The Pupil Premium Explained

Pupil Premium was introduced by the government in April 2011 to provide additional support for ‘Children in Care’ and those from low income families. The additional funding is to help schools diminished the difference in attainment that still exists for pupils from disadvantaged and more affluent backgrounds. All schools have to put on their website the amount of additional money received and how it is used.

At Eastchurch we have identified the barriers to learning for our most disadvantaged children to be low attendance; low levels of literacy and numeracy of parents; children’s social and emotional needs; lack of resilience and lack of experience, opportunities and low aspirations for the future.

Pupil premium strategy statement Eastchurch C E P School

 Summary information

School

Eastchurch C E P School

Academic Year

2017/18

Total PP budget

 

Date of most recent PP Review

Unknown

Total number of pupils

511

Number of pupils eligible for PP

136

Date for next internal review of this strategy

June 2018

 

 

 

 

 

 

Numbers on Roll

 

Nursery

Year R

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

|Total

36

60

76

58

74

70

59

59

Girls

15

31

29

23

33

41

19

30

Boys

21

29

47

35

41

29

40

29

SEN

4

4

8

6

8

12

11

7

Disadvantaged

5

22

26

17

20

23

30

20

 

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

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

A.     

Speech and language difficulties on-entry to school (particularly limited vocabulary)

B.     

Special Educational Needs  – A larger than average proportion of pupils in school have additional educational needs and a greater than average number of disadvantaged children; additionally we have children who do not meet the criteria to receive funding as they are of no fixed address living in caravans or chalets.

 

C.

Poor literacy and numeracy skills; this slows progress from KS1 to KS2 (this includes limited vocabulary / life experiences for pupils).

D.

Some families have difficulties with routine/structure at home, for many different reasons. These pupils are often not ready to access learning at the start of the day. This impacts on their emotional well-being and readiness for learning throughout the day and across the curriculum.

External barriers (issues which also require action outside school, such as low attendance rates)

E.

Poor attendance including lateness.

F.

Reduced life experiences and enrichment opportunities.

G.

Poor Home Learning Environment

 Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

A.     

By the end of KS 1, pupils will be age-appropriate in speaking, listening and attention. This means that they will have made accelerated progress in these areas.

Progress in S&L and L&A will be good or better. Pupils will be achieve expected in S&L and L&A at the end of KS 1.

 

B.     

Pupils with SEND will make good progress, according to their starting points / against EHCP targets.

Progress data for PP pupils with SEND will be good or better. Provision for SEND pupils will be excellent, enabling them to make good progress.

 

C.     

All pupils will make good or better progress. The attainment gap between PP and non-PP will be diminished.

Pupils will make at least good progress in reading, writing and maths (for those with SEND progress may be measured against their EHCP targets). Qualified teachers will deliver Reading Recovery interventions. Trained TA’s will deliver Better Reading (and Writing) Partnerships intervention.

Pupils eligible for PP funding improve in Reading, Writing, Maths and GPS in line with non-PP children nationally. They make 6 or more steps of progress within each academic year (KentSteps)

 

D.     

Pupils will have readiness for learning each day. As a result engagement in learning will be high and outcomes improved. (Measured by Leuven Scales/Boxall Profile and attendance data).

Nurture provision and forest/beach school provision will enhance pupil well-being and support readiness for learning. The school will provide additional nurture intervention where needed above and beyond the interventions provided. Breakfast Club available to all and for PP pupils, this will be funded by the school.

 

E.     

All PP pupils will have at least 96% attendance.

Attendance data each term will be in-line with, or above, other pupils. Where attendance is not good, strategies will be put in place immediately to address these. The impact of these strategies will be reviewed.

 

F.      

All PP pupils will have had the opportunity to undertake a club or educational visit. They will also have the opportunity to take part in outside sport competitions enabling a greater sense of well-being, self-esteem and team work.

PP pupils will be given first refusal for clubs

PP pupils will be offered trips/enrichment activities to be funded by school

PP pupils will have PE kits and school uniform funded enabling them to feel part of the school.

 

G.     

Pupils eligible for PP complete their homework in line with their non-PP peers.

Pupils eligible for PP hand in – complete their homework to a high standard

 

     

 

 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?

A – G

School vision – create a new shared vision for the school. Promote and embed with all stakeholders.

The school vision was no longer fit for purpose and there was a need to re-establish the direction of the school and ethos for provision. A school’s vision and ethos can directly impact on outcomes for pupils.

It will form part of the School Development Plan (SDP) and monitored by school leaders and governors. The vision will drive the work of the school and be the core of all we choose to do in all aspects of school life. Staff will be expected to embody the vision and ethos in their practice and conduct.

SLT

Termly (see SDP)

A – F

Curriculum including the behaviour and nurture provision.

When reviewing our vision, we reflected on our provision as a whole and our curriculum to ensure it meets the needs of all learners. We identified a high need for a creative and nurturing curriculum.

 

Forest school/beach school outdoor provision for learning.

The new SLT will monitor the curriculum and its impact on learning and pupil wellbeing.

