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Pupil Premium

Pupil Premium

BACKGROUND

The Pupil Premium is allocated to children from low income families who are currently known to be eligible for free school meals (FSM) in both mainstream and non-mainstream settings, children who have been looked after continuously for more than six months, and children from Services families.  This also includes any pupils eligible for FSM at any point in the last six years.

Schools are free to spend their Pupil Premium as they see fit, however, we will be held to account for how we have used the additional funding to narrow the gap for these targeted pupils.  We are required to publish online how we have used the premium.  This is to ensure that parents and other stakeholders are made fully aware of the impact of this additional resourcing on learning and achievement outcomes within our school.

OUR SCHOOL

For 2017 / 2018 Eglinton Primary School received £234,578 in Pupil Premium funding for our children.

Key priorities

From our analysis of pupil outcomes from 2017/2018 and other self-evaluation activities, we identified that our key priorities to maximise the impact of this funding on achievement are:

  • Increase the proportion of pupils (in receipt of Pupil Premium) who are learning at expected levels or better in English and maths for each age related year group, specifically:
  • aiming to reduce the gap in all year groups for PP and Non PP
  • Improve the basic skills amongst pupils who receive the Pupil Premium (including Yr 1 phonic screening outcomes and Yr 6 GPS outcomes)
  • Improve pupils’ confidence in developing core skills, reasoning skills and applying problem- solving skills in mathematics
  • Ensure all pupils are ‘ready to learn’ when they make transitions between key stages, display consistently positive attitudes to learning, and develop good learning dispositions
  • Ensure that pupils’ attitudes to learning and behaviours for learning so that pupils are better independent learners
  • Ensure that the quality of provision and learning experiences for our youngest pupils in EYFS are consistently good or better
  • Ensure that the curriculum is broad and balanced so that those pupils in receipt of PP can achieve well across the curriculum
  • Ensure that learning caters for the most able disadvantaged pupils
  • Ensure the quality of learning feedback provided (including verbal feedback) enables all children to make the best possible progress. 
  • Reducing the % of Pupil premium children who are persistently absent or persistently late

PLANNED SPEND OF PUPIL PREMIUM RESOURCES FOR 2016/2017

  • Establish termly programme of parent coffee mornings and open mornings for families of Eglinton
  • Provision of interventions across the school
  • Investment in staff training to develop understanding of greater depth across the curriculum
  • Investment in staff development of pastoral therapies and behavioural interventions including launch of new behaviour system across the school.
  • EYFS forest school lead to deliver Forest School across EYFS
  • Invest in Service children champion for all service pupils (e.g. delivery of specific interventions for identified pupils) to ensure that these pupils access additional after school clubs on offer at other local schools
  • Funding of lunchtime provision and engaging children in positive play
  • Development of a parent workshop programme to help increase parenting skills and confidence in supporting learning through outside agencies such as the school nurse and CAMHS
  • Investment in additional reading books to promote and build reading for pleasure and ensure all pupils have access to high quality reading material
  • Investment in additional ICT resources to provide all pupils with access to research tools
  • Provision of emergency care for families with the greatest needs
  • Provision of regular open mornings for parents that are focused on how to support their children at home
  • Investment in Tier 1 CAMHS service for schools
  • Training and professional development support for TAs
  • Subsidising salary of Music
  • Subsidising salary of French teachers

MONITORING STRATEGIES

  • Termly school monitoring of triangulated data and progress review meetings
  • Termly monitoring of therapeutic and behaviour interventions
  • Progress data analysis by Assistant Headteachers leaders
  • Termly monitoring by the Governing Body
  • Regular monitoring of attendance and persistent absence
  • Regular Team Around the Child Meetings and Pastoral Support Plan Meetings
  • Regular monitoring of pupil participation in sporting activities and after school clubs
  • Capture of pupil and parent voice linked to achievement but also linked to wider curriculum initiatives (such as sporting provision and after school provision)
  • Pupil voice interviews

Pupil Premium Strategy 2018-2019

                                                                                                                                             

Pupil premium strategy statement:

1.   Summary information

School

Eglinton Primary School

Academic Year

2018/19

Total PP budget

£217, 675

Date of most recent PP Review

May 18

Total number of pupils

471

Number of pupils eligible for PP

129

Date for next internal review of this strategy

May 2019

 

2.   Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving expected standards in R, W and M combined at KS2

83%

67%

% achieving high standards in R, W and M combined at KS2

8%

10%

% of middle attainment achieving expected standard in reading

87%

67%

% of middle attainment achieving expected standard in writing

90%

67%

% of middle attainment achieving expected standard in maths

87%

67%

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers

A.    

