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 2019/20

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

2019/20

Total PP budget

 

£38,280

Date of most recent PP Review

September 2019

Total number of pupils

 

**Subject to Change

62

 

Number of pupils eligible for PP

 

**Subject to Change

-2019

 

-2017

Date for next internal review of this strategy

September 2020

 

2.   Current attainment: Term 6: 2018/ 2019

 

Pupils eligible for PP (your school)

Pupils not eligible for PP

% achieving targets in Reading (Comprehension)

77%

67%

% achieving targets in Reading (Decoding)

72%

100%

% achieving targets in Writing

65%

66%

% achieving targets in Maths

38%

50%

 

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 75% 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 will 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

2019 - 2020

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?

Pupils will be motivated to regularly engage in reading activities.

Reading rewards – book token and bookmark

 

 

 

 

EEF summary – Improving Literacy in Key Stage 1

 

 

 

 

Weekly prize giving and checks on points and reading records (which show frequency of home and class reading)

JJ All class staff

Termly

Effective implementation of a systemic phonics programme to achieve literacy outcomes listed above.

 

Whole staff training from Read Write Ince

EEF summary – Improving Literacy in Key Stage 1.   Changes in staff means that re-training is needed.  Differences in the delivery due to SEN considerations should be overseen by the provider of the scheme to ensure that effectiveness is maximised.  Some staff training out of date and some new staff have not had full training.

Subject Leader time. Regular checks on quality of planning, delivery and pupil outcomes.

HH JJ

End of Term 2,4 and 6. Jan and July 2020/21 as part of Pupil Premium Review.

Development of oral language skills to achieve literacy outcomes listed above.

Children listening to stories read aloud.   Providing parents and carers with a range of audio books and players to listen with pupils at hom.

EEF summary – Improving Literacy in Key Stage 1

EEF summary – Improving Literacy in Key Stage 2

Trial with a group of parents before introducing more widely. Advice to parents on use.  Monitoring of use through lending system and regular contact and feedback from carers.

JJ

Term 1 2020/21 as part of Pupil Premium Review.

Pupils will write at greater length and with easier opportunity for editing and self-correction.

Use of Clicker 7

Literacy Trust Report Teachers’ Use of Crick Software to Support Literacy in 2018 Irene Picton

 

Clicker 7 Study Angus Local Authority

Staff meeting time for staff. Initial use in Short Burst Writing. Subject leader to explore how in can be used as part of the Talk 4 Writing curriculum. 

JJ WY

Term 2 baseline

Term 5 review

Pupils will have good conceptual understanding of maths and can confidently use manipulatives.

Visualisers used to support teacher demonstration.

Support Mathematics Mastery curriculum that the school has adopted.

Through observation and part of the programme of support offered by Mathematics Mastery

FC WY

Each term.

Total budgeted cost

Books   and book marks as prizes £390

 

Audio books 15 x 30 = £450

Paper books of audio CDs = £200

CD players   30 x 30 = £900

 

 

Read Write Inc Phonics 1 day training = £1,000

Read Write Inc Phonics resources = £1,500

 

Maths visualisers 8 x £300 = £2400

Clicker 7   £1650

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total cost:

£ 8,490

  

   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 2020

 

Increase in well-being and improved engagement with learning and general attainment for specific children with low self-esteem.

Engagment staff to work with pupil and family after school setting up and supporting regular attendance at a local out-of-school club (sports where possible).

Public Health Wales 2018 findings across 2500 adults with 4+ adverse childhood experiences that a current mental health illness was 6% less for those who had engaged in regular sporting activities during childhood. (25% without v. 19% with)

 

NHS recommendations on child well-being and mental health

 

 

Data used to inform identification of pupil, pre and post assessments. Parental engagement and voiced commitment to continue the activity themselves.

PW MH

July 2010

Total budgeted cost

SALT Therapist 2 days per week. £14,583

 

After school activities: £95 x 2 x 39 = £7,410

 

Total Cost:

 

£21,993

 

 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?

Availability of short-term additional emotional support   to increase engagement in learning for those identified as in need.

Regular short term support from a trained ELSA or Thrive practitioner.

 

Data from the previous year’s pupil premium spend.

