Pupil Premium

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 2019/20
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

Progress 16/17 17/18 18/19
W 2.5 2.3 -2.4
R -0.8 0.5 -2.2
M -0.8 -1.7 -2.5

·         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.

R 1.8
W 5.3
M 0.6

·         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
  1. Summary information
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

 

  1. 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

 

 

 

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

 

In-school barriers (issues to be addressed in school, such as poor oral language skills)

 

  1.  

A number of disadvantaged pupils often have additional needs such as SEND (particularly specific learning difficulties)

 

  1.  

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

 

  1. Desired outcomes

Success criteria

 

  1.  

Raise the attainment and progress  of disadvantaged pupils

Progress

15/16

16/17

17/18

W

-1.8

 2.5  2.3

R

-1.9

-0.8

 0.5

M

-3.3

-0.8

-1.7

  • 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

 

  1.  

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

 

  1.  

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.

 

 

  1.  

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.

 

  1.  

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.

 

  1. 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

 

Rokesly Junior Pupil Premium Strategy 2017-2018
  1. Review of expenditure: Previous Academic year 2017-2018

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. 5 TAs employed to deliver interventions and support identified pupils.

Lesson observations show increased engagement by all children.

 

Continue 2018/19

 

£72,665

Intervention and booster groups

 

Evaluated by SENCO -Interventions following structured format more successful

 

Interventions with regular structured approach are most effective.

 

Easter school for year 6 pupils

 

Children who attended engaged positively in the preparation for SATs

 

Implement 2018 /19 and extend to a summer school

 

£900

 

Word club for all year groups

 

81% of pupils who attended made 6 or more steps progress in reading.

76% of pupils who attended made 6 or more steps in writing.

 

Implement 2018 /19

 

£3920

 

Homework club provision available in school

 

Most effective for children who have limited access to computers at home.

 

Continue 2018/19

 

£0

School to provide a breakfast club for targeted pupils

 

All children who attended breakfast club less tired and more focused during school day

 

Continue 2018/19

 

£5,161

 

Introduction of a consistent and structured approach to the teaching of English and maths (introduction of Maths No Problem ,Talk for Writing and the Big Read)

 

Initial evaluation demonstrates all new initiatives are effective, but some adjustments required for 2018 19.

 

Talk for Writing: highly effective for middle and lower attaining pupils.  Needs adapting to needs of higher attaining pupils.

 Big Read: Following review, some reading materials need adapting and some resources to be purchased which will be more engaging for all groups of learners. Maths No Problem! Scheme to be adapted further to support SEN and more able. Integrate use of White Rose materials.  Continue 2018/19

 

£16,575

 

Class teachers and TAs meet formally termly to evaluate progress of each pupil

Improved effectiveness of teacher TA relationship, resulting in more effective support for pupils

 

Continue 2018/19

 

£8,170

 

Peer support – teachers share good practice through observations and moderation.

Effective in determining age related expectations..

Needs to be implemented in a more systematic way. Continue 2018/19

£2,400

 

Targeted support

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

More consistent approach towards children with SEND, e.g. children with emotional needs following solution circle training.

Continue 2018/19

 

All staff to receive training on reading

Improved skills in teaching comprehension

Implement skills learned in Big Read and reading interventions delivered in 2018/19

 

Intervention and strategies to be implemented for those children who are SEND and  have an EHCP/statemented

Progress for those children with an EHC/statement in Year 6 across core subjects is at the expected level or above

 

Identify specific targeted interventions to match individual needs for those pupils with EHC plans

 

Occupational therapist training for TAs in order for them to deliver a physical intervention group for targeted pupils.

TAs received training that helped them to have a better understanding of the needs of some specific pupils.  Training included overview of autism, solution circles, speech and language

Additional training needed in order to implement a programme

 

TAs to receive CPD that is relevant to the current needs of the pupils

Fortnightly meetings and training introduced for TAs with SENDco

 

Higher rates of progress across KS2 for high attaining pupils eligible for PP

Pupils meet with class teacher to discuss their progress.

Pupils much more aware of their next steps as a result of an ongoing learning dialogue

Teachers unable to meet with all pupils so meetings carried out with targeted pupils only

£0

 

Focussed marking and feedback to identify next steps

Both pupils and staff have said that this is effective in moving learning on when surveyed.

Continue 2018/19

 

 

Close tracking and monitoring of progress using Target Tracker

More focussed targeting of pupils resulting in increased rate of progress

Continue 2018/19

 

 

Other approaches

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 (craft club)

Improved emotional well being through having the opportunity to have a wider range of experiences

Continue 2018/19

£81

School to part fund residential trip for year 6 pupils

All pupils were able to attend the residential trip and access activities such as a costal trip and river study.

 

Part funding of residential trips for all pupils eligible for pupil premium funding to continue 2018/19

£4,832

Increased engagement by parents of disadvantaged pupils

School to subsidise cost of trips for pupils that are unable to afford  them

All pupils were able to participate in all trips.

 

Subsidising of school trips to continue 2018/19

£800

Continued employment of school home support worker

 

Stronger partnerships between home and school including improved attendance for specific children

 

Continue 2018/19

£7,128

A range of workshops for parents e.g. benefits workshop

 

Contact Us

Welcome to Rokesly Junior School, a fun, friendly and exciting place to learn and grow. Rokesly Junior School has been encouraging children from the local community to make the most of their potential for over 60 years.

Phone: 020 8348 0290
Email: admin@rokesly-jun.haringey.sch.uk

12 + 3 =