Pupil Premium Strategy Statement 2017-18 2018-10-14T10:37:45+00:00

Pupil Premium Strategy Statement 2018-2019

 

 

Pupil Premium Strategy Statement 2017-18

Summary Information

School: St Lukes and St Philip’s, A Church Of England Academy

Academic Year: 2017 – 2018

Total PP Budget: £153,000

Date of most recent PP review: 18/07/17

Total Number Of Pupils: 181

Number Of Pupils Eligible For PP: 115

Date For Next Internal Review Of This Strategy: 01/05/18

Current Attainment

Pupils Eligible For PP (Your School)

Pupils Eligible For PP (National Average)

% Achieving Year 6 Expected Or Above In Reading, Writing and Maths

37.50%

Emerging National Average 50.70%

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: Children in receipt of Pupil premium funding entering school with poor oral language skills, both receptive and expressive, impacting on understanding in lessons and achievement in reading and writing.

B: Children in receipt of pupil premium funding not making expected progress in Science and Music.

C: Children in receipt of Pupil Premium funding not making expected progress with Maths problem solving and reasoning.

In-school barriers (issues to be addressed in school, such as poor oral language skills)

D: Parental engagement – persistent absences, low attendance at parents meetings, a lack of interest in children’s attainment, progress, social development and attendance.

E:  Lack of rich experiences and understanding of the world.

Outcomes

Desired outcomes and how they will be measured

Success Criteria

A

All children to have a better understanding of a richer vocabulary to deepen their understanding of reading and topic work and to apply in speaking and listening activities and writing. Measured through BPVS individual assessments, progress in R,W,M monitored half termly through pupil progress meetings against end of year targets for each year group.

BPVS end of year individual tests to show children making good or accelerated progress. Observations of lessons during Teaching and Learning audits to show children having a good understanding of vocabulary linking to their topics, and impacting on R, W, M. Children to be achieving their expected end of Year targets in all year groups in R, W, M.

B

All children to make expected or accelerated progress in Science and Music. Teacher assessment to be tracked termly through Target Tracker.

Analysis of data on Target Tracker to show children making expected or accelerated progress over the course of the year, leading to achievement in Years 2 and 6 to be in line with national expectations by the end of the year. Music progress to be overseen by Curriculum Lead and Music specialist teacher. Specialist teacher to observe staff confidence in delivery of music to grow over the course of the year, and overall for the teaching of music to be good.

C

All children to have a better understanding of problem solving and reasoning activities, applying skills and methods taught, including the Bar Method. Evidence in books of challenging problem solving and reasoning activities, resulting in increased reasoning test scores in years 2 and 6 and optional SATs tests in years 3-5.

Analysis by Maths Subject Lead to show that progress and achievement in problem solving and reasoning is broadly in line with arithmetic progress and achievement. Targets for end of KS1 maths – 71% with 83% PP children predicted to achieve national expectations. Targets for end of KS2 maths – 73% with 65% PP children predicted to achieve national expectations.

D

PP children to make expected or accelerated progress in Reading, Writing and Maths to be achieving in line with end of year expectations.

Projected results for end of KS1: R – 79% with 83% PP children predicted, W – 83% with 83%, M – 71% with 83% PP children predicted as achieving national expectations (52% of Year 2 class PP). Projected results for end of KS2: R – 77% with 70% PP children predicted, W – 77% with 70% PP children predicted, M – 73% with 65% PP children predicted as achieving national expectations (67% of Yr 6 class PP).

E

Continue increased parental involvement and parent voice in school and children to have a wider and richer range of experiences. Measured through numbers of parents attending whole school worship and achievement assemblies, teachers meetings, workshops, whole school fun days and open days. Children’s speaking and listening and writing to reflect a wide variety of educational and extra curricular activities.

A minimum of 75% of parents to complete the online parents questionnaire. A new PTFA to start, contributing to whole school events. A mimimum of 90% attendance at parents meetings across school.

Planned Expenditure 2017-2018

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

1

2

3

Desired Outcome

All children to have a better understanding of a richer vocabulary to deepen their understanding of reading and topic work and to apply in speaking and listening activities and writing.

All children to make expected or accelerated progress in Science and Music.

All children to have a better understanding of problem solving and reasoning activities, applying skills and methods taught.

Chosen action/approach

INSET and staff training followed by support throughout the year by Pip St. John, consultant for SLCN.

Training for individual teachers to develop subject knowledge in Science, Science staff meetings developing teachers’ understanding of progress across the curriculum and within each year group, looking at prior knowledge, subject vocabulary, planning lessons which provide challenge for all and ensuring teachers provide maximum opportunities for children to develop SC1 skills. Music Specialist continues to work on fortnightly rota with all class teachers to deliver quality lessons and provide staff CPD.

Staff training from Subject Lead throughout the year focusing on reasoning and problem solving and linking with vocabulary training from Pip St John. Introduction of the bar method to assist understanding of problem solving and reasoning.

What is the evidence and rationale for this choice?

Low BPVS scores in FS, 19 different home languages spoken across school, white British boys not progressing as expected, pupils lack of understanding of more specific topic and maths vocabulary and tier two multiple meaning words.

