Pupil Premium Strategy for 2017/18

• Total amount allocated for 2016/17- £48,840
• Based on schools January 17 Census - 37 Forever 6 children on role. 

Strategy	Expected Impact	Cost
CPD to  improve Quality First Teaching	CPD centred around school priorities ensures Quality First Teaching provides personalised learning opportunities for pupils	£6,000
	Progress from prior attainment shows pupils make good progress
	Clearer milestones for achievement
	Quality feedback ensure misconceptions are addressed swiftly
Project X – Underachieving readers - Boys (Afterschool club x 3 afternoons/ 2 LSAs)	Underachievement and catch up on identified areas of learning are carefully linked to quality provision mapping and class based interventions with proven impact	Included in TA Time
Maths Intervention (Numicon) - LSA x 2 mornings (Underachievers) Beginning Sept 15	A large proprtion of pupils meet attainment expectations for their year	Included in TA Time
	Higher standards of work in books – with more opportunities for in depth learning and improving work through responding to feedback.
Educational Psychologist Consultations  & Specialist SEN provision, Birchwood outreach service & training	New assessment tracking system allows End of Year Expectations to be clearly linked to gaps in learning and are addressed through quality first teaching	£4,000
Quality first teaching and personalisation within the classroom (At least 20% TA Time)	Growth mind set and attitudes to learning empower pupils to build resilience, developing ownership of learning and deepen understanding of new concepts.	£29,573
Curriculum Enhancement / Pupil Wellbeing	Expected Impact	Cost
Subsidised Uniform package	Enhanced positive attitudes to learning and school life	£1,200
Curriculum Enhancement (Trips / Visitors)	Enhanced curriculum provision and access to experiential and contextualised learning	£500
Family Support, Assistance, Relate counselling, mental health and wellbeing support	Proven impact of working with parents. Improved attendance, support with learning at home, better signposting to universal services	£4,000
Breakfast Club for Vulnerable Pupils	Improved Attendance/ lower persistent absenteeism, positive parental engagement	£2,000
Milk for FSM Children		£500
Attendance Officer Support	Proven impact of working with vulnerable families/ postive strategies in place to support emotional wellbeing and mental health issues	£1,200
Total Expenditure		£48,973

Year on Year Impact /Attainment of Pupil Premium Pupils

Strategic - Actual Impact

Educational Psychologist

Personalised plans of support have refined quality first teaching and enabled progress through classroom intervention.  There is enhanced parental support /confidence to support own child with specific needs. There is fast tracking and closer liaison with external agencies, (CAMHs, Family Outreach Workers, Paediatricians, SALT).

Early year Foundation Stage

• 73% of PP children (8/11) achieved a good Level of Development, which is in line with National other group (73%) and slightly above National All (72%)
• The percentage of pupils achieving Expected or above in Reading (Sch 73% NA 77%), Writing (73%/ 78%) in Maths (73%/78%) is broadly in line with National All
• From baselines all pupils made good progress and nearly half of the group made accelerated progress in Reading (45%), Writing (45%) and Maths 64%)

Phonics Year 1

• The introduction of a new school initiative has impacted greatly in the percentage of pupils achieving the expected standards. 13/15 pupils (87%) of the pupils passed the screening compared to only 83% nationally.

Phonics end of Year 2

• The school has a strong trend of children meeting the phonics expectations by the end of Year 2. In 2017 94% (10/11). 
• In 2018, the proportion of PP children passing the screening by Year 2 dropped to 73%.  This is due to a large proportion of SEND pupils being within this group. 9/12 pupils achieved the expected standard in phonics by the end of Year 2. 2/3 pupils who did not meet the standards did not take the test in Year 1 and achieved more than half the marks by the end of year 2.

Keys Stage 1 – please note due to contextual reasons there will be some variation for school based data when compared to national publications. 4/9 pupils in the disadvantage group had specific SEND needs.

