St. Thomas Church of England Primary School

Proposed spend of Pupil Premium 2018 – 2019

The pupil premium provides funding for children:

• Who have been in receipt of free school meals at any point during the last 6 years (£1320)

• Who have been previously looked after, subject to a special guardianship order and/or adopted from care (£1900 per child)

• Pupil premium plus children currently being looked after or are in care (£1900 per child per academic year held by the LA Virtual School Head accessed via PEP meetings

There is also an extra £400 available per child which can be applied for via the PEP.

• Whose parents are currently serving in the armed forces (£300 per child)

Schools are held accountable for spending these funds, performance tables will capture the achievement of children covered by Pupil Premium.

Our school is committed to providing effective resources and ensuring support is in place for our disadvantaged children to improve their academic outcomes.

Proposed funding for 2018/19 is £117,478

Our key objectives are

• To improve outcomes in Maths for EYFS, KS1 Maths AND KS2 Reading

• To have a focussed early language intervention and support for FSM pupils in Foundation Stage, KS1 and KS2.

• To improve curriculum engagement and academic achievement for FSM and CIOC children.

Objective 1 To improve Maths in EYFS, improve KS1 Maths and KS2 Reading

ATTAINMENT: To narrow the gap and improve the outcomes for PP/PP+ -FSM children in EYFS AND KS1 mathematics through delivery of classroom teacher lead activities, continuous provision and intervention programmes. The programme will benefit all children as most are delivered in small groups. Children not eligible for PP/CIOC funding but who are in need of such programmes will be able to access these throughout the year.

Action: To re-deploy additional teachers and teaching assistants to provide small group and 1:1 interventions for FSM /CIOC who are working below year group expectations and or at risk of falling below 100 in standardised scores in Maths in EYFS and KS1 and reading in KS2

Rational:

Sutton document ‘One-to-one tutoring +5 months moderate impact’

‘For pupils eligible for free school meals (FSM) with lower prior attainment, those who received tuition were more likely to achieve a Level 4 at KS2 and make two levels of progress than those who did not receive tuition. (Secondary ready with a scaled score of at least 100 and making at least expected progress)

Evaluation of the Making Good Progress Pilot (2010). DCSF Research Report RR184. PricewaterhouseCoopers (PwC) LLP

Success Criteria:

A reduction in the attainment gap and FSM and non FSM across the year groups FROM Sept 18 to July 19 in mathematics

Date

Person Responsible

Monitoring and evaluation

Cost

Sept 2018

YA – assessment and tracking

KB SENCo/PP

Edukey subscription renewed

JM – PPA/Maths

LN AHT Maths

Early Years Staff –

Little Big Maths training

Class Teachers- Inspire

Support staff

Class Teachers

Reception teachers to visit Numicon Advocate School

Reading in KS2

Training in Fresh Start

Identification of children

Fresh Start to begin in Autumn 2

Train another member of staff

Class Teachers – Guided Reading

Support Staff -Better Reading across KS2

Tracking and monitoring of data for FSM children

PUMA assessments

KB – costs of provision

Interventions

IEPs- set by class teacher and KB

Increased target support from TAs for maths

Focussed ‘narrowing the gap’ support including: Additional Teacher support for children who are currently working below age related expectation in Maths`

Class Teacher to set specific targets in relation to the PUMA assessment strands

Concrete Resources-

Numicon Intervention

Time table rock stars (KS2)

10 min targeted daily intervention in reception

Lunch time/ after school intervention in yr 1

Lunch time After school Yr 2

DW /CM

PUMA Assessments

KB –training

Fresh Start Resources

KB/YA

KB assessment

KB

KB to access for FF = two groups running in Spring 19

PIRA Assessments

Entry and Exit Data

£12500

£10500

£1000 (per year)

£3000

£250

£250

£500

£2600

£2600

£300 –supply

£1500

£250

£ 300

£700

£300

£3200

£250

£1500

£6000

Impact of Objective 1

To improve Maths in EYFS, improve KS1 Maths and KS2 Reading

In September 2018 16% Pupil premium child entered reception class with a level of language at age related expectation. This made the delivery of maths difficult as the children had to access language and understanding before understanding mathematical language. 85% of PP children were below ARE. Class teachers went on Little Big Maths training and by the end of the year 43% of PP children were at ARE in Maths.

In KS1 72.7 % of PP children were at ARE in Maths by the end of the year. This is an increase of 2% from the year before and the gap from non PP children was -4%. The children were closely monitored by completing the PUMA assessments which enabled the staff involved to monitor the gaps in skills and knowledge and be able address these gaps in quality First class teaching.

In KS2 reading the gap between PP children and non PP children was -18% with 50% of PP children reaching ARE. This however was an increase of 4% from the previous year.

