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Pupil Premium

Please click on the document below, to download the Pupil Premium Strategy Report document.

Pupil Premium Strategy Statement - September 2019

1. Summary Information
 School  Broadgate Primary School
 Academic Year  2019/20  Total PP Budget

£152,870

 Date of most recent PP review  July 2019
 Total number of pupils  390  Number of pupils eligible for PP  109   Date for next review   July 2020


 

 2. Current Attainment
   Pupils Eligible for PP National Benchmark
 % achieving ARE in reading, writing and maths  36%  71%
 % achieving ARE in reading  55%  78%
 % achieving ARE in writing  64%  83%
 % achieving ARE in maths  73%  84%

 

 3. Barriers to future attainment (for pupils eligible for PP including high ability)
 In-School barriers
 A.  Oral language skills in reception and nursery are lower for pupils eligible for PP than for other pupils.  This slows progress in other years.
 B.  Social and emotional development of PP pupils tends to be lower (particularly in EYFS).  This impacts on their capacity to learn. 
 C. Lack of confidence and resilience in key academic skills.  This impacts on academic attainment.
External Barriers  
 D.  Attendance rates are lower for PP pupils than for other pupils, this affects their attainment.
 E.  Home support for PP pupils is not as strong as for other pupils, (i.e. completion of homework and reading at home) and this affects attainment.

 

 4. Outcomes
  Desired outcomes and how they will be measured  Success Criteria
 A.  Improve oral language skills for PP pupils in EYFS  Pupils eligible for PP in EYFS will make accelerated progress by the end of the key stage so that all PP pupils achieve age related expectations.
 B.  Improve social and emotional well-being of pupils throughout school  Pupils feel safe and happy so that they can access learning at all levels, and know where to find support should they need it.
 C. Improve confidence and resilience in key academic skills Pupils eligible for PP will have higher attainment at the end of KS2, and a higher proportion will achieve age related expectations (and greater depth), particularly across reading, writing and maths combined.
 D.   Increased attendance rates for pupils eligible for PP  Reduce the number of persistent absentees among pupils eligible for PP to 10% or below. PP attendance to improve in line with other pupils.
 E.  Increase parental awareness of the value of home support for PP pupils  Parents will be able to access in school support to enable them to support their children at home. PP pupils reading attainment to be in line with non-PP pupils.

 

 5. Planned Expenditure
 Academic Year  2019/20
 The three heading below enables school to demonstrate how we 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?
 A. Improved oral language skills Focus on developing oral language skills.  Increase in traded Speech and Language Therapy time. EYFS profile scores indicate low levels of spoken language proficiency and high number of children higher up the school requiring SaLT support. Through assessment by the speech and language therapist. Tracking in the Early Years through individual profiles.  Intervention sessions provided by specialist SaLT TA.  K Devlin Summer term Assessments
 B. Improved social and emotional well-being of pupils

Nurture provision and games clubs provided by learning mentors and teaching staff.

Mindmate lessons

Introduction of a Mindmate Champion (who will undertake Mental Health First Aid training) (SEMH).

High numbers of referrals to cluster guidance and support.  Caseload of the learning mentors.  Team around the child minutes.

Through the evidence in the learning mentors tracking files and case notes.  Tracking in EYFS through individual profiles.  Nurture support evidence files.  Games club registers.  Monitoring of Mindmate lessons.  Mindmate Champion to seek evidence from pupil voice activities.

