Eglinton Primary School and Early Year Centre

INDEPENDENCE,
RESPONSIBILITY,
RESILIENCE

, CO-OPERATION,
RESPECT,
PRIDE

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.

Pupil Premium Strategy 2020-2021

                                                                                                                                                        

1.   Summary information

School

Eglinton Primary School

Academic Year

2020/2021

Total PP budget

£211,370

Date of most recent PP Review

September 2020 (due to COVID)

Total number of pupils

427

Number of pupils eligible for PP

168 (FSM-135+33Army)

Date for next internal review of this strategy

May 2021

 

2.   Current attainment (This is data from 2019 due to school closures and no exams)

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

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

57%

74%

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

13%

43%

% of middle attainment achieving expected standard in reading

71%

38%

% of middle attainment achieving expected standard in writing

76%

46%

% of middle attainment achieving expected standard in maths

76%

85%

 

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

In-school barriers

A.    

Ensure the curriculum is broad and balanced and further embed the wider curriculum for children to be able to build their own scemata

B.     

Promotion of a culture of excellence that shows our core values and develops a growth mindset.

C.

Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn.

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

Identify social challenges experienced by our community such as mental health, parenting and financing and ensure appropriate support is put in place.

4.   Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.     

Ensure the curriculum is broad and balanced and embed the wider curriculum for children to be able to build their own scemata.

All children will have access to a consistent wider curriculum based on knowledge with a focus on vocabulary enabling children to make links.

 

Children will value wider curriculum lessons and there will be no difference in learning achieved when compared with core subjects.

 

All children will make age ARE and this will be evident across the curriculum.

B.      

Promotion of a culture of excellence that shows our core values and develops a growth mindset.

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.     

Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn.

Improved results in all key stages across the curriculum

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

Magic breakfast for vulnerable families to ensure children have adequate food at the start of each school day.

D.     

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

 

Reduce the number of persistent absentees among pupils eligible for PP from 8.2%  to 7% or below.  (This is 2019/20 data due to pandemic)

Decrease the number of persistent late children amongst children eligible for PP from 10.9 to 9% or below (This is 2019/20 data due to pandemic)

E.      

Identify social challenges experienced by our community such as mental health, parenting and financing and ensure appropriate support is put in place.

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

2020/21

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?

Ensure the curriculum is broad and balanced and further embed the wider curriculum for children to be able to build their own scemata

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

- Supplementary texts use to widen the texts children experience.

- 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

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

- MTP is used to identify learning journeys that engage PP and is related to their interests.

- Learning is exciting and a range of activities planned for to engage the children.

- Curriculum is covered fully and enables children to make links to prior learning.

- Review of math’s planning document to ensure learning is reviewed and built upon throughout the year.

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, year 4 timetables and Yr 6 reading 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 and make links to build their schemata.

·         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.

 

Regular learning walks by leaders to support next steps in phases.

 

 

 

 

 

 

 

 

 

 

 

SLT

May 2021

Promotion of a culture of excellence that shows our core values and develops a growth mindset.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Exciting and engaging curriculum with planned outcomes and using the planning backwards approach.

- Subsidising educational visits

- Keyworkers for vulnerable pupils

- Embed behaviour system across the school including individulised plans for vulnerable pupils.

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

- 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.

-Subsidise attendance officer salary.

- badges for year 6 roles across the school and school council.

 

·          Breakfast club/magic breakfast offered to ensure vulnerable students have a positive start to the day. (in classes during COVID)

·          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 including school trips.

·          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.

Support staff training in positive play.

 

SLT

May 2021

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?

Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn.

Use of proven interventions.

Speech and Language intervention and support in classrooms.

Whole school training on word aware.

Parent coffee morning/SEND coffee mornings. (online during COVID)

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.

Vocabulary rich environments which the children connect to and use in their learning bith written and verbally.

Regular monitoring of interventions.

Regular monitoring of progress made in interventions.

Monitor the transference of skills from interventions into the classroom.

 

 

 

 

SLT

 

 

 

 

May 2021

Promotion of a culture of excellence that shows our core values and develops a growth mindset.

 

Further embed 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. (focus on choir during pandemic)

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

 

Additional lunchtime support and equipment to promote positive play.

 

Support and training in place for circle time to encourage children to develop social skills.

Investment in additional 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

 

Clear system in place for clubs and identifying families and offer funding.

SLT

 

 

May 2021

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

 

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 late monitoring system and policy to ensure a robust approach is taken.

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

Support for Home – school link workers

Imporoved communication with teachers and parents regarding children who have been fast tracked.

Engage outside agencies to support with persistent absentees.

 

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.

 

Reduce the % of PP children who are persistently late for school.

Head of School

 

Attendance officer

May 2021

Total budgeted cost

 

 

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

Pupil Premium Strategy 2019-2020

                                                                                                                                                        

Pupil premium strategy statement:

COVID-19 STATEMENT Due to the Covid-19 pandemic, many of the objectives and aims of this strategy have been carried over from the 2019/2020 strategy. We will monitor and adapt this statement as necessary, in line with Government guidance relating to the current pandemic.