Objective 2:

To provide early language intervention and support for PP children in FS and KS1 and to provide oracy support in KS2 through intervention programmes

Action:

Early intervention through access to specialist Level 3 TA in FS (NN)

Employment of Level 2 TAs to deliver intervention programmes in Foundation Stage and KS1

Employment of a speech development drama specialist (PS)

Continuation of Speaker of the week and Drama Stars of the week initiative

Rationale: Primary National Curriculum: Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject

Success Criteria: Language acquisition of PP children in line with national expectations

Cost £30000

£2500

£3000

£300

£4000

£2000

£1000

£1000

Date

Person responsible

KB SENCo /PP

DW – FS Leader

PS – Drama Specialist

Monitoring and evaluation

Sept 2018

Tracking and monitoring of data for FSM children

Entry and exit data analysed -

Baseline, BPVS, DLS

Focussed ‘narrowing the gap’ support

Support staff delivering PTV, assessment

Tools

Talk Boost

Talktastic

Inferencing

Rosco

Speech and Language Packs

Guided Talk

Impact of Objective 2

To provide early language intervention and support for PP children in EYFS and KS1 and to provide oracy support in KS2 through intervention programmes

16% of PP children came into reception with a 4 word level which is ARE. 86% of PP children were at a 2 word level or below. After interventions 100% PP children were at 4 word level or above. The tables below show WLS in both reception classes before and after intervention, including Talk Boost, PTV and Talktastic. There is still lots of work to do with language interventions as the gap between PP children and non PP is -28%. Further intervention will take place next year where this gap will begin to close further.

In KS1 PTV, Talk Boost, Guided Talk have had a positive impact, 72% of PP children have reached ARE in reading, the gap has closed and is +2% between non PP and PP children. This has boosted writing of PP children as 81.8% are at ARE, and are +13.2% ahead of non PP children.

In KS2 PTV focuses on vocabulary and helps our children where English is an additional language with subject specific language. Table 3 shows an example of the progress all children made before and after the intervention. The first column indicates the WLS before the intervention and the second column is the WLS after the intervention, the third column is the number of words learned.

Objective 3

To improve curriculum engagement and academic achievement for PP children

Action 1 Implement subsidies for FSM pupils to allow them to fully access the curriculum and contribute to “Narrowing the gap”. Identify and provide support for children who have barriers to learning related to delayed behavioural, emotional and social development. Employment of PWC and Family Support Worker (FSW)

Rationale

Sutton document: “ the choices that schools make in allocating the money will be so vital so that funding can help raise pupils’ attainment”

Success Criteria

A reduction in the attainment gap of FSM and non FSM across year groups in July 2018

Date

Person Responsible

Monitoring and evaluation

Cost

Sept 2018

VG ( Mat leave cover) Pupil Wellbeing Coordinator (PWC)

RA Family Support Worker

KB SENCo

PW –ELSA

YA Assessment /Tracking

Children identified for family support and ELSA support in place

Liaison with AP- The Heights and placement sought as appropriate

Children with delayed behavioural needs and identified and provision in place

Assessment data

£6000

£3000

£10000

£1000

Action 2: To provide PP pupils with access to Breakfast club, Walking bus and Homework club, particularly those who are not meeting national standards and /or those for whom attendance and punctuality is a cause for concern.

Rationale:

To provide PP children with a free breakfast for children a) not meeting the year group national standards b) attendance and punctuality are causing concern

Success criteria: Offer of breakfast club/ walking bus/ homework club taken up and improved attendance, punctuality and children getting closer to the national standards

Date

Person Responsible

Monitor and Evaluation

Costs

September 2018

YA-assessment and tracking

LN- attendance and punctuality

Breakfast club staff

Homework club staff

Office staff

Attainment data and attendance and punctuality data of PP

Breakfast/Homework club children monitored

20000

£4000

£2000

Action 3 To ensure CIOC entitlement is met and attainment is monitored

Rationale:

CIOC make academic and social progress in line with peers

Success Criteria: CIOC children make academic progress in line with expectations

Date

Person Responsible

Monitoring and Evaluation

Costs

Sept 18

KB –Designated Teacher

VG –PWC

PW – ELSA

RA Family Support Worker

Progress of CIOC to be monitored CIOC evaluation of spend via PEP report

Attendance at LAC reviews

Report to Virtual School Head- Charlotte Hesketh

£2000

£500

£500

Action 4: To provide free/subsidized access to out of school learning opportunities for FSM pupils (including competition) and to provide free/subsidised educational visits.

