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 2018/19
| 1. Summary information | |||||
| School | Rokesly Junior School | ||||
| Academic Year | 2018/19 |
Total PP budget
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£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 |
| 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 |
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| 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) | ||||||||||||||||||||||||||||||||||||||
| 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
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| % 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) | ||||||||||||||||||||||||||||||||||||||
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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 | |||||||||||||||||||||||||||||||||||||
| 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 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.
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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. | ||||||||||||||||||||||||||||||||||||
| 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 | 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.
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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.
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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? |
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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 • 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.
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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 • 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
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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 |
| 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.
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Continue 2018/19
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£72,665 |
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Intervention and booster groups
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Evaluated by SENCO -Interventions following structured format more successful
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Interventions with regular structured approach are most effective.
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Easter school for year 6 pupils
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Children who attended engaged positively in the preparation for SATs
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Implement 2018 /19 and extend to a summer school
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£900
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Word club for all year groups
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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.
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Implement 2018 /19
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£3920
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Homework club provision available in school
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Most effective for children who have limited access to computers at home.
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Continue 2018/19
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£0 | |
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School to provide a breakfast club for targeted pupils
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All children who attended breakfast club less tired and more focused during school day
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Continue 2018/19
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£5,161
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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)
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Initial evaluation demonstrates all new initiatives are effective, but some adjustments required for 2018 19.
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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
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£16,575
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| 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
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Continue 2018/19
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£8,170
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| 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
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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 allpupils 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.
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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.
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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 | ||||
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Contact Us
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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