Pupil Premium Strategy Statement 2017-18: Jennett’s Park ... · In-school barriers (issues to be addressed in school, such as poor oral language skills) Identify barriers that need

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Pupil Premium Strategy Statement 2017-18: Jennett’s Park CE Primary School

1. Summary information

School Jennett’s Park CE Primary School

Academic Year 2017/18 Total PP budget £62,460 Date of most recent PP Review 18/7/17 EN 15/3/17 JL

Total number of pupils 436 Number of pupils eligible for PP 47 Date for next internal review of this strategy July 2018

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

Data sources that can help you identify barriers to attainment include: RAISEonline; the EEF Families of Schools database; FFT Aspire; staff and pupil consultation; attendance records; recent school Ofsted reports; and Ofsted guidance.

In-school barriers (issues to be addressed in school, such as poor oral language skills) Identify barriers that need to be addressed in-school, as well as external issues such as poor home learning environments and low attendance)

A. Gap between non-PPG and PPG children remains significant in core subjects

B. More able children do not always fulfil their potential

C. Early language and communication development shows gaps for PPG children, causing problems in literacy in future years.

D. Analysis shows lower levels of vocabulary in PP children

E. A high number of PPG children lack a love for reading and writing

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

F. A number of our PPG children and families require emotional support to build self-esteem, support through times of stress and raise confidence in social situations.

G. Parental engagement within learning focused activities at home is low within some PPG families.

3. Outcomes

Desired outcomes and how they will be measured Success criteria

A. Increase attainment of PPG children in core subjects to diminish the difference when compared with non-PPG children.

Pupils eligible for PP to make rapid progress within the school year in reading, writring and maths so that most pupils eligible for PP meet age related expectations in reading, writing and maths. This will be measured by teacher assessments and successful moderation practices already established.

B. Higher rates of progress to achieve greater depth for high attaining pupils eligible for PP. PPG children achieving greater depth in core subject attainment will be equal to Non-PPG greater depth attainment

Pupils eligible for PP identified as high ability make as much progress as non-PP pupils identified as high ability, achieving greater depth. Measured by teacher assessments and successful moderation practices established.

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C. Gaps in vocabulary, language and communication skills will be filled, allowing greater access to learning in lessons

EYFS PP children will achieve GLD. Older PP children will show effective use of vocabulary in reading and writing. Measured by specialist assessments and progress in assessments.

D. Increased emotional skills to allow better behaviour for learning. This will be measured through teacher and child assessment of readiness to learn

Pupils eligible for PPG identified as needing Emotional Literacy Support Assistant (ELSA) or FSW (Family Support Worker) support will increase their emotional skills, including self-confidence, self-esteem, emotional management and dealing with worries. This will allow for improved focus in lessons.

E. An increased number of PPG children achieving Age Related expectations in literacy subjects, while growing an interest in reading and writing for pleasure. This will be measured through attainment and pupil voice

All PPG children will access literacy support as needed to achieve expectations. Lessons and interventions will inspire and motivate learning

F. Families are supported emotionally through school services and signposting to relevant outside agencies

Families will feel able to discuss concerns with school staff. FSW aware of local services, courses and charities across a range of needs and issues.

G. PPG families will grow strong links with and engagement within school activities

Pupils eligible for PP will be invited to homework sessions weekly, families and children will be aware of how to contact FSW and the services provided.

3. Planned expenditure Best practice is to combine professional knowledge with robust evidence about approaches which are known to be effective. You can consult external evidence sources such as: the Teaching and Learning Toolkit, the NfER report on supporting the attainment of disadvantaged pupils, Ofsted’s 2013 report on the pupil premium and Ofsted’s 2014 report on pupil premium progress.

Academic year 2017-18

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 When will you review implementation?


B. Higher rates of progress to

Supporting and developing high impact Quality first teaching ensures support and challenge are appropriate for each learner. Support will be given to teachers in the form of team planning, team teaching, coaching and mentoring with

We want to invest some of the PP in longer term change which will help all pupils. Providing high quality planning and teaching support will ensure PPG learners receive appropriate differentiation of tasks. Appropriate support in class and appropriate levels of challenge at all times to make good or better progress.

Termly observations, learning walks and book scrutiny will inform areas of development for each teacher. Appropriate support will then be assigned on an individual basis from Senior Teaching staff. Support and progress will be reviewed in appraisal meetings.

