Autumn Term 2017

Pupil Premium Spending Plan 2017/18 Leadership

Total Number of Pupils Eligible (and aged 5 or over) as Jan 2018 142

Amount of Pupil to be received per pupil £1320

Total Pupil Premium budget for 2017/18 187,440

Total Number of 3 and 4 Year old eligible as of January 2018 for EYFS PP funding

17

Amount per child for EYFS PP funding £300

Total PP budget for EYFS 2017/18 £5100

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Autumn Term 2017

Pupil Premium expenditure Leadership

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Contribution from Pupil Premium

Description of Intervention Barriers Faced by eligible pupils Intended outcomes ? How will this be evaluated?

EYFS - £5100 Head of EYFS supporting the Quality of T and L across EYFS through team teaching, mentoring, observations and training. Funding supports 2 afternoons per week of EYFS leader time.

Pupils are taught by a new team including teacher new to school, and 2 teachers with limited EYFS experience. Q of T and L needs securing,

75% of pupils achieve GLD. 65% at age typical outcomes by end of YN

quality assurance of support by HT through joint observations and book monitoring and pupil progress meetings.

Year 6 reading booster groups-£2812

maths booster groups-£2812.

writing booster groups.-£6000

Reading and maths booster groups. Reading groups - 3 times/wk (lunchtimes). Maths 5 times/wk after school. The groups will last between 45 minutes and one hour. The resources and teaching will based upon strategies we have been hugely successful over the last few years.

(22 children)

Year 5 - 14 pp children working <secure in reading. ( focus on inferential questions) 17 pp children < secure in writing (focus on accurate punctuation) 14 pp children<secure in maths (focus on place value - fractions, decimals)

SLT will observe lessons each half term. Progress - tracked/ half term. SPAG and writing tests. The children will be monitored closely through book looks (half termly) to ensure accelerated progress.

Accelerated progress of each pupil from KS1. Pupil attainment in line with others.

Year 5 teacher/support assistant time-£18000

Challenge the gap-This is a school to school approach of narrowing the gap between pupil premium and non-pupil premium children.

27 pupils are included in this study/intervention support.

The focus is on reading and pupil engagement based on Challenge the gap trackers and individual questionnaires

Minimum of expected progress from starting points ( representetns improvement from < expected in 2016/17) and majority to make > expected progress.

Termly assessment data will be used to monitor progress and outcomes and pupil improvements as measured by the Leuven Scale.

Year 1 - 5 0.5 of TA time x 5 TAs =£30000

Daily PM session , small groups to correct and improve pupil understanding of areas of the maths curriculum which they do not appear to have secured. 80 children will be taken weekly from year 1 to 5.

When marking the pupils work, there are often misconceptions in their maths which needs to be addressed in order for them to make further progress.

Each pupils will make expected progress in maths. Year 3 expected to make accelerated progress from tarting points. Pupils will address misconceptions from their maths learning.

Termly assessment data for maths - books , pupil observation and test outcomes

Year 4 Cost of adult time-£4000

Using “What my Year 4 child needs to know”, a group of children will develop their cultural capital. It will take the form of debates, discussion and presentations. 1 hour /week delivered by SLT (10 children)

Prior HAP - gaps analysis demonstrated lack of language and general knowledge in reading and writing -

These children will be 4S or higher in writing by the end of year 4.

Autumn Term 2017 Pupil Premium expenditure Leadership

Cost Description of Intervention Barriers Faced by eligible pupils Intended outcome How will this be evaluated?

Year 3 and 4 - £11,952

HLTA to run groups once a week-1/wk small group focusing on social skills . 28 pupils

Educational Psychologist identified social and emotional needs and who sets the planning for these groups (specific to need) and assesses the groups

Improved concentration, following instructions, social skills linked to working in teams which hinders their progress and that of others’

<3 yellow forms per pupil per annum and 0 red forms.Ability to take part in group work as assessed by the class teacher.

year 3 - £2870.40.

Project X phonics reading project taught by HLTA ( 5 children )

Phonics reading and spelling not secure despite KS1 teaching and phonics intervention.

Reading and writing on track for the end of year .

D H T Pa s t o r a l a n d D H T a c a d e m i c o b s e r v a t i o n . fortnightly tracking. Monthly phonics testing. Half termly book monitoring.

year 2 - £2870.40.

Project X phonics reading project taught by HLTA ( 12 children)

Phonics reading and spelling not secure - did not pass the phonics cheeck.

Secure phonics knowledge and passing the phonics screening for 4/7 in group. 3/7 to demonstrate progress in reading levels

Year 2 -£15,000 Pupils split into 3 rather than 2 classes to give higher ratio of adults to children and additional support for most vulnerable pupils. ( 8 children)

Significant barriers in relation to behaviour and positive learning behaviours displayed by small group of PP pupils limiting learning of other pp.

All pupils in year 2 reach attainment targers,

Year 1 - £2684 Additional Phonics booster small groups -pass rate for the phonics assessment. 8 pupils

Phonics assessment shows pupils’ phonics knowledge is not secure

All pupils in groups pass the phonics screening

Y e a r s 1 - 6 £61,783

Additional Speech and Language Support - Cost of therapist and two members of trained support staff. assessments of individuals and individual and group programmes of support. ( numbers vary 20 - 30 )

We have identified a number of children who are currently working below the expected level for their age. This is believed to be because they are not sufficient language and sometimes muddles prepositions.

Accelerated progress against SALT targets.

Rev iewed by the speech therapist half termly. Reviewed annually as part of the EHCP process.

Years 1 - 6 EBD barriers to learning - £16,783

Pastoral team - family liaison and early help (0.5 of role ) provide mentoring and counselling and in class support, playtimes and through direct support for their families. 25 pupils

EBD difficulties , changes and difficulties in the home setting such as housing, finance, divorce, DV, young caring roles, behaviour - pupils referred via parents, PEP meetings, behaviour, safeguarding concerns or through our SEN reporting.

feedback from teachers, families, social services and other agencies states positive pupil wellbeing, behaviours and attendance.

Annual pupil survey and discussion with their class teacher or mentor.

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Autumn Term 2017 Term

Pupil Premium Plus expenditure Leadership

• Expected amount per child should be £1900 however we expect some local authorities to top slice some of this. • Current total number of Looked After Children is nine. • Actual funds received so far this year is £10400. • We have received far more money this year than we have ever received before. Kent County Council sent us £8000 instead of

£3000 to fund previous lack of payments and support the two pupils more intensively. We will not receive this payment again as they are now post adoption with Southwark.

• We received £1900 from Jersey. • Barnett Council have sent us £500 as it is their policy to send funds over three terms. • The school continues to be proactive in chasing our funding.

This term, the funds above have helped us to support the LAC children in the following ways: • Providing 1:1 support for children with behavioural needs whilst we apply for Educational Health Care Plans. • Additional intervention groups such as phonics. • Additional 1:1 tutoring for a child who is unable to make progress when working in a group. • Mentoring by an adult to support their emotional needs. • Emotional Literacy Support groups • Social skills groups with John Harris • Lego therapy • Emotional Literacy Support • Assessments with Pascale Mather-Educational Psychologist. • Facilitated play at lunchtimes

Next step: During the Spring term we to run additional training for all staff on attachment theory, led by PAC UK.

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