Pupil Premium Expenditure
Rokesly Junior School receives a Pupil Premium Grant for each child who is entitled to receive Free School Meals (FSM) and any pupil who has recieved FSM in the last six years (known as ‘Ever 6’) and for any Looked After Children by the authority.
We are required to publish online information about how we have used the premium.
Rokesly Junior Pupil Premium Strategy 2020/21
Rokesly Junior Pupil Premium Strategy 2020-21
Rokesly Junior Pupil Premium Strategy 2020 2021
1. Summary information | |||||
School | Rokesly Junior School | ||||
Academic Year | 2020/21 |
Total PP budget
|
£97680 | Date of most recent PP Review | Sept 2020 |
Total number of pupils | 330 | Number of pupils eligible for PP | 53 | Date of next review | March 2021 |
2. Attainment at the end of Year 6 2019 – YEAR 6 2020 DATA NOT SHOWN DUE TO LOCKDOWN AND COVID – 19 | ||||||||||||||||||||||||||||||
National | Rokesly all pupils | Disadvantaged | Non- disadvantaged | |||||||||||||||||||||||||||
% of pupils achieving the expected standard in reading, writing and maths | 65% | 67% | 35% | 78% | ||||||||||||||||||||||||||
% of pupils achieving the higher standard in reading, writing and maths
|
11% | 22% | 4% | 28% | ||||||||||||||||||||||||||
Reading test average scaled score attainment | 104 | 107 | 100.6 | 109.3 | ||||||||||||||||||||||||||
Grammar, punctuation and spelling average scaled score attainment | 106 | 109.2 | 106 | 110.3 | ||||||||||||||||||||||||||
Maths test averaged scaled score attainment | 105 | 106.2 | 100.3 | 108.3 | ||||||||||||||||||||||||||
Writing progress score | 0 | -0.1 | -2.4 | 0.7 | ||||||||||||||||||||||||||
Maths progress score | 0 | 0.2 | -2.5 | 1.2 | ||||||||||||||||||||||||||
Reading progress score |
0
|
1.1 | -2.2 | 2.3 | ||||||||||||||||||||||||||
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. | A number of disadvantaged pupils often have additional needs such as SEND (particularly specific learning difficulties) | |||||||||||||||||||||||||||||
B. |
Parents of some of the disadvantaged pupils often do not have the resources to support or engage in their child’s learning at school
|
|||||||||||||||||||||||||||||
C. | % of disadvantaged pupils attaining at age related expectations is lower than national on entry to the school | |||||||||||||||||||||||||||||
External barriers (issues which also require action outside school, such as low attendance rates) | ||||||||||||||||||||||||||||||
D. |
Some of the disadvantaged pupils do not access wider cultural opportunities Weaker parental partnership/engagement with the school |
|||||||||||||||||||||||||||||
4. Desired outcomes | Success criteria | |||||||||||||||||||||||||||||
A. |
Raise the attainment and progress of disadvantaged pupils
|
· Attainment gap between disadvantaged pupils and other pupils nationally reduced. · Children will achieve A.R.E if below, and above A.R.E if currently working at greater depth |
||||||||||||||||||||||||||||
B. |
Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points (32% of PP cohort)
|
· Pupils who are PP and who are also SEND make at least expected progress from their starting points | ||||||||||||||||||||||||||||
C. |
At least expected rates of progress across KS2 for high attaining pupils eligible for PP in maths.
|
· Pupils eligible for PP identified as high ability make as much progress as other pupils identified as high ability across Key Stage 2 in maths, Measured using a range of assessments.
