woodland academy trust pupil premium strategy statement · % achieving a combined score in reading,...

1

Woodland Academy Trust Pupil Premium Strategy Statement

1. Summary information

School Peareswood Primary School

Academic Year 2016/2017 Total PP budget £247,000 Date of most recent PP Review Summer

‘16

Total number of pupils

(Reception to Yr6)

375 Number of pupils eligible for

PP

(Reception to Yr6)

182

42%

Date for next internal review of this

strategy

Summer

2017

2. Current attainment

Pupils eligible for PP (your

school)

Pupils eligible for PP (national

average)

% achieving a combined score in reading, writing and maths 15% 60%

Reading progress score for Disadvantaged Children -3.1%% 0.33

Writing progress score for Disadvantaged Children 0.2% 0.12

Maths progress score for Disadvantaged Children

-2.4%

0.24

3. Barriers to future attainment (for pupils eligible for PP) 4.

2

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

A. Closing the gap in attainment and progress between PPG and NPPG from previous and current year.

B. Over 25% of pupils eligible for pupil premium also have other factors such as SEN to consider when planning

successful interventions

C. Early intervention of casual admissions to identify areas of needs and provide strategic support i.e. SEND, EAL and

family circumstances

D. Consistency and quality of effective feedback from teachers to pupils to extend and consolidate learning

E. Inappropriate behaviour outbursts in class/playground plus low level disruption impacting on learning

F. A widening of the attainment gap between WBRI PPG Boys/Girls in comparison to other ethnicity

G. A widening in the gap related to basic skills both in maths and reading, predominantly in KS2.

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

H. Peareswood Primary is situated within an area of high deprivation with 31.2% of pupils eligible for FSM in comparison to

national of 14.3% and 46.2% of pupils eligible for PPG

I. Parent engagement has improved over the last couple of years but continues to be an area to be developed

J. Adult literacy of our parents is lower than national which impacts the support given to pupils at home

K. Regular attendance of individuals and the value of regular schooling fostered by parents/carers

3

5. Desired outcomes (Desired outcomes and how they will be measured)

Outcomes to address information on the Inspection Dashboard.

Success

criteria

A Close the attainment gap between PPG and NPPG in RWM to no more than 5% Pupils eligible for PP make rapid progress in RWM closing the attainment gap

between NPPG to no more than 5%. Pupils will be working at age related

expectations at the end of each Key Stage where additional progress is needed.

E An elimination of low level disruption within all classes and a reduction in inappropriate behaviour outbursts. Fewer behaviour incidents recorded for these pupils using the school’s GTBG

system and exclusion and seclusion records (without changing recording

practices or standards).

c Higher rates of attainment and a higher number of pupils classified as SEND/PPG/EAL achieving age related

expectations through early intervention and strategic provision mapping.

Pupils eligible for PPG identified as SEND/EAL make as much progress as NPPG,

by the end of Key Stages EYFS/1/2 in maths, reading and writing.

Interventions/provision is tailored to the individual needs and is mapped out

using Edu Key to assess impact and financial expenditure.

D Marking is consistent in all classes and feedback to pupils promotes, extends and consolidates learning Maths, English and Big Question PPG books reflect progress within a term and

overall progress within each topic taught. CG’s extend and consolidate learning

which pupils are responding to.

4

6. Planned expenditure

Academic year 2016-2017

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?

RAG rated

with impact

notes.

A. Close the

attainment gap

between PPG

and NPPG in

RWM to no

more than 5%

Maths CPD for staff Maths has been identified as

an area for development

across all Key Stages.

Professional Development Day- all

staff to attend to ensure good

quality CPD throughout the school

in terms of provision for maths.

Subject release time will be given.

LL Jan 2017

£600

This has been ongoing

throughout the year

with a most recent PDM

on differentiation

booked for 5th June.

Osiris Educational,

trainer Robert Powell-

Feedback and Marking

15th March 2017

London

Disseminated through

staff CPD PDMs in

spring 2 and follow up

in Summer 1

Effective Feedback-EEF has

identified this as high impact

+8 low cost.

Effective marking continues

to be an area for

development. 5X NQTs and

new members of staff have

contributed to this being an

identified area.

