North Star Academy

WS Pupil Premium/PE Grant

Pupil Premium/PE Grant

Pupil Premium

Sport Grant

Statement of pupil premium strategy – Woodstock School

 PP-strategy_WS__2019.docx (printable)

Template for statement of pupil premium strategy – SEN schools

1.   Summary information

School

Woodstock Primary School

Type of SEN (eg.PMLD/SLD/MLD etc.)

SEMH

Academic Year

2018/19

Total PP budget

£47,520 Less Pupil Premium Plus (£13,300)

£34,220

Date of most recent PP Review

September 2018

Total number of pupils

 

**Subject to Change

58-2018

 

58-2017

Number of pupils eligible for PP

 

**Subject to Change

36-2018

 

44-2017

Date for next internal review of this strategy

July 2019

 

2.   Current attainment: Term 6: 2017/ 2018

 

Pupils eligible for PP (your school)

Pupils not eligible for PP

% achieving targets in Reading

                          55%

                        64%

% achieving targets in Writing

24%

71%

% achieving targets in Maths

62%

60%

6

 

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

 

 In-school barriers

A.    

Low Prior Attainment (Working below age related expectation in Literacy and Numeracy)

 

Challenge 1: How can we narrow or at least maintain the Gap?

B.    

Social, Emotional, Mental Health Difficulties.

 

Challenge 2: How can we support Pupil Premium students in overcoming the difficulties of SEMH and meet the objectives set out in their EHCP plan?

 External barriers

 

Speech and Language difficulties that are commonly undiagnosed on entry to the school

Some children receiving pupil premium funding will experience current adverse experiences that can hinder emotional progress.

 

4.   Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A

Pupil Premium students will meet end of year targets at the same rate as Non-Pupil Premium students in Reading

At least 70% of Pupil Premium students achieve their reading and writing target from starting points or baseline.

 

 A

Pupil Premium students will meet end of year targets at the same rate as Non-Pupil Premium students in Writing

At least 70% of pupils premium students achieve their English target from starting points or baseline.

 

 A

Pupil Premium students wil meet end of year targets at the same rate as Non-Pupil Premium students in Maths.

 

70% of pupil premium students achieve their Maths target from starting points or baseline.

 

   B

PP students make the same or better social emotional progress as non-pupil premium students.

70% of students make progress in the 4 developmental strands of the Boxall or thrive profile.  

 

 

  

5.   Planned expenditure

Academic year

 

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

    i.   Quality of teaching for all

Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?


Improved Progress and Attainment in Literacy, so that students at least maintain and at best narrow the gap on Age Related Expectations

 

 

 

 

 

 

 

 

 

 

 

Rocket Readers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student prior attainment in Reading and Writing are significantly below age and national expectations. A range of strategies are implemented to support the development of literacy across the curriculum and also in class teaching.

 

Research shows that pupils need to experience breadth at reading level 28 of the Benchmark scheme, rather than continuing to progress to the next level at a rapid rate. A range of reading material is to be purchased to support this.

 

 

 

 

 

WRATs test assesment to measure progress.

 

Rising Stars assessment to measure progress.

 

Purchase wider range of books to be labelled as Rocket Readers

 

 

 

WY MM

July 2019

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Improved Progress and Attainment in Maths, so that students at least maintain and at best narrow the gap on Age Related Expectations

 

Implementation of and whole staff training on Numeracy intervention packages:

 

 

 

Mathematics Mastery

Student prior attainment in Numeracy and Maths are significantly below age and national expectations. A range of strategies are implemented to support the development of numeracy across the curriculum and also in class teaching.

 

An independent, randomised controlled trial funded by the Education Endowment Foundation found the Mathematics Masterry programme had a positive affect on pupil attainment after only one year.

 

www.mathematicsmaster.org/EEF-independent-impact-study

 

 

 

INSET that invovles all staff in the school.

.

 

Formative and Summative Assessment methods to measure termly impact on progress and attainment.

 

 

WY   FC

 

Middle

Leader

Team

December 2019

Total budgeted cost

 

Mathematics Mastery

Rocket Readers

WRAT testing

 

 

 

 

 

£6500.00

£ 700.00

£ 275.00

 

Total Cost:

£7,475.00

 

   ii.   Targeted support

 

 

Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved literacy outcomes

 

SALT assessments on entry to school and annual assessments for those with identified additional needs

 

SALT interventions for those with additional needs that then support applications for top-up funding to ensure continued provision.

Speech and Language Assessments take into account all aspects of communication and social functioning, not just speech and language. The Speech and language therapists (SLT) assesses and treats speech, language and communication problems to help them better communicate.

 

 

 

 

Intervention impact report.

 

 

 

 

EC

 

 

Middle

Leader

Team

July 2019

Total budgeted cost

SALT   Therapist  2 days per week.

Total Cost:

£18,758

 

 iii.   Other approaches (including links to personal, social and emotional wellbeing)

Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

 

A suite of rooms designated to emotional wellbeing. Where students are supported by members of staff who are ELSA or Thrive trained.

 

We have a suite of intervention rooms for interventions including The THRIVE and ELSA approaches which provides powerful way of working with children that supports optimal social and emotional development. It enables you to work in a targeted way with children who have struggled with difficult life events to help them re-engage with life and learning.