Rationale: To provide PP children with opportunities to develop their confidence and self esteem

Date

Person responsible

Monitoring and Evaluation

Costs

Sept 18

Class Teachers

LN- AHT

VG-PWC

DD -HLTA

Monitor attendance at Out of School Clubs and competition

Monitor attendance at school visits

Evaluate impact on confidence and self-esteem through attendance data and pupil wellbeing logs

£6000

Impact of Objective 3

To improve curriculum engagement and academic achievement for PP children

Action 1

Implement subsidies for FSM pupils to allow them to fully access the curriculum and contribute to “Narrowing the gap”. Identify and provide support for children who have barriers to learning related to delayed behavioural, emotional and social development. Employment of PWC and Family Support Worker (FSW)

All children must feel safe and secure in school- see safe guarding policy. 18% of our children are PP and are carefully monitored by the PWC and Family Support worker. The PWC has a data base where by all support, 1-1 work with the ELSA and FSW is carefully planned and coordinated. The data base helps the PWC coordinate proactive work as well as reactive work.

Action 2

To provide PP pupils with access to Breakfast club, Walking bus and Homework club, particularly those who are not meeting national standards and /or those for whom attendance and punctuality is a cause for concern.

Breakfast club has enabled some of our PP children to be in school at 8am for breakfast. Over all 85% of PP children came to breakfast club throughout the year. This has had an impact particularly in KS1 as the children have progressed well –see previous evidence above.

Walking bus has been provided for those children who attendance and punctuality has been a concern in the past. Overall attendance last year was 95.9%. Home visits were made by the PWC when children were absent without notification or there was a wellbeing concern.

Action 3

To ensure CIOC entitlement is met and attainment is monitored

The DT has planned, managed and written PEPS for the LAC children. All PEPS have been written and submitted to the Virtual Schools (BwD and Lancashire) on time. The DT has made sure that all class teachers have had an input in the PEP and that class teachers, children, Social Workers and carers are aware of the targets in the PEP. All targets have been costed and money spent appropriately. The DT attends LAC reviews for each child. Each child always has an opportunity to share their views in the PEP. Academic achievement is carefully monitored every term, targets are reviewed and reset every term.

Action 4

To provide free/subsidized access to out of school learning opportunities for FSM pupils (including competition) and to provide free/subsidised educational visits.

All PP children were offered out of school learning experiences throughout the year. This enabled everyone to participate in all activities all of the time. These activities included sporting activities, activities connected to the arts and activities connected to topic work. Over all 71% of PP children benefitted from this funding. The EEF have said that enriching education has intrinsic benefits. “All children including those from disadvantaged backgrounds deserve a well-rounded, culturally rich education”(EEF)

Objective 4: To improve the parental engagement of FSM children and non FSM children with school, giving them opportunities to engage with their children keeping them safe and improving their academic outcomes.

Action 1: Parents invited to school as part of our stay safe week

Rationale: Sutton document: the more we learn about how to engage parents, the greater our chance of changing children’s lives for the better…… it is widely accepted that school success is largely influenced by what mothers and fathers do at home with their children before school, and continue to do at home during the primary school years.

Date

Person Responsible

Monitor and Evaluation

Costs

Nov 2018

VG- Stay Safe week- time table of events for parents and children throughout the week beginning 20th November

Class Teachers

Parental response- Monitor attendance of parents at these events

NSPCC Speak Out Stay Safe assemblies for all KS1 and KS2 children

NSPCC Stay Safe Workshops for all Y2 and Y5 children

Y1 Body Awareness Workshops with GA

Positive Parenting workshops for Nursery and Reception parents- delivered by the FSW Rehana Ali

School Nurse to deliver Wellbeing Workshops to Year 2

Small Group Workshops to be delivered to Vulnerable Y6 children (identified by class teachers)- delivered by GA and PW. This will include Staying safe online, in relationships, Child Sexual Exploitation, Child Criminal Exploitation

Organise displays in School Reception area for parents- Online Safety (including specific current online concerns such as MOMO

£500

Sept 18

Parent work shop on Monday Morning with Family Support Worker RA

6 week Urdu speaking course

6 week English Speaking Course

Courses run throughout the year

Morning sessions- 10 mums invited

Discuss good parenting-toileting/eating/language

Sanctions

Routines

£500

£500

Impact of Objective 4

To improve the parental engagement of FSM children and non FSM children with school, giving them opportunities to engage with their children keeping them safe and improving their academic outcomes.

Stay safe week- see activities above. These were run by GA and RA (FSW) and external agencies. All our children participated in the various activities and made them aware of where and how to ask for help. The activities also included staying safe online which highlighted to parents how to keep children safe online and what to look out for.

Parents were invited into school throughout the year to engage in discussions relating to parenting methods, sanctions, dietary requirements, and routines at home etc. 44% of PP parents engaged with this. Some parents were invited on a number of occasions without success, however those that did attend usually found the sessions helpful and enjoyed the social aspect and found that they were able to manage their circumstances at home with a better understanding of how and why they were doing what had to be done. Parents also commented that they were thankful of having the support when they required it.