K Sadler

B Donnison 

E McLellan

At the end of each nurture support programme.  Through team around the child meetings.  Ongoing as part of MER calendar (link with Pupil Voice SDP priority).
 C. Improved confidence and resilience in key academic skills PiXL - focused and targeted intervention aimed at closing key gaps in learning and understanding.  This will be continued from last year as it needs to embed. End of KS2 results for pupils eligible for PP show that they are significantly lower than for pupils not in receipt of PP. Raising standards leader will monitor interventions and participate in pupil progress meetings.  Twice termly review with PiXL adviser.  Use of PiXL tracker to be continued across KS1 and KS2. S Qualtrough Summer term assessments.
Total budgeted cost: £49,910 
 ii. Targeted Support
 A. Improved oral language skills Specific speech and language support from therapist or staff following input from the therapist. EYFS profile scores indicate low levels of spoken language proficiency and high number of children higher up the school requiring SaLT support. Through assessment by the Speech and Language therapist.  Monitored by SENCO.  Targeted support from specialist SaLT TA.  K Devlin Summer term assessments.

 A. Improved oral language skills

B. Improved social and emotional well-being of pupils

Small group intervention and nurture support provided by the learning mentors and the behaviour support worker.

Development of pupil voice across the school will also focus on targeted groups.

EYFS profile scores indicate low levels of spoken language proficiency and high number of children higher up the school requiring SaLT support.
High numbers of referrals to cluster guidance and support.  Caseload of the learning mentors.  Team around the child minutes.

Through the evidence in the Learning Mentors tracking files and case notes.
Tracking in EYFS through individual profiles.
Nurture support evidence files.
Continued high levels of staffing support in EYFS.

Results from pupil conferencing.

K Sadler

L Robertson

B Donnison

At the end of each nurture support programme.
Through team around the child meetings.

Through monitoring information.

 E. Increased parental awareness of value of home support

Targeted parenting support groups to improve quality of home/school liaison and support. Curriculum workshops.

Through termly school tracking data of identified pupils not achieving age related expectations.
Through numbers of participants attending parenting support sessions run by the cluster and school learning mentors.
Termly pupil progress meetings which then feed into team around the child meetings.
Evaluations and feedback from parenting support sessions.
 E McLellan
 K Sadler
At the end of the school year through data analysis and pupil progress meeting reviews.
Total budgeted cost: £79,360 
 iii. Other Approaches
 D. Increased attendance rates for PP Pupils

Family mentor to be responsible for meeting parents, doing home visits and working with cluster staff for PP pupils whose attendance is causing concern.  Work with cluster to implement penalty notices.

Breakfast club for targeted pupils.

Attendance rates across the school fell last year (this was in part due to remaining open on snow days) and there were concerns around specific groups of pupils. Punctuality was also an issue for specific groups of pupils. Through half-termly monitoring of attendance data, and evaluations of specific interventions (parenting contracts, fast track) for key pupils.  Monitoring of impact of attendance at breakfast club.

E McLellan

K Houston

K Sadler

At the start of next academic year when we have a full year’s attendance data to evaluate.
 Total budgeted cost: £23,600
 6. Review of Expenditure
 Previous Academic Year  
 i. Quality of Teaching for All
Desired outcome  Chosen action/ approach  Estimated impact: did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.  Lessons Learned (and whether you will continue with this approach)  Cost 
Improved oral language skills Focus on developing oral language skills.   There was a slight increase in the numbers of children achieving GLD this year (even though SEN numbers were still high, though not as high as the previous year).  There was a slight increase in the numbers of pupil premium children achieving in reading and writing, and in the numbers of pupil premium children achieving GLD. The specialist SaLT TA continues to work with the traded Speech and Language Therapist ensuring that all programmes are maintained and children receive sufficient support.  This will need to be continued as SEN records show that there is no decrease in the numbers of children requiring support (many of whom are PP children).  £16,000
Improved social and emotional well-being of pupils.

Nurture provision and games clubs provided by learning mentors and teaching staff.

Mindmate lessons.