 

Behaviour team analysis of daily data and meet with Class teams to develop strategies to manage the class behaviour.

 

Pre and post intervention Boxall or Thrive analysis

Analysis of behaviour data in particular level 3 behaviours.

 

Exclusions and attendance data.

 

Analysis of Boxall & THRIVE data.

 

Student voice wellbeing surveys.

 

Weekly and termly team meetings.

 

Effective line management.

Coaching/mentoring/supervision

JJ/DL/JC/EC

 

 

 

 

July 2019

The strategic use of Boxall Profile Data for targeted support.

 

 

Boxall profile is a tool for the assessment of children’s and young people’s social, emotional and behavioural development.

 

 

Boxall profiling identifies the levels of skills the pupils have got to access learning. It enables staff to develop their understanding of the students and their difficulties. It is also useful for setting individual and achievable targets for the students.

 

Boxall profiling will be rolled out and completed annually for all students. Class teachers will complete the evidence-based questionnaires. The data will be analysed by the Wellbeing Lead and inform classroom interventions to support pupil’s social, emotional and behavioural difficulties.

 

The Elsa’s and Thrive Lead will also use this data to inform targeted interventions, baseline and monitor progress.

Analysis of Boxall profile data.

 

Monitoring and recording of targeted interventions.

 

Analysis of Personal support programs and progress against IEP targets.

JC DL  EG

Class Teachers

 

July 2019

Total budgeted cost

 

ELSA/Thrive Interventions (8 hours per week):

Boxall

                                                                                                                                                                                                                Total

                                                                                                                                                                                             

                                                                                                                                                                                                Previous Totals

                                                                            

 

 

£   7797.00

£     180.00

£ 7977.00

 

£ 7,475.00

 

£ 18,758.00

Combined Total:

£ 34,220.00

 

6.    Review of expenditure

Previous Academic Year

To be completed by July 21st 2018

    i.   Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Improved Progress and Attainment in Literacy, so that students narrow the gap on Age Related Expectation

Implementation of and whole staff training on Literacy intervention packages:

 

1)Talk 4 Writing

2)Read write Inc Phonics

3)Reciprocal Reading Approach

4)Nessy

5)PM benchmark

 

Skills in decoding improved significantly for all pupils. A the end of the year it was identified that comprehension is still an areas for continued and further development as progress in this areas was not as strong as that for decoding.  Writing impact was greater for non-pupil premium pupils with a significant difference in progress.

Continue with all approaches with a change from Reciprocal Reading to Better Reading Partners.  Use Nessy with a wider group of pupils.  Future investment needs to be in resources that facilitate better progress in writing.

 

£1,100

Improved Progress and Attainment in numeracy and Maths, so that students narrow the gap on Age Related Expectations

1)Cuisenaire rods training

 

2)Mathletics

 

3)NCETM progression grids

 

4)‘White Rose’ Maths hub guidance

 

5)100’s club

 

6) Tables blast

 

7) Concrete, pictorial, abstract (CPA)

 

8) Shanghai method of teaching maths.

 

9) ‘3rd space’ E learning

These were effective approaches and expected progress was made in maths by a greater number of pupils than in previous years and then in other subject areas. Pupil premium pupils slightly out-performed non-pupil premium.

Where schools are going through periods of change and development with staff movement, it is more cost effective to invest in resources rather than staff training that may be lost to the school.

£3625.00

 

   ii.   Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Improved literacy outcomes for students with ALN.

Robust baselines in place using CATS4.

 

SALT assessments on entry to school and annual assessments for those with identified additional needs

 

SALT interventions

 

Speech and Language Therapy training for all staff.

ELKLAN Level 2 & 3.

 

CPD training for all staff involved in targeted interventions.

 

80% of pupils with additional learning needs made expected or more progress in Decoding and 76% in Reading Comprehension, which included all those with Pupil Premium. In writing 56% made expected or more progress.

CATS4 testing is not easily accessible to our pupils. Review use in following cycle.

£6288.80

 

 iii.   Other approaches (including links to personal, social and emotional wellbeing)

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Implement a cross curricular programme of SEAL and SMSC to support social and emotional development of pupil premium students.

Implement the jigsaw package through KS1 and KS2

Effectively audit SMSC through grid maker and identify areas of development.

A suite of rooms designated to emotional wellbeing. Where students are supported by members of staff qualified in emotional coaching and THRIVE.

 

Jigsaw no embedded in curriculum delivery.   SMSC grid demonstrates clearly the coverage across the whole school.  All rooms in suite now fully operational.

All to continue.

£1698.5

Ensure that PP students make the same social emotional progress through targeted behaviour support programmes.

To provide a more specific and targeted behavioural support programme for PP students.

 

To develop the use of emotional coaching and THRIVE.

 

The strategic use of Boxall profile data to target support in the right areas.

 

Breakfast Club and lunchtime clubs

Monitoring suggests a positive impact on well-being as measured by Boxall profiles, as well as a reduction in time spent out of the classroom in need of emotional regulation.

Continue.

£ 28,749.6

The strategic use of Boxall Profile Data for targeted support.

 

Boxall profile is a tool for the assessment of children’s and young people’s social, emotional and behavioural development.

 

 

As above

 

 

 

7.    Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.

 

Progress reports are submitted to governors three times each year.