|
||||||||||||||||||||||||||||
D. | Increased participation in school clubs and other enrichment activities | · More pupils eligible for PP take part in school clubs and extra-curricular activities. More disadvantaged pupils access residential trips and participate in wider cultural activities. | ||||||||||||||||||||||||||||
E. | Increased engagement by parents of disadvantaged pupils | · Partnership between the school and parents of pupils eligible for PP strengthened. This will be measured through attendance at consultation evenings etc. | ||||||||||||||||||||||||||||
5. Planned expenditure | ||||||||||||||||||||||||||||||
· Academic year | 2020-2021 | |||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||
Raise the attainment of disadvantaged pupils |
· Targeted group support on key learning outcomes delivered by additional adults · Intervention and booster groups
· Word club for all year groups
· Homework club provision available in school
· School to provide a bursary for YMCA breakfast club for targeted pupils
· Class teachers and TAs meet formally termly to evaluate progress of each pupil
|
Targeted group support has in the past proven to have positive impact on pupil outcomes
Smaller group settings enable teachers to have a better understanding of individual pupil needs and to pre tech a range of concepts and vocabulary which leads to improved pupil confidence and active participation in whole class lessons Pupils attend school regularly and on time and are ready to start the day without having hunger as a distraction.
Identify and evaluate strategies and appropriate interventions for targeted pupils.
Education endowment fund |
Pupil progress review meetings to monitor progress Monitoring the effectiveness and quality of interventions and whether they are diminishing the difference between non-pupil premium children.
|
SLT | Termly as part of pupil progress review meetings | |||||||||||||||||||||||||
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? |
Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points
|
· TAs to receive CPD that is relevant to the current needs of the pupils
· 2 TAs to continue delivering emotional literacy support (ELSA)
· Intervention and strategies to be implemented for those children who are SEND and have an EHCP/statemented
|
SEND pupils do not often make similar progress to ‘ALL’. Training on specific needs to support staff in meeting the learning styles of the different pupils in the class.
Emotional Literacy Support sessions to remove barriers to enable pupils to fully engage with learning. Endorsed by Haringey educational psychology service.
Develop knowledge and understanding of aspects of SEND in order to ensure a consistent approach towards pupils.
|
Inclusion leader to match TA CPD provision to their needs
Monitoring
Analysis of rate of progress for the targeted pupils |
SLT and SMT | Termly |
An increase of at least 5% in the percentage of disadvantaged pupils attaining at greater depth in maths (9% 2019) |
· Pupils meet with class teacher to discuss their progress. · Focussed marking and feedback to identify next steps · Targeted adult intervention for identified children |
EEF research on effectiveness of feedback. Low cost high impact.
|
Evidence of progress being made in work samples | SMT | Termly at pupil progress review meetings |
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 |
Increased participation in school clubs and other enrichment activities |
· School to subsidise some of the clubs
· School to subsidise cost of trips for pupils that are unable to afford them |
Increased active participation in lessons as a result of an increase in confidence
Improved emotional well being through having the opportunity to have a wider range of experiences
|
Monitoring by subject leaders and referrals by class teachers
Pupil survey |
SLT | Termly at pupil progress review meetings |
Increased engagement by parents of disadvantaged pupils |
· Continued employment of school home support worker · A range of workshops for parents e.g. Parent gym · HT to meet with parents of disadvantaged children to discuss any barriers to learning
|
Partnership working between home and school and improved relationships between parent and child. | Feedback from parents | Inclusion manager | Termly |
6. Review of expenditure | |||||
· Academic year | Previous year 2019/20 | ||||
iv. Review of expenditure – Quality of teaching for all | |||||
Desired outcome | Chosen action / approach | Estimated impact: | Lessons learned | Cost | |
Raise the attainment of disadvantaged pupils |
· Targeted group support by an adult on key learning outcomes · Intervention and booster groups · Word club for all year groups
· Homework club provision available in school
· School to provide a breakfast club for targeted pupils
· School to provide a bursary for YMCA breakfast club for targeted pupils
· Class teachers and TAs meet formally termly to evaluate progress of each pupil
· Improvement of speech and language skills through drama
· Weekly 1:1 online maths tutoring · Mentoring programme |
Targeted group support has in the past proven to have positive impact on pupil outcomes
Smaller group settings enable teachers to have a better understanding of individual pupil needs and to pre tech a range of concepts and vocabulary which leads to improved pupil confidence and active participation in whole class lessons Pupils have adult support with homework and ensures access to online learning platforms for those with limited or no access at home thus removing the barrier
Pupils attend school regularly and on time and are ready to start the day without having hunger as a distraction.
