Pupil Premium Strategy Statement – Oundle CE Primary School

Summary information

School Oundle CE Primary School

Academic Year 2019/2020 Total PP budget £90,460 Date of most recent PP Review May 2018

Carry forward £5,524

Total number of pupils 383 Number of pupils eligible for PP 52 Date for next internal review of this strategy Feb 2020

Barriers to future attainment (for pupils eligible for PP)

Additional information Our current % of disadvantaged pupils is 14% (52 children)

In-school barriers

Attainment Attainment data shows that there are fewer PP pupils achieving GDS than non-PP pupils.

Progress Progress shows that our pupils usually convert from GDS to GDS. However, not all prior middle attainers and an occasional GDS attainer are making expected or above progress in reading, writing and maths in KS1 and 2.

External barriers

Attendance Percentage attendance of PP pupils for the last academic year was 94.23% compared to 96.5% for other pupils. Percentage of unauthorised absences for PP pupils for the last academic year was 1.18% compared to 0.6% for other pupils.

Punctuality Percentage of PP pupils who were late (before registration closed) was 42% compared to 19% for other pupils. Percentage of PP pupils who were late (after registration closed) was 27% compared to 11% for other pupils.

Current attainment (end of 2018- 2019)

Pupils eligible for PP (in school) Pupils not eligible for PP (national average)

KS1 ARE+

KS1 GDS

KS2 ARE+

KS2 GDS

KS1 ARE+ (2018 data)

KS1 GDS (2018 data)

KS2 ARE+ (provisional data)

KS2 GDS (provisional data)

% achieving ARE in reading, writing and maths 50% 0% 75% 0% 65% 12% 64% 11%

% achieving ARE in reading 50% 13% 75% 13% 75% 26% 73% 27%

% achieving ARE in writing 50% 0% 75% 13% 70% 16% 78% 20%

% achieving ARE in maths 50% 13% 75% 13% 76% 22% 79% 27%

Behavioural and pastoral needs 13% percent of PP pupils are involved in EHA’s The learning mentor is working closely with 11 PP families and children across the school (30% of our PP cohort). Profiling identified 26% of our disadvantaged children to receive Thrive last year.

Being Pupil Premium and also on the SEND register

27% of our current PP children have SEND

Desired outcomes

Desired outcomes and how they will be measured

Success criteria

A To increase the percentage of disadvantaged children achieving ARE+ in KS1 and 2 statutory assessments for reading, writing and maths (based upon knowledge of the current cohort.)

KS1- 67% reading ARE+ (an ambitious target of moving 1 WTS child up, accelerating progress for 1 to achieve in line with their starting point and accelerating progress for 1 child to achieve GDS)

KS1- 67% writing ARE+ (an ambitious target of moving 1 WTS child up)

KS1- 67% Maths ARE+ (an ambitious target of moving 1 WTS child up)

KS2- 82% reading ARE+ (an ambitious target of moving 2 WTS PP pupils up) GDS- (9%)

KS2 – 73% maths ARE+ (an ambitious target of moving 1 WTS PP pupil up) GDS- 27% (moving 2 children from EXS to WTS)

An increase in the number of PP children passing the phonics screening test in Year 1 from 50% to 80% (4/5 children).

Teacher’s feedback will allow children to understand how they can improve.

B To increase progress for disadvantaged pupils in KS1 and KS2 in reading, writing and maths.

Each child will leave Year 6 with a positive progress score. (2018-19 FFT was -0.4%)

All children to achieve expected progress and above in relation to their starting points.

Parent’s will be kept informed of their child’s progress at regular intervals throughout the academic year

C To raise attendance for the pupil premium group to meet the school target of '96% and above' and ensure that lateness is reduced from 1.6% (late before or after the registration has closed) to 1.2% for PP pupils.

Parent’s will know the school’s expectations for punctuality and attendance as outlined in the revised attendance policy.

Through communication from the SLT, class teacher and/or Learning Mentor, parents will be aware of the negative impact that poor attendance and punctuality has on their child’s learning, their confidence and self-esteem, progress and outcomes, relationships with peers and their involvement and enjoyment in school.

