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Pupil Premium

PUPIL PREMIUM 2018 - 2019

What is it?

The Pupil Premium is government money designed to help disadvantaged children and young people do well at school. The funding is allocated to schools for children from Reception to Year 11 who have registered for free school meals in the last six years, are Looked-After children or have parents in the Armed Forces.

In the 2018 to 2019 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • £1,300 for primary-aged pupils

Schools will also receive £1,900 for each looked-after pupil who:

  • has been looked after for 1 day or more
  • was adopted from care on or after 30 December 2005, or left care under:
    • a special guardianship order
    • a residence order

Pupil Premium Strategy Statement

1.Summary Information

 

School

Burhill Primary

Academic Year

2018-2019

Total PP budget

£82,106

Date of most recent PP review

Oct 2018

Total number of pupils

617

 

Number of pupils eligible for PP

 

68

29% of whom have significant SEND

4 have EHCPs

Date of next PP strategy review

Oct 2019

 

 

 

 

(2017-2018)

Pupils eligible for PP at Burhill

National average- disadvantaged children

National average (all children)

 % year 6 achieving expected standard or above in reading, writing & maths

30%

70%

64%

% year 6  making expected progress in reading (as measured in the school)

50%

80%

75%

% year 6 making expected progress in writing (as measured in the school)

50%

83%

78%

% year 6  making expected progress in mathematics (as measured in the school)

55%

81%

76%

% year 2 pupils meeting expected or beyond in Reading

 38%(8 children and 5 with SEN)

62%

76%

% year 2 pupils meeting expected or beyond in

Writing

25% (8 children and 5 with SEN)

53%

77%

% year 2 pupils meeting expected or beyond in

Maths

13%(8 children and 5 with SEN)

60%

73%

% year 1 pupils meeting expected or beyond in phonics

100% (5 children)

70%

81%

 

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

 

In school barriers

A.

Limited life experiences leads to low oral/verbal skills for PP pupils when they enter Reception, slows progress in writing across the school

B.

Poor emotional development for PP pupils at entry to reception caused sometimes by traumatic experiences in early childhood/attachment issues which inhibits growth mind-set behaviours

C.

High numbers of PP children with significant SEND issues, especially around behaviour, inhibits progress.

D.

Limited life experiences and poor language skills often leads to low self-esteem and poor self-confidence.

External barriers

E.

Poor attendance/punctuality causes concern and causes pupils to miss vital early work

 

F.

Lack of opportunities to work/practice at home leads to poor motor control, and low confidence

G.

Poor nutrition/sleep patterns in some children cause lack of energy/motivation.

 

4. Desired outcomes, and how they will be measured

 

Success Criteria

A.

Improved oral language skills for pupils on entry(identified in Nursery and at CC)

Children’s language skills will improve and this will be evident on tracking assessment

B.

Improved emotional skills for PP pupils at entry to reception(identified in Nursery and at CC)

There will be an increase in the number of pupil premium and other vulnerable children achieving a good level of PSED at the end of reception

C.

Improved behaviour for PP children with SEND issues

Behaviour will improve. There will be fewer recorded incidents and outcomes for learning will improve

D.

Enriched home/life experiences pre-school and to supplement school life. Greater self-confidence at the start of the learning process and throughout

Knowledge and understanding of the world will be improved, as will vocabulary, word banks etc.

E.

Improved attendance/punctuality for PP pupils

Broader opportunities for practice/work at home

Attendance rates for PP children will improve and the gap will close between PP and others

Children will practice basic skills more frequently at home.

F.

Better engagement between home and school will encourage more practice in the basics at home.

Self-confidence will improve, as will basic skills in reading, writing and maths.

G.

Improved nutrition/fitness and improved sleep patterns.

Focus and concentration levels will be improved.

 

5. Planned expenditure

 

Academic year 2018-19

  1. Quality of teaching for all

Desired outcome

Chosen Action/Approach

Rationale for this choice

How we ensure it is implemented well

Staff lead

Date for review

Closing gaps strategy will be embedded in all teaching staff

INSET training Sept 2018 to identify trajectories for learning for all pupils (plus PP pupils) and rates of progress needed to meet nationally expected end of year standards.

EEF research demonstrates that mastery teaching has significant impact on outcomes for gap closing.

