2022/2023

2023/2024

2024/2024

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£89907

At Rokesly Junior school we aim to ensure that all pupils including those that may be disadvantaged, the most able, those with special educational needs, a disability (SEND) and for children for whom English is an additional language (EAL)regardless of background are able to:

Ø  acquire knowledge through a well-planned and sequenced approach which ensures progression across the key stage, that builds on previous learning;

Ø  access extended opportunities. Therefore, great importance is placed on inclusion which allows every child to develop and flourish on an equal footing;

Ø  develop into responsible global citizens by fostering an interest in the wider world and an understanding of how they can make a positive contribution.

This pupil premium strategy details how the school’s pupil premium funding and the recovery premium funding will be used to address the difference in attainment and life experiences between pupils eligible for pupil premium funding in the school and those that are not.

Research on effective strategies to address specific issues has been used to inform the actions to be taken.

Training to support Quality First Teaching for all across      the school to support all groups of children but particularly those disadvantaged, SEND and More Able.

Reviewing the pedagogy of teaching. Training to develop teacher knowledge of most effective ways to ensure children remember more and make good or better progress  from starting points.

All teachers CPD aimed at diminishing the difference and challenging able learners, regardless of background

Supporting the Attainment of Disadvantaged Pupils identifies high quality teaching as a key aspect of successful schools. DfE, 2015.

‘Ensuring an effective teacher is in front of every class and that every teacher is supported to keep improving is the key ingredient of a successful school and should rightly be top priority for any pupil premium spend.’

(Sutton Trust Report, 2011)

EEF guide to pupil premium tiered approach – teaching is top priority including CPD

Quality teaching for all –

Lessons delivered are wellplanned and adapted to meet the needs of all learners

CPD for teachers – focus on developing teacher subject knowledge.

EEF guide to pupil premium tiered        approach – teaching is top priority, including CPD

EEF -strong evidence that high-quality teaching for pupils with SEND is firmly based on strategies that will already be in the repertoire of every mainstream teacher, or can be relatively easily added to it.

EEF – High-quality teaching – adjusting, adapting and assessing in the classroom – is of course  crucial for the progress of all pupils.

Staff audit to consider teachers’ and support staff’s confidence and knowledge as teachers of reading. Use this information to plan professional development.

Professional development – This can be whole staff development, coaching and mentoring from experienced staff, training provided by outside agencies, use of online resources, observations and team-teaching.

Rigorous teaching of phonics is supported by trained staff.

Reading interventions for targeted groups of children focussing on inference and deduction.

Research evidence indicates that phonics approaches has a positive impact on acquiring reading skills, particularly for disadvantaged pupils.

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

Reading comprehension strategies have a high impact on average (+6 months). Alongside phonics, it is a crucial component of early reading instruction.

It is crucial to support pupils to apply the comprehension strategies independently to other reading tasks, contexts and subjects.

 https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies

Further develop emotional literacy through a range of strategies to support the development of confidence and self worth.

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk)

Phonics approaches have been consistently found to be effective in supporting younger pupils to master the basics of reading

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

Participate in the National Tutoring Programme

Using Third Space learning

Small group tuition is most likely to be effective if it is targeted at pupils’ specific needs.

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

 Easter School (identified Year 6 pupils)

Online Saturday school tuition for identified children

Children who are well supported at home thrive in school. are better prepared for learning

The security of the evidence around parental engagement is high. The key mechanism for parental engagement strategies is improving the quality and quantity of learning that takes place in the home learning environment (EEF 2021).

The EEF considered evidence based research unpicking the ‘enriching’ of education and the intrinsic benefits to ensure all children, including those from disadvantaged backgrounds deserve a well-rounded, culturally rich education.

Trips and visits can enhance and enrich the curriculum opportunities and help to develop the cultural capital

EEF – sports participation increases educational and attainment

EEF – outdoor adventure learning shows positive benefits on academic learning and self confidence

Strengthen the  school’s systems and procedures for pupil attendance.

And punctuality through swift intervention by the admin team and the school home support worker.