Increased levels of emotional and social well- being resulting in progress being made in line with ARE or above.

The school will share each child’s attendance data with parents at least 3 times a year and they will be made aware of what is considered to be ‘poor’ attendance.

In line with the school’s attendance policy, incentives such as certificate and rewards will be offered to promote good attendance and there will be an increase in termly and annual full time attendance awards (1 PP child achieved full time attendance in 2019-19.)

Where financial circumstances prevent a PP pupil experiencing enriching activities outside of school, there will be the opportunity for them to attend similar extra- curricular activities alongside their peers.

D Strategic and personalised use of funding and resources to support all PP pupils to develop and make progress in a similar way to their non-pp peers.

Increased staff ‘buy in’ on the importance of the Pupil premium agenda with all staff conveying positive and aspirational messages to our disadvantaged children.

Behavioural, social and emotional needs

Pastoral timetable of support

Pupils will have less emotional difficulties and require less support from the SEN/Learning Mentor/ Thrive Practitioners.

Pupils will be helped to overcome some of their social/ emotional barriers to learning and this will correlate with improved attainment and progress data.

1:1 staff to be used effectively to raise standards and to work with other key children in a small group where appropriate.

Children’s mental health is supported.

Thrive profile scores will show an increase from the beginning of the intervention to the end demonstrated a combination of hard and soft data.

Inclusion on educational trips and residential trips will enable children to take part in activities and experiences to enhance their learning, self-esteem and self-confidence

Raised aspirations for learning and self-confidence of individuals.

Research ‘Children’s University’ and the ‘Military Kids Club’ as potential programmes to support our PP and service PP pupils in the future.

PP/SEND

PP Lead and SENCo will work more closely to support those PP children who are also on the SEND register.

Boxall will be used as an effective tracking and assessment tool to monitor the impact of interventions and resources by the PP Lead and SENCo and will be recorded on a provision map to share with staff and Governors.

SALT

Early intervention and assessment of speech and language acquisition.

Increased speech and language understanding for target children as appropriate for their age group.

PP children in EYFS-6 with speech and language needs achieve targets, leading to better progress in English.

E To ensure that all pupils have access to a curriculum rich in opportunities and experiences to enhance and broaden their education.

All PP pupils will have the opportunity to attend age appropriate extra -curricular activities, school visits and residential visits and, where money might be a barrier to equality of access, financial assistance will be offered.

The development of an exciting curriculum which engages children and increases their desire to come to school, therefore having a positive will impact on attendance and punctuality.

Assessment 3 x a year will show all children make at least ARE in relation to their starting point.

Marking and feedback will allow students to engage with the feedback and then take action in order to improve their learning.

Parents are the primary teacher in a child's life, influencing their thoughts, feelings and experiences in the world. If parents support and encourage their child's learning at home and at school it will have a positive effect on their development.

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.

Quality of teaching for all

Desired outcome Chosen action / approach Evidence and rationale for this choice.

How will you ensure it is implemented well?

Staff lead

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A. To increase the percentage of disadvantaged children achieving ARE+ in KS1 and 2 statutory assessments for reading, writing and maths (based upon knowledge of the current cohort.)

Effective quality first teaching and feedback about their work and how to improve.

All staff must be aware of the Pupil premium children in their year group as a minimum and take responsibility for accelerating their progress.

All class teachers to produce a seating plan identifying careful positioning of all PP children to ensure they are easily accessible.

Targeted and relentless questioning of PP children to promote meta-cognition and learning.

Maintain a culture of positive discrimination towards PP pupils.

Through the use of PUMA and PIRA assessments 3 x per year, gaps can be closely identified and closed through effective teaching.

Continue to use ‘Maths No Problem’ Mastery Scheme to close the attainment gap with a focus on extending HA pupils.

More effective use of Maths Whizz & AR to motivate children and to help them to make progress through careful tracking.

6 English and 6 maths focused challenges to be undertaken by PP pupils across the year with results showing a positive impact on their learning.