Monitoring facilitated by senior and

middle leaders.

Staff CPD in spring 2 with follow up

of impact through Book looks, NQT

development plans in Summer 1.

CF/NR April 2017

£599

Changes to AFL policy

and procedures have

been made since this

conference. (May 2017).

Limited impact of

course on pupil

outcomes.

Promoting self-

regulation strategies

within the EYFS to

EEF has identified on

average, early years

interventions have an impact

TC, EYFS Lead, to monitor through

book looks, learning looks and

GTBG checklists.

TC Fortnightly

£1600

Outstanding practice in

nursery evidenced in

5

enhance learning and

positive behaviours.

Led by EYFS Lead.

Texts purchased to

support this pedagogy.

of five additional months'

progress, and appear to be

particularly beneficial for

children from low income

families.

Identification of Self-

regulation in EYFS has been

identified as high impact +7

low cost.

books and learning

walks.

Staff CPD Meta-

cognition Spring 2

Facilitated by NHF

Meta-cognition and self-

regulation approaches have

consistently high levels of

impact, with pupils making an

average of eight months’

additional progress.

EEF assessed as high

impact +8 low cost.

We want to ensure our high

and low attaining learners are

taking ownership of their own

learning and increasing their

capacity to improve.


middle leaders.

Book looks, observations, NQT

development plans, Learning looks

NR/CF February 2016

No additional Cost

Was cancelled at both

PWP and WBP.

PPG Review and

Evaluation.

Full audit of processes and

procedures to evaluate the

impact of current practice

and identify how Peareswood

can further improve value for

money made from PPG.

Reviewer chosen within the Trust.

Trust SLT £2300 This is now an external

review.

E. An elimination

of low level

disruption within

all classes and

a reduction in

inappropriate

behaviour

outbursts

CPD for staff on

strategies adopted in

dealing with Low level

disruption.

X2 PDMs for all staff:

teachers,

TAs. MDS facilitated by

Alison Ballantyne.

Low level disruption impacts

on the learning of pupils

within the class reducing

optimum learning time. 5X

NQTs and new members of

staff have contributed to this

being an identified area.

Monitoring facilitated by senior

leaders.

Learning looks, observations, NQT

development plans, Behaviour

observations.

KS/CF/LL/I

A/NR

January/February 2017

£400

Through learning walks

and teacher feedback,

this PDM provided our

less experienced

teachers with strategies

to use within the

classroom. Both cover

supervisors at the time

were observed using

strategies discussed

during lesson

6

observations enabling

progress to take place

within lessons.

C. Higher rates of

attainment and

a higher

number of

pupils classified

as SEND/PPG/

EAL achieving

age related

expectations

through early

intervention and

strategic

provision

mapping.

CPD for SENCo on

early identification of

vulnerable groups of

learners and strategic

deployment of

interventions plus up to

date research and

pedagogy related to

SEND.

Osiris SEND

Conference-London

22nd March

Over 50% of our PPG pupils

have been identified as

SEND. Early intervention is

key to ensuring rapid

progress and closing the

gaps. The SENCo is fairly

new to role and would benefit

from this CPD opportunity in

order to be strategic in the

identifying and provision

mapping process and

enhance knowledge of

statuary frameworks

Monitored through half termly PPR

meetings and impact assessed on

Edu Key.

NR/CF April 2017

£400

This was a highly

effective intervention

which enabled NR to

deploy varied

strategies within her

practice as SENCo.

Strategic interventions

discussed at EIT

meeting as a direct

result from information

learnt.

D. Marking is

consistent in all

classes and

feedback to

pupils

promotes,

extends and

consolidates

learning

Effective feedback,

differentiation and

challenge CPD for staff

through the CPD

Toolkit from the Key



+8 low cost.

Professional development for

teaching staff to improve

practice. PDMs planned for

Spring 1 and 2.

Effective Feedback plus

Closing the Gap

Differentiation


middle leaders.

Book looks, observations, NQT

development plans, Learning looks

CF Half Termly from January

2017

No additional cost

This was facilitated by

SLT as3 PDMs which

fed into our current

AFL policy.

Total budgeted cost £5899

ii. Targeted support


approach

What is the

evidence and

rationale for this

choice?


implemented well?