Ensure the curriculum is broad and balanced with a specific focus on

B.     

Promotion of a culture of excellence that embeds the school values.

C.

Ensure our most disadvantage children are emotionally ready to become independent/resilient learners.

External barriers

D.

PP attendance (whilst improving) is not yet at the same standard of the other pupils. PP are over represented with persistent absence

 

E

Social difficulties experienced by families including housing, finance, family literacy, domestic violence and parental anxieties

4.   Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

A.     

Ensure the curriculum is broad and balanced with a specific focus on developing leaders for the future with a specific focus on more able disadvantaged children

Increased % of children receiving pp achieving the expected level or above in maths and English

Increase opportunity to apply and experience learning outside of the classroom through a broad curriculum.

Children who are not working at their expected level will make accelerated progress to decrease the gap between PP and non PP in all year groups.

 

 

B.      

Promotion of a culture of excellence that embeds the school values.

Good progress made by vulnerable children as they have the support to develop their attitudes to learning

Fewer behaviour incidents recorded for these pupils on the school system.

Increased engagement and love of learning evident through pupil voice.

 

C.     

Ensure our most disadvantage children are emotionally ready to become independent/resilient learners.

Improved results in all key stages

Gap between non PP and PP to show a decrease in all year group.

 

D.     

Increased attendance rates for persistently late and absent pupils eligible for PP.

Reduce the number of persistent absentees among pupils eligible for PP from 4.4% to 2% or below.

Decrease the number of persistent late children amongst children eligible for PP from 40.7% to 20% or below

 

E.      

Ensure those families who require support and advice have the confidence to come into school and receive necessary support

Greater number of families engaging with school and feeling supported, resulting in improved attendance and behaviour at home, school and in the local community.

Greater links with communities to ensure all parents feel supported by the school.

Greater links with outside agencies to support the needs of parents and parental workshop running regularly.

 

 

 

 

5.   Planned expenditure

Academic year

2017/18

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

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Access to a broad and balanced curriculum.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Use of core text to provide a stimulus and context for learning.

- Learning environments and hooks are planned for.

- Ensure the quality of learning feedback provided (including verbal feedback) enables all children to make the best possible progress.

- Ensure that learning challenges most able disadvantaged pupils

- Subsidising salary of Music and Computing lead

·         - Subsidising salary of French teachers

·         - Investment in computing equipment

- trips are used in a timely way to engage the children in their learning, using real life experiences to promote a love of learning.

Increase the proportion of pupils (in receipt of Pupil Premium) who are learning at expected levels or better in English and maths for each age related year group, specifically:

  • aiming to reduce the gap between GLD for PP and Non PP
  • aiming to close gaps in all year groups between PP and non PP.
  • Improve the basic skills amongst pupils who receive the Pupil Premium (including Yr 1 phonic screening outcomes and Yr 6 GPS outcomes)
  • Improve pupils’ confidence in developing core skills, reasoning skills and applying problem- solving skills in mathematics

·         Ensure that the quality of provision and learning experiences for our youngest pupils in EYFS are consistently good or better

·         Ensure that the curriculum is broad and balanced so that those pupils in receipt of PP can achieve well across the curriculum

·         Curriculum is fun and engaging to ensure those children in receipt of PP can achieve well across the curriculum.

 

 

Monitor termly all year groups data to ensure the gap is reducing and review actions.

 

Regular monitoring activities e.g. book looks, learning walks, planning scrutiny etc to ensure these key skills are being planned for and progressive.

 

 

MTP planning monitoring to ensure curriculum is challenging and accessible to all.

 

 

 

 

 

 

 

 

 

 

 

Head of School

May 2019

Promotion of a culture of excellence that embeds the school values.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Exciting and engaging curriculum.

- Subsidising educational visits

- Keyworkers for vulnerable pupils

- Head of school development of new behaviour system across the school.