Pupil involvement in Maths CPD- PDET, our cluster schools, OPEN Learning partnership events.

ASP shows that the average progress score in KS2 SATS (2017-18) is marginally above their non- disadvantaged peers nationally. School data tracking shows slower rate of progress and attainment for this group of children. “On average, mastery learning approaches are effective, leading to an additional 5 months’ progress over the course of a school year compared to traditional approaches”(EEF toolkit) Research shows that students who learn with Maths-Whizz increase their Maths Age by 18 months in their first year of use*. That's a six month acceleration in maths learning. HLTA – this additional

Maths/ English Leads CPD Attendance at PDET CPD Learning Walks and feedback Planning Book scrutiny/ moderation Termly Maths Whizz progress tracking (DA vs non-DA) Termly AR progress tracking (DA vs non-DA) Assessment of attainment at 3 data points per year. Half termly 10 day challenge progress tracking

PP Lead English Lead Maths Lead. Data & Assessment Lead

Track in class approaches. Track AR winner Maths whizz/ AR data tracking Analysis of PUMA and PIRA 10 day challenge analysis and feedback to staff Record of pp children attendingany cluster events

Track in class approaches. Track AR winner Maths whizz/ AR data tracking Analysis of PUMA and PIRA 10 day challenge analysis and feedback to staff Record of pp children attendingany cluster events

Track AR winner Maths whizz/ AR data tracking Analysis of PUMA and PIRA 10 day challenge analysis and feedback to staff Record of pp children attendingany cluster events

resource allows for many of the effective principles of teaching that are evidence-based to be implemented more effectively including: Feedback (+8 months) & small group tuition (+4 months).

B. To increase progress for disadvantaged pupils in KS1 and KS2 in reading, writing and maths. progress

Effective quality first teaching and feedback.

High expectations – staff to make sure that eligibility for the Pupil Premium is never confused with low ability and focus on all pupils achieving at the highest levels.

A whole school approach to using Twinkl-PlanIt Spelling scheme.

Maths Whizz homework to be completed by 80% of PP pupils. Attendance at after school snack club, WAC or before school highly encouraged.

Gaps closely identified and targeted through careful use of assessment and planning.

Deployment of a HLTA to enable the Year 2 and 6 teachers to be non classed based one afternoon per week in order to focus on overcoming gaps in learning to help children to make increased progress and to raise their standards of achievement through delivering and monitoring interventions.

Progress shows that our pupils usually convert from GDS to GDS. However, not all prior middle attainers and an occasional GDS attainer are making expected or above progress in reading, writing and maths. Lower than expected GPS scores in KS1 & 2 SATs. Awareness that spellings affected this. 50% of PP children (3) did not pass the Year 1 phonics screening test and 12.5% of PP children (1) in Year 2.

English Lead CPD Attendance at PDET CPD Learning Walks and feedback Planning Book scrutiny/ moderation Half termly 10- day challenge progress tracking Tracking of progress data for DA vs non-DA children termly. Data analysis and evaluation 3 times per year.

English Lead PP Lead Class teachers Data & Assessment Lead

Learning walk and book scrutiny Track % of PP children completing homework/ attending snack club Impact of HLTA- analysis of practise SATS papers from one term to the next by Y6 team.

Learning walk and book scrutiny Track % of PP children completing homework/ attending snack club Impact of HLTA- analysis of practise SATS papers from one term to the next by Y6 team.

Learning walk and book scrutiny Track % of PP children completing homework/ attending snack club Impact of HLTA- analysis of practise SATS papers from one term to the next by Y6 team.

Total budgeted cost £1,876*

To include: Pupil Premium Lead- £1,876

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

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A. To increase the percentage of disadvantaged children achieving ARE+ in EYFS, KS1 and 2 statutory assessments for reading, writing and maths (based upon knowledge of the current cohort.)

HLTA to provide targeted support for class teachers in Years 2 and 6 to allow them to work with individuals or groups of children, including disadvantaged pupils 1 afternoon per week to pre-teach new skills/concepts and close gaps.