Identify and evaluate strategies and appropriate interventions for targeted pupils.
Improved confidence for targeted group of children leading to increased participation in lessons
Tutoring targeted on individual need
6 week training course for targeted pupils in year 6
|
Some pupils needed additional adult support in order to access the curriculum, Particularly the ones that were lower prior attainers
Successful at ensuring teachers are better able to identify and address the learning needs of quieter pupils
A small number of children attended to be continued next year with more pupils being targeted
Effective at helping to quickly identify those children that needed additional support. Continue next year
Programme not completed due to lockdown, but seemed to be having an impact
Programme not completed due to lockdown, but seemed to be having an impact Programme not completed due to lockdown, but seemed to be having an impact
|
£73,584
£200
£250
£4,800
£1,600
£4,370
£420 |
|
Desired outcome | Chosen action / approach | Estimated impact: | Lessons learned | Cost |
Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points
|
· TAs to receive CPD that is relevant to the current needs of the pupils · 2 TAs to continue delivering emotional literacy support (ELSA)
· Intervention and strategies to be implemented for those children who are SEND and have an EHCP
· SENCO to deliver fortnightly training to TAs
|
SEND pupils do not often make similar progress to ‘ALL’. Training on specific needs to support staff in meeting the learning styles of the different pupils in the class.
Emotional Literacy Support sessions to remove barriers to enable pupils to fully engage with learning. Endorsed by Haringey educational psychology service.
Develop knowledge and understanding of aspects of SEND in order to ensure a consistent approach towards pupils.
|
Helped to equip additional adults with the tools to support individual pupil’s needs.
Effective at supporting individual pupils. To be continued next year
|
|
An increase of at least 5% in the percentage of disadvantaged pupils attaining at greater depth in maths (9% 2019) |
· Pupils meet with class teacher to discuss their progress. · Focussed marking and feedback to identify next steps · Targeted adult intervention for identified children |
EEF research on effectiveness of feedback. Low cost high impact.
|
Ongoing |
Desired outcome | Chosen action / approach | Estimated impact: | Lessons learned | Cost |
Increased participation in school clubs and other enrichment activities |
· School to subsidise some of the clubs
· School to fund residential trip for year 6 pupils in receipt of FSM and part fund remaining pupil premium children.
· School to subsidise cost of trips for pupils that are unable to afford them
· Saturday School for targeted year 6 pupils
·
|
Increased active participation in lessons as a result of an increase in confidence
Improved emotional well being through having the opportunity to have a wider range of experiences
Extra tuition in maths, English, speaking and listening at the weekend to consolidate learning and develop communication skills in preparation for secondary school. |
More children attend residential trips and educational visits when funding removed as a barrier
Programme not completed due to lockdown, but seemed to be having an impact
|
£150
£4,070
£800
£1.200 |
Increased engagement by parents of disadvantaged pupils |
· Continued employment of school home support worker · A range of workshops for parents e.g. Parent gym · HT to meet with parents of disadvantaged children to discuss any barriers to learning
|
Partnership working between home and school and improved relationships between parent and child.