1. Summary Information
School Eglinton Primary School
Academic Year 2019/20 Total PP Budget £208,340 Date of most recent PP Review May 2019
Total number of pupils 437 Number of pupils eligible for PP 172 Date for next internal review of this strategy May 2020
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 57% 74%
% achieving high standards in R, W and M combined at KS2 13% 43%
% of middle attainment achieving expected standard in reading 71% 38%
% of middle attainment achieving expected standard in writing 76% 46%
% of middle attainment achieving expected standard in maths 76% 85%
3.   Barriers to future attainment (for pupils eligible for PP, including high ability)
In-school barriers
A. Ensure the curriculum is broad and balanced and further embed the wider curriculum for children to be able to build their own scemata
B. Promotion of a culture of excellence that shows our core values and develops a growth mindset.
C. Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn.
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. Identify social challenges experienced by our community such as mental health, parenting and financing and ensure appropriate support is put in place.
4.   Desired outcomes
Desired outcomes and how they will be measured Success criteria
A. Ensure the curriculum is broad and balanced and further embed the wider curriculum for children to be able to build their own scemata

All children will have access to a consistent wider curriculum based on knowledge with a focus on vocabulary enabling children to make links.

 

Children will value wider curriculum lessons and there will be no difference in learning achieved when compared with core subjects.

 

All children will make age ARE and this will be evident across the curriculum.

B. Promotion of a culture of excellence that shows our core values and develops a growth mindset.

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. Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn.

Improved results in all key stages across the curriculum

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

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

Reduce the number of persistent absentees among pupils eligible for PP from 8.2% to 7% or below.

Decrease the number of persistent late children amongst children eligible for PP from 10.9 to 9% or below

E. Identify social challenges experienced by our community such as mental health, parenting and financing and ensure appropriate support is put in place.

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  2019/20
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?
Ensure the curriculum is broad and balanced and further embed the wider curriculum for children to be able to build their own scemata

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

- Supplementary texts use to widen the texts children experience.

- 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

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

- MTP is used to identify learning journeys that engage PP and is related to their interests.

- Learning is exciting and a range of activities planned for to engage the children.

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 reading 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 and make links to build their schemata.

·         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.

 

Weekly learning walks by leaders to support next steps in phases.

Head of School May 2020
Promotion of a culture of excellence that shows our core values and develops a growth mindset.

- Exciting and engaging curriculum with planned outcomes and using the planning backwards approach.

- Subsidising educational visits

- Keyworkers for vulnerable pupils

- Head of school review of 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/magic breakfast 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 including school trips.

·          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 May 2020
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?
Develop strategies to engage our PP children in their learning and ensure they are emotionally ready to learn.

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.

SLT May 2020
Promotion of a culture of excellence that shows our core values and develops a growth mindset.

Investment in staff development of pastoral therapies and behavioural interventions

Further embed 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 2020
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. PP attendance (whilst improving) is not yet at the same standard of the other pupils. PP are over represented with persistent absence

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 late monitoring system and policy to ensure a robust approach is taken.

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

Support for Home – school link workers

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.

 

Reduce the % of PP children who are persistently late for school.

Head of School

 

Attendance officer

May 2020

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
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

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.

Core text approach has now been further embedded and staff are becoming more skilled at using the text as a model. Learning journeys are clearer and supports the children to a main outcome. Outcomes are improving.

Book corners and core text displays are evident around the school. Hooks are being experimented with to engage the children in new topic learning.

Marking PDM has been delivered and some teachers are using this to move the learning on. Continue to embed consistency across the school.

PDM delivered on deeper learning and this continues to be embedded to ensure skills are shown in a range of contexts.

Computing curriculum continues to be embedded with code club running at lunchtimes. French teacher is teaching across the school every Friday.

Children are being taken on trips and given wider experiences.

Approach will continue and further development of core text used and linking these to the wider community.

Approach will continue and support teachers to link hooks to impact positively on the children’s learning. We will continue to raise the expectation on quality learning environments.

Marking policy to be developed to ensure consistency across the school.

Continue to embed the computing curriculum across the school and CPD to build teachers confidence.

Trips to continue but ensure they impact positively on children learning.

105,178
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
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

Interventions were run. But need to be more consistently monitored to ensure high quality.

Speech and language is beginning to be developed in small groups and will continue to share this practice in classrooms.

Parent coffee morning run every 2 weeks along with EP coffee mornings.

Children identified for school councillor and a waiting list in place.

Additional hours have been purchased from CAMHS to further gain a holistic view of barriers which impact on an individual ability to access learning.

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

Will continued but need to be more consistently carried out. Designated adults have been identified for next year. Use of behaviour data to support identifying children for intervention.

School councillor to continue with added chance to chat at lunch times.

62,768
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.

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 decrease in persistent absences over the spring term.

The use of breakfast club and after school club to provide emergency care for parents/carers. Introduction of magic breakfast to support vulnerable families to arrive on time each day.

Persistent absence os down from last year and largely in line with the nation expectation. Lateness has decreased significantly with children losing over 9 hours of education but has now decreased to around 2 hours.

Continue to implement the late gate and establish late gate tracker to monitor persistent lates.

 

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.

 

49,729
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

 

Pupil Premium Strategy 2018-2019

Pupil Premium 2018-2019

Pupil Premium 2017 - 2018

Due to information being gathered in a new way we are not able to give full details about how the pupil premium allocation was spent in 2017/18 and the effect of the expenditure on eligible and other pupils. This information will be provided for 2018/19 onwards.

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 2015-2017

 Pupil Premium 2015-2017