The DFE guidance is based on work with schools that experienced better engagement that led to an increase in attendance.

www.gov.uk/government/publications/school-attendance/framework-for-securing-full-attendance-actions-for-schools-and-local-authorities

The studies in the Toolkit focus primarily on academic outcomes, but it is important to consider the other benefits of SEL interventions. Being able to effectively manage emotions will be beneficial to children and young people even if it does not translate to reading or maths scores.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/social-and-emotional-learning

3

(8 PP)

4

(12 PP)

5

(18 PP)

2021/2022

2022/2023

2023/2024

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£ 80,460

At Rokesly Junior school we aim to ensure that all pupils including those that may be disadvantaged, the most able, those with special educational needs, a disability (SEND) and for children for whom English is an additional language (EAL)regardless of background are able to:

Ø  acquire knowledge through a well-planned and sequenced approach which ensures progression across the key stage, that builds on previous learning;

Ø  access extended opportunities. Therefore, great importance is placed on inclusion which allows every child to develop and flourish on an equal footing;

Ø  develop into responsible global citizens by fostering an interest in the wider world and an understanding of how they can make a positive contribution.

This pupil premium strategy details how the school’s pupil premium funding and the recovery premium funding will be used to address the difference in attainment and life experiences between pupils eligible for pupil premium funding in the school and those that are not.

Research on effective strategies to address specific issues has been used to inform the actions to be taken.

Intended outcome

Success criteria

Reading scores for all pupils is at least the same as their chronological age.

Every year at least 90% of all pupils in Year 3, are able to decode words in the Key Stage One Phonic Test.

Teachers are using strategies that significantly improve pupil attainment.

Reading is taught at least three times a week.

All pupils are at least ARE by the end of year in reading.

There is a year on year increase in the number of pupils attaining at greater depth. The figure will exceed the national average. This will include pupils eligible for PPG funding.

Parents are more supportive of reading at home.

100% of disadvantaged pupils make at least good progress from their starting points enabling them to attain in line with all pupils both nationally and in school.

A reduction in the number of Thinking about my Behaviour sheets show that children are better able to self regulate so that they are ready to fully engage in learning.

To ensure that the attendance rate for

pupils eligible for PPG funding is at least 96% and they attend school on time.

The rate of attendance for pupils eligible for PPG funding is at least 96%.

Pupils eligible for PPG funding access early morning interventions by arriving at school on time.

All children receive very good quality first teaching.

Pupils with SEN that are also eligible for PPG funding make accelerated progress.

Pupils eligible for PPG funding access the full curriculum (e.g.year 6 residential trip), extra-curricular activities, trips etc.

Training to support Quality First Teaching for all across      the  school to support all groups of children but particularly those disadvantaged, SEND and More Able.

Reviewing the pedagogy of teaching. Training to develop teacher knowledge of most effective ways to ensure children remember more and make good or better progress  from starting points.

All teachers CPD aimed at diminishing the difference and challenging able learners, regardless of background

Supporting the Attainment of Disadvantaged Pupils identifies high quality teaching as a key aspect of successful schools. DfE, 2015.

‘Ensuring an effective teacher is in front of every class and that every teacher is supported to keep improving is the key ingredient of a successful school and should rightly be top priority for any pupil premium spend.’

(Sutton Trust Report, 2011)

EEF guide to pupil premium tiered approach – teaching is top priority , including CPD

Quality teaching for all –

Differentiation for all learners   to ensure  that objectives taught  meet the  needs of all learners including those with SEND

CPD for teachers.

EEF guide to pupil premium tiered        approach – teaching is top priority, including CPD

EEF -strong evidence that high-quality teaching for pupils with SEND is firmly based on strategies that will already be in the repertoire of every mainstream teacher, or can be relatively easily added to it.

EEF – High-quality teaching – adjusting, adapting and assessing in the classroom – is of course crucial for the progress of all pupils.

Staff audit to consider teachers’ and support staff’s confidence and knowledge as teachers of reading. Use this information to plan professional development.

Professional development – This can be whole staff development, coaching and mentoring from experienced staff, training provided by outside agencies, use of online resources, observations and team-teaching.

Rigorous teaching of phonics is supported by trained staff.