Senior Leadership Team

Termly – 6 weekly

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achieve greater depth for high attaining pupils eligible for PP.

senior staff and support from a Subject Leader of Education. (SLE)

Teachers who received support in 16-17 made progress in their teaching, which was reflected in the results and attainment of the children in their class.

£3,920

C. D. Increased emotional skills to allow better behaviour for learning.

To use a growth mindset approach during learning

EEF recommend a growth mindset approach is a high impact approach based on extensive evidence. A growth mindset approach will compliment and build upon the owl learning behaviours established within school

Growth mindset will be launched with in school training and will be monitored termly for impact within learning attitudes. 1/2 staff members will take responsibility to lead, monitor and support staff in the approach.

CD 12 weekly £860

D. Improved learning behaviours

Focus on children’s engagement in and responsibility for own learning – self and peer assessment, learning what to do if they are stuck with their work, learning conferences with teachers. FSA learning behaviour programme.

Pupil Progress Meetings have highlighted that some disadvantaged pupils show poor learning behaviours which are preventing progress (e.g. children lack independence or are easily distracted).

Ongoing monitoring of school behaviour records. Pupil interviews (as part of ongoing monitoring programme). Observations and drop in visits to observe learning behaviours in the classroom.

SLT AG

Pupil interviews release time: £720

C. Gaps in vocabulary, language and communication skills will be filled, allowing greater access to learning in lessons

Elklan good practice will be adopted across the school for good modelling of communication, speaking and listening. High quality texts and real life experiences to increase vocabulary

Speech and language opportunities with EYFS are to be maximised with a consistent approach. Using Elklan as a model, of best practice for oral language is to be introduced across the school. Oral language interventions are reported through research to have moderate impact based on extensive evidence.

Elklan trained LSAs will work alongside NHS Speech and Language therapist to address concerns and make required referrals. EYFS to use age brackets to identify those needing support in specific areas. Oral language and Elklan to be a focus during staff meeting discussions on modelling and best practice.

JA, EC, TM and SENCO

£3,052


Teacher-led pre-teaching sessions taught to target groups weekly to prepare, address common misconceptions, introduce vocabulary and concepts and individualise learning

Previous experience at Jennett’s Park has been highly successful and commended during learning walks by visiting consultants. The accelerated progress of the children receiving pre-teaching this year was significantly greater than those not receiving the same.

Assistant Head Teacher to lead, share experience and support in planning and facilitating learning in this way. Termly tracking to be analysed for impact.

Assistant Head - DP

Dec 2017

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B. Higher rates of progress to achieve greater depth for high attaining pupils eligible for PP.

before whole class teaching.

£9,080


Log in for school and home access to literacy based games/learning sessions. Specific additional focus for literacy for target children Nessy – Spelling (targeted) Literacy – Spellodrome Maths – Mathletics (all)

Mathletics and Nessy website have had a positive impact for all target learners using the programme. We aim to reproduce this fun, home/school learning link to enhance literacy in the same manner.

Children’s results and tracking across activities, targeted objectives and home learning challenges will be monitored.

Literacy lead Maths lead SENCO

12 weekly £3,640

Improve skills and ability in core subjects for PP children

Running supporting learning at home sessions supply costs with support from SENCO and FSW for those invited and attending

Previous feedback and evaluation in school has shown this to be effective. Parents attended well.

Subject leaders will identify needs in their subjects and plan sessions. Sessions will be monitored for attendance and feedback forms requested from parents.

Subject leaders

Following training courses run £7620

Total budgeted cost £28,892

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A. Targeted support

Desired outcome Chosen action/approach






Targeted intervention programmes: Number Sense Precision Teaching Spelling Words First Better Reading Partnership

Some of the students need targeted support to catch up. Targeted and timely Interventions will ‘diminish the difference’ in attainment between children receiving the Pupil Premium Grant and their peers. These programmes have been independently evaluated and shown to be effective in other schools through research be EEF.

LSAs and SENCO will carry out intervention sessions with those identified specific support. A timetable will be created for each intervention, and 1 member of staff leading on each intervention for consistency. Clear measurable impact of both interventions and targeted in class support evident through termly standardised assessments and raised attainment in %ARE+.

SENCO Termly £1792

Able PPG greater depth writing support with qualified teacher

EEF evidence shows this can be an effective approach. This approach was effective with our previous cohort, and contributed towards increased progress.

Data should show a higher percentage of children achieving greater depth. G+T leader to track progress termly.