 

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.

 

Pre and post intervention Boxall or Thrive analysis

Analysis of behaviour data in particular level 3 behaviours.

 

 

Weekly and termly team meetings.

 

Effective line management.

Coaching/mentoring/supervision

 

Pre and post intervention Boxall or Thrive analysis

Analysis of behaviour data in particular level 3 behaviours

DL/JC/EC

 

 

 

 

July 2020

 

 

 

 

 

 

ELSA/Thrive Interventions (8 hours per week):

 

                                                                                                                                                                                                               

 

Total Cost

 

£ 7,797.00

 

 

All Totals:

 

 

Combined Total:

£ 8,490

£21,993

£ 7,797

 

 

38,280

 

 

 

6.    Review of expenditure

Previous Academic Year 2018-19

To be completed by 18th September 2019

    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 at least maintain and at best narrow the gap on Age Related Expectations

 

Rocket Readers

 

 

 

 

 

 

 

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

77% of Pupil Premium students met or exceeded reading comprehension targets (55% last year), compared with 64% of NPP.

 

 

Achieved

 

 

(WRATS testing was found not to be suitable for our pupils)

 

Consider target groups more closely. We did not consider how many of the PP pupils were reading at the level of these books before their purchase.   This was not an issue as 15 of the 21 PP children were working at this level, but should be considered for all future approaches.

 

£ 700.00

 

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

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

 

38% of Pupil Premium students met or exceed maths targets (62% last year), compared with 50% of NPP.

 

Not achieved

 

 

While the results are below expectations it highlighted our correct assumption that new staff needed CPD and a purchased scheme.   While the scheme was purchased this was late in the year, initially due to publishing issues and then due to the time needed to introduce the new scheme fully to staff.  This has now been achieved so we believe that the scheme will improve on results next year.

 

Over recent years it would seem that our focus swings between either maths or an element of English and that while one subject improves the other suffers (see English writing data from the previous year when the focus was on improving maths outcomes). Now that we have established effective teaching methods in both subjects we should be able to have a more balanced approach.

 

 

 

 

 

 

£6500.00

 

   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

 

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

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

 

From curriculum data:

77% of Pupil Premium students met or exceeded reading comprehension targets (55% last year), compared with 67% of NPP.

72% of PP students met or exceeded decoding targets compared with 100% NPP.

65% of PP students met or exceeded writing targets (24% last year) compared with 66% of NPP

From SALT assessment data:

96% of made  greater than expected progress with their language skills.  79% closing the gap between their language skills and age related expectations.  30% of students closed the gap so that their language skills are now within the range expected for a child of their age.  17% of students maintained the gap, i.e. made one year progress in a year, when previously this had not been the case.  These tended to be students with the most severe difficulties.

 

Achieved

 

Plan to use data collection that is specific to the intervention where this exists.

£18,758

 

 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

Pupils will make social and emotional progress that will enable them to better engage with classroom learning

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

 

Data from children accessing Thrive intervention shows an average increase of 21 percentage points, with a range between 14 and 33 percentage points. For these children the time spent outside of the class room  reduced by a combined total of 78% for this group.   In all cases the time spent in the classroom increased.

 

From a qualitative aspect Elsa intervention helped children with staff relationships, self-esteem, managing anger, communicating needs. In terms of engagement data shows that the amount of time spent outside of the classroom reduced by a combined total of 85% for this group. In all cases the time spend in the classroom increased

 

Comparison with a group of non PP pupils who did not access this interventions showed a combined reduction of only 21% and for two children the amount of time inside the classroom decreased.

The approach has been very successful. As a school we might consider whether this is needed to be accessed as part of a core offer to all children. 

 

In terms of data and evidence we should look to make greater use of Boxall profiles to measure progress of children receiving Elsa intervention as, unlike Thrive, this does not come with assessment materials.

£7797.00

The strategic use of Boxall Profile Data for targeted support.

 

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

Not fully as only one data capture was made during the year. SLT to ensure regular completion during the next academic year.

This can be a time consuming exercise so we will need to allocate staff meeting time to ensure that it is fully carried out by staff at required intervals.

£     180.00

 

 

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.