Reading interventions for targeted groups of children focussing on inference and deduction.

Research evidence indicates that phonics approaches has a positive impact on acquiring reading skills, particularly for disadvantaged pupils.

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

Reading comprehension strategies have a high impact on average (+6 months). Alongside phonics, it is a crucial component of early reading instruction.

It is crucial to support pupils to apply the comprehension strategies independently to other reading tasks, contexts and subjects.

 https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies

Metacognition and self-regulation

EEF-– giving the children a repertoire of strategies to choose from and skills to select which are most appropriate for the task. The impact of metacognition and self- regulation strategies is an additional 7 months progress over the course of the year

Further develop emotional literacy through a range of strategies.

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk)

Phonics approaches have been consistently found to be effective in supporting younger pupils to master the basics of reading

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

Participate in the National Tutoring Programme

Using Third Space learning

Small group tuition is most likely to be effective if it is targeted at pupils’ specific needs.

educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

 Easter School (identified Year 6 pupils)

Online Saturday school tuition for identified children

Children who are well supported at home thrive in school. are better prepared for learning

The security of the evidence around parental engagement is high. The key mechanism for parental engagement strategies is improving the quality and quantity of learning that takes place in the home learning environment (EEF 2021).

The EEF considered evidence based research unpicking the ‘enriching’ of education and the intrinsic benefits to ensure all children, including those from disadvantaged backgrounds deserve a well-rounded, culturally rich education.

Trips and visits can enhance and enrich the curriculum opportunities and help to develop the cultural capital

EEF – sports participation increases educational and attainment

EEF – outdoor adventure learning shows positive benefits on academic learning and self confidence

Strengthen the  school’s systems and procedures for pupil attendance.

And punctuality through swift intervention by the admin team and the school home support worker.

The DFE guidance is based on work with schools that experienced better engagement that led to an increase in attendance.

www.gov.uk/government/publications/school-attendance/framework-for-securing-full-attendance-actions-for-schools-and-local-authorities

The studies in the Toolkit focus primarily on academic outcomes, but it is important to consider the other benefits of SEL interventions. Being able to effectively manage emotions will be beneficial to children and young people even if it does not translate to reading or maths scores.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/social-and-emotional-learning

Total PP budget

% of pupils achieving the higher standard in reading, writing and maths

0

Parents of some of the disadvantaged pupils often do not have the resources to support or engage in their child’s learning at school

Some of the disadvantaged pupils do not access wider cultural opportunities

Weaker parental partnership/engagement  with the school

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

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)

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.

·         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.

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

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.

·         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

·         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

·         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

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.

·         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

·         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

Total PP budget

% of pupils achieving the higher standard in reading, writing and maths

0

Parents of some of the disadvantaged pupils often do not have the resources to support or engage in their child’s learning at school

Some of the disadvantaged pupils do not access wider cultural opportunities

Weaker parental partnership/engagement with the school

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

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)

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.

·         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.

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

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.

·         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

·         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

·         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

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

·         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.

·         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

·         Continued employment of school home support worker

·         A range of workshops for parents e.g. benefits workshop, parenting support.

1. Summary information

Total PP budget

2. Attainment at the end of Year 6 2018

109

0

 0.5

 2.3

-0.1

0

 0.4

-1.7

 1.1

0

2.2

 0.5

 2.7

3. Barriers to future attainment (for pupils eligible for PP)

Parents of some of the disadvantaged pupils often do not have the resources to support or engage in their child’s learning at school

Some of the disadvantaged pupils do not access wider cultural opportunities

Weaker parental partnership/engagement  with the school

4. Desired outcomes

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

Pupils who are also SEND to receive appropriate support being fully inclusive meaning that they make at least expected progress from their starting points

• Pupils who are PP and  who are also SEND make at least expected progress from their starting points

• 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, reading and writing. Measured using a range of assessments.

• 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.

• 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

• 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.

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.

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.

Inclusion leader to match TA CPD provision to their needs

Monitoring

Analysis of rate of progress for the targeted pupils

• 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.

• 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

• Continued employment of school home support worker

• A range of workshops for parents e.g. benefits workshop, parenting support.