Reading	Achieving the Expected Standard or above
	School	School	National
	Disadvantaged	Other	Other
17/18	4/9 44% 4/5 80% (without SEND)	78%	79%
16/17	8/11 73%	67%	78%

• Disadvantaged pupils do well compared to the National Non Disadvantaged group.  If children with specific needs are extracted from this group the attainment is similar to those of national other. (80% School/ 79% national Other)
• 67% (2/3) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS, compared to 83% nationally.
• 100% (2/2) of pupils from the prior attainment group (Exceeding) achieved above Greater Depth Standards at the end of KS1, compared to 53% nationally.
• Pupils from the prior attainment group (Emerging) made good progress from their starting point, however no pupils from this group met the expected standards. All of these pupils were on the SEND register. Case studies can exemplify progress made.

Project X

These pupils have changed mind-sets and better attitudes towards reading. Parental feedback have been very strong and supports the success of the intervention. Progress for these pupils is clearly exemplified through on entry and exit evidence.

Writing	Achieving the Expected Standard or above
	School	School	National
	Disadvantaged	Other	Other
17/18	4/9 44% 4/5 80% (without SEND)	78%	72%
16/17	5/11 45%	67%	71%

• Disadvantaged pupils do well compared to the National Non Disadvantaged group.  If children with specific needs are extracted from this group the attainment is better than the national other group. (80% School/ 72% national Other)
• 100% (2/2) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS1, compared to 87% nationally.
• 100% (1/1) of pupils from the prior attainment group (Exceeding) achieved the Expected Standards at the end of KS1. 
• Pupils from the prior attainment group (Emerging) made good progress from their starting point, however 1/6 (17%) pupils from this group met the expected standards. (4/6) of these pupils were on the SEND register. Case studies can exemplify progress made.

Maths	Achieving the Expected Standard or above
	School	School	National
	Disadvantaged	Other	Other
17/18	4/9 44% 4/5 80% (without SEND)	83%	79%
16/17	7/11 64%	74%	78%

• Disadvantaged pupils do well compared to the National Non Disadvantaged group.  If children with specific needs are extracted from this group the attainment is similar to those of national other. (80% School/ 79% national Other)
• 80% (4/5) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS1, compared to 87% nationally.
• There were no pupils from the prior attainment group (Exceeding).
• Pupils from the prior attainment group (Emerging) made good progress from their starting point, however no pupils from this group met the expected standards. All 4 of these pupils were on the SEND register. Pupils from the prior attainment group (Emerging) made good progress from their starting point, however 1/6 (17%) pupils from this group met the expected standards. (4/6) of these pupils were on the SEND register. Case studies can exemplify progress made.

Curriculum Enhancement - Actual Impact

Attendance officer

• Overall attendance for the school (Year 1 and 2) is on an upward trend 95.8%(2016) 96.1%(2017) 96.4% (November 2018) and better than national figures (95.9%)
• By the time children leave Year 2, their overall attendance has improved 96.2% (2016) 96.4% (2017) 96% (as of November 2018). The national figure for Year 2 is 96.1%.
• Overall attendance for Pupil Premium children in Year 2 (2017/18) was 92.48%
• Over time, the school has improved the attendance attitudes of some of our vulnerable and disadvantaged pupils–but attendance is often one factor in a very complex set of circumstances–
• Attendance figures for vulnerable and disadvantaged pupils did not show a significant upward trend by the end of Year 2 2018- only 1/9 showing improved attendance. All 9 children had received regular correspondence and letters regarding their ongoing attendance issues -2/9 pupils showing improved attendance following this work.
• Out of the 9 pupils – 3 children were having to provide medical evidence for absences and 3 children had been on unauthorised or extended holidays during Year 2.
• Persistent absenteeism has remained the same over time for disadvantaged pupils. 2/9 were classed as persistent absentees (less than 90% attendance) at the end of Foundation Stage compared to 2/9 at the end of Year 2 for the same cohort with a change in one child.
• Free breakfast club places were offered to identified vulnerable/ disadvantaged pupils to try and improve attendance and support positive parent partnerships.
• 7 / 9 pupils attended the residential trip in Year 2 – these families were offered financial support with the trip so that the children could benefit from this beneficial trip.