SLT

Meet with Nest ladies

 

Seek advice from other Island schools

 

Find examples of good practice to support the school

 

 

G. Higher rates of progress and attainment across KS2 for pupils eligible for PP

Purple Mash subscription: This online allows teachers to regularly and quickly assess and target gaps in pupil learning and create bespoke support (could we offer this at Breakfast Club?)

 

Accelerated Reader Programme?

Teachers in all year groups use this on line programme as part of their curriculum. The children also gain valuable experience of independent learning and focussed approaches to gaps in their learning from the teachers. This means that pupils will be learning about relevant areas of the curriculum and teaching is adjusted termly to suit the specific learning needs of the pupils.

 RP oversee termly assessment, and planning.

 

SLT monitor and track pupil uptake and consider incentives.

 

End of each year

A

Speech and Language Provision

To ensure best practice is shared across school, particularly when mainstream pupils in Year R have high need with communication, language and literacy on-entry.

 

Colour semantics will be introduced for support staff and teachers.

 

S&L TA + SLT to undertake a Language for Learning environments walk on both sites and write an action plan

 

SLT work with EYFS staff to develop a language rich outdoor environment.

 

S&L TA will share plans/interventions with teachers, TA’s and 1:1 staff to enable them to embed and model in a functional way

 

To introduce MAKATON to staff through the use of key practitioners in school.

 

SLT and Inclusion Manager will liaise with the SALT TA on-site and build a strategy around the pupils.

All Year R pupils will be speech/language link screened and early identification of pupils in the nursery is paramount.

SLT

S&L TA will share plans/interventions with SLT

 

 

 

 

 

 

 

 

 

C

Quality first teaching embedded.

SLT will embark on a rigorous monitoring programme to ensure teachers are working to specific outcomes and development points for their pupils. This will be done through learning walks, moderation, monitoring, triangulation, training and an implementation on continuous professional development introduced through staff meetings.

Support from JT to ensure the success of this through coaching and support for new leaders (new to school or new to leadership).

Close, regular analysis of data relating to PP pupils allows us to ensure that there is constant scrutiny of how this group of pupils are achieving and what can be done to support their progress. Discussion of each pupil with the class teacher enables the SLT to monitor how PP pupils are supported. This is supported by book scrutinies and learning walks.

SLT

SLT review monitoring termly.

 

NMC evaluate coaching process termly

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?

C

Reading Recovery

BRP/BRWP

Reading Recovery Evidence: UCL data reports show that 80% of pupils who have RR leave the programme at age-related levels and catch up with their peers. EEF Teaching and Learning Toolkit on One to One Tuition.

 

BRP/BRWP – Evidence

Review of data Analysis of wider impact and staff CPD Governors monitor the interventions and their impact on pupil outcomes Feedback from parents

NI/CJ

No PP pupils having RR this term.

….PP pupils having daily reading

PPM’s will show focus of PP pupils.

Teachers will identify their PP pupils and their barriers to learning.

D

Nurture and well-being support.

Some pupils in our current cohort need support to manage their emotions and to learn how to process feelings. This needs to happen to ensure they are emotionally well and ready to learn. Evidence – EEF Teaching and learning toolkit showed moderate impact for Outdoor Adventure Learning and Social and Emotional Learning. We have also spoken to schools who run Forest Schools to gain an insight into the impact on pupils.

Inclusion manager and well-being managers to monitor provision.

 

Governor monitoring Review of impact on progress of SEND pupils (against EHCP targets)

 

Monitoring well-being of pupils after intervention completion

NI/SD/AG

Boxall Profile to be bought and introduced to wellbeing managers and teachers

 

Evaluate and plan the Nest provision to ensure impact can be measured

 

Ensure Wellbeing managers using CPOMS to record information.

 

Review the pupils and referral process for the Nest.

A

Speech and Language support

Providing pupils with both resources and experiences that will both widen their vocabulary and communications skills, whilst at the same time broaden their life experiences. Pupils embark on regular educational visits with a strong focus on developing the language and vocabulary associated with the place whilst they are there and also at school before / after the visit. The language gap is one of the biggest causes of underachievement in later life, especially for disadvantaged learners. A study by Hart / Risley was published on the impact of language on young children, revealing that low-income children are exposed to 30 million fewer words than their higher income peers before aged three. This approach has been chosen to address barriers of SEN, as well as socio-economic barriers.

Teachers in school will work closely with the S&L providers and Inclusion team to ensure planning and interventions are relevant and that planning is centered on vocabulary extension.

SLT

Full Review Term 6

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?

F

Breakfast Club

Some pupils in our cohort have arrived at school hungry and unsettled. Breakfast Club enables them to have time to adjust to the school day.

Feedback from staff about impact on individuals Attendance data

SLT/Lynette

 

A – F

Funding school trips & extra-curricular activities and part cost for mini-bus for transport.

 

Year 6 Residential Trip

 

This is to eliminate pupils being restricted in the enrichment activities that they participate in which are key to their social, emotional, experiential and academic development.

Impact on pupil well-being and behaviours for learning Impact on pupil language Feedback from staff and pupils Outcomes for pupils

SLT

EYFS – Term 6

KS1 – Term 6

KS2 – Term 6

B

Occupational Therapy Service and Play Therapist

We have 5 pupils who have physio or occupational therapy targets that are not being met due to no provision within school.