- Subsidising the cost of PSW to lead reward based behaviour interventions.

- Funding of lunchtime nurture provision hub to help build pupil confidence and improve behaviours for learning

- Development of a parent workshop programme to help increase parenting skills and confidence in supporting learning

- Investment in KAGAN training for all new experienced staff to help increase engagement in learning

 

·          Breakfast club/ offered to ensure vulnerable students have a positive start to the day.

·          Invest in Service children champion for all service pupils (e.g. delivery of specific interventions for identified pupils) to ensure that these pupils access additional after school clubs on offer at other local schools

·          Children begin to take ownership and lead on changes across the school.

·          Parents will become more engaged in school life to promote the importance of education.

·          Children to develop collaboration skills and learn how to work with different children.

·          Most vulnerable children will engage in positive play and develop emotion strategies to deal with conflict.

·          Children will develop strategies and understand the importance of working with other and learning from their peers.

Monitoring teaching and learning

 

MTP show engaging hooks involving educational trips/visitors

Use of Pupil voice to monitor the impact changes in school.

Ensure workshops meet the needs of parents and parental engagement is high.

Monitor of planning to ensure collaborative learning structures are planned for.

 

Head of school

May2019

Total budgeted cost

*****

   ii.   Targeted support

Desired 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 emotionally ready to become independent/resilient learners.

 

Use of proven interventions.

Speech and Language intervention and support in classrooms.

Parent coffee morning/SEND coffee mornings.

Identified children to attend weekly sessions with school counsellor.

CAMHS to work with identified vulnerable families.

Investment in school counsellor to support children who have experience trauma

 

 

 

 

 

 

 

 

 

Children identified at risk of falling behind their peer’s, have access to daily/weekly interventions across the curriculum

 

Staff trained to ensure quality interventions are provided for our disadvantaged children.

Regular monitoring of interventions.

Regular monitoring of progress made in interventions.

Monitor the transference of skills from interventions into the classroom.

 

 

 

 

AHT

 

 

 

Head of school

May 2019

Ensure our most disadvantage children are emotionally ready to become independent/resilient learners.

Investment in staff development of pastoral therapies and behavioural interventions

Investment in consistent behaviour system across the school including lunchtimes.

Tracking of behavioral incident is vigorous to ensure early intervention

Offer additional support and clubs at lunchtimes to support targeted pupils with social skills.

Investment in additional CAMHS service for schools and whole school workshops for parents.

 

Additional lunchtime support

School Counsellor to support emotional needs of most vulnerable disadvantaged children and launch parent workshops linked to this.

Additional therapeutic training for PSW

 

 

Children will have known safe adults who will support them during emotionally difficulty enabling them to maintain progress in their learning.

 

Staff be skilled at engaging vulnerable pupils in their learning.

 

Provide support for individual pupils at risk of exclusion through improving behaviour, progress and attainment, social skills, self-esteem and confidence.

Vulnerable children will have access to after school clubs providing further stability to their learning.

A holistic view to be taken by staff of key vulnerable children ensuring parents and school develop a positive relationship.

Children to have access to small group play to ensure they develop social skills and experience positive play enabling children to have success in the afternoons.

 

Monitor behaviour records and impact of behaviour interventions

 

 

Accelerated progress made by vulnerable children as they have the support to develop their attitudes to learning

Head of School

 

 

May 2019

Total budgeted cost

*****

  iii.   Other approaches

Desired 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?

D. Increased attendance for pupils eligible for PP

Targeted support and challenge to families to improve attendance.

Rewards and incentives to improve attendance of PP children – play reward for class achieving highest weekly attendance.

Review of attendance monitoring system and policy to ensure a robust approach is taken.

Offers care before and after school to improve attendance and support families.

Support for Home – school link workers

Subsidise salary of HSLO to routinely monitor attendance of pp children.

HSLO playground coffee morning to follow up on missed attendance meetings.

We can’t improve attainment for children if they aren’t actually attending school.

 

 

Family link worker who supports targeted families to provide support and advice to parents with attendance, behaviour and working with outside agencies.

 

 

Increase in attendance of PP pupils

 

Reduction of PA of PP pupils

 

Greater number of families engaging with school and feeling supported, resulting in improved attendance and behaviour at home, school and in the local community.

