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Pupil premium strategy statement 2016-17 

1.  Summary information
School Stanway Primary
Academic Year 16-17 Total PP budget £50,160 Date of most recent PP Review N/A
Total number of pupils 283 Number of pupils eligible for PP 38 Date for next internal review of this strategy Mar 17
2.  Current attainment
  Disadvantaged Not Disadvataged Disadvantaged
(National)
Not Disadvantaged (National)
% Y6 achieving Age Related or above in reading, writing & maths 55 60 39 60
% achieving Age Related or above for reading 55 70 53 71
% achieving Age Related or above for writing 55 80 64 79
% achieving Age Related or above for maths 64 73 57 75
3.  Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A. Increasing number of pupils start the Reception Year with speech and language skills below expected levels.
B. A proportion of our disadvantaged pupils have special educational needs or emotional issues.
C.   Lack of engagement, self esteem and confidence is a barrier to learning for some of our disadvantaged pupils.
    External barriers  (issues which also require action outside school, such as low attendance rates)
D. Attendance rates for some of our disadvantaged pupils.
E. Parental engagement and aspirations of some of our disadvantaged pupils.
4.  Desired outcomes (Desired outcomes and how they will be measured)                                                       Success criteria
A. Improved speech and language skills for pupils in Reception and KS1. Improved proportion of pupils with age related language skills at end of Reception compared to baseline and across KS1.
B. Higher rates of progress for disadvantaged pupils and increased proportion of those at age related expectations. Progress rates for disadvantaged pupils improved and proportion at age related improved.
C. Increases attendance rates overall for disadvantaged pupils. Reduce gap in attendance rates.
5.  Planned expenditure
Academic Year 2016-17
The three headings below enable schools to demonstrate how they 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 Cost and review date
A. Improved speech and language skills in Reception and KS1 Work with other Consortium schools as a collaborative project.  Staff training with Cathy Howes Good evidence that improving early literacy skills has positive impact on attainment. Good opportunity for collaborative project. Enhance this approach with further targeted intervention for those pupils that would benefit from it (see iiB below). By working with Local Authority advisor. Initial training to introduce approaches to use in class and second session to evaluate these and plan further action. Izzy Lamb Cost met by Consortium End of Spring Term
B.  Improved assessment for learning and pupils’ engagement in their learning To embed the work developed last year as part of the two SE+ Development Programmes The whole SE+ Initiative used current research to identify the characteristics of highly performing schools. The two SE+ Development Programmes we took part in were identified through self evaluation.  
By using a Learning Innovation Team to lead the work.
By workiing with a SE+ advisor.
Learning Innovation Team 1 to oversee SE+ March 17
To release teachers to have regular learning challenge meetings with all pupils individually Engaging pupils in their own learning (learning to learn) is an effective way to improve progress (Teaching and Learning Toolkit). By ensuring quality time is provided for challenge meetings. SLT to oversee learning challenge meetings. £2,050
March 17
C.   Improved 
teaching through teachers developing  self-reflection and peer coaching.
To use videoing of teaching and learning.
To provide additional release time for teachers to focus on teaching and learning.
Good evidence that self-reflection and coaching has positive impact on teachers and their performance. By investigating approaches and systems available. Use a Learning Innovation Team to pilot and develop the approach. Learning Innovation Team 2 Videoing/coaching £5,400
Additional release £800

March 17
Total budgeted cost £8,250
  ii.  Targeted support
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 progress and proportion of pupils reaching age related expectations.​ One to one or small group tuition. Good evidence for positive impact (Teaching and Learning Toolkit). By monitoring and evaluating the sessions. Person working with the children to liaise closely with class teacher. Deputy KS1 tuition £300
KS2 tuition £4,906
Training for 1stClass@
Number £425
March 17
B.  Improved early communication and language skills Build on work for Quality Teaching for all (iA above) with Talk Boost intervention Programme successfully delivered locally in Tendring schools. Training delivered externally. Monitor and evaluate sessions Deputy Cost met by Consortium

