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Church Hill Infant School

Pupil Premium 2018-19

Pupil Premium Strategy for 2018/19

  • Total amount allocated for 2018/19- £48,840
  • Based on schools January 18 Census - 38 Forever 6 children on role. 

Planned Expenditure

Quality of teaching for all.

Action

Intended outcome

What is the evidence and rationale for this choice?

When will implementation be reviewed?

CPD to improve Quality First Teaching

CPD centred around school priorities (Reading) ensures Quality First Teaching provides personalised learning opportunities for pupils

Evidence shows that a proportion of our PP children come to school with a limited vocabulary and exposure to reading this leads to slowed progress in developing the inference skills needed to meet the end of year expectations

Termly

 

Quality feedback given to ensure misconceptions are addressed swiftly

Evidence shows that when feedback is given in the moment pupils are more able to respond accurately 

Ongoing throughout academic year

Reading resources for MAP/HAP pupils

 

Improved attitudes to reading.  Opportunities to deepen their understanding of texts linked to improved outcomes in reading overall

 

Evidence shows that a proportion of our PP children come to school with a good range of reading skills which needs to be further developed in order to make expected or better than expected progress in reading.

Termly

Embedding of Shared Reading across the school including introduction into FS

Children can confidently use the sounds they have been taught to decode words appropriate to their level.

Accelerated progress made through the book bands from starting points.

Children can confidently talk about their book and are able to answer simple questions.

Increased fluency

 

Shared reading successfully being used in Year 1 and 2, now need a consistent approach across the school.

Termly

 

 

Cost

£8,000

Targeted support

Action

Intended outcome

What is the evidence and rationale for this choice?

When will you review the implementation?

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

Effective way of meeting individual needs of pupils who are identified through data and Teacher assessment need additional support

Ongoing throughout academic year

Maths Intervention (Numicon) – LSA x 2 mornings (Underachievers)

A large proportion of pupils meet attainment expectations for their year

Higher standards of work in books – with more opportunities for in depth learning and improving work through responding to feedback

Effective way of meeting individual needs of pupils who identified through data and Teacher assessment need additional support

New assessment tracking system allows End of Year

Expectations to be clearly linked to gaps in learning and are addressed through quality first teaching

Ongoing throughout academic year

Educational Psychologist Consultations and Specialist SEN provision, Birchwood outreach service and training

Families and children to be supported in order to ensure all aspects of learning are being addressed and additional support provided where needed

Growth in well-being needs of children and those with SEN

Ongoing throughout academic year

Speech and Language Support  - LSA x 1 afternoon

A large proportion of pupils meet attainment expectations in Communication and Language

Evidence in Learning Journey’s shows pupils have acquired and are able to use a wide range of vocabulary

Communication and Language identified as an area of needs from EYFS data 2017/18

Ongoing throughout academic year

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

Two adults in classrooms allows learning to be personalised to a greater extent for pupils

Further opportunities for personalised feedback

 

Ongoing throughout academic year

Improve and/or sustain positive attitudes to reading (HAP) Year 2 and Year 1

Develop enjoyment of reading, reading stamina and immerse children in breadth of literature. Develop reading culture at home

Evidence that children are reading less at home

 

Ongoing throughout academic year

 

 

Cost

£30,000

Other approaches

Action

Intended outcome

What is the evidence and rationale for this choice?

When will you review the implementation?

Subsidised uniform package

Enhanced positive attitude to learning and school life  

Maintain wellbeing of PP pupils

Termly

Curriculum Enhancements (school trips/visitors)

Enhanced curriculum provision and access to experiential and contextualised learning

Maintain wellbeing, engagement and provide experiential learning for PP pupils

Termly

Family Support, Assistance, Relate counselling , mental health and well being support

Proven impact of working with parents. Improved attendance, support with learning at home, better signposting to universal services. 

Maintain wellbeing of PP pupils and their famililes

Termly

Breakfast club for vulnerable pupils

Improved attendance/lower persistent absenteeism, positive parental engagement

Maintain wellbeing of PP pupils

Better engagement within lessons

Promoting healthy lifestyle

Improved attendance and punctuality

Termly

Milk for FSM children

Enhanced positive attitude to learning and school life  

Maintain wellbeing of PP pupils

Termly

Attendance Officer Su

 

Proven impact of working with vulnerable families/ positive strategies in place to support emotional wellbeing and mental health issues 

Improved attendance and punctuality

Termly

 

 

Cost

£10,840

 Pupil premium Expenditure 18/19

Actual Impact Strategic

Educational Psychologist

Personalised plans of support has refined quality first teaching and enabled progress through classroom intervention.  Enhanced parental support /confidence to support own child with specific needs. (See case studies). Fast tracking and closer liaison with external agencies, (CAMHs, Family Outreach Workers, Paediatricians, SALT).