Delivered by SLT plus HT

Weekly reports to HT

Reports monitored and trends identified by SLT

HT

Termly

Questioning skills improved, leading to better thinking skills and higher pupil confidence. Improved behaviour for learning.

Philosophy for schools (P4C)  training- refreshed for some, new for most

SAPERE recent research shows impact of improved thinking skills on PP pupils outcomes

Observation and monitoring.

HT and KS Coordinators

Sept 2019

Improved knowledge of SEND for all staff 

Training from specialist teaching staff including Behaviour Support, LLS, Freemantles, Helen Arkell. EP

Increased knowledge of strategies to support SEN pupils will improve outcomes for all

Learning walks and observations to ensure strategies are embedded  in class

SW/SLT

July 2019

 

Total cost  £5000

  1. Targeted support

Desired outcome

Chosen Action/Approach

Rationale for this choice

How we ensure it is implemented well

Staff lead

Date for review

Differences between PP pupils reading/writing /maths outcomes and those of all other pupils will diminish.

Gap closing meetings to identify, with parents, the area for concerted effort. 4-6 week review dates set to ensure rapid progress. Coincidence with intervention at school.

Evidence from successful local schools highlighted this strategy. Guidance provided by SCC.

Staff (year teams) report to HT weekly regarding closing gaps. Pupil progress meetings half termly drill into PP pupils’ progress and rates of improvement. Where progress is slower that desired, SEN assessments are considered.

ST

SENCo (SW)

KS Coordinators

Termly/ongoing

Specific areas of delay/slow progress will be addressed and gaps closed-

 

 

Various proven targeted  interventions will continue and new suitable interventions will be in place in KS2

Small group/individual work with CT or TA, specifically to close gaps further.

 

Interventions

  • Fisher Family Trust
  • Precision Teaching
  • Daily Reading
  • Project x code
  • Switch on literacy  

Each intervention based on research- published outcomes.

Monitored by SENCo, HT at pupil progress meetings. Monitored weekly by CTs and reported on to HT weekly.

 

Intervention planners and targeted interventions reviewed termly.

 

SW

KS Coordinators

HT

Termly, ongoing

Improved oral language skills in EYFS pupil

Small group/individual work with CT or TA, specifically to close gaps further.

 

Use of Speech and Language assessments and Early Years SALT Resource Pack to help identify gaps in receptive and expressive language

 

 

Family Learning workshops for targeted families in EYFS

More children arriving in school with speech and language difficulties

 

Each intervention based on research- published outcomes.

e.g WELLCOMM 

 

 

 

 

 

Improved relationships and parents and school working together  improve outcomes for children

Monitored by SENCo, HT at pupil progress meetings. Monitored weekly by CTs and reported on to HT weekly.

Intervention planners reviewed termly.

 

 

 

 

 

 

Feedback from workshops 

SW

KS

 

 

 

 

 

 

 

 

 

 

 

 

 

SW

Half termly, ongoing

Improved personal, social and emotional skills resulting in happier, more confident children. Parents will be less anxious and better equipped to deal with  anxiety and behaviour issues

Parenting workshops initially open to all, followed by a parenting course for targeted families

 

Interventions to boost self esteem and emotional resilience to continue such as “Happy to be me”

“Elsa Support”, Drawing and Talking” 

It has been evident in previous years that highly anxious parents create highly anxious children who struggle to manage emotions and can’t risk failure.

Some of our pupil premium children have experienced significant trauma in their early years.

Parent feedback from workshop and courses. Improved personal and social skills will  be evident in the children’s tracking 

SW/AP

Reviewed termly

Improved relationships with school for  targeted families  resulting in better attendance and improved outcomes for their children

Investment in our own Home School Worker

 

AHT/ DHT leading on improving attendance across the school

The HSLW can spend time working with targeted families to improve attendance and provide support with any difficulties that may impact on the family

HSLW will liaise with staff and work alongside Senco

SW/AP

DHT/AHT

Half termly/Ongoing

Improved literacy achievement for all. Particular focus on raising achievement of pupil premium and other vulnerable  children who have specific  learning difficulties

Continue to use ICT equipment i.e. Laptops and tablets in addition to the purchase of Clicker 7 for whole school

At least a third of our pupil premium children have SEND needs and there is a gap in achievement in writing between pupil premium and others

All staff to receive training on Clicker 7. Ongoing monitoring of use of new laptops/tablets intervention. Ongoing assessment of the work

the children produce

SW,GA, Literacy faculty

Half termly/ongoing

Improve maths achievement for all.  Particular focus on raising achievement of pupil premium and other vulnerable children at the end of KS2.

