Menu
Home Page

Pupil Premium Strategy

Pupil premium strategy statement (primary)

  1. Summary information

School

Story Wood School and Children’s Centre

Academic Year

2016/17

Total PP budget

£146,520

Date of most recent PP Review

15th July 2015

Total number of pupils

289

Number of pupils eligible for PP

111

Date for next internal review of this strategy

July 2017

 

Current Attainment

9/16 pupils 56% achieving ‘At’ or exceeding in reading (KS2)

12/16 pupils 75% achieving ‘At’ or exceeding in writing (KS2)

11/16 pupils 69% achieving ‘At’ or exceeding in maths (KS2)

16/16 pupils 94% achieving ‘At’ or exceeding in SPAG (spelling, punctuation and Grammar) (KS2)

13/16 pupils 81% achieving ‘At’ or exceeding in Science (KS2)

9/16 pupils 56% achieving ‘At’ or exceeding reading, writing and maths combined (KS2)

 

  1. Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

  1.  

Pupil premium funded pupils start our Early Years unit with very poor social, emotional, language and communication skills

  1.  

Many of our pupil premium pupils have very limited outside experiences and therefore display low self -esteem, confidence, resilience and aspirations.

C.

On average our pupil premium pupils receive little or no support at home and have very poor basic literacy and numeracy skills.

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Engagement of parents and increased number of pupils arriving late for school.

  1. Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

  1.  

To improve the percentage of children working at age related expectations and above that are eligible for pp funding and diminish the difference between the attainment of disadvantaged and other pupils, starting in EY and moving up through school.

 

This will be measured by comparing our PP funded pupils with other pupils nationally.

- Ensure pupils eligible for PP in Nursery and Reception class make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations.

- 65% of pupils in each class and year group to achieve ARE in reading, writing and maths.

- Disadvantaged pupils to make accelerated progress

- The attainment of significant groups will be in line with national averages and the difference between them diminished

- EYFS, Y1 phonics, KS1 and KS2 data will be in line or exceed national averages

 

  1.  

To improve pupils well–being by increasing their confidence, social skills, oral language and aspirations.

 

This will be measured by comparing self-esteem scores before and after the interventions.

- Disadvantaged children to be confident and for there to be an improvement in self-esteem scores

- Pupil voice and extra-curricular/new opportunity reports to demonstrate impact

 

  1.  

Improve parental engagement.

 

This will be measured by comparing attendance at all parental events (Parents evening/ curricular workshops/ class assemblies/ Mother’s & father’s Day activities etc) with attendance previously.

- Improved parental participation in school social events e.g.class assemblies, bingo evening, Themed days, Mther’s Day tea etc.

- Increased amount of parents attending curricular events. E.g. Inspire workshops, curricular cafes, Reading events, open afternoon, parents evening etc.

 

 

  1.  

Reduce the number of children arriving late for school and stay in line with national average for whole school attendance; focusing on improving attendance for families with persistent absences.

 

This will be measured by measuring the year on year improvements compared to National Average.

Improve attendance and punctuality so that pupils arrive on time and less lost learning is taking place

  • Increase in amount of pupils attending rewards to celebrate attendance and punctuality
  • Reduction in % of pupils arriving late
  • Less pupils with persistent absence
  • Increase in attendance across school
  •  

 

         
 

 

  1. Planned expenditure

Academic year

 

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.

  1. 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 and B

All staff have completed TEEP and Growth mindset training and impact is seen in their planning, pupils books, through pupil voice and during open classroom observations.

We would like to invest some of the PP in longer term change which will help all pupils, through high quality staff training to ensure all teaching practice is good or better.

  • TEEP champions to ensure philosophy is embedded in teaching
  • Ideas shared during weekly morning briefings
  • NQT/ teach first student and new staff to complete training
  • TEEP lead to roll out triads across all teachers

TEEP Champions

Student Coordinator

Early Years Leader

Teaching and Learning Leader

Each Term

  1. 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 and B

Teaching staff – Small group interventions including EYFS and forest school lead.