Staff

lead

When will you

review

implementation?

7

A. Close the

attainment gap

between PPG

and NPPG in

RWM to no

more than 5%

SHS worker to support

with attendance and

parent engagement.

Last Year’s attendance was

95.8%.PPG was 94.6%,

NPPG 96.6%. SHS worker

was instrumental in the

percentages achieved which

continues to be an area of

focus. The intervention

ensures pupils attended

school daily for maximum

progress.

Parent engagement has

increased over the last

couple of years but continues

to be an area for further

development.

Weekly attendance figures identify

% and identified pupils where

attendance is a concern.

SHS log identifying support for

individual families.

SHS/KB £37,000 Our newly appointed

SHS will join us on 7th

June. Due to x2

changes of staff with x2

half terms without an

SHS the impact of this

intervention hasn’t

been as effective as

predicted.

ECC/ECAR Teacher

focused support in

phonics for Rec and

KS1 learners








families.

Tailored intervention for

phonics supports pupils with

reading, writing and

achieving phonics screening

at the end of year 1.



Edu Key.

Senior leader monitoring through

learning looks of books and

observations.

Phonics screening results.

SLT Half Termly

£15,000

81.5% of PPG pupils

predicted to achieve

this year’s phonic

screening.

PPG Morning study

group for Yr6 learners

x5 mornings.

EEF identified +4 impact for

low cost-small group work.

Pupils receive an intensive

20 min teacher led

intervention focusing on key

aspects/gaps in learning.

This is supported with x2 TAs

Evidence of impact assessed during

fortnightly PPRs with HT.

IA Fortnightly

£5800

A highly effective

intervention which has

enabled core skills in

maths to be taught with

a current focus now on

writing.

8

PPG Holiday Study

Club in October half

term x2 days.

PPG-Additional Holiday

Study Clubs throughout

the year, February and

Easter.



Pupils receive an intensive 2

days intervention focusing on

key aspects/gaps in learning.

Supported by x2 TAs and 2x

LMs


fortnightly PPRs with HT.

IA Fortnightly

£2000

A highly effective


enabled core skills in

maths, comprehension

and EGPS to be taught.

Inclusion Leader to

lead and evaluate the

provision of PPG

pupils.

The Inclusion Leader is

strategic in tailoring

interventions and provision

for identified pupils. These

are determined during PPR

meetings, meetings with

pupils/parents and outside

professionals.



Edu Key.

Evidence within IL PM.

CF £39,000 Ongoing-to be

evaluated fully end of

summer 2 data/SATs

test results.

Tailored intervention

sessions delivered by

class teachers for

identified groups both

in Literacy and maths.

EEF Toolkit identifies a

teacher led focus groups has

a positive impact on

achievement and progress.

QFT is key in ensuring pupil

progress and accessibility of

the curriculum. Teachers will

deliver x2 15 mins

intervention sessions with

identified pupils

Half termly PPRs and Literacy and

Maths monitoring cycle.

SLT Half Termly

£1000

This intervention has

been particularly

successful in the

following years where

the maximum amount

of progress has been

made.

Year 2

Year 3

Year 5

Year 6

QFT delivered and

facilitated by the class

teacher.

Small group

interventions to support

Maths is a priority of the

school. Data indicates

Half termly PPRs and maths leader

monitoring cycle.

LL/CF Half Termly

£1200

A change in direction

due to the high

9

the progress of both

able and more able

learners in maths.

X3 sessions per week.

provision for our able/more

able learners is essential to

ensure maximum learning is

achieved.

turnover of staff which

resulted in tailored

support for our lower

attainers.

A TA x3 maths

intervention at the

beginning of each class

numeracy lesson. 5

minute maths box.

Yrs1-5.

Data indicates gaps in basic

skills in maths linked to place

value and basic number. An

intervention for identified

pupils will ensure these gaps

are reduced.

Half termly PPRs and maths leader

monitoring cycle.

LL/CF/NR Half Termly

£1200 intervention


been particularly

successful in the


the maximum amount


made.

Year 2

Year 3

Year 5

Year 6


been most effective in

year 3 with our casual

admissions. Child A on

entry working within

the year 1 curriculum,

now working within

year 2 and 3.