Literacy leader

Jun 2017 £6720

2x 20 minute literacy target sessions with class teacher each week, individualised to own targets and needs.

EEF reports this approach to have a moderate impact, based on moderate evidence.

Termly Pupil Progress meetings to show will track a greater percentage of Age Related Expectation (ARE) in Writing for children receiving the pupil premium grant

Deputy Head

Termly – each 6 weeks £3360

Homework support club for targeted families

Previous experience in school shows that families of PPG children found support in homework club effective for the support of both parents and children to complete their learning.

Attendance and completed homework will be monitored by class teachers. Homework will be targeted towards a specific learning objective each term individualised for each child.

Family Support Advisor

12 weekly £922

C. Gaps in vocabulary, language and communication skills will be filled, allowing greater access to learning in lesson

ABC reading mentors to raise attainment and confidence in reading

This programme has been independently evaluated and shown to be effective in other schools, as well as successful last year at Jennett’s Park. 100% of PPG on ABC programme increased their love for reading. All children made accelerated progress, increased attainment and valued their

Deputy to have regular discussions with class teachers and ABC volunteers of targeted children. Termly tracking will show improved attainment. Teacher and child voice to show improvement in love for reading and confidence at reading skills.

Deputy Head

Mar 2017 2 ABC adult readers = £600 total

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time and support when completing end of year pupil voice surveys.

D. Increased emotional skills to allow better behaviour for learning.

Emotional Literacy Support Assistant (ELSA) and Family Support Worker to run individual emotional literacy sessions with children, and support families where relevant to prepare children for learning.

The ELSA role and network will allow targeted interventions for the development of social skills, and complex emotions. The role will allow better capacity to support conflict resolution with peers and improve relationships with peers in school. This is an approach which has been independently evaluated and shown to be effective in other schools.

ELSA will be enrolled to receive regular training and support through support groups termly, this cluster also allows opportunity to build a network with others in the same role for support. Termly meetings between ELSA, Family Support Worker and Deputy Head will ensure impact is regularly considered.

Deputy Head

Dec 2016 £3572



Deployment of LSAs to support PPG children in core subject lessons

Teachers and PPG lead to deploy Learning Support Assistants effectively during learning sessions to facilitate learning through effective questioning and encouragement of independence, through the growth mindset approach. Previously within our setting LSA support has positively impacted individuals, group learners and whole class due to enhanced differentiation and quality support from both the class teacher and LSA as a partnership in lessons.

LSA Appraisals include a focus on PPG children. Teachers will lead, communicate with and deploy LSAs effectively; monitored through termly observations and learning walks.

Deputy Head, SENCO

£9,000

Total budgeted cost £25,966

B. Other approaches





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D. Increased emotional skills to allow better behaviour for learning

Family Support Worker employed to support families to give children support needed.

The EEF Toolkit suggests that employing a FSW can be effective to support PP children and their families.

Families are supported with issues which are affecting children accessing the curriculum. Drop in coffee morning sessions to informally discuss common parenting concerns and issues will be monitored for attendance. Performance management reviews for FSW will ensure targets are being met, or altered accordingly.

Family Support Worker

Termly – 6 weeks £4892

Parenting Support Programmes by accredited trainer. Parenting Resources for parents Resources to support families

Previous experience in school shows this to be effective as well as EEF Toolkit suggesting that employing a FSW can be effective to support PP children and their families.

Sessions will be monitored for attendance and feedback forms requested from parents.

Family Support Worker

March 2017 and following any training courses run £1000

Uniform supplies and subsidising school trips and enrichment activities.

Previous experience in school shows this to be effective to ensure that all children can have the same experience in school. Trips, particularly residential have enhanced children’s emotional and vocabulary learning in previous Jennett’s Park experience.

Family Support Worker and School Business Manager will communicate with PP families to make arrangements where support is needed.

Family Support Worker, School Business Manager

July 2018 £500

A. Improve skills and ability in core subjects for

Paired reading approach with Jennett’s Park PPG children Year 7 students at Ranelagh Secondary School

Allen Thurston (speaker at Breaking Through Barriers Conference 2017) explained of significantly high progress in reading skills.

Literacy lead and Helen (what is her official role) to lead and prepare students together.

Literacy lead

March 2018 Minibus £210

D Improved partnerships with parents and carers F Improved attendance / punctuality

Liaison with parents/carers by SENDCO / PPG leader/Attendance officer. Whole school approach to developing communication with parents/ carers and promoting better attendance and punctuality through communication and tightening up procedures.