Head of School

 

Home-School link worker

 

May 2019

Total budgeted cost

 

 

                                                                                                                                                                                                                                        

                                                                                                                                                                                       ***** (not published due to salaries)
           

6.   Review of expenditure

Previous Academic Year

Separate impact report see website

    i.   Quality of teaching for all

Desired outcome

Chosen action/approach

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

Lessons learned

(and whether you will continue with this approach)

Cost

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    ii.   Targeted support

Desired outcome

Chosen action/approach

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

Lessons learned

(and whether you will continue with this approach)

Cost

 

 

 

 

 

Ensure all pupils are supported to overcome any emotional barriers and approach their learning with positive attitudes and ‘can do’ approach

Learning Mentors/PSW

Investment in additional Educational Psychologist service

Investment in staff development of pastoral therapies and behavioural interventions

Offer additional support and clubs at lunchtimes to support targeted pupils with social skills.

Investment in ‘Challenger Troop’ Intervention

 

Investment in Tier 2 CAMHS service for schools and whole school workshops for parents.

 

Additional lunchtime support

School Counsellor to support emotional needs of most vulnerable disadvantaged children and launch parent workshops linked to this.

Additional therapeutic training for PSW

 

Staff members have been trained in draw and talk increasing our capacity in this area. This has enabled a waved approach to be established and 92% of children accessing this intervention are PP.

Additional hours have been purchased from CAMHS to further gain a holistic view of barriers which impact on an individual ability to access learning. 72% of families accessing this service are PP.

Sports leader have been established on the playground to run sports clubs. This has raised their self-esteem and enabled them to practice leadership skills. 62% of sports leaders are PP.

Military families continue to have an identified Champion and a weekly club is run for military children by the military champion.

Research project for Challenge the Gap has been implemented this year in year 5 with 100% of identified children making progress in their attitudes to learning and able to identify learning behaviours that impact positively on their learning.

School counsellor works with a range of children and has begun to work 1:1 with parents. She has also established workshops and is working with the HSLO to run parenting workshops to meet the needs of our parents. 100% for children and parents accessing this course are PP.

To ensure a holistic approach to raising aspirations amongst pupil premium children we need to look to engage the parents/carers to ensure children are receiving the same message from home and school.

 

To ensure the school look into the Challenger Troop program for next year.

£72,714

   iii.   Other approaches

Desired outcome

Chosen action/approach

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

Lessons learned

(and whether you will continue with this approach)

Cost

Increased attendance for pupils eligible for PP

Targeted support and challenge to families to improve attendance.

Rewards and incentives to improve attendance of PP children – play reward for class achieving highest weekly attendance.

Review of attendance monitoring system and policy to ensure a robust approach is taken.

Offers care before and after school to improve attendance and support families.

Support for Home – school link workers

Subsidise salary of HSLO to routinely monitor attendance of pp children.

Funding for borough attendance support for persistent absences.

HSLO playground coffee morning to follow up on missed attendance meetings.

Robust system in place to challenge persistent absentees. All leaders are involved in attendance meetings and calling those children who are PP persistent absentees to ensure the children are in school the next day. As a result, there has been a 1% decrease in persistent absences over the spring term.

The use of breakfast club and after school club to provide emergency care for parents/carers.

HSLO now works closely with the school counsellor, identifying families where attendance is a concern and referring to the school counsellor where the barriers are with the parents.

HSLO is now on the playground every Monday, providing support to parents and being more accessible.

Review of the walking bus to ensure children living locally who are persistent lates are supported to come to school on time. Fruit is provided for children on the walking bus.

School percentage of PP persistently late for school has reduced from 44% to 12% meeting our target of 20% or below.

The target set for persistently absent pupil premium children was to reduce this from 4.4% to 2%. Unfortunately, this target has not been met and is currently 4.6%. When compared with this time last year this was 6.6%.

 

 

 

The use of Benji to support absentees and persistent lates has benefited the children and has had a positive impact on these pupils.

 

Support from the LA has meant the school is able to escalate those parents not engaging.

 

To work with parents to educate them around the importance of attendance e.g. through coffee morning and focused support from staff.

£40,014

 

7.     Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.

Our full strategy document can be found online at: www.eglinton-royalgreenwich.co.uk