Parents feel more welcome at the school and able to raise concerns |
Parents with a range of needs and issues supported | £7,128 |
Rokesly Junior Pupil Premium Strategy 2019-20
Rokesly Junior Pupil Premium Strategy 2019/20
1. Summary information | |||||
School | Rokesly Junior School | ||||
Academic Year | 2019/20 |
Total PP budget
|
£97680 | Date of most recent PP Review | Sept 2019 |
Total number of pupils | 347 | Number of pupils eligible for PP | 53 | Date of next review | March 2020 |
2. Attainment at the end of Year 6 2019 | ||||||||||||||||||||||||||||||
National | Rokesly all pupils | Disadvantaged | Non- disadvantaged | |||||||||||||||||||||||||||
% of pupils achieving the expected standard in reading, writing and maths | 65% | 67% | 35% | 78% | ||||||||||||||||||||||||||
% of pupils achieving the higher standard in reading, writing and maths
|
11% | 22% | 4% | 28% | ||||||||||||||||||||||||||
Reading test average scaled score attainment | 104 | 107 | 100.6 | 109.3 | ||||||||||||||||||||||||||
Grammar, punctuation and spelling average scaled score attainment | 106 | 109.2 | 106 | 110.3 | ||||||||||||||||||||||||||
Maths test averaged scaled score attainment | 105 | 106.2 | 100.3 | 108.3 | ||||||||||||||||||||||||||
Writing progress score | 0 | -0.1 | -2.4 | 0.7 | ||||||||||||||||||||||||||
Maths progress score | 0 | 0.2 | -2.5 | 1.2 | ||||||||||||||||||||||||||
Reading progress score |
0
|
1.1 | -2.2 | 2.3 | ||||||||||||||||||||||||||
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. | A number of disadvantaged pupils often have additional needs such as SEND (particularly specific learning difficulties) | |||||||||||||||||||||||||||||
B. |
Parents of some of the disadvantaged pupils often do not have the resources to support or engage in their child’s learning at school
|
|||||||||||||||||||||||||||||
C. | % of disadvantaged pupils attaining at age related expectations is lower than national on entry to the school | |||||||||||||||||||||||||||||
External barriers (issues which also require action outside school, such as low attendance rates) | ||||||||||||||||||||||||||||||
D. |
Some of the disadvantaged pupils do not access wider cultural opportunities Weaker parental partnership/engagement with the school |
|||||||||||||||||||||||||||||
4. Desired outcomes | Success criteria | |||||||||||||||||||||||||||||
A. |
Raise the attainment and progress of disadvantaged pupils
|
· Attainment gap between disadvantaged pupils and other pupils nationally reduced. · Children will achieve A.R.E if below, and above A.R.E if currently working at greater depth |
||||||||||||||||||||||||||||
B. |
Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points (32% of PP cohort)
|
· Pupils who are PP and who are also SEND make at least expected progress from their starting points | ||||||||||||||||||||||||||||
C. |
At least expected rates of progress across KS2 for high attaining pupils eligible for PP in maths.
|
· Pupils eligible for PP identified as high ability make as much progress as other pupils identified as high ability across Key Stage 2 in maths, Measured using a range of assessments.
|
||||||||||||||||||||||||||||
D. | Increased participation in school clubs and other enrichment activities | · More pupils eligible for PP take part in school clubs and extra-curricular activities. More disadvantaged pupils access residential trips and participate in wider cultural activities. | ||||||||||||||||||||||||||||
E. | Increased engagement by parents of disadvantaged pupils | · Partnership between the school and parents of pupils eligible for PP strengthened. This will be measured through attendance at consultation evenings etc. | ||||||||||||||||||||||||||||
5. Planned expenditure | ||||||||||||||||||||||||||||||
· Academic year | 2019-2020 | |||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||
Raise the attainment of disadvantaged pupils |
· Targeted group support on key learning outcomes · Intervention and booster groups
· Easter school for year 6 pupils Summer school for year 5 pupils
· Word club for all year groups · Homework club provision available in school
· School to provide a bursary for YMCA breakfast club for targeted pupils
· Class teachers and TAs meet formally termly to evaluate progress of each pupil
· Improvement of speech and language skills through drama |
Targeted group support has in the past proven to have positive impact on pupil outcomes
Decrease the dip that follows a holiday and to ensure education remains a focus for the pupils even during times of school closure.
