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 |
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Feel to free contact our friendly office team with any enquiries you may have.
Phone: 020 8348 0290
Email: admin@rokesly-jun.haringey.sch.uk
Address: Rokesly Avenue, London, N8 8NH
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