Booster teaching sessions with experienced year 6 teacher.

 

At least a third of our pupil premium children have SEND needs and there is a gap in achievement in maths  between pupil premium and others

Investment in a qualified and experienced year 6 teacher for two afternoons a week to provide high  quality interventions

GA/SLT/ Maths faculty

Half termly/ongoing

Improve maths, reading and writing achievement for all.  Particular focus on raising achievement of pupil premium and other vulnerable children at the end of KS2.

SLT running booster sessions to improve outcomes for targeted pupils, including PP children.

At least a third of our pupil premium children have SEND needs and there is a gap in achievement in maths, reading and writing   between pupil premium and others

High quality teaching  interventions  will help close the gap between our pupil premium children and other learners

SLT

Half termly/ongoing

Invest in Mathletics online resource to improve maths achievement across the whole school.

Embed Mathletics programme across the whole school to support home learning.  Teachers run catch up/ booster clubs for targeted children not accessing the resource at home.

There are some vulnerable children in each class who are not accessing Mathletics at home . Targeted support in school will help to improve outcomes i

Our vulnerable pupils will have access to Mathletics which will help improve outcomes in maths

SLT

Half termly/ongoing

Total cost £70,000 approx

  1. Other approaches

Desired outcome

Chosen Action/Approach

Rationale for this choice

How we ensure it is implemented well

Staff lead

Date for review

Improved behaviour for learning across PP pupils in school

Establish a climate of positive growth mind-set in all classes

Research from Dame Alison Peacock, Carole Dweck etc

A visit to The Wroxam School and some independent training in Mind Sets helped crystallise our approach.

Regular learning walks around school, monitoring schedule supports observation of mind set features.

SLT

Sept 2019

Continued improved attendance /punctuality, and greater engagement with parents in school activities.

Continue to embed intriguing classroom experiences and irresistible learning opportunities through our Creative Curriculum approach. Fresh, not recycled planning provides new experiences for children.

 

Continue to identify and meet with families where attendance/punctuality is an issue. Address circumstances individually with support of new HSLW.

Successes using this approach before.

 

 

 

 

 

 

 

 

 

 

 

Attendance has steadily improved using this method.

New HSLW having impact immediately.

Regular monitoring from our SCC attendance officer

Office staff inform SENco/HT/DHT/ AHT  of attendance concerns

 

 

 

 

 

 

 

 

 

ST

All curriculum leads

Governors

Termly reviews of attendance for governors

Children from vulnerable families will not be hindered by  lack of finances and be able to broaden their experiences by attending  residential trips and participate in extracurricular activities

Financial support for residential trips

Referrals to Walton Charities for financial support too.

 

 

Opportunities to learn and develop new skills such as gymnastics, dance , football or learn to play a musical instrument

Contributions made in this area in previous years with positive outcomes

 

Children will have enriched experiences and develop new skills which will improve self-esteem, confidence, language , team building skills and overall well being

Feedback from children, parents and staff

SLT

Ongoing

Greater exposure to broader experiences pre school

Use Children’s centre staff to identify and target PP families with younger siblings

Local provision, well known to our reluctant families.

Monitored by HT and manager of CC

ST, SR

Ongoing

Improved nutrition and sleep patterns in PP families

Family learning opportunities centred around food and sleep.

Also use CC staff to lead on same for pre-school children.

Can target specific individual families, with provision familiar to them.

Monitored by HT and manager of CC

ST, SR

Ongoing

Total cost:£5000

 

6. Review of expenditure

 

Previous academic year 2017-18

  1. Quality teaching for all

Desired outcome

Chosen Action/Approach

Estimated impact

Lessons learned

cost

Closing gaps strategy will be embedded in all teaching staff

INSET training Sept 2017 to identify trajectories for learning for all pupils (plus PP pupils) and rates of progress needed to meet nationally expected end of year standards.