Some children require targeted support to enable them to catch up. The EEF toolkit suggests small group interventions are some of the most effective strategies. Early intervention is key to enhancing oral, social and emotional skills.

- Use our school pupil premium record to track funded pupils and -ensure the interventions are having an impact

- Observation of smaller group intervention

- Analyse the data entered each term to monitor progress

- Review each intervention each term and hold adults to account when meeting to discuss pupil progress.

Pupil premium lead, AHT

Forest school leader, Early Years Phase leader

Each Term

A and B

After school tuition – focusing on English and Maths

We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff have shown to be effective, as discussed in reliable evidence sources such as John Hattie and EEF Toolkit. Support at home is known to be very limited for our disadvantaged pupils so we also offer space in school for pupils to complete additional work.

- Extra teaching time and preparation time paid for out of pupil premium budget, not on a voluntary basis

- Impact overseen by pupil premium leader and AHT.

- Pupil premium record used to track pupils receiving intervention and its impact.

- Engage with pupils and parents before the intervention begins to address concerns and level of engagement.

KS2 phase leader and pupil premium lead

Each Term

Total budgeted cost

£113,547

  1. 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, B and C

Playclub Project to improve language and communication and literacy skills

This strategy was recommended by Services for Education as a pilot had taken place in schools in Manchester. It has helped diminish the difference between the achievement of disadvantaged and other children in school in Early Years. Regents Park was the first school to implement the project in Birmingham and we have shared their good practice whilst working in collaboration.

-TA’s carry out this programme with PP children and complete a record. This links to part of their performance management

- Playclub team monitor resources

- class teachers and Early years phase leader plan strategies to engage parents with the project and evaluate the strategy

- Use the school pupil premium record to track children having the intervention and the impact

Early Years Phase Leader

This will be reviewed termly.

 

 

 

 

 

 

 

 

 

 

 

 

A and B

Language rich activities throughout Early Years (Language land)

Research states that weaker language and communication skills is one of the biggest barriers to learning. (The Key 2015) These interventions support the children with their communication and language and contribute towards pupil’s confidence and self -esteem. Waiting lists for speech therapy have increased and we are aware many of our parents have missed appointments.

- In- school Speech therapist writes individual reports for pupils she works with and delivers training in EYFS to upskill practitioners; rainbow groups.

Early years phase Leader Inclusion Manager

The impact of this is reviewed termly at Pupil Progress Meetings.

 

 

 

 

 

A and B

Talk for Writing

Talk for Writing, developed by Pie Corbett, supported by Julia Strong, is powerful because it is based on the principles of how children learn. It enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version.

Teachers and support staff from Reception and KS1 will be attending training in January’ 17 and will implement the programme to small groups. In KS1 additional intervention will be delivered after school to a small group of PP pupils identified.

PP Leader

KS1 and Early Years Phase Leaders

 

The impact of this is reviewed termly at Pupil Progress Meetings.

 

 

 

 

A and B

Project X code

This intervention is aimed at Y3 and Y4 to focus on reading using 3D adventure books. Di Hatchett Senior Director with the Primary National Strategy and, more recently, as Director of The Every Child a Chance Trust, developing the Every Child a Reader and Every Child Counts programmes is one of the series authors and stresses the focus on achieving high impact.

This intervention will be monitored termly through pupil progress meetings to ensure pupils are making progress/ accelerated progress.

Lead teacher for the programme

Pupil premium lead

The impact of this is reviewed termly at Pupil Progress Meetings.

 

 

 

 

A and B

Fresh Start

This intervention has been recommended by pupil and school support. It focuses on pupils in Y5 and Y6 who are below expected standards in reading and writing. Each session is delivered daily for a whole year (33 modules in total).

The Inclusion Manager is overseeing the programme having had training as the lead teacher. Two teaching assistants have also had training and will be delivering the intervention for each class. Termly reports will be shared during pupil progress meetings.

Inclusion manager

Pupil premium lead

The impact of this is reviewed termly at Pupil Progress Meetings.

