Pupil Premium 2017 - 2018

1. Summary information

School

Rokesly Junior School

Academic Year

2017/18

Total PP budget

£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

National

Rokesly all pupils

Disadvantaged

Non- disadvantaged

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

61%

66%

41%

81%

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

9%

18%

3%

28%

Reading test average scaled score attainment

104

106

101  

108  

Grammar, punctuation and spelling average scaled score attainment

106

108

104

110

Maths test averaged scaled score attainment

104

 104.5

100  

107

Writing progress score

0

 2.2

 1.8

 2.5

Maths progress score

0

 0.1

-1.3

0.9

Reading progress score

 0

 1.4

-1.4

 3.2

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)

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 with 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

1.  

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

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  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.

5. Planned expenditure

•   Academic year

2017-2018

    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

•   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

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

•   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.

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

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