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Pupil Premium Strategy Statement

  1. Summary information

School

Mark Cross CEA Primary

Academic Year

2017-18

Total PP budget

£2940

Date of most recent PP Review

Sept 2017

Total number of pupils

102

Number of pupils eligible for PP

2

Date for next internal review of this strategy

April 2018

 

  1. Current attainment

July 2017 results attaining ‘expected’

Pupils eligible for PP (your school)

Pupils not eligible for PP              Pupils not eligible by PPG

(school average)                              (Nat Average)

% achieving in reading, writing and maths

100%

      83%                                        74%

% making progress in reading

100%

      88%                                        71%

% making progress in writing

100%

      88%                                        78%

% making progress in maths

100%

      72%                                        75%

 

  1. 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)

  1.  

Children who are eligible for PPG are not consistently making the same progress all other children

  1.  

Opportunity for trained adult to support PP children in small groups to reinforce learning from lessons taught  and to pre-teach- RWM

C.

A small group of children are not consistently ‘ready to learn’ due to emotional difficulties

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

D.

Ensure attendance is consistently maximized for all children through emotional support, building self-esteem and perseverance

  1. Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

  1.  

All children achieve at least expected progress towards their end of year targets in RWM, use termly data drops to measure progress

All children have made expected progress against targets

 

  1.  

To close the attainment gap between children eligible for PPG and children not eligible, measured through data drops

Gap is closed, children in receipt of PPG make similar progress to all children

 

  1.  

Provide support for all children to ensure access to and engagement with learning is maximized

Children’s emotional needs are not a barrier to learning

 

         

 

 

  1. Planned expenditure

Academic year

Sept 2017- July 2018

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

  1. 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?

All children achieve at least expected progress towards their end of year targets in RWM, use termly data drops to measure progress

Development of QFT - TA3 employed to support class teacher with delivery of maths in small groups x 4hrs per week

Improving staff knowledge and confidence to deliver QFT

We want to invest PP money to provide extra support in maths by QFT, ensuring their needs are met –especially in KS2, where teacher support is limited.

To ensure all children make sustained progress groups are targeted for pre and post teaching.

Mentoring of staff by the maths lead on-going and supportive observations. Pre- and post-teaching of concepts in small groups. Link to performance management and target setting.

Monitored through termly data analysis and pupil progress meetings.

SENCo

Maths

Head of School

Termly and then finally

April 2018

Provide support for all children to ensure access to learning is maximized

Ensure daily snack is available for all PPG children – especially in the afternoon for 1 child in particular, where concentration and stamina can dip

 

Provision of Talk Time and social development groups for specific groups/individuals

 

 

 

 

 

 

 

 

Investment to provide emotional support for children at ‘crisis’ points and also on-going to build emotional resilience. Provision of Mindfulness training for specific year groups. All to maximize access to learning –cross-federation

Monitored by class teacher and communication with parents.

 

 

 

 

 

 

Monitored through termly data analysis and pupil progress meetings.

Class teachers and snack monitors

 

 

 

 

SENCO

PPG co-ord

Head of School

Termly and then finally

April 2018

 

 

 

 

 

 

 

 

Total budgeted cost

£960

  1. 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?

To ensure the attainment gap between children eligible for PPG and children not eligible remains closed, measured through data drops

Weekly small group sessions in maths and writing  with experienced teacher, in addition to standard lessons

 

 

 

We want to provide extra support to maintain and reinforce the learning.  Small group interventions with trained staff have been shown to be effective as evidenced in termly tracking as well as discussed in reliable evidence sources such as Visible learning by John Hattie ad the EEF toolkit.

 

 

Extra teaching and preparation time paid out of PP budget.

Impact overseen by the SLT and subject coordinators

Engage with parent so they are aware of support and how they can help and to address any issues/concerns they may have.

 

PPG teacher linked with SLT and subject leads.

SENDCo

Termly and finally April 2018

Provide support for all children to ensure access to and engagement with learning is maximized

Enrichment opportunities inc swimming, lego and sports clubs and participation in school trips

 

To maximize engagement  in learning

To ensure children get the most out of experiences offered in school

Class teacher

Club teachers

 

Termly and finally April 2018

Consistently high  attendance levels

First day absence monitored, intervention from SLT/counselling support as required

To achieve the children need to be consistently attending

Termly attendance reviews linked to pupil progress

PPG Teacher

SENDCO HoS

Termly and finally April 2018

Total budgeted cost

£1500

  1. 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?

To remain closed the attainment gap between children eligible for PPG and children not eligible, measured through data drops

External agency support for specific children

 

We have identified children who need specific assessments and interventions, money is targeted for this.

SENDCO/PPG teacher work in tandem to identify pupils and co-ordinate interventions (980)

Revised at pupil progress meetings every six weeks

Head of School

SENCo

PPG teacher

Class teachers

 Termly and finally April 2018

 

 

 

 

 

 

Total budgeted cost

£490

 

 

  1. Review of expenditure

Previous Academic Year (April 2016-March 2017)

 

  1. 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

To maximize Quality First Teaching for all children esp focused on disadvantaged

Development of QFT -INSET training, mentoring of staff, peer support in lessons, TA3 employed to support class teacher with delivery of maths and English in small groups4x per week, Qualified teacher support 2x per week

Improving staff knowledge and confidence to deliver QFT

 

Success criteria met for children in receipt of PPG.

 

All children eligible for PP benefitted from a wider curriculum, improved Qft and the provision of a wider range of clubs and wider provision offers from the school.

 

 

 

 

 

 The approach was successful and needs to be expanded 2016-17 to maximize impact as children change year groups to maintain expected progress.

 

£2160

  1. 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

To close the gap between children eligible for PP and those children not eligible in RW and M

1: 1 nurture for specific children

 

External agency support for specific children

 

 

Support in small groups for RWM as appropriate

 

External agency support for specific children

 

Enrichment opportunities inc swimming, pottery and participation in school trips

 

Success criteria met. No gap in attainment.

 

External agency support benefitted specific children in receipt of PP funds.

 

The approach was successful and needs to be expanded 2016-17 to maximize impact as children change year groups to maintain expected progress.

 

£1150

  1. 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

To nurture PPG children, maximize opportunities for all and raise self-esteem, to develop perseverance and resilience

 

 

Counselling and nurture support for children in receipt of PP 1:1

Social friendship group nurture in each class

All pupils eligible benefitted from nurture support for specific issues

 

This approach develops resilience for the children and has worked particularly well with social and emotional issue.

The children have greater strategies to use in a variety of situations.

Crisis points dealt with effectively.

 

£950