 

Cost £2,500 (estimate)

A and B

1st class@number

Over 45,000 children have received this programme; making an average number gain of 12 weeks in 3.5 months (3 times expected progress). This intervention programme improves children’s understanding of number and calculation

This programme is being led by the Y3 teacher who is also taking a lead on maths across school.

Lead teacher, AHT and pupil premium lead

Monitored termly

 

 

 

 

 

A and B

Peer reading

The EEF Toolkit suggests peer reading intervention can be a very effective strategy. We have recently begun this intervention and we are continuing it this year as it has been successful.

- Senior leaders will monitor this intervention by meeting with class teachers; supervisions

All teachers have a responsibility to implement this as it performs part of their performance management taken from the school development plan incorporated into performance management.

- Use the school pupil premium record to track children having the intervention and the impact

Class teachers

Every term

 

 

 

 

 

 

 

 

 

 

 

A and B

Small group reading intervention

Oral language interventions emphasise the importance of spoken language and verbal interaction in the classroom. They are based on the idea that comprehension and reading skills benefit from explicit discussion of either the content or processes of learning, or both. According to the EEF toolkit Overall, studies of oral language interventions consistently show positive benefits on learning, including oral language skills and reading comprehension. On average, pupils who participate in oral language interventions make approximately five months' additional progress over the course of a year.

Teachers and support staff are expected to read to a group at least once a week as part of their performance management. Additional groups for pupil premium pupils take place during a lunch time (different day depending on the focus group and year) all of which senior leaders monitor through supervision, observations and pupil progress.

Class teacher, English Leaders

Monitored through reading results- pupil progress meetings.

A and B

Contribution of cost for Speech/play therapist, learning mentor, forest school leader

To support children with individual barriers to learning which impact on the progress they make for example poor oral language skills, low self-esteem, aspiration skills, behaviour difficulties, friendship difficulties, mental health problems and emotional well-being. It also supports children with SEND. We have made this choice as we have a high number of our pp children who have these barriers to learning, many of which are on the SEND register. We have extended the speech therapists time so that she can deliver rainbow groups in our Early Years Unit.

- Class teachers or Inclusion manager complete initial referral forms to inform if the child needs one to one support, group work or in class support.

- Learning mentor meets with the Inclusion manager to discuss referrals and needs of the child. The learning mentor baselines each child and completes an evaluation after the intervention

- Forest school lead plans for each session and reports on impact alongside pupil voice. Pupils attend sessions when they have been highlighted by Inclusion manager or class teacher (can change termly)

- speech and language therapist and play therapist both complete reports which are shared with the inclusion Manager

Pupil premium lead, forest school lead, Inclusion manager

Monitored at the end of each unit- 6 week blocks.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B

Violin lessons

Raising aspirations is often believed to be an effective way to motivate pupils to work harder so as to achieve the steps necessary for later success. We have implemented Violin lessons using the music service to improve pupil’s confidence and self-esteem.

We offer violin lessons to elective pupils in Y3/4. This is a service we buy into through the music service.

Music Leader

Class teachers

Progress reviewed through termly concerts and feedback from music teacher each term.

 

 

A, B and C

Extra-curricular activities and new opportunities including residential

Many of our extra - curricular activities are sport related. Evidence from the UK that sports and learning participation can have a more dramatic effect on, for example, mathematics learning as assessed by standardised tests when combined with a structured numeracy programme (with one study showing an impact of up to 10 months' additional progress). In this circumstance the ‘participation’ acted as an enticement to undertake additional instruction.

The variability in effects suggests that the quality of the programme and the emphasis on or connection with academic learning may make more difference than the specific type of approach or activities involved

Class teachers encourage the pupil premium pupils to take part in our extra- curricular activities, monitoring the activities pupils commit to. This is then discussed during pupil premium progress meetings to ensure pupils are attending, enjoying the sessions, making progress and gaining confidence. Feedback is also given to the sport champion when activities are delivered by outside agencies such as sports plus.

Class Teachers

Sport premium Champion

Pupil premium Leader

Monitored through termly pupil progress meetings.