Class teachers are in the best position to know what the next steps are for each child on a week-to-week basis. Prior assessment ensures that appropriate targets are set.
Pupils attend school regularly and on time and are ready to start the day without having hunger as a distraction.
Identify and evaluate strategies and appropriate interventions for targeted pupils.
Education endowment fund |
Pupil progress review meetings to monitor progress Monitoring the effectiveness and quality of interventions and whether they are diminishing the difference between non-pupil premium children.
|
SLT | Termly as part of pupil progress review meetings | |||||||||||||||||||||||||
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? |
Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points
|
· TAs to receive CPD that is relevant to the current needs of the pupils
· 2 TAs to continue delivering emotional literacy support (ELSA)
· Intervention and strategies to be implemented for those children who are SEND and have an EHCP/statemented
|
SEND pupils do not often make similar progress to ‘ALL’. Training on specific needs to support staff in meeting the learning styles of the different pupils in the class.
Emotional Literacy Support sessions to remove barriers to enable pupils to fully engage with learning. Endorsed by Haringey educational psychology service.
Develop knowledge and understanding of aspects of SEND in order to ensure a consistent approach towards pupils.
|
Inclusion leader to match TA CPD provision to their needs
Monitoring
Analysis of rate of progress for the targeted pupils |
SLT and SMT | Termly |
An increase of at least 5% in the percentage of disadvantaged pupils attaining at greater depth in maths (9% 2019) |
· Pupils meet with class teacher to discuss their progress. · Focussed marking and feedback to identify next steps · Targeted adult intervention for identified children |
EEF research on effectiveness of feedback. Low cost high impact.
|
Evidence of progress being made in work samples | SMT | Termly at pupil progress review meetings |
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 |
Increased participation in school clubs and other enrichment activities |
· School to subsidise some of the clubs
· School to fund residential trip for year 6 pupils in receipt of FSM and part fund remaining pupil premium children.
· School to subsidise cost of trips for pupils that are unable to afford them |
Increased active participation in lessons as a result of an increase in confidence
Improved emotional well being through having the opportunity to have a wider range of experiences
|
Monitoring by subject leaders and referrals by class teachers
Pupil survey |
SLT | Termly at pupil progress review meetings |
Increased engagement by parents of disadvantaged pupils |
· Continued employment of school home support worker · A range of workshops for parents e.g. Parent gym · HT to meet with parents of disadvantaged children to discuss any barriers to learning
|
Partnership working between home and school and improved relationships between parent and child. | Feedback from parents | Inclusion manager | Termly |
6. Review of expenditure | |||||
· Academic year | Previous year 2018-2019 | ||||
iv. Review of expenditure – Quality of teaching for all | |||||
Desired outcome | Chosen action / approach | Estimated impact: | Lessons learned | Cost | |
Raise the attainment of disadvantaged pupils |
· Targeted group support on key learning outcomes
· Intervention and booster groups
· Easter school for year 6 pupils Summer school for year 5 pupils
· Word club for all year groups · Homework club provision available in school
· School to provide a breakfast club for targeted pupils
· Class teachers and TAs meet formally termly to evaluate progress of each pupil
· Participation in NLC project focusing on engagement with reading. |
Targeted group support has in the past proven to have positive impact on pupil outcomes
Decrease the dip that follows a holiday and to ensure education remains a focus for the pupils even during times of school closure.
Class teachers are in the best position to know what the next steps are for each child on a week-to-week basis. Prior assessment ensures that appropriate targets are set.
Pupils attend school regularly and on time and are ready to start the day without having hunger as a distraction.
Identify and evaluate strategies and appropriate interventions for targeted pupils.
