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Church Hill Infant School

Pupil Premium 2019-20

 

  1. Summary Information

School Name

Church Hill Infant School

Academic Year

2019/20

Total PP Budget

£51,440

Date of most recent PP review (if applicable)

 

Total number of pupils

228

Number of pupils eligible for PP

29

Date of next internal review of this strategy

 

2. Current attainment and attendance (End of KS1 2018/19)

 

Pupils eligible for PP (18)

Pupils not eligible for PP

% achieving expected standard or above in reading (KS1 SATs)

11/18 61%

10/15 66% (without SEN)

52/67 78%

% achieving expected standard or above in writing (KS1 SATs)

9/18 50%

9/15 60% (without SEN)

51/67 76%

% achieving expected standard or above in maths (KS1 SATs)

8/18 44%

8/15 53% (without SEN)

53/67 79%

% making expected progress in reading (as measured in school)

100% of disadvantaged children made expected progress as measured from their entry into Foundation to the end of KS1 with 64% making accelerated progress.

% making expected progress in writing (as measured in school)

93% of disadvantaged children made expected progress as measured from their entry into Foundation to the end of KS1 with 29% making accelerated progress.

% making expected progress in maths (as measured in school)

71% of disadvantaged children made expected progress as measured from their entry into Foundation to the end of KS1 with 29% making accelerated progress.

% absences

Overall attendance for Pupil Premium children in Year 2 (2018/19) was 92.6%

% persistent absenteeism

At the beginning of the academic year (2018/19) 4/18 PP children were classed as persistent absentees by the end of the academic year (2018/19) this figure had reduced to 2/18 PP children.

 

3. Barriers to future attainment (For PP eligible pupils only)

 

Academic Barriers (Issues to be addressed in school)

A.

In Year 2

  • Low attainment on entry (Baseline)– despite good progress by the end of EYFP 18, 27% of children (3/11) did not achieve a Good level of Development and working below the EOY expectation
  • 3/11 pupils were emerging in Reading,
  • 3/11 pupils were emerging in Writing,
  • 3/11 pupils were emerging in Number,
  • 2/11 pupils were emerging in Shape, Space and Measure

 

  • Continuation of educational experiences at home

 

Additional Barriers (Issues that affect PP pupils outside of school e.g. attendance)

B.

 

 

PA

Vulnerable

Foundation Stage

0 (for first half term)

4/6

Year 1

0 (for first half term)

3/9

Year 2

0 (for first half term)

4/12

 

C.

11/29 are classed as vulnerable due to historical and/or current multi agency work and/or social services involvement

D.

Adult skills/ IDACI index – contextual data supports schools low attainment on entry

Where 100% indicates most deprived, Church Hill Infants School is ranked as:

76% - Adult Skills (LA 50%)

57% - Income (LA 44%)

70% - Education, Skills and Training (LA 56%)

Out of 274 schools, Ranking by deprivation measures (1 shows the most deprived) Church Hill Infant School is ranked as:

Overall - 37 /274

IDACI – 50/274

Employment - 44/274

Income - 38/274

Adult Skills – 9/274

 

E.

Housing and financial difficulties

 

4. Intended outcomes (specific outcomes and how they will be measured)

Success Criteria

A.

Quality first teaching aims to leave no pupils behind and that gaps in learning are addressed swiftly.

 

Class based provision maps and cohort action plans identify appropriate interventions evidenced with specific entry and exit data.

 

Standards in reading, writing and maths reflect high quality teaching.

All pupils exposed to breadth of age appropriate texts in a range of genres.

Improved attitudes to reading.

 

Progress from prior attainment and/or case studies will exemplify progress made in all areas.

Pupils make good progress from prior attainment

 

Pupil’s progress remains on track from their starting points and some make accelerated progress.

 

Improved standards in reading for all children

B.

Careful tracking of attendance with all systems and processes used robustly,

Attendance officer involvement, access to breakfast club

Improved attendance over educational career.

C.

Bespoke family support.  Case studies exemplify success of actions and work undertaken by the school.

Family specific barriers addressed.  Positive feedback and engagement with parents and/or child

 

Planned expenditure

  1. Quality of teaching for all.

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

CPD to improve Quality First Teaching

CPD centred around school priorities (Reading/ Oracy/Core skills in Foundation Stage) ensures Quality First Teaching provides personalised learning opportunities for pupils

Evidence shows that a proportion of our disadvantaged children come to school with a limited vocabulary and limited opportunities to read regularly at home.

 

 

Staff meeting/ CPD Monitoring and evaluation activities.

 

Lesson study to enhance practice/ bespoke CPD for new staff

 

Quality provision mapping

 

Targeted interventions

 

Cohort Action Planning

 

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 

Book scrutinies

 

Learning Walks

 

DDI’s

 

Staff learning walks

 

 

Reading resources for LAP 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 disadvantaged children come to school with few reading skills which need developed in order to make expected or better than expected progress in reading.

Learning Walks

 

DDI’s

 

Staff survey to consider range of resources needed

Continue to enhance the quality of teaching in Reading across the school

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 and enjoyment for reading

 

To sustain the improvements made in the teaching of reading across the school so that we are consistently in line with national despite low starting points

Careful planning of shared reading session

 

Carefully planned activities to develop a range of reading skills

 

Regular exposure to a range of genres and books which are appropriate to the end of year expectations.

 

Planned activities throughout the year to enhance reading for pleasure.

 

Book Vouchers

 

 

Total Budgeted Cost

£6,000

  1. Targeted support

 

 

 

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

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

Clear entry and exit data to track progress

 

Liaison with class teacher and Reading lead to plan meaningful lessons

 

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

Led by experienced staff

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

Vulnerable children lists referred to and updated when necessary

Bespoke pastoral work

Tracking using Boxhall scales

ELSA

Children are supported, where needed, to be able to understand and cope with a variety of emotions.

Evidence shows that a proportion of our disadvantaged children come to school with a lack of awareness of their own and others emotions.

Vulnerable children lists referred to and children identified by class teachers

 

Led by trained staff

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

 

Learning walk both formal and informal

 

Teaching and Learning Log - Identify staff confidence and develop support/ staff training

 

Develop LSA’s confidence in supporting in classroom

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

 

Identified children given a set of age appropriate (banded) books

Total Budgeted Cost

£35,000

  1. Other approaches

 

 

 

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Subsidised uniform package

Enhanced positive attitude to learning and school life  

Maintain wellbeing of PP pupils

Targeting parents through early intervention systems in school

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

Liaison with parents

Communication through trip letters

Meetings with appropriate school staff

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 families

Careful provision mapping and needs analysis

Early intervention

Communication between professionals

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

Children taking up regular breakfast sessions

Milk for FSM children

Enhanced positive attitude to learning and school life  

Maintain wellbeing of PP pupils

Monitor milk register and number of FSM children taking up offer of milk

Attendance Officer Support 

 

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

Improved attendance and punctuality

Half termly meetings with Attendance Officer and Senior staff

 

School’s attendance procedures

Total Budgeted Cost

£10,440

 

6. Additional detail

In this section you can annex or refer to additional information which you have used to support the sections above.

 

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%.