EEF research demonstrates that mastery teaching has significant impact on outcomes for gap closing.

Gap closing has proved effective to close small targeted gaps in all areas and when provided with a bank of suitable resources and ideas parents are happy to be on board and are supportive. This intervention will continue

Gap closing needs to be regularly discussed at staff meetings  to keep it to the forefront of everyone’s mind  New staff need updating about the benefits gap closing

 

£ 2500

Questioning skills improved, leading to better thinking skills and higher pupil confidence. Improved behaviour for learning.

Philosophy for schools (P4C)  training- refreshed for some, new for most

SAPERE recent research shows impact of improved thinking skills on PP pupils outcomes

P4C improves thinking skills in all children and outcomes are improving.  We are aware that with a high turnover of staff we have to revisit this regularly.

£1000

Improved knowledge of SEND for all staff 

Training from specialist teaching staff including Behaviour Support, LLS, Freemantles, Helen Arkell.

Increased knowledge of strategies to support SEN pupils will improve outcomes for all

During the past year groups of staff  have attended a wide variety of training to help improve outcomes ,  Training includes Attachment Awareness,  Key Adult training, Bereavement training, Positive Touch training, Cortisol,  Epipen training , ASD training, Supporting children with Specific Learning Difficulties, Communication Strategies and speech and language training to support particular children

£3000

  1. Targeted support

Desired outcome

Chosen Action/Approach

Estimated impact

Lessons learned

cost

Differences between PP pupils reading/writing /maths outcomes and those of all other pupils will diminish.

Gap closing meetings to identify, with parents, the area for concerted effort. 4-6 week review dates set to ensure rapid progress. Coincidence with intervention at school.

Evidence from successful local schools highlighted this strategy. Guidance provided by SCC.

Gap closing has proved effective to close small targeted gaps in all areas and when provided with a bank of suitable resources and ideas parents are happy to be on board and are supportive. This intervention will continue. We are conscious that we still have bigger gaps to close.

£7729

Specific areas of delay/slow progress will be addressed and gaps closed-

 

 

Various proven targeted  interventions will continue and new suitable interventions will be in place in KS2

Small group/individual work with CT or TA, specifically to close gaps further.

 

Interventions

  • Fisher Family Trust
  • Precision Teaching
  • Daily Reading
  • Number Sense
  • Talk for Number

Each intervention based on research- published outcomes.

New interventions have been established in KS2 with positive outcomes.

There has been a focus on reading and comprehension interventions which also improves language. Project X Code has been established in Year 3 and the first set of data show good progress.

The strategies from Switch On have been shared and embedded with all support staff which is resulting in higher quality 1:1 reading sessions

Two members of staff from UK2 attended inference training which is improving outcomes  in Y5/6 for groups of targeted children

£22,000

Improved oral language skills in EYFS pupil

Small group/individual work with CT or TA, specifically to close gaps further.

 

 

 

 

 

 

 

 

 

 

 

 

Family Learning workshops for targeted families in EYFS

Each intervention based on research- published outcomes.

 

 

Assessments bought to help assess and identify needs.

 

 

 

 

 

 

 

 

Improved relationships and parents and school working together  improve outcomes for children

Greater emphasis has been placed on creating opportunities for Talk in the Early Years . Children are encouraged to create Chatterboxes to share when they start school Interventions such as Colourful Semantics and Time to Talk have been established. A greater number of children are arriving at school with speech and language difficulties which may be a result of lack of access and early referral to speech and language therapists in Surrey

Family Learning workshops were held in the spring term during book week for targeted families in EYFS. The HSLW, SENCo and another member to staff attended to create positive links with school

£8000

Improved personal, social and emotional skills resulting in happier, more confident children. Parents will be less anxious and better equipped to deal with  anxiety and behaviour issues

Parenting workshops initially open to all, followed by a parenting course for targeted families

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Interventions to boost self esteem and emotional resilience to continue such as “Happy to be me”

“Elsa Support”, Drawing and Talking” 

It has been evident in previous years that highly anxious parents create highly anxious children who struggle to manage emotions and can’t risk failure.