Scrutiny of work and teaching and learning audit in June shows a need for teachers to be developed in Science. Music specialist has worked for one year in school. The children have now developed a good understanding of the basic skills, and teaching can now focus on ensuring objectives for each year group are taught at age related expectations.

Analysis of maths data across school shows children becoming much more confident in arithmetic style questions and scoring higher on test papers, however reasoning and problem solving scores are lower due to difficulties understanding the language and being able to choose the correct method to solve a problem.

How will you ensure it is implemented well?

Teaching and Learning audits 3x a year, learning walks, subject scrutiny, pupil interviews, pupil progress meetings

Teaching and Learning audits, learning walks, subject scrutiny, pupil interviews, monitoring of data on Target Tracker

Subject lead will work with staff once training has been delivered to support high quality teaching of reasoning and problem solving activities, incorporating the bar method. Teaching and Learning audits will focus on quality teaching of vocabulary, reasoning and problem solving, including making the learning environment supportive. Subject Lead and SLT scrutiny of books showing quality teaching.

Staff Lead

HT/English Lead

Science Lead, Music Lead and Music specialist teacher, Curriculum Lead, HT.

Maths subject lead/SLT

When will you review implementation?

Termly

Termly

Termly

Total: £10,500

II. Targeted Support

1

Desired Outcome

PP children to make expected or accelerated progress in Reading, Writing and Maths.

Chosen action/approach

Teaching assistant support for maths and English in every class to work with identified children. Additional teacher support for classes 5 and 6 for Maths and English to support identified children. Inclusion Manager to support years 3 and 4 in Maths and English, working with groups of identified children. Pre-Teach Vocabulary intervention across school.

What is the evidence and rationale for this choice?

Support set in place for closing the gap has been very effective and so we will continue in the next academic year. End of year data for 2016-17 and the Primary School Profile show children in receipt of pupil premium funding achieving better than non pupil premium in Reading (+10.1%), Writing (+4.2%) and Science (+1.7%). In Maths non pupil premium children achieved slightly better than PP (-4.2%). This is significantly better than other schools in the LA with an average gap of -12.9% for all subjects combined. In KS2, the data shows children in receipt of PP achieving significantly better than non PP in Reading (+8.3%), Writing (+20.8%), GPS (+25%) and Maths (+33.3%). in Science PP children did not achieve as well as non PP with a gap of -4.2%. Again this is significantly better than other schools in the LA with an average gap of -15% for subjects combined.

How will you ensure it is implemented well?

Teaching and Learning audits 3x a year, learning walks, subject scrutiny, pupil interviews, pupil progress meetings.

Staff Lead

SLT

When will you review implementation?

Termly

Total: £118,100

III. Other Approaches

Desired Outcomes

Continue increased parental involvement and parent voice in school and improve attendance for persistent absences.

Children to have a wider and richer range of experiences.

Chosen action/approach

Parent voice questionnaire through Lancashire. Parent workshops and ‘Meet the teacher’ sessions. Use of Facebook to invite parents’ views, introducing use of target tracker by Spring 2018 to send to share information with parents about their children, starting up the new PTFA, coffee mornings, parents invited to have lunch in school with their children, prizes for attendance.

Residential trip to Winmarleigh Hall, theatre production visits, class trips linking to topics and providing enriching experiences, special visitors into school.

What is the evidence and rationale for this choice?

Positive parental involvement has a major impact on children’s attitude to learning and progress. Parental involvement in school life is improving however the parents of many children in receipt of Pupil Premium are still not involved enough in school life and do not understand fully the positive impact they have on their child’s education.

Many children do not have the opportunities to experiences outside of the local area that are creative and enriching.

How will you ensure it is implemented well?

Year to View calendar of events for parents. Tracking numbers attending different events, Pupil Wellbeing Lead to invite specific parents who may be difficult to reach to different events. Feedback to parents about results of parent questionnaires.

School trips/enriching activities planned in for each year group, linking to half termly topics.

Staff Lead

SLT/Pupil Wellbeing Lead

All class teachers

When will you review implementation?

Half Termly

Enrichment activities reviewed half termly

Total: £6420
Overall Costs: £134,840

Review of Expenditure 2016 – 2017

I. Quality of teaching for all

Desired Outcome

Increased rate of progress in Reading, Writing and Maths.

Evidence of clear progression of skills in Science and Music in each class and across the school.

Increased rate of progress in Foundation Stage to achieve a good level of development in Reading, Writing and Maths.

Chosen action/approach

Observations at Briercliffe school following the 20/20/20 approach. Approach started in Maths, ensure is embedded and roll out in English lessons.

Use of Target Tracker to assess progress and ensure necessary skills and knowledge are being taught across school. Staff training on delivery of high quality science lessons, promoting ‘working scientifically’ skills. Music Specialist to deliver music lessons in all classes, with teachers observing and then delivering a follow-up lesson the following week.

Support from the Early Years consultant, training for Reception teacher and staff. Training programme from Speech and Language Advisory team.