A TA x3 phonics and

spelling intervention 5

minute box, Yrs1-5.

Data and professional

dialogues in PPRs indicate

gaps in basic skills in writing.

An intervention for identified

pupils will ensure these gaps

are reduced.

Half termly PPRs SLT Half Termly

£910


been particularly

successful in the


the maximum amount


made.

Year 2

Year 3

Year 5

Targeted TA

interventions for

language development.



Pupils receive intensive 3

session intervention focusing


half termly PPRs.

CF/NR Half termly

£3200 intervention


been particularly

successful in the


the maximum amount

10

on key aspects/gaps in

learning.


made.

Year 2

Year 3

Year 5

Targeted Reading

comprehension-Fiction

Express



Pupils receive 30 min per

week reading comprehension

input from TA


half termly PPRs.

CF/NR Half termly

£15000


been particularly

successful in the


the maximum amount


made.

Year 3

Year 5

This has also had a

significant impact in

year 4 a year group

who have had a high

turnover of staff since

September.

E. An elimination

of low level

disruption within

all classes and

a reduction in

inappropriate

behaviour

outbursts.

Learning Mentors

tailored support of

individual/groups of

pupils with specific and

complex needs.

Early intervention supports

behaviour for learning and

eliminates low level

disruption. Lunchtime

behaviour and SEMH is

supported through lunchtime

clubs and strategic

interventions at lunchtime.

Reduction in seclusions and

exclusions monitored half termly.

Evidence of a reduction in red cards

used as a consequence both in

class and at lunchtime-GTBG

records.

SC/AR/SH/

CF

Reviewed half termly

£36,000

A significant reduction

in low level disruption

through tailored

support and sign

posting/referrals for

individuals.

This is reflected within

the LSU reviews.

NHF Behaviour

Federation Support for

pupils at risk of

permanent exclusion.

EEF Toolkit +4 impact with

moderate cost

PPG pupils referred Autumn

1 and 2. This intervention will

support pupils in managing

their behaviour therefore

accessing the curriculum

making accelerated progress,






records.

SH/CF £3000 Tailored support

deployed for x4 pupils

with positive outcomes

measured.

X1 pupil currently

attending pathways

with much success.

11

Additional pupils supported

with their behaviours through

NHF.

Allocated time within

the schools sensory

room.

EEF Toolkit +4 impact with

moderate cost

Fostering a self-regulation,

supporting sensory needs

and reflection time.






records. Sensory needs of pupils

supported during allocated time.

CF/NR/SH £15000 Utilised by pupils

across all year groups

with a particular focus

on PPG/SEND pupils.

This has been an

effective resource for

both sensory and

SEMH needs.

Privilege party

provision for pupils who

make positive choices

within each half term.

Success also

celebrated through

certificates and

stickers.

Provision within school to

celebrate success of

behaviour for learning of

individuals. Provision is

performances by outside

agencies and teacher led

activities.





class and at lunchtime.

SLT £2123 Increased number of

pupils attending

privilege parties

reflecting behaviour

choices within and

outside of the

classroom.

C Higher

rates of

attainment and

a higher

number of

pupils classified

as SEND/PPG/

EAL achieving

age related

expectations

through early

intervention and

strategic

provision

mapping.

EAL Teacher to

assess, deliver

interventions and

provide supportive

materials for PPG EAL

learners.

10 week intervention-1

day per week plus

purchase of resources

to support intervention.

EEF Toolkit identifies a

teacher led focus groups has

a positive impact on

achievement and progress.

EAL learners will be

supported in accessing the

curriculum with their class

with targeted support to

ensure accelerated progress

within their understanding of

the English language and

vocabulary.



Edu Key.

Evidence of impact will be

measured using the STEPS EAL

stages.

CF/NR £10000 intervention and

planning and assessment

allocation

Redeployment of funds

used to support

learners within the

classroom and utilising

embedded

interventions ie

phonics etc.

12

Speech and Language

therapist to assess and

deliver interventions for

identified pupils.

Early identification and

intervention to support pupils

with speech and language

needs with a particular focus

in reception and KS1.


meetings, impact assessed on Edu

Key and speech and language

assessments.