We have pupils who are being referred for occupational therapy by other professionals working with them and school are unable to meet that need at the moment.

High levels of pupils with fine and gross motor difficulties to be addressed.

No whole school intervention in place for gross/fine motor control

Staff need training and strategies around addressing the needs at a pupil in class level

Source an occupational therapist who will deliver whole school support

 

Refer to NHS as first point of contact until we have secured an OT

 

Put training in place for interventions to be able to be run.

 

Training and awareness for staff around the gross/fine motor difficulties and their impact across the curriculum

SLT

Cost 20% of OT and play therapy

 

 

E

Attendance officer salary.

 

Breakfast club charges.

 

Attendance awards

 

Transport costs – taxi costs etc.

 

Sustaining excellent levels of attendance, especially for disadvantaged pupils, is a key priority within the school and is a named target on the school development plan.

Pupils are tracked regularly by both the SLT and the attendance officer. The school employs two well-being managers to work with families with persistent absenteeism / lateness.

Establish a robust policy

 

To develop strategy for PP absences.

 

Diminishing the difference between PP/Non-PP attendance

SLT/Lynette

£5,174

A – G

Pastoral expenditure/ Well-being manager time.

Where pupils do not have the right equipment for school, school can help to provide what they might need (for example, clothes or an outfit for a themed day).

Class teachers and teaching assistants will liaise with SLT to determine the specific needs of pupils selected.

 

 £8,230

Total budgeted cost

 

 

Measuring the impact

Schools were monitoring the impact by using measures of:

  • Improvement in attainment
  • Improvement in attendance
  • Improvement in behaviour
  • Improvement in confidence
  • Reduction in exclusions

 

 Additional detail

 

 

Year Group/Class

Total PP pupils

Pupils

Intervention

Terms 3 & 4

Impact

Next Step

Little Owls Nursery

5 (3 60% boys 2 40% girls)

 

 

 

 

 

Year R Wren

5 (3 60% boys 2 40% girls)

 

4 pupils

4 pupils

4 pupils

4 pupils

3 pupils

3 pupils

Listening & Attention 1:5

SALT 1:6

Maths Support 1:5

Writing 1:5

Fine Motor 1:6

Reading 1:7

 

 

Year 1 Nightingale

5 (3 60% boys 2 40% girls)

3 pupils

1 pupil

Daily Reading

Maths Intervention

 

 

Year 1 Kingfishers

5 (100% boys)

6 pupils             

1 pupil

4 pupils

Daily Reading

Maths Intervention

Handwriting Intervention

 

 

Year 2 – Goldfinch

4 (100% girls)

3 pupil

3 pupils

Daily Reading

Maths Intervention

 

 

Year 3 – Magpie

2 (100% boys)

1 pupil

Daily Reading

 

 

Year 3 Swallow

6 (3 – 50% boys 3 – 50% girls)

2 pupils

1 pupil

1 pupil

I pupil

Daily Reading

SALT

Phonics support

Precision Teaching

 

 

Year 4 Cuckoo

5 (3 60% boys 2  40% girls

2 pupils

BRP/Daily Reading

 

 

Year 4 Woodpecker

4 (2 50% boys 2 50% girls)

(1 EHCP)

1 pupil

1 pupil

2 pupils

1 pupil

Daily Reading

Extra Reading

Literacy Intervention

Numeracy Intervention

 

 

Year 5 Kestrel

8 (3 37% boys 5 63% girls)

(1 EHCP)

1 pupil

2 pupils

2 pupils

2 pupils

1 pupil

Daily Reading

Comprehension Group

Maths facts support

Spelling

Nurture curriculum

 

 

Year 6 Swan

5 (2 40% boys 3 60% girls)

3 pupils

4 pupils

3 pupils

Inference Support

Maths Booster

Writing Booster

 

 

 

Year R Robin

11 ( 7 64% boys 4 36% girls)

10 1:1

SALT

 

 

Year 1 Badgers

11 (9 – 81% boys 2  19% girls)

7 pupils

Daily Reading

 

 

Year 2 Squirrels

10 (7 70% boys 3 – 30% girls

8 pupils

BRP/Daily Reading

 

 

Year 3 – Hedgehogs

4 (100% boys)

2 pupils (1EHCP)

1 pupil

 

Daily Reading

 

Diffentiated tasks

 

 

Year 4 – Tigers

8 (6 75% boys 2 25% girls)

2 pupils

Daily Reading

 

 

Year 5 – Leopards

13 ( 8 61% 5 39% girls)

4 pupils

Daily Reading

 

 

Year 6 – Lions

8 (4 50% boys 4 50% girls)

2 pupils 

Daily Reading

 

 

 

 

 

 

 

 

Play Therapy

 

 

 

 

 

Occupational Therapy

 

 

 

 

Breakfast Club SC

14 pupils

 

 

Are there any PP pupils with persistent late/absence that we could offer free breakfast club to?

Breakfast Club AS

 

 

 

Are there any PP pupils with persistent late/absence that we could offer free breakfast club to?