School attendance hovers around 96%, with some individual attendance/ punctuality issues. Some children would benefit from more support with their learning at home. We feel that we could improve our communication and support so that we help parents to help their children and communicate more clearly what we are doing at school.

Monitor attendance. Informal feedback from parents. Parent survey.

Head Attendance – half termly. Parent survey – by Nov 2017. £1000

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Total budgeted cost £7602

4. Review of expenditure

Previous Academic Year This is a review of the previous year, so the outcomes and success criteria will be different to above.

Jennett’s Park CE Primary Schools allocation for 2016/17 was based on 54 children’s eligibility for this grant with a total of £72,480. This is calculated by Ever 6 and Free School Meals (£71,280) + 4 service children (£1200) = total funding of £72,480

i. Quality of teaching for all


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

Improve skills and ability in core subjects for PP children. Higher rates of progress to achieve greater depth for high attaining pupils eligible for PP

Teacher release time with senior leader for 1:1 PPG analysis and planning for greater depth in reading, writing, maths.

Year 3, 4 and 5 teachers have received support from an SLE on planning for PPG children in class.

Year 3 there is a 14.3% rise in PPG children achieving ARE in reading since the start of the year.

Year 4 end the year with 18.2% of PPG children achieving greater depth in each core subject maths, reading and writing. (Not combined)

Year 5 have achieved an increase of 14.3% of PPG children achieving ARE in maths and reading. (Not combined)

Year 6 SATs results have proven positive for PPG children.

We altered this structure during the year due to staff changes in SLT and introduced an SLA to support planning for teachers in KS2. This has had a positive impact on children’s progress and attainment due to the regular, individualised support. We aim to continue funding this in our next academic year.

£8640

Gaps in early language and communication skills will be filled, allowing greater access to learning in lessons

Early intervention through Forest schools used with Reception children to identify and fill gaps as early as possible within school.

100% PPG children in EYFS achieved GLD in end of year assessment data. 85% of all EYFS children achieved GLD. Sessions were planned with PPG children’s interests as a focus to engage and motivate for mark making and writing. Year 3 children attended forest schools and outdoor learning sessions. Teacher and pupils report increased vocabulary and confidence

For most effective outcomes, more sessions are needed for continuity.

Forest School is expensive and focuses on a small number of children. May be more focused to our needs and children may have more sessions if completed as outdoor learning sessions with school staff trained rather than outside agencies.

£1350

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Increased emotional skills to allow better behaviour for learning.

Peripatetic teacher to teach musical instruments to target children in year 4.

In place of this intervention, PPG funding was used to subsidise out of school experiences, such as a week-long residential trip for some PPG families on request and school trips to enrich learning experiences. Year 6 children joining the residential trip made good progress in addressing and identifying their own emotional and resilience skills and developing positive social interaction. The impact of this was that support was given to ensure all children could attend and enhance classroom learning with real-life experiences.

£3900 + £1800

ii. Targeted support




Cost

A. Improve skills and ability in core subjects for PP children

B. Higher rates of progress to achieve greater depth for high attaining pupils eligible for PP

Targeted intervention programmes: Number Sense Precision Teaching Training Reading Intervention by HLTA – BRP, Words First

Words First 40 % made above expected progress (1 step more than expected) and 20 % made well above expected progress (4 steps more than expected) and 40% made expected progress. Better Reading Partnership The 2 children left made good progress and moved up a whole curriculum year. Their fluency improved, as did their desire to read Numbersense 75% are now working within the correct year group curriculum and all children’s progress is good. Teachers’ report that mental mathematics has improved as has the children confidence within the lessons.

Staff training and availability is key. Intervention time will be protected next academic year and LSAs will be assigned an intervention to run across the school for targeted children, rather than assigned to classes. This has been a successful approach in year 2/3 and utilises individual staff skills and interests more effectively for greater impact.

£18350

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Able PPG greater depth writing support with qualified teacher

Greater depth writers were given 5 additional sessions a week for 6 weeks. These small groups ensured that the children developed a greater level of confidence within their writing. Although not all targeted for GD achieved this level they made expected or above progress in their writing.

Positive impact was achieved through teaching of year 6 children with high quality teachers including Head teacher and SENCO. This should continue next year with year 6 and also year 5 to target writers earlier.

£1646

Spanish teacher to release teachers for PPG intervention release time, focusing on developing writing.