Estimated Impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate

Reading – PP children made equal or slightly better progress than non PP in all classes apart from year 4, where progress was slightly below, and Yr 6, where progress was below non PP children but still slightly above expected progress. Writing – PP children in all year groups apart from year 6 made equal or better progress than non PP children. In year 6, PP children made less progress than non PP children, but still made greater progress than expected. Maths – PP children in all year groups apart from Year 3 made equal or slightly better progress than non PP children. In year 3, pp children made slightly less progress than non PP with both groups achieving below expected progress.

The summer Teaching and Learning audit focused on the teaching of Science, and combined with the scrutiny of work found teachers needed training and support on ensuring prior knowledge is assessed, pitch of lessons is appropriate and teachers are confident with their subject knowledge. Science attainment at the end of KS1 – 58% met the expected national standard with 57% PP children achieving expected. In KS2 – 66% met the expected national standard with 68% PP children achieving expected. Lessons delivered by the Music specialist teacher along with staff CPD is now showing teachers to have an increased confidence in the delivery of music, and will now focus developing the progression of skills across school.

65% of children in Reception class achieved a good level of development across the prime areas, which is an increase of 10% on the previous academic year.

Lessons learned

(and whether you will continue with this approact)

After further observations at Briercliffe School and trialing the 20/20/20 method in English, staff are in agreement that rather than adopting the approach for every English lesson, use it where it fits best with the objectives being taught. Briercliffe method still being used consistently in Maths, and new staff working with the Maths Lead to observe good practice and team plan.

A major focus for the school has been placed on the progress and attainment in Maths and English, and whilst this continues, a key priority of the school development plan is to ensure all lessons are pitched appropriately, with children’s prior knowledge being assessed at the start of every topic, and for a clear progression of skills to be evident across school. Where needed, a programme of training around subject knowledge and skills will be delivered.

To continue with strategies implemented in the previous year to build on the good progress made.

Total: £15,500

II. Targeted Support

Desired Outcome

Increased rate of progress in Reading, writing and Maths to close the gap.

Chosen action/ approach

Support staff working with each class to address misconceptions and barriers to learning for groups of children, as identified by the class teacher. Specific interventions to be delivered when deemed necessary. Incusion Manager to work with pupils not making the expected progress across school.

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate

Reading – PP children made equal or slightly better progress than non PP in all classes apart from year 4, where progress was slightly below, and Yr 6, where progress was below non PP children but still slightly above expected progress. Writing – PP children in all year groups apart from year 6 made equal or better progress than non PP children. In year 6, PP children made less progress than non PP children, but still made greater progress than expected. Maths – PP children in all year groups apart from Year 3 made equal or slightly better progress than non PP children. In year 3, pp children made slightly less progress than non PP with both groups achieving below expected progress.

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

Additional TA support will continue for all classes during maths and English lessons, providing specific support for individuals or groups following analysis of data at half termly pupil progress meetings. An additional teacher has been employed to support years 6 and 5 over the year, and the Inclusion Manager will support years 3 and 4 to work with the class teacher to provide targeted support closing the gap and increasing attainment and progress. Home reading systems have been adapted to ensure children who do not read regularly at home are listened to by an adult, and identified groups of children are being targeted through the Lancashire reading and writing intervention, linking to children’s personal targets and closing the gap.

Costs: £109,684

III. Other Approaches

Desired Outcome

Increased parental involvement in school.

Children to have a wider and richer range of experiences.

Chosen action / approach

Achievement for All Programme purchased. (Jan 2016-Jan 2017 year 1, Jan 2017 – Jan 2018 year 2)

Residential trip to Winmarleigh Hall, theater production visits, class trips linking to topics and providing enriching experiences, special visitors in school.

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate

The needs analysis from the Achievement for All programme showed the school to be achieving well in all areas with regards to pupils in receipt of PP, as key priorities from the needs analysis were also on the School Development Plan. Parental involvement and attendance in whole school worship, achievement assemblies and parent/teacher meetings has been collated. For example, during the September ‘Meet the teacher’ parents meetings, the average attendance across school was 39%. In the March parents’ meetings, the average attendance was 82%.

77% of the children attending Winmarleigh Hall residential were in receipt of PP funding. This residential trip provided the children with a range of new experiences such as archery, quad biking and climbing, whilst developing the children’s leadership skills and qualities of working as part of a team. All children across school including the 61% of PP children benefited from experiences such as attending theater productions, taking part in Art workshops and Drama workshops resulting in an end of year production of Romeo and Juliet, and regular school trips linking to the curriculum.

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

It was decided not to continue with the second year of the Achievement for All programme, as progress had been made through the school’s systems and SDP, and it was felt that the programme itself had had little impact in achieving this.

The residential to Winmarleigh Hall has been booked again for the year 2017-18. Teachers plan in advance enrichment activities each half term linking to the curriculum, to ensure all children are gaining experiences that might not be available to them. Parents expressed their enjoyment of the Shakespeare production at the end of the year and would like this to happen again, so another block of drama sessions will be organised for summer 2018.

Total: £37,303

Overall Costs: £162,487

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