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

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

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 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

4. Desired outcomes

Success criteria

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

At least expected rates of progress across KS2 for high attaining pupils eligible for PP

• 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.

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.

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

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 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.

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 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

SLT and SMT

Termly

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.

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. benefits workshop, parenting support.

Partnership working between home and school and improved relationships between parent and child.

Feedback from parents

Inclusion manager

Termly