Early year Foundation Stage

67% of PP children (6/9) achieved a good Level of Development, which is broadly in line with both National Other group (74%) and National All group (72%).

The percentage of pupils achieving Expected or above in Reading (Sch 78% NA 77%), Writing (67% NA 74%) in Maths (78% NA 78%) is broadly in line with National All

From baselines all pupils made good progress and over half of the group made accelerated progress in Reading (62%) and nearly half in Writing (46%) and Maths (41%)

Phonics Year 1

Phonics continues to be a strength as the taught scheme continues to be embedded and adapted to meet the needs of all children. 10/13 pupils (77%) of the pupils passed the screening compared to 82% 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 2019, the proportion of PP children passing the screening by Year 2 was 83%. In total 15/18 pupils achieved the expected standard in phonics by the end of Year 2 with 2/5 pupils who did not meet the standard in Year 1 passing the screening in Year 2. Those who did not pass in Year 2 made considerable progress in terms of the numbers of words read successfully from Year 1 to Year 2.

Reading

Reading

Achieving the Expected Standard or above

School

School

National

Disadvantaged

Other

Other

18/19

11/18 61%

10/15 66% (without SEND)

76%

79%

17/18

4/9 44%

4/5 80% (without SEND)

78%

79%

Despite attainment for disadvantaged pupils being below National, progress from prior attainment continues to be a strength and better than National comparators. For e.g:

100% (7/7) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS, compared to 87% nationally.

40% (4/10) of pupils from the prior attainment group (Emerging) achieved the expected standard at the end of KS1, compared to 34% nationally.

There were no children in the prior attainment group (Exceeding) and no pupils achieved exceeding at the end of KS1 although all children made progress from starting point as is exemplified in case studies.

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

Writing

Achieving the Expected Standard or above

School

School

National

Disadvantaged

Other

Other

18/19

9/18 50%

9/15 60% (without SEND)

74%

74%

17/18

4/9 44%

4/5 80% (without SEND)

78%

72%

Despite attainment for disadvantaged pupils being below National, progress from prior attainment continues to be a strength and better than National comparators. For e.g:

86% (6/7) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS1, compared to 86% nationally.

30% (3/10) of pupils from the prior attainment group (Emerging) achieved the Expected Standards at the end of KS1, compared to 28% nationally.

There were no children in the prior attainment group (Exceeding) and no pupils achieved exceeding at the end of KS1 although all children made progress from starting points as is exemplified in case studies.

Maths

Maths

Achieving the Expected Standard or above

School

School

National

Disadvantaged

Other

Other

18/19

 8/18 44%

8/15 53% (without SEND)

79%

80%

17/18

4/9 44%

4/5 80% (without SEND)

83%

79%

The progress of our disadvantage children who achieved expected at the end of EYFS converting to expected at the end of KS1 is significantly lower (21%) than National Other. Achievement of disadvantaged pupils in Maths will be a priority for the school for the current year.

Pupils from the prior attainment group (Emerging) made good progress from their starting point, however 1/7 (14%) pupils from this group met the expected standards.

67% (6/9) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS1, compared to 88% nationally.

100% (1/1) of pupils from the prior attainment group (Exceeding) achieved greater depth at the end of KS1, compared to 68% nationally.

Curriculum Enhancement -  Actual Impact

Attendance officer

  • Overall attendance for the school (Year 1 and 2) continues to be in line with national figures 95.8%(2016) 96.1%(2017) 96.9% (2018) 96% (2019)
  • By the time children leave Year 2, data shows that overall attendance is consistently in line with National, 96.2% (2016) 96.4% (2017) 96% (2018) 96% (2019). The National figure for Year 2 is 96.1%.
  • Overall attendance for Pupil Premium children in Year 2 (2018/19) was 92.6%. Despite being lower than their peers, case studies can exemplify that the school has improved the attendance attitudes of some of our most vulnerable and disadvantaged pupils
  • Persistent Attendance figures for disadvantaged pupils shows a significant improvement by the end of Year 2 compared to their time in Year 1.
  • At the end of Year 1, the average PA figure for the targeted group was 76.5%. The PA rate for the same group had improved to 88.2% by the end of Year 2.
  • Albeit a small group, 2 out of the 4 pupils initially targeted as PA made significant improvements and moved out of the PA category by the end of Year 2.
  • Free breakfast club places were offered to identified disadvantaged pupils. Improvements in attendance and positive parent partnerships was evident for these pupils.
  • 13/18 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.