Rokesly Junior Pupil Premium Strategy 2017 – 2018
1. Summary information |
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School |
Rokesly Junior School |
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Academic Year |
2017/18 |
Total PP budget
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£110008 |
Date of most recent PP Review |
January 2018 |
Total number of pupils |
354 |
Number of pupils eligible for PP |
64 |
Date for next internal review of this strategy |
April 2018 |
2. Attainment at the end of Year 6 2017 |
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National |
Rokesly all pupils |
Disadvantaged |
Non- disadvantaged |
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% of pupils achieving the expected standard in reading, writing and maths |
61% |
66% |
41% |
81% |
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% of pupils achieving the higher standard in reading, writing and maths
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9% |
18% |
3% |
28% |
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Reading test average scaled score attainment |
104 |
106 |
101 |
108 |
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Grammar, punctuation and spelling average scaled score attainment |
106 |
108 |
104 |
110 |
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Maths test averaged scaled score attainment |
104 |
104.5 |
100 |
107 |
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Writing progress score |
0 |
2.2 |
1.8 |
2.5 |
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Maths progress score |
0 |
0.1 |
-1.3 |
0.9 |
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Reading progress score |
0
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1.4 |
-1.4 |
3.2 |
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3. Barriers to future attainment (for pupils eligible for PP) |
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In-school barriers (issues to be addressed in school, such as poor oral language skills) |
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1. |
A number of disadvantaged pupils often have additional needs such as SEND (particularly specific learning difficulties) |
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1. |
Parents of some of the disadvantaged pupils often do not have the resources to support with or engage in their child’s learning at school
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% of disadvantaged pupils attaining at age related expectations is lower than national on entry to the school |
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External barriers (issues which also require action outside school, such as low attendance rates) |
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Some of the disadvantaged pupils do not access wider cultural opportunities Weaker parental partnership/engagement with the school |
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4. Desired outcomes |
Success criteria |
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1. |
Raise the attainment and progress of disadvantaged pupils
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• 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 |
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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
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• Pupils who are PP who are also SEND make at least expected progress from their starting points |
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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
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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. |
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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. |
5. Planned expenditure |
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• Academic year |
2017-2018 |
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i. Quality of teaching for all |
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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 |
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Raise the attainment of disadvantaged pupils |
• Targeted group support on key learning outcomes • Intervention and booster groups • Easter school for year 6 pupils • Word club for all year groups • Homework club provision available in school • School to provide a breakfast club for targeted pupils • Introduction of a consistent and structure approach to the teaching of English and maths ( introduction of Maths No Problem, Talk for Writing and the Big Read) • 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
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 Maths No Problem DFE approved. Talk for Writing structured and scaffolded approach to writing enabling access to all pupils. Big Read exposes pupils to a wider and more challenging range of vocabulary |
Pupil progress review meetings to monitor progress Monitoring the effectiveness and quality of interventions gap filling
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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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• TAs to receive CPD that is relevant to the current needs of the pupils • All staff to receive training on reading • Intervention and strategies to be implemented for those children who are SEND and have an EHCP/statemented • Occupational therapist training for TAs in order for them to deliver a physical intervention group for targeted pupils. |
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.
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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 |
• Pupils meet with class teacher to discuss their progress. • Focussed marking and feedback to identify next steps • Close tracking and monitoring of progress using Target Tracker |
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 |
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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 |
• School to subsidise some of the clubs • School to part fund residential trip for year 6 pupils • 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
Higher attaining pupils eligible for PP in year 6 to participate in a maths programme across a family of schools |
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 |
Partnership working between home and school and improved relationships between parent and child. |
Feedback from parents |
Inclusion manager |
Termly |
Explore Key Information
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
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