Pupil Premium Strategy Review 2016-2017

Pupil Premium Strategy Review  2016 -2017

 

Amount of pupil premium funding received 2016 – 2017

 

Number of pupils eligible

Total PPF received

Actual Monies Spent

2016 - 2017

41

 

57,460

57460

2015 - 2016

 

 

55,520

b/f 9924 = total 65444

68296 (overspend 2852)

2014 - 2015

 

 

55,528

45,604

 

Identified barriers to educational achievement

St Marys School have identified the following barriers for some children who are currently in receipt of Pupil Premium:

  • Access to extra-curricular activities – educational experiences such as trips, music lessons
  • The increasing number of pupils who are in receipt of pupil premium and are on the schools Special educational needs register (currently 45%). 77.7% have needs related to cognition and learning while 66.6% have needs related to social, emotional and mental health.
  • Engagement in extra –curricular clubs

 

Rationale for expenditure

As identified in the 2015-2016 impact statement the majority of children in receipt of pupil premium funding made inline progress across the curriculum areas. Accelerated progress is now required for PP pupils in year 3 reading and years 2-6 writing.  In order to address this need and the identified barriers St Marys School have allocated the Pupil Premium funding in the following way to raise attainment and achievement of disadvantaged children to at least expected progress through:

  • Academic
  • Enrichment/Engagement
  • Well being

 

 

 

 

 

Key expenditure – Proposed summary of spending 

Supporting the whole child

Area

Focus

Total allocation

Academic

-          Provision to raise literacy and numeracy attainment and accelerate progress

-          Personalised learning support

38,326

Enrichment/Engagement

-          Enhanced/improved cultural capital – trips, activities, uniform, extra curricula activities

-          Increasing parental engagement

 

3,000 resources

Well being

-          Providing social and emotional support/interventions – Thrive/nurture/ breakfast club

-          Building self-efficacy

17,009

 

 

 

 

 

Area of spend

Intended outcomes – why approaches were taken

Action

Review (undertaken September 2017)

Academic

TA support in class and for focused interventions

-          Improved learning outcomes in reading, writing and maths.

-          1:1 and/or small groups intervention planned to cater for individual needs.

-          Support within lessons to improve understanding.

-          Pre-teaching to pre pare children for future learning

-          Consolidation of learning completed in class

 

-          Regular communication between class teacher and TAs

-          TAs receiving regular updates on PP children at weekly TA meetings.

-          TA weekly meetings

-          Regular class meetings with TA and Class teacher

-          Intense FFT 3x30 mins intervention resulted in improved progress to 3pt reading/2pts writing.

7/2016 – 7/2017

% ALL PP YR 2-6 PROGRESS (34)

 

Writing

Reading

Maths

Below Expected Progress

14%

12%

14%

Expected Progress

74%

61%

54%

Above expected Progress

12%

27%

32%

2017

86%

88%

86%

2016

81%

85%

85%

Increase shown in all areas

 

7/2016 –7/2017  

% FSM Progress YR 2-6 (15)

 

Maths

Reading

Writing

Below Expected Progress

20%

0%

6%

Expected Progress

47%

40%

74%

Above expected Progress

33%

60%

20%

2017

80%

100%

94%

2016

81%

81%

81%

-          Data shows substantial increase in reading and writing. Maths being slightly lower.  

Funding for learning resources

-          Improve reading outcomes

 

 

-          Trail ‘Reading Wise’ intervention scheme and implement across school.

-          The school rigorously reviewed the impact of ReadingWise. It had limited impact and children preferred Nessy.  

Enrichment/Engagement

School trips and residential subsidised to ensure access for all pupils

 

 

 

 

-          Raise aspiration, motivation and engagement. Develop individual self – efficacy

-          Pupils are able to participate fully on school trips

-          Learning is supported by trips to enhance the learning experience leading to improved academic achievement

-          Social skills, independence, preservice are developed through school trips.

-          HT to liaise with parents regarding funding available

-          Available funding is noted on initial letters home about trips.

-          All children in receipt of PP funding have been offered significant reduction in costs of residential trips.  100% attended residential trips in yr 4,5 and 6.

Forest schools weekly sessions to focus a range of individual needs

-          A wide range of needs addressed such as self-confidence, communication and corporation.

-          Meetings held with forest school team and staff to  carefully choice the most suitable pupils

-          Two forest school groups successfully completed alongside a new transition forest school for 6 identified year 6 children.  50% of children taking part in transition project were FSM. 100% showed an increase in scoring during observations of the following areas :

-          Confidence and self-esteem, communication and language and independence and self-care.

Monies available to support children in their choice of after school clubs

-          Social skills are developed through the participation in a range of clubs provided by the school and external providers.

-          Pupils enjoy the experience at being at school and feeling part of the school community.

-          Talent, skills and efforts in non – academic areas are celebrated and self-confidence is increased.

 

-          Termly analysis of number of pupils attending clubs

-          Children’s voice is heard as to their interests and available clubs

 

 

Aut

 

Spr

 

Sum

 

ALL PP

54%

 

53%

 

51%

 

FSM

50%

 

42%

 

41%

 

 

- Talent, skills and efforts in non – academic areas are celebrated during Friday assemblies.

Monies available to support children in their choice of after school Music tuition

 

-          Talent, skills and efforts in non – academic areas are celebrated and self-confidence is increased.

 

-          FSM children learn an instrument with 100% Subsidy on lessons.

-          One service child has music lessons outside school.

-          7 children in receipt of PP are being supported t learn an instrument

Well being

Funding for attending breakfast club

-          To provide a range of opportunities and equal access for all children and to promote healthy active lifestyles

-          To promote good attendance

-          Inform parents that PP children can attend breakfast club at a subsidised cost.

-          Purchase of activities, games to support engagement during breakfast club.

-          3 children in receipt of PP funding attended Breakfast club regularly.

Thrive Approach being used throughout the school

-          1:1/small group work focusing on thrive activities

 

-Class screening and action plans across the school have been undertaken.  1:1 thrive work has been started and will be expanded on in 2017 following review.

All SEMH Yr 2-6 Progress End Sum. Term 2017

 

Writing

Reading

Maths

Below Expected Progress

50%

44%

44%

 Expected Progress

38%

44%

44%

Above Expected

12%

12%

12%

Expected and Above

50%

56%

56%

 

 

How will the school measure the impact of Pupil Premium?

At St Mary’s school we have rigorous monitoring measures in place to track progress on attainment. Class teachers update assessments and this is collated and analysed half termly by members of the leading learning team.  The usual cycle of data collection will continue throughout the year with termly in-depth cohort tracking. This will be used to inform pupil progress and allow for early identification of need, support and appropriate intervention. Review meetings with parents of children eligible for PP take place termly. In these meetings parents, children and teachers decide on targets to move learning forward.  Termly meetings with the Pupil Premium Governor allow for the governing body to be firmly involved in the pupil premium funding process.

 

Pupil Premium Coordinator- Mrs E Hope

Pupil Premium governor - Rev. S. Yates

Date of next pupil premium strategy reviews:

Termly PP Governor meetings/regular SLT pupil premium strategy meetings