CF/NR Half Termly

£11,000 for the year

Highly effective


enabled early

intervention,

assessment and

support for pupils

working within year’s

rec to 4.

Additional Educational

Phycologist sessions to

support with the

identification, well-

being and cognitive

development of

identified pupils.

Early identification and

intervention to support pupils

with identified needs and

possible EHCP needs.

Monitored through progress of

agreed EHCPs, half termly PPRs

and behaviour logs.

CF/NR Half Termly

£8528

Additional funds

sourced within the

Trust. May 2017 was

the start date of this

intervention due to

limited capacity from

Bexley. We have now

sourced privately.

Total budgeted cost £206,961

iii. Other approaches


approach

What is the

evidence and

rationale for this

choice?


implemented well?

Staff

lead

When will you

review

implementation?

A. Close the

attainment gap

between PPG

and NPPG in

RWM to no

more than 5%

Maths resources

purchased and tailored

to the individual needs

of each year group to


close gaps.

Through Trust moderation

exercise, reasoning and

basic skills were identified.

Resources purchased will

support areas for

development.

Maths leader to identify resources

facilitated within lessons and on

planning. Progress assessed during

half termly PPRs and through maths

leader cycle of monitoring.

LL Feb 2017

£ 4500

Ongoing-reviewed after

data drop summer 2.

PPG Maths Library

Resources purchased.

To support home learning

within the maths curriculum

for each key stage, generate

parental engagement and

enhance learning

opportunities.

Maths leader to continue to monitor

the register daily to identify families

who are failing to utilise the

resource.

Progress assessed during half

termly PPRs and through maths

leader cycle of monitoring.

LL January 2017

£9000

Ongoing-reviewed after

data drop summer 2.

Relaunch of

intervention summer 2.

13

Recognition badges

purchased to promote a

love of learning across

all subject areas but

with an additional focus

on maths.

Pupils to have a sense of

achievement when awarded

a star of the week award for

their learning in either R, W

or GTBG role model. The

numeracy award will raise

the profile of maths and will

be a tool to assist in

generating high aspirations

Teachers to keep lists of pupils

achieving star of the week and

maths achievement award.

CF/LL £320 Highly effective

incentive for all pupils.

KS2 English, Maths

and Science Pocket

Guides purchased for

home learning.

To promote home learning

and support progress the

core curriculum areas.

Progress measured in half termly

PPR meetings and monitoring cycle

of literacy and maths leaders.

CF Half Termly

£1000

Positive comments

from parents in KS2 in

effectiveness as a

resource to use at

home.

KS1+ Grammar,

Punctuation and

Spelling, Maths and

Reading Study and

Activity Books for yr1

and 2.

To provide a resource to

support children’s’ learning at

home.

Progress assessed during half

termly PPRs.

CF Half Termly

£400

Positive comments

from parents in

effectiveness as a

resource to use at

home.

EYFS Resource Family

Packs

To promote home learning

and support progress in

achieving GLD at the end of

EYFS.



of EYFS leader.

TC/CF Half Termly

£500

Measure impact in

summer 2 data drop.

Breakfast and after

school club provision

for identified pupils

Attendance of vulnerable

pupils supported through

attendance of active sports

club before/and/or after

school.

This will ensure maximum

learning time in school for

pupils identified.

Attendance improved and measured

at 96% for identified pupils through

weekly attendance monitoring.

Progress measured within PPRs.

SHS/DP/K

B

Weekly

£1000

Effective in ensuring

progress across the

year in RWM. 4/7/17

results will positively

reflect this.

Travel expenses- for

families identified.

Attendance of vulnerable

pupils improved on through

financial support related to

travel arrangements to

Attendance improved and measured

at 96% for identified pupils through

weekly attendance monitoring.

Progress measured within PPRs.

SHS/DP/K

B

Weekly

£300

100% attendance of

pupils whilst

intervention was in

place:

14

school. This will ensure

maximum learning time in

school for pupils identified.

X2 yr3 pupils

X1 year 6 pupil

X1 year 4 pupil

Outside Learning

opportunities (trips and

residential) funded to

ensure accessibility of

the curriculum

Pupils gain much in

experiencing learning outside

of the classroom and being

exposed to a wealth of

learning opportunities.