Morning TA support for all children, including disadvantaged pupils.

SEN/DA 1:1 support given to identified children- 1:1 support to support PP children where appropriate within the same class.

Twice weekly one to one reading with all FS & Y1 children. Focus on every child becoming a reader in the early years and Y1 particularly PP children.

Daily reading for all PP children in EYFS/Y2 and Y6.

Enrolment in the Story starter programme for 5 EYFS PP children to encourage a love of reading and develop comprehension skills.

Recruitment drive for parents to become reading assistants for all year groups and to listen to PP children read as a priority.

Monthly book and biscuit session in the Yellow zone to encourage parental engagement with reading in Jan 2020- roll out to the red zone if successful.

Planning will take into consideration each child’s previous phase or Key stage assessment results and ensure that they make or exceed ARE- including challenge for previous higher attainers.

Greater focus on the fluency of reading in all year groups as a result of the most recent Reading Learning Walk findings.

Targeted support and intervention for those children who did not pass the Year 1 Phonics screening test in Year 1 and 2 through focused teaching group.

Training for all new staff in the use of AR, Maths Whizz and Planit Spellit programmes.

The use of Reading Force to support and encourage the enjoyment of shared reading amongst Armed Forces families both at home or when separated. A club to run in Spring and Summer.

Research carried out by EEF suggests that providing small group work has a positive impact on progress. It also evidences the impact that teaching specific strategies for planning, monitoring and evaluating (metacognition and self-regulation skills) can have on progress made. Education Endowment Foundation found that Small group tuition can improve children’s progress by +4 months Through the Reading Force programme, participating families experience the following benefits: • Maintaining good contact with a parent when they are away from home; • Increased contact with extended family, especially grandparents; • Improved communication within the whole family; • More fathers get involved with their children’s reading; • A sense of community and affirmed identity.

Attainment and progress measured by teacher assessments, collection of data in the school assessment system and successful moderation practices. Monitor attendance of parents at book and biscuit sessions. Target parents of PP children to make sure they attend.

PP lead Class teachers SENCo English lead Maths Lead Data & Assessment Lead

Books purchased to support phonics in yellow zone Volunteer readers in place. Establish Reading Force club.

Learning walk focus on TA and SEN TA support and intervention Story starter impact from starting point in Nov 2019 Track attendance of parents at Book and Biscuit Evaluate impact of Y2 phonics group support (test each half term)

Learning walk focus on TA and SEN TA support and intervention Track attendance of parents at Book and Biscuit Evaluate impact of Y2 phonics group support (test each half term)

B. To increase progress for disadvantaged pupils in KS1 and KS2 in reading, writing and maths. progress

HLTA to provide targeted support for class teachers in Years 2 and 6 to allow them to work with individuals or groups of children, including disadvantaged pupils 1 afternoon per week to pre-teach new skills/concepts and close gaps.

Morning TA support for all children, including disadvantaged pupils.

SEN/DA 1:1 support given to identified children- 1:1 TA’s to support PP children where appropriate within the same class.

Facilitate pre and post school opportunities for children to access Maths Whizz/ AR/ 10 day challenges. Invitation to disadvantaged children to attend an after school snack club to support with homework. Incentives to be offered to encourage attendance.

Research carried out by EEF suggests that providing small group work has a positive impact on progress. It also evidences the impact that teaching specific strategies for planning, monitoring and evaluating (metacognition and self-regulation skills) can have on progress made.

Attainment and progress measured by teacher assessments, collection of data in the school assessment system and successful moderation practices to ensure curriculum coverage, high expectations, challenge, personalised learning opportunities.

PP lead class teachers SENCo English lead Data & Assessment Lead

As quality teaching for all

As quality teaching for all

As quality teaching for all

C. To raise attendance for the pupil

Encourage parental engagement by sending home headlines from the revised attendance policy.

