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 2019-2020

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 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. 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 montiroed 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 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 behavioural 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
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 montiroed 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 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