Outcomes of Socio-grams, PPRs,

behaviour logs.

SH/CF/CF £3000

Ongoing

Highly effective in

ensuring early

intervention of support

for pupils with SEMH

difficulties. EIT working

in partnership with LMs

to provide tailored

support. This was

particularly successful

in yrs 5 and 6.

Appropriate

clothing/resources

funded for identified

pupils to ensure all

learning opportunities

are experienced.

Pupils gain much in

experiencing learning outside

of the classroom and being

exposed to a wealth of

learning opportunities.

Funding for appropriate

resources/clothing promotes

in addition to supporting with

the day to day clothing

required on a daily basis.

Outcomes of Socio-grams, PPRs

and behaviour logs

SH/CF/CF Ongoing

£300

Ongoing

Talking Tins used daily

to support learners with

their writing and

ensuring their writing

makes sense.

Barriers to pupils making

ARE in writing has been

identified as an area for

development. Talking tins will

support pupils in ensuring

their writing makes sense

and a tool for editing their

ideas.



of Literacy leader.

CF/NR/LS Half Termly

£1500

Impact measured in

summer 2 data drop.

Talking pegs used daily

as a marking resource

to support learners in

responding to marking

and moving their

learning on.



+8 low cost.

Effective marking continues

to be an area for

development. 5X NQTs and

new members of staff have


middle leaders.

SLT Half Termly £650 Utilised in KS1-new

AFL policy no longer

requires this resource.

15

contributed to this being an

identified area.

Writing Packs for all

PPG pupils to promote

an enthusiasm for

writing for different

purposes.

Yrs 1-6

Barriers to pupils making

ARE in writing has been

identified as some pupils

being reluctant to write.

Writing packs will foster an

enthusiasm for writing.


middle leaders.

SLT Half Termly

£4000

Summer 2 data drop to

reflect impact.

Parents from yrs 5 and

6 did not attend. Packs

given out at parent

consultation evening to

those parents.

Comprehension boxes

plus visual aids to

support the learning of

Able/More Able

learners.

Pupils extended through

structured comprehension

questions to accelerate

progress and attainment.

Visual prompts support with

spelling and grammar in

writing.


middle leaders.

SLT Half Termly £3300 Utilised within kS2.

Changes within the

teaching of reading has

evolved therefore this

intervention is no

longer utilised.

My phonics Packs for

Rec and Yr1 pupils.








families. This is similar in the

earlier years of KS1. Phonics

kits utilised at home will

ensure GLD plus additional

support for the yr1 phonics

screening.


middle leaders.

SLT Half Termly

£600

81.5% of pupils

predicted to pass the

phonics screening in

year 1.

Times table pocket

packs for yrs. 2-6.

Pupil’s learning/rapid recall of

multiplication/division facts to


progress.

Monitored by Numeracy Leader LL Half Termly

£1000

Ongoing-data drop

summer 2 will assess

impact.

E. Higher

rates of

attainment

and a

Nessy dyslexia

identification

programme used to

Early identification of need is

key in removing barriers to

learning. Over 25% of our

PPG pupils are categorised

Half termly PPRs. Progress

identified within the online

assessment tool.

NR/CF Half Termly

£1270

Utilised by pupils in

KS2-further diagnosis

secured as a result of

assessment. Tailored

16

higher

number of

pupils

classified

as

SEND/PPG

/ EAL

achieving

age related

expectation

s through

early

intervention

and

strategic

provision

mapping.

support Early

intervention of need.

as SEND. This online

identification tool will identify

need, provide a tailored

programme and assess

progress.

support now in place

for pupils.

EAL classroom

resources to support

English acquisition.

EAL pupils settling in to

school respond positively

when links are made

between their first language

and English. Pupils make

their own links which

supports their overall English

acquisition.

Half termly PPRs and English

acquisition levelling.

CF/NR Half Termly

£1500

Pupils identified

making progress in

both reading and

writing-particularly in

years 1 and 4.

Total budgeted cost £34,140

Total budget cost to date: £ 247,000

woodland academy trust pupil premium strategy statement · % achieving a combined score in reading,...

Documents