Survey of pupil premium children identified reading as key area of need.
|
Some pupils needed additional adult support in order to access the curriculum, Particularly the ones that were lower prior attainers
This was particularly effective during the Easter break and following the summer holiday
Successful at ensuring teachers aware of quieter pupils
A small number of children attended to be continued next year with more pupils being targeted
Effective at helping to quickly identify those children that needed additional support. Continue next year
Page Turners project successful |
£24528
£6874
£2480
£105
£14400 |
|
Desired outcome | Chosen action / approach | Estimated impact: | Lessons learned | Cost |
Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points
|
· TAs to receive CPD that is relevant to the current needs of the pupils · 2 TAs trained as emotional literacy support assistants. Run ELSA programme 2018 / 19.
· Intervention and strategies to be implemented for those children who are SEND and have an EHCP/statemented
· SENCO to deliver fortnightly training to TAs
|
SEND pupils do not often make similar progress to ‘ALL’. Training on specific needs to support staff in meeting the learning styles of the different pupils in the class.
Emotional Literacy Support sessions to remove barriers to enable pupils to fully engage with learning. Endorsed by Haringey educational psychology service.
Develop knowledge and understanding of aspects of SEND in order to ensure a consistent approach towards pupils.
|
Helped to equip additional adults with the tools to support individual pupil’s needs.
Effective at supporting individual pupils. To be continued next year
|
£49056 |
Higher rates of progress across KS2 for high attaining pupils eligible for PP |
· Pupils meet with class teacher to discuss their progress. · Focussed marking and feedback to identify next steps · Talk 4 Writing programme developed to include increased focus on developing writing skills of higher attaining pupils · Close tracking and monitoring of progress using Target Tracker |
EEF research on effectiveness of feedback. Low cost high impact.
Talk 4 Writing evaluation end of summer 2018 identified need to develop programme further for higher attaining pupils. |
Ongoing for the entire year |
Desired outcome | Chosen action / approach | Estimated impact: | Lessons learned | Cost |
Increased participation in school clubs and other enrichment activities |
· School to subsidise some of the clubs
· School to fund residential trip for year 6 pupils in receipt of FSM and part fund remaining pupil premium children.
· School to subsidise cost of trips for pupils that are unable to afford them |
Increased active participation in lessons as a result of an increase in confidence
Improved emotional well being through having the opportunity to have a wider range of experiences
|
More children attend residential trips and educational visits when funding removed as a barrier |
£4870 |
Increased engagement by parents of disadvantaged pupils |
· Continued employment of school home support worker
· A range of workshops for parents e.g. benefits workshop, parenting support. |
Partnership working between home and school and improved relationships between parent and child. | Parents with a range of needs and issues supported | £7350 |
Rokesly Junior Pupil Premium Strategy 2018-2019
|
|||||
School | Rokesly Junior School | ||||
Academic Year | 2018/19 |
Total PP budget
|
£110008 | Date of most recent PP Review | Sept 2018 |
Total number of pupils | 353 | Number of pupils eligible for PP | 71 | Date for next internal review of this strategy | April 2019 |
|
|
|||||||||||||||||||||||||||||
|
National |
Rokesly all pupils |
Disadvantaged |
Non- disadvantaged |
|
|||||||||||||||||||||||||
% of pupils achieving the expected standard in reading, writing and maths |
64% |
66% |
41% |
72% |
|
|||||||||||||||||||||||||
% of pupils achieving the higher standard in reading, writing and maths |
10% |
16% |
9% |
18% |
|
|||||||||||||||||||||||||
Reading test average scaled score attainment |
105 |
107 |
101 |
109 |
|
|||||||||||||||||||||||||
Grammar, punctuation and spelling average scaled score attainment |
106 |
110 |
108 |
111 |
|
|||||||||||||||||||||||||
Maths test averaged scaled score attainment |
104 |
105 |
101 |
106 |
|
|||||||||||||||||||||||||
Writing progress score |
0 |
0.5 |
2.3 |
-0.1 |
|
|||||||||||||||||||||||||
Maths progress score |
0 |
0.4 |
-1.7 |
1.1 |
|
|||||||||||||||||||||||||
Reading progress score |
0 |
2.2 |
0.5 |
2.7 |
|
|||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||
In-school barriers (issues to be addressed in school, such as poor oral language skills) |
|
|||||||||||||||||||||||||||||
|
A number of disadvantaged pupils often have additional needs such as SEND (particularly specific learning difficulties) |
|