The behaviour database shows that children targeted for specific interventions benefitted and there was an improvement in attitude and well-being as well as behaviour.  Role models have also benefitted.  The introduction of Mindmate lessons was positively received by children and staff, though it will take some time for it to embed and to be able to evaluate the impact effectively. We need to continue to provide small group SEMH sessions and nurture provision for those PP children that require it.  Mindmate lessons have been well received and children have engaged positively in the lessons.  They will be continuing in the coming year, but we will also be introducing a Mindmate Champion who will focus on emotional well-being across the school and will be undertaking a mental health first aid course, in order to support children with more specific issues more effectively.  One of our school development priorities in the coming year is on developing pupil voice, which will allow children increased opportunities to discuss issues that are affecting them.  £4390
Improved confidence and resilience in key academic skills. PiXL – focused and targeted intervention aimed at closing key gaps in learning and understanding.  This will be continued from last year as it needs to embed. There were significant improvements in this year’s KS2 data.  RWM rose by 16%, although still below the floor target of 65%.  Improvements were most significant in greater depth results where the school was above the national average for greater depth in all areas except combined and writing (we were in line in RWM).  Progress scores were higher than last year and again mean that the school is above the floor standard.  Pupil premium children achieved well in individual subjects but, whilst there was an increase in the number of pupil premium children achieving RWM, it is still significantly below the national average. The PiXL tracking system is beginning to have an impact (as can be evidenced by this year’s results), but internal data shows that improvements for pupil premium children (particularly in RWM) are still fluctuating.  Therefore the system needs more time to embed in the other year groups in school. £2500
 ii. Targeted Support
Improved oral language skills Specific speech and language support from therapist or staff following input from the therapist. SENCO records show children receiving SaLT support made good progress, and the use of BSquared has made evidencing progress much clearer. We will continue to use BSquared and train staff new to using it.  We have increased the amount of Speech and Language therapy traded time we have this year and allocated time for the specialist TA to continue her work.  An additional TA has now been employed to work specifically with children who are being assessed using BSquared.

£21,000

 

Improved oral language skills

Improved social and emotional well-being of pupils
Small group intervention and nurture support provided by the learning mentors and behaviour support worker. Nurture assessments show good evidence of children achieving well following completion of a programme.  Strengths and difficulties assessments show evidence of progress made. Whilst nurture has proved a successful intervention we have some children who require more specialised therapeutic support – anger management, play therapy.  Our two behaviour support workers provide some of this and we can access further support through the cluster and the Area Inclusion Partnership.  £52,800
Increased parental awareness of value of home support

Targeted parenting support groups to improve quality of home/school liaison and support

Curriculum workshops

Pupil progress meetings identified target children.  Learning mentors ran groups and individual sessions which in the majority of cases led to improved achievement.  Where it did not there were other external factors that influenced this.

Curriculum workshops proved to be difficult to organise due to lack of capacity within the school.  There were some year group specific workshops, but this area still requires further development.

One to one work between parents and members of the pastoral team was successful, some of which lead to Early Help Plans.

The introduction of the Ping communication system has improved home school liaison, along with continued use of the Learning Platform.

Curriculum workshops continue to be a challenge and the Senior Leadership Team will be looking at ways that can effectively be facilitated.
£20,100
 iii. Other
 Increased attendance rates for PP pupils Family mentor to be responsible for meeting parents, doing home visits and working with cluster staff for PP pupils whose attendance is causing concern.  Work with cluster to implement penalty. The attendance of key targeted pupils improved significantly.  Where improvements were not made the Family Mentor made referrals to the cluster for support and in some cases fixed penalty notices were issued.  

Ofsted (Dec 2018) identified attendance as a key issue.  Improvements have started to be evident in this area.

The introduction of the targeted breakfast club has had an impact on the punctuality of key pupils.
We must continue to monitor key pupils to ensure that improvements made are not lost.  The Family mentor is working closely with office staff to monitor this.  The targeted breakfast club will continue to run.  £20,400

 

 7. Additional Detail

 Data used to inform this report:

  • School tracking data
  • School attendance data
  • Speech and language therapist notes
  • Nurture evaluations
  • Learning mentor files and records of parent course
  • Guidance and support referrals
  • EYFS profile data
  • Pupil progress meeting minutes

 

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