher and listen carefully. This impacts positively on their learning and results in accelerated progress as shown by half termly data analysis of PP children.
Playtime toast Nominal figure of £250 to support the set up and trial the trial of selling toast at playtime. To ensure chn’s basic needs are met so they are ready to learn.

 

Children respond well to the teacher and listen carefully. This impacts positively on their learning and results in accelerated progress as shown by half termly data analysis of PP children
Access to Parent Welcome Meetings 11 Members of Staff: £500

Resources cost: £300

Total: £800

 

To provide advice for parents so that they can effectively support their chn at home. Parents are better able to support their children with learning at home – this is evident in their interactions with staff and in the quality of the children’s homework.
Total Projected Spend £132,000

 

Evaluation

The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, and so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement.

  • A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice
  • Assessment Data is collected 6 weekly so that the impact of interventions can be monitored regularly
  • Assessments are closely moderated to ensure they are accurate
  • Teaching staff and, where possible, support staff attend and contribute to pupil progress meetings each term and the identification of children is reviewed during PPMs
  • Regular feedback about performance is given to children and parents
  • Interventions are adapted or changed if they are not working
  • Case studies are used to evaluate the impact of pastoral interventions, such as of attendance and behaviour
  • A designated member of the SLT maintains an overview of pupil premium spending
  • A governor is given responsibility for pupil premium
  • We will use ASP, KS2 KS1, Phonics, ISDP, FFT Aspire, as well as whole school data (using EAZMAG) to evaluate impact in terms of attainment and progress

Pupil Premium – 2016/17 Evaluation