||||||||||||||||||||||||||||
|
Parents of some of the disadvantaged pupils often do not have the resources to support or engage in their child’s learning at school
|
|
||||||||||||||||||||||||||||
% of disadvantaged pupils attaining at age related expectations is lower than national on entry to the school |
|
|||||||||||||||||||||||||||||
External barriers (issues which also require action outside school, such as low attendance rates) |
|
|||||||||||||||||||||||||||||
Some of the disadvantaged pupils do not access wider cultural opportunities Weaker parental partnership/engagement with the school |
|
|||||||||||||||||||||||||||||
|
Success criteria |
|
||||||||||||||||||||||||||||
|
Raise the attainment and progress of disadvantaged pupils
|
|
|
|||||||||||||||||||||||||||
|
Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points
|
|
|
|||||||||||||||||||||||||||
|
At least expected rates of progress across KS2 for high attaining pupils eligible for PP |
|
|
|||||||||||||||||||||||||||
|
Increased participation in school clubs and other enrichment activities |
|
|
|||||||||||||||||||||||||||
|
Increased engagement by parents of disadvantaged pupils |
|
|
|||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||
|
2018-2019 |
|||||||||||||||||||||||||||||
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 |
|||||||||||||||||||||||||
Raise the attainment of disadvantaged pupils |
|
Targeted group support has in the past proven to have positive impact on pupil outcomes
Decrease the dip that follows a holiday and to ensure education remains a focus for the pupils even during times of school closure.
Class teachers are in the best position to know what the next steps are for each child on a week-to-week basis. Prior assessment ensures that appropriate targets are set.
Pupils attend school regularly and on time and are ready to start the day without having hunger as a distraction.
Identify and evaluate strategies and appropriate interventions for targeted pupils.
Survey of pupil premium children identified reading as key area of need.
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Pupil progress review meetings to monitor progress Monitoring the effectiveness and quality of interventions and whether they are diminishing the difference between non-pupil premium children.
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SLT |
Termly as part of pupil progress review meetings |
ii. Targeted support |
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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? |
Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points
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SEND pupils do not often make similar progress to ‘ALL’. Training on specific needs to support staff in meeting the learning styles of the different pupils in the class.
Emotional Literacy Support sessions to remove barriers to enable pupils to fully engage with learning. Endorsed by Haringey educational psychology service.
Develop knowledge and understanding of aspects of SEND in order to ensure a consistent approach towards pupils.
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Inclusion leader to match TA CPD provision to their needs
Monitoring
Analysis of rate of progress for the targeted pupils |
SLT and SMT |
Termly |
Higher rates of progress across KS2 for high attaining pupils eligible for PP |
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EEF research on effectiveness of feedback. Low cost high impact.
Talk 4 Writing evaluation end of summer 2018 identified need to develop programme further for higher attaining pupils. |
Evidence of progress being made in work samples |
SMT |
Termly at pupil progress review meetings |
iii. Other approaches |
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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 |
Increased participation in school clubs and other enrichment activities |
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Increased active participation in lessons as a result of an increase in confidence
Improved emotional well being through having the opportunity to have a wider range of experiences
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Monitoring by subject leaders and referrals by class teachers
Pupil survey |
SLT |
Termly at pupil progress review meetings |
Increased engagement by parents of disadvantaged pupils |
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Partnership working between home and school and improved relationships between parent and child. |
Feedback from parents |
Inclusion manager |
Termly |
Explore Key Information
Contact Us
Feel to free contact our friendly office team with any enquiries you may have.
Phone: 020 8348 0290
Email: admin@rokesly-jun.haringey.sch.uk
Address: Rokesly Avenue, London, N8 8NH
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