 

 

 

 

 

 

 

 

 

 

 

 

 

A,B,C and D

Free breakfast club for pupils and parents and weekly parent session

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

 

- By monitoring and evaluating the impact of breakfast club and attendance rates and children that are absent

- By ensuring all staff encourage children to attend breakfast club.

 

Monitored throughout the year and on an annual basis with Greggs.

Cost: Funded by Greggs & Wragg and Co

A,B,C, D

Daily attendance monitoring

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

 

- By spotlighting attendance

- Having an attendance leader who can meet with parents and carry out home visits where necessary working closely with the learning mentor and office staff.

Attendance lead

 

 

 

 

 

 

 

Total budgeted cost

£32,973

 

 

  1. Review of expenditure

Previous Academic Year

 

  1. 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

To improve the percentage of children working at age related expectations that are eligible for pp and diminish the difference between the attainment of disadvantaged and other pupils

Growth mindset and TEEP training

This has had a positive affect across school. All staff have embraced both approaches, creating their own review tools. Ideas have been shared and all pupils are encouraged to choose their own level of work during the main activity often working in mixed ability groups. Both approaches are well embedded and have contributed towards the quality of teaching.

We will continue to use these approaches and train new staff (NQT / Teach first teaching student) so that all staff are knowledgeable and use the same approach across school, ensuring quality of teaching is good or better.

 

 

 

 

 

 

 

 

 

£2,280

  1. Targeted support

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

To improve the percentage of children working at age related expectations that are eligible for pp and diminish the difference between the attainment of disadvantaged and other pupils

Small group interventions in Year 2 and Year 6

-Additional teacher in Year 6 for English and Maths streaming

-Early Years Phase Leader for intervention in nursery and reception

 

 

Medium impact

Pupil premium children made as much or more progress than other children in reading and maths but not in writing.

The gaps have narrowed in some areas in some year groups and have diminished in Early Years, see data report for more detail

-There are still gaps in KS1 and KS2

-Pupils that worked with the reading recovery teacher made accelerated progress.

 

SLT have reviewed the strategy and feel that phase leaders should continue to carry out small group intervention in their phases.

Contribution towards staffing

£103,300

  1. Other approaches

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

To improve the percentage of children achieving a good level of development in reception

After school tuition in early years through music and drama to improve language, communication and social skills.

Medium impact

Not all children who attended the music session to improve speaking and listening skills In reception achieved a good level of development. They all made good progress and gained confidence but unfortunately attendance was intermittent.

 

  1. to implement interventions in small groups within reception, improving individual pupil’s skills in areas of the curriculum where gaps have been highlighted such as phonics and oral skills so that pupils are being supported in the areas of need.

 

 

 

 

 

 

 

 

Cost:

£10,000

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

To improve the percentage of children working at age related expectations that are eligible for pp and diminish the difference between the attainment of disadvantaged and other pupils

After school tuition in maths reading and writing

Medium - High impact

Children that had additional support in the summer term in Reception achieved GLD.

There are still gaps between disadvantaged and other children across school. Attainment is low, however progress is good.

Pupils in KS1 who attended tuition made good progress. Further work is needed for the pupils who are also on the SEND register as progress was slow.

Tuition for Y6 pupils had more impact. Weekly planned sessions enabled pupils to close the gap in attainment. This was evidenced against the pupils who did not attend.

Continue tuition for pupils in year 6 (focusing on pp in the first instance))

Encourage staff from other year groups to do after school tuition to diminish the difference and focus on the area in the year group where there is the biggest gap.

Offer a room with staff available to support pupils with additional work (drop in session)

Implement targeted intervention such as project X and fresh start.

To improve the percentage of children working at age related expectations that are eligible for pp and diminish the difference between the attainment of disadvantaged and other pupils

 

To improve oral language and communication skills for pupils eligible for PP

Playclub Project to improve language and communication and literacy skills

Medium Impact:

The project was fairly successful in Early Years but less so in year one. This was due to lack of parental engagement and high number of resources being lost in the home. The children who did complete the activities made significant progress in their oral skills. They were able to access phonic activities with confidence and made good progress in literacy. This was evidenced in the data for Reception and phonic assessments.