2x 20 minute intervention sessions planned and taught by class teacher each week released by additional teacher. As a result writing across the school showed an increase of attainment.

Teacher interventions worked most effectively when tailored closely to individual needs and objectives per child

Pre teaching in this session allowed for increased contribution in class, leading to greater confidence to join and complete learning tasks effectively

£936

Homework support club for targeted families

Homework club well attended by invited families building stronger relationships between school and home. Support for parents on learning strategies is given through the club as required. 100% of families invited and attending the club complete weekly home learning tasks and access mathletics for further learning.

Homework club was well attended and allowed opportunities for parents and school to grow a relationship focused on learning

More targeted homework activities will allow for greater impact

Reducing parent involvement slightly/altering format may allow for increased pace/transition into the session

£1768

Improve skills and ability in core subjects for PP children.

ABC reading mentors to raise attainment and confidence in reading

1 ABC to Read volunteer has worked with 3 children consistently across the year. Positive impact includes an increase in each child’s self-esteem, confidence and motivation for reading as well as progress from being below expected standards to achieving ARE in end of year assessments. Positive comments from parents/carers also received on attitude to reading at home.

Intervention for PPG children to continue, with introduction of a second ABC to read volunteer, increasing availability to 6 PPG children.

£680

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C. Gaps in early language and communication skills will be filled, allowing greater access to learning in lessons

Language and communication specialist support in identifying specific gaps in children’s language and communication development

Children receiving early language and communication support made gains in their early communication assessments within the VB MAPP criteria. There was not a consistent impact for every child due to levels of absence of the L&C specialist.

Although impact was seen from the support in place, this was not enough linked to the overall cost for this intervention. This will not be continued next academic year.

£11004

Increased emotional skills to allow better behaviour for learning.

Introduction of Emotional Literacy Support Assistant (ELSA) role. Family Support Worker and ELSA running self-esteem groups regularly

Play therapy for targeted children in KS1 and KS2 Play therapy for targeted children in KS1 and KS2 Play therapy for targeted children in KS1 and KS2 Play therapy for targeted children in KS1 and KS2 Play therapy for targeted

ELSA support sessions for target children on anger management, communication and anxiety showed improvement in children’s behaviour in class, resilience within group and social activities and improvement in learning behaviours. Positive impact has been reported from class teachers and lunch staff on children’s emotional progress. Successful self-esteem groups were effective and children’s engagement in learning increased on completion of the sessions. PPG attendance is in line with non-PPG attendance

Both the ELSA and FSA roles have evolved since their introduction and are now completed by 1 member of staff as 1 role.

The FSA/ELSA role will continue.

Target families are to be identified and become priority where the need is great.

£8900

iii. Other approaches




Cost

D. Increased emotional skills to allow better behaviour for learning

Family Support Worker employed to support families to give children support needed.

Improved attendance of key families

Outside support signposted as appropriate on an individual basis.

FSA role is vital to the communication and relationships with target PPG families. Where this role has been successful, families feel listened to and supported, resulting in stronger home/school relationships.

£10000

Parenting Support Programmes by accredited trainer. Training for Parent Group Leader Accreditation Parenting Resources for parents Resources to support families

Due to changes in staffing, the FSA qualified as the accredited trainer left the school so this intervention was not completed. Our FSA instead has met with parents and signposted parents to courses matching individual needs.

£1660

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Uniform supplies and subsidising school trips and enrichment activities.

Families report feeling supported in a time of need, and the support given has allowed the children to report feeling part of the school family in a matching uniform

Children joining the enrichment activities has had a positive impact on many areas of their learning in the classroom.

Uniform supplies have minimal impact on learning, however a big impact on feeling a part of our school family. Donations of good quality second hand uniforms have been used as supply, therefore not cost is accrued. A tighter request process will be in place as we move forward next year.

£850

Improve skills and ability in core subjects for PP children

Running supporting learning at home sessions supply costs

EYFS teachers ran phonics sessions for target parents to support families with early reading and writing development. Parental feedback showed the course was well received. Children’s progress in reading improved.

Additional focus was placed on teachers attending homework club to work alongside parents as this ensured PPG families were supported on a 1:1 approach rather than within a large group workshop approach.

£350

Documents

Pupil Premium Strategy Statement 2017-18: Jennett’s Park ... · In-school barriers (issues to be addressed in school, such as poor oral language skills) Identify barriers that need