Communication to parents whose children are

Monitor the effectiveness of the interventions. Thrive data reported 3 x per year to demonstrate impact

PP Lead Learning Mentor D

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premium group to meet the school target of '96% and above' and ensure that lateness is reduced from 1.6% (late before or after the registration has closed) to 1.2% for PP pupils.

regularly absent about the impact of absenteeism in terms of learning and social repercussions.

Newsletter reminders about positive attendance and its impact.

Celebrate good attendance with children and parents weekly, termly and annually.

Letters home if attendance drops below 85%

Lateness monitoring and conversations with parents if persistently late.

Meet and greet by HT and LM at main entrances every morning.

Staff make a concerted effort to meet and greet all children to make them feel safe, secure and valued.

Inform parents 3x a year of attendance data – 2 x learning conversations and end of year report.

Teachers should ensure, wherever possible, that work can be caught up with (by those who have missed it) without using adult support if this was not initially planned for in the original task. This may involve making individual resources to enable the child to catch up independently.

of interventions. Attendance data reports Book scrutinies and learning walks Data analysis 3 x per year

Class teachers Data & Assessment Lead

Send home headlines from att. Policy Start newsletter reminder about attendance. Monitor PP pupils termly attendance and lateness. Book scrutiny to check catch up strategies with work missed.

Send home headlines from att. Policy Start newsletter reminder about attendance. Monitor PP pupils termly attendance and lateness. Book scrutiny to check catch up strategies with work missed.

Send home headlines from att. Policy Start newsletter reminder about attendance. Monitor PP pupils termly attendance and lateness. Book scrutiny to check catch up strategies with work missed.

D. Strategic and personalised use of funding and resources to support all PP pupils to develop and make progress in a similar way to their non-pp peers.

1:1 LSA’s to be used effectively to support small groups as well as 1:1 where appropriate.

Employment of a SALT teacher to address poor speech and language skills of children in Years R-6.

External Agency involvement i.e. Occupational Therapist, Educational Pyschologists.

Deliver social, emotional and behavioural interventions across the school to the identified pupils (as a result of staff profiling in Oct and Feb) using the ‘Thrive Approach’.

The Thrive Lead and Learning Mentor will provide ‘lunch clubs’ for KS1 and 2 to allow key children, including PP children, to be more successful in unstructured time.

Weekly SEN TA meeting with SENCO

All staff trained in the use of My Concern, Thrive, Team Teach and specific training in relation to individual needs.

Access to the Learning Mentor to develop positive relationships and encourage parental involvement in school and their child’s learning.

Vulnerable children to have access to the LM’s room and Thrive room as places to feel safe and secure, socialise and to self-regulate.

Social, emotional and behaviour difficulties block effective learning. The Thrive Approach research states that ‘neural pathways of stress, anger and anxiety lay the foundation for our social and emotional development.’ Until children’s self-esteem and confidence is developed, they are unlikely to make improved academic progress. EEF evaluated ‘Social and Emotional Learning’ as moderate impact (+4 months)

Quality led-staff CPD Monitoring through observations Thrive progress tracking documents.

PP Lead SENCO Class teachers Data & Assessment Lead LM Thrive Lead

Tracking external agency involvement for PP/SEND pupils.

Tracking external agency involvement for PP/SEND pupils. Keep staff training up to date. Thrive impact evaluation Which children/ families have accessed LM? Lunch club review Review of SALT & impact

Tracking external agency involvement for PP/SEND pupils. Thrive impact evaluation. Keep staff training up to date. Which children/ families have accessed LM? Lunch club review Review of SALT & impact

E. To ensure that all pupils have access to a curriculum rich in opportunities and experiences to enhance and broaden their education.

A recent curriculum review has resulted in the development of a more progressive, innovative, skills and knowledge based curriculum that will excite and engage pupils to learn and is in line with DfE and Ofsted recommendations.

Outdoor learning/ forest schools

Exciting and curriculum related school visits and visitors will support pupil’s progress and attainment and will be offered free of charge to children in receipt of Pupil premium.