 

 

The bags that were used in reception are aimed at developing oral language skills and improving literacy skills incorporating phonics, focusing on phase 2 of letters and sounds. This is repeated in year 1, supporting children with phase 3 and 4 phonics.

 

We will continue to use these bags in Early Years to ensure pupils continue to make good progress; improving oral language skills as well as Literacy skills as evidenced last year. They will also improve parental engagement and support parents with ideas to use at home.

£2,600

To improve the percentage of children working at age related expectations that are eligible for pp and diminish the difference between the attainment of disadvantaged and other pupils and promote a love of reading

Peer Reading

High Impact: All the children that participated in peer reading made good progress. Their confidence and self-esteem grew which had been reported by class teachers during pupil progress meetings.

We need to continue this approach and train more children next year and ensure children are given time each week to read with their partner. We are also looking at making changes to our library area so that children can develop their independent skills and access books of their choice.

 

To improve pupils confidence, self - esteem and social skills

Lunch time clubs (99 club, lego, craft, computer)

Medium Impact: 99 club has had high impact with children learning their times tables and becoming competitive with each other. However many of the other clubs were poorly attended with pupils (boys in particular) wanting to be outside playing football. Lego club was never completed due to time constraints; adults also spent time looking for pupils.

We will continue to run 99 club and encourage pupils to use the ICT suite as we are aware many of our pupils do not have access to a computer. We will trial having a room with the learning mentor set up with different activities for the children to drop into. This will be available to all children.

Next term, targeted intervention will be overseen by key teachers and impact closely monitored.

£15,000

 

 

 

 

 

 

 

 

 

 

Provide pupils eligible for PP with an exciting and engaging school life to improve their self-esteem and confidence and give them aspirations

Extra-curricular activities and new opportunities including:

subsidising residential, learning to play musical instruments, forest school resources, school mini bus and Mad Science Club

High Impact: Teachers reported on extra -curricular interventions during pupil progress meeting. Forest school and learning to play a musical instrument had all improved children’s self-esteem scores and provided them with new and exciting opportunities. The mini buses have been used for varying activities and mad science was well attended.

 

We will be continuing with these clubs next year, following their impact and pupil voice.

After evaluating the impact of different strategies with staff during inset we have decided to not have Mad Science sessions next year as staff feel that the funding could be used to subsidise visits to give children different, exciting and new opportunities.

 

 

 

 

 

 

 

 

 

 

 

 

 

£7,300

Increased attendance rates for pupils eligible for PP.

Free breakfast club for all Reception and Year 1 pupils and parent support worker monitors pupils and follow up on absences quickly.

Low-medium impact

 

The club has improved the punctuality for some of our targeted pp funded pupils along with individual attendance. We have seen an improvement in KS2 in particular. We need to continue this so that we can target our families that are often/ persistently absent and improve parental relationships, engaging with them so that it is a positive, supportive experience.

 

By offering the free breakfast club we have been able to target many families and improve individual’s punctuality as well as whole school attendance. We are also able to support families who are struggling financially; improving pupil’s concentration and self-esteem by eating a healthy breakfast. This is a club we will continue with next year.

Staffing for Breakfast club is included in the overall contribution of staffing as stated above

Improve oral skills, understanding, confidence and self -esteem

Speech and language therapist/ play therapist

High Impact

 

Speech therapy has improved oral skills; Both therapies have significantly improved pupils confidence and self-esteem.

The speech therapist and play therapist have both been invaluable for the pupil premium pupils that they have worked with. Their reports have identified the progress pupils have made and teachers have observed improvement in pupil’s confidence, self-esteem and oral skills. We have therefore decided to increase the amount of time the speech therapist is in with our younger pupils in Early Years. We are also using her skills to support practitioners so that they can work with smaller groups of pp funded pupils.

 

 

 

 

 

 

 

 

£10,000

Top