March 17
C.  Improved self-esteem and aspiration SkillForce
Junior Prince’s Award
Seven sessions and an overnight camp (for Y6 and Y5). Resilience days (for Y4).
The award is a nationally recognised programme for developing confidence in children.
Resilience and growth mindset has been shown to have an impact on attainment (Teaching and Learning Toolkit).
Programmes to be delivered by The Stanway Learning Centre (part of the Sigma Trust). Deputy £800

At completion of programmes.
Total budgeted cost £6,431
iii.  Other approaches
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 parental engagement Start home visits prior to entry. Introduce  Tapestry to record pupils’ Learning Journeys.
Investigate ways of continuing similar approach to Tapestry further up the school
Good evidence for the importance of parental engagement in a pupil’s learning. Tapestry fosters both partnership and communication around learning. By reviewing the impact of home visits.
By ensuring that Tapestry is used by all the staff in Reception and that parents engage with the system.
Review the use of Tapestry and investigate other systems for older pupils.
Carolyn Raynor March 17
B.  Increase self esteem, confidence, support and engagement Be the Best you can Be! programme. Be the Best you can Be! is a national programme shown to raise engagement and aspiration. PSHE leader to ensure that the Be the Best you can Be! programme continues to run well. PSHE leader for BTBYCB March 17
Quiet Room to provide a place for pupils to talk through issues. The Quiet Room provides vital emotional support to pupils. Make sure that all pupils are aware of the Quiet Room and encourage particular children to attend when appropriate. SLT to monitor Quiet Room. £1,000

March 17
Support class trips to enrich the curriculum for all. An engaging curriculum is crucial in quality teaching and learning. Monitor planning to ensure trips are providing as much impact as possible. Deputy to monitor planning. £500

March 17
C.  Increased attendance rates Review approaches to monitoring and intervention. Good evidence that attendance can be a significant barrier to disadvantaged children SLT to work on new procedures and monitor them. Head March 17
D.  Staffing levels appropriate to deliver the strategy. To support staffing costs to ensure that Deputy Head and Teaching Assistants have sufficient time to deliver initiatives detailed above and to support quality first teaching. Teaching assistants are needed to deliver the interventions to support pupil progress and emotional development.
The Deputy needs time to provide additional support and to coordinate, monitor and evaluate interventions and other initiatives.
SLT to monitor the impact of all the work. SLT Contribution to Deputy/SENCO's salary £685
Contribution to Deputy Head's salary £23,527
Teaching Assistant costs £9,667

March 17
Total budgeted cost £35,479

  

Pupil Premium Grant 2015-16: Impact

Impact on educational attainment

Year 6
Eleven disadvantaged pupils in this cohort:

  • Strong combined attainment with 55% reaching expected standard in reading, writing and maths compared with the national average of 39% for disadvantaged pupils
  • Maths attainment (64% at expected) above national average for disadvantaged (58%)
  • Reading attainment (55% at expected) in line with national average for disadvantaged (53%)
  • Writing attainment (55% at expected) below national average for disadvantaged (64%)

Year 2
Seven disadvantaged pupils in this cohort:

  • Maths attainment (57% at expected) in line with national average for disadvantaged (58%)
  • Reading attainment (71% at expected) is higher than national average for disadvantaged (60%) with a small gap to our other pupils (77%)
  • Writing attainment (71% at expected) is higher than national average for disadvantaged (50%) with no gap with our other pupils

Progress of Pupil Premium Pupils:

  • In Y1 to Y6, across reading, writing and maths the proportion of disadvantaged pupils making good progress was 72% compared to 79% for all pupils, the gap was small for reading and writing and larger for maths. In line with the cohort, progress from KS1 to KS2 was well below average

Strengths:

  • Performance at Y2, combined figure for Y6 and overall progress across the cohorts

Next Steps:

  • Pupil Premium pupils to continue to be a focus of Maximum Learning Meetings between the Senior Leadership Team and teachers
  • Particularly focus on progress of all disadvantaged pupils, especially getting them to higher levels of attainment
  • Continue to review Pupil Premium spending and interventions
  • Particular focus on closing gaps for pupils in KS2 and on progress in maths
  • Continue to monitor pupils closely
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