Research shows that participation in extra-curricular activities can positively impact on attainment, increase a pupil’s positive identification with school, and build self-confidence and resilience. Research also shows that children that do not have access to these opportunities fall behind, lack confidence, and fail to develop career aspirations. The resulting attainment gap is so significant that 25% of children from the most disadvantaged backgrounds achieve below expected attainment levels. (Children’s University)

Pupil voice

PP Lead

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Pupil voice Tracking of PP funded enrichment Club take up tracking and analysis

Pupil voice Tracking of PP funded enrichment Club take up tracking and analysis

Pupil voice Tracking of PP funded enrichment Club take up tracking and analysis

Total budgeted cost £7410.47*

To include: Pupil Premium Lead- £1876 HLTA- £2,050 TA support for all children including PP- £7,000 PP Personalised investment i.e. enrichment, residentials, story starters- £10,011 PP+ ringfenced funding - £7,840 Service PP children- £1,800 Thrive- £11,115 Learning Mentor- £15,158.47 Thrive software- £330 Jogo behaviour- £3,830 Play Therapy- £3,800 SALT teacher support- £4,000 Therapists & Assessments -£2,000 Staff training- £4,000 (Thrive, Designated teacher new EPEP system training, Team-teach)

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?

C. To raise attendance for the pupil premium group to meet the school target of '96% and above' and ensure that lateness is reduced from … to … for PP pupils.

Review attendance of all PP pupils half termly

Revised termly reports to detail attendance and class teachers will discuss with parents at learning conversations as a focus. Copies of detailed attendance data will be available.

Learning Mentor to contact parents about attendance and discuss ways in which to offer support.

Slower progress and attainment of pupils with lower attendance. NfER briefing for school leaders identifies addressing attendance as a key step. Ensure the PP children are not disadvantaged and are able to experience the same enriching activities as their non- disadvantaged peers. Research shows that receiving free or reduced-price school lunches reduces food insecurity, obesity rates and poor health.

Improved well-being and the ability to begin to self-regulate. Regular book scrutinies, with absence registers, to ensure that ‘Catch Up’ work is being taught/discussed. Learning Mentor to liaise with class teachers and to provide them with regular attendance data updates. This will allow class teachers to communicate with the families of targeted children and to be proactive in encouraging good attendance. Termly review meetings with the PP strategy team.

Class teachers Learning Mentor PP Lead

Dec 2019 Mar, Jun 2020

D. Strategic and personalised use of funding and resources to support all PP pupils to develop and make progress in a similar way to their non-pp peers.

Pre-teach strategies introduced to disadvantaged learners and pupils with SEND: 10 day challenges

The purchasing of resources and equipment as recommended in assessments and reports by external agencies.

Boxall profiling

Free school meals and milk provided for all FSM PP children who wish to have them. School lunches are critical to student health and ensure that pupils have the nutrition they need throughout the day to learn.

Class teachers will develop a positive relationship between them and their pp pupils as it is crucial for their wellbeing and consequent desire to attend school.

Sensory circuits- to be sued for select pupils to support them to improve their levels of attention and focus. Sensory circuits can help to

Under section 78 of the Education Act 2002 and the Academies Act 2010, schools must provide a ‘balanced and broadly-based curriculum’ which promotes ‘the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life’.

Evaluation and reviews by parents IEP targets met

All class teachers. Maths lead English lead PP Lead LM

Nov 2019 Mar, Jul 2020

tackle sensory imbalances & support those with lots of energy to enable them to redirect it positively

E. To ensure that all pupils have access to a curriculum rich in opportunities and experiences to enhance and broaden their education.

Positive discrimination throughout the school in all we do (morning welcome, seating positions, targeted questioning, club selection, OPEN/PDET/Cluster academic, social, music and sporting events etc)

Inclusion for all and raised aspirations through all PP pupils having the chance to experience wider opportunities regardless of financial circumstances.

Total budgeted cost £19,299*

To include: Pupil Premium Lead- £1,876 School meals- £16,169 School milk- £1,254

*The budgeted costs are based on our 2018/19 Pupil Premium population and take into account the £5,524.53 carry forward.