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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 2018

1. Summary Information
 School  Broadgate Primary School
 Academic Year  2018/19  Total PP Budget

£137,190

 Date of most recent PP review  July 2018
 Total number of pupils  360  Number of pupils eligible for PP  96   Date for next review   July 2019


 

 2. Current Attainment
   Pupils Eligible for PP National Benchmark
 % achieving ARE in reading, writing and maths  20%  64%
 % achieving ARE in reading  33%  75%
 % achieving ARE in writing  60%  78%
 % achieving ARE in maths  33%  76%

 

 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).
 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  2018/19
 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.  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

 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.

K Sadler 

E McLellan

 At the end of each nurture support programme.  Through team around the child meetings.  Ongoing as part of MER calendar (link with Healthy Schools 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 rolled out from Y6 to the rest of KS1 and KS2. S Qualtrough Summer term assessments.
Total budgeted cost: £43,660 
 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.  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.
 K Sadler  At the end of each nurture support programme.
Through team around the child meetings.
 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: £73,360 
 iii. Other Approaches
 D. Increased attendance rates for PP Pupils  Learning 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.  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.  H Dove  At the start of next academic year when we have a full year’s attendance data to evaluate.
 Total budgeted cost: £20,170
 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.    Due to an increase in the numbers of SEN pupils GLD fell this year and PP pupils still did not achieve as well as their peers.  Achievement in KS1 and KS2 showed improvement in some year groups but fell in others. (for PP as well as non-PP). 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).  £20,500
Improved social and emotional well-being of pupils. Nurture provision and games clubs provided by learning mentors and teaching staff. 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. We need to continue to provide small group SEMH sessions and nurture provision for those PP children that require it.  Class work on mindfulness has been effective this year. Some of this may be on a one to one basis.  We are also looking to implement specific SEMH lessons into each year group (Mindmate) in the coming year.  £3660
Improved confidence and resilience in key academic skills. PiXL – focused and targeted intervention aimed at closing key gaps in learning and understanding. This year’s KS2 attainment was down, however the cohort was historically low attaining.  Progress scores were good and children showed more resilience when approaching work and the tests which resulted in progress scores being well above the government floor standard. Due to the nature of this cohort attainment was always going to be down.  It will take time to embed the PiXL work to show the impact on attainment.  By rolling out from Y6 to the rest of school we will aim to build resilience in the cohorts currently moving through 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 introduction of BSquared has made evidencing progress much clearer. We will continue to use BSquared and train staff new to using it.  We have bought into the Speech and Language therapy traded service for another year and allocated time for the specialist TA to continue her work.

£5,500

£1000

 

Improved oral language skills

Improved social and emotional well-being of pupils
Small group intervention and nurture support provided by the learning mentors.. 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.  We now have two behaviour support workers who can provide some of this and we can access further support through the cluster.  £62,800
Increased parental awareness of value of home support Targeted parenting support groups to improve quality of home/school liaison and support Pupil progress meetings identified target children.  Learning mentors ran groups and individual sessions which in the majority of cases lead to improved achievement.  Where it did not there were other external factors that influenced this. School workshops on key subject areas whilst well attended did not always encourage the right parents to attend.  These need to be run in a more targeted way.  This however was not the case for EYFS and Y1 parent workshops. £20,094
 iii. Other
 Increased attendance rates for PP pupils Learning mentor to be responsible for meeting parents, doing home visits and working with cluster staff for PP pupils whose attendance is causing concern. The attendance of key targeted pupils improved significantly.  Where improvements were not made the Learning Mentor made referrals to the cluster for support and in some cases fixed penalty notices were issued.   We must continue to monitor key pupils to ensure that improvements made are not lost.  The Learning mentor is working closely with office staff to monitor this.  £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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