Some of our pupil premium children have experienced significant trauma in their early years.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Parenting workshops by a renowned EYFS trainer has made a positive impact in supporting parents improve their parenting skills and provided strategies to help improve their ability to effectively support their children’s emotional development. Several key members of staff attended the training to ensure the same strategies are embedded in school. Almost 50 parents attended these courses and a group of 12 parents went on to attend a series of 4 more sessions   focusing on different areas of social and emotional development. Targeted pupil premium families were funded to attend this course

Due to our high numbers of SEND children and difficulty accessing relevant training we decided to invest in training our own HSLW to be able to deliver our own 123 Magic courses. Over the course of the year 24 parents attended the 4 week course and feedback was very positive.

Over the course of the year we increased our HSLW/ELSA’s contract to full time hours to support the large number of children and families experiencing social, emotional and mental health difficulties. 

£6000

Improved relationships with school for  targeted families  resulting in better attendance and improved outcomes for their children

Investment  in our own Home School Worker

The HSLW can spend time working with targeted families to improve attendance and provide support with any difficulties that may impact on the family

Our HSLW supported over 42 families throughout the year.  Work and support was varied and included things like parenting support, financial and housing crisis. emotional and wellbeing support for those families going through trauma , applications for high school, attendance issues. This was in addition to the parenting courses and ELSA work 

£26000

Improved literacy achievement for all. Particular focus on raising achievement of pupil premium and other vulnerable  children who have specific  learning difficulties

Investment in ICT equipment i.e. Laptops and tablets in addition to the purchase of Clicker 7 for whole school

At least a third of our pupil premium children have SEND needs and there is a gap in achievement in writing between pupil premium and others

10 Laptops,  Clicker 7 and English  Touch Type Junior were  purchased and our vulnerable learners particularly those who struggle with literacy or the physicality of writing have access to those which has resulted in improved confidence and willingness to write

£10,000

Other approaches

Desired outcome

Chosen Action/Approach

Estimated impact

Lessons learned

cost

Improved behaviour for learning across PP pupils in school

Establish a climate of positive growth mind-set in all classes

Research from Dame Alison Peacock, Carole Dweck etc

A visit to The Wroxam School and some independent training in Mind Sets helped crystallise our approach.

The climate of positive mind-set is embedded in all classes but new staff mean this has to be revisited regularly

£1500

Continued improved attendance /punctuality, and greater engagement with parents in school activities.

Continue to embed intriguing classroom experiences and irresistible learning opportunities through our Creative Curriculum approach. Fresh, not recycled planning provides new experiences for children.

Continue to identify and meet with families where attendance/punctuality is an issue. Address circumstances individually with support of new HSLW.

Successes using this approach before.

 

 

 

 

Attendance has steadily improved using this method.

HSLW having impact

Attendance has steadily improved. The attention of the leadership team has impacted on attendance.

 

 

Our AHT has focused in making improvements in this area with positive outcomes

£1099.80

Children from vulnerable families will not be hindered by  lack of finances and be able to broaden their experiences by attending  residential trips and participate in extracurricular activities

Financial support for residential trips

Referrals to Walton Charities for financial support too.

 

 

 

 

 

Opportunities to learn and develop new skills such as gymnastics, dance , football or learn to play a musical instrument

Contributions made in this area in previous years with positive outcomes

 

 

 

 

 

 

Children will have enriched experiences and develop new skills which will improve self-esteem, confidence, language , team building skills and overall well being

Children eligible for FSM and other vulnerable families have been supported by referrals to Walton Charities. Referrals have been made for support with school uniform, residential, clubs, items of furniture and white goods

 

Contributions have been made from pupil premium funding to enable disadvantaged children to attend the school residential trips and also attend specific clubs

 

£4800

Greater exposure to broader experiences pre school

Use Children’s centre staff to identify and target PP families with younger siblings

Local provision, well known to our reluctant families.

Children’s centre staff have been successful in identifying and targeting PP families with younger siblings and provide ongoing support

 

£250

Improved nutrition and sleep patterns in PP families

Family learning opportunities centred around food and sleep.

Also use CC staff to lead on same for pre-school children.

Can target specific individual families, with provision familiar to them.

Targeted intervention has been provided by our HSLW through parenting courses and meetings with individual families

£300

 

7. Additional detail

 

This pupil premium strategy will be reviewed in OCTOBER 2019