Pupil Premium

Summary information

School

Cleobury Mortimer Primary School

Academic Year

2016-17

Total PP budget

£64080

Date of most recent PP Review

March 2017

Total number of pupils

238

Number of pupils eligible for PP

50

Date for next internal review of this strategy

September 2017

Current attainment

 

Pupils eligible for PP (your school)

3 pupils

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

0%

60%

% achieving in reading

0%

71%

% achieving in writing

33%

79%

% achieving in maths

67%

75%

Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.

Oral language skills lower for PP children in reception leading to slow reading progress.

B.

Low prior attainment amongst some PP children coupled with gaps in learning and some having additional learning needs supported by SENCO.

C.

Low self-esteem and poor motivation.

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Lack of home support for learning.

Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.

Improved oral language skills by the end of EYFS leading to improved phonics awareness.

Improved phonics screening results.

B.

Improved tracking of PP children leading to more effective earlier intervention allowing greater progress.

Early interventions monitored and data showing improvements.

C.

Improved self-esteem and attitude to learning. 

Evidenced by pupil interviews and staff reports.

D.

Parents engaging more fully in their children’s learning.

More home support with learning evidenced by results in school.

 

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.

  1. 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?

Improve oral language skills

 

 

 

 

 

Improve staff confidence and competence in delivering S&L interventions.

 

 

Regularly timetabled staff training including T4R and T4W strategies.

Train TAs in Elklan to enable them to support children’s language development by implementing specific programs.

 

Talk First training to be delivered by Spectra.

 

 

 

 

 

Investment in long term staff training in order to meet the needs of pupils in oral language.

Elklan has a proven track record within school evidenced by the progress made by a number of children with specific S&L difficulties.

 

 

 

Proven track record of program.

 

 

 

 

 

 

Maintenance of consistency in approach across the school is a high priority as it maximises the impact of schemes on children’s learning by embedding principles and practice.

SENCO to monitor progress in collaboration with Lisa Chapman, speech therapist.

 

 

 

 

All staff will be trained in approach to enable them to work collaboratively and support each other as well as working with identified children.

 

 

SLT meetings, PP meetings, staff meeting time

EH

 

 

 

 

 

 

EH

 

 

 

 

 

 

SLT

February 2018

 

 

 

 

 

 

February 2018

 

 

 

 

 

 

Ongoing review at PP meetings and in SLT meetings.

Improved tracking of PP children, particularly

those with additional learning needs.

Monitor progress of PP children, and create a subgroup for monitoring of those with additional needs who are also PP.

Close monitoring to allow for early intervention ensuring precision interventions are being planned and delivered.

Use PP meetings to ensure pupils are making progress and measure rates of progress compared to non pupil premium children.

SLT

Termly

Improve self-esteem and increase motivation of PP children.

Continue to employ youth workers from St Mary’s Youth Project to provide individual and group support.

 

Continue with No Worries groups.

Long term school investment in mental health and well-being of all pupils as well as PP pupils.

Staff Training

EH/SLT

Termly PP meetings.

Total budgeted cost

12295.00 

  1. 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?

Improve language skills

SP and L support for individuals

Targeted support to allow for precision inteventions.

To be overseen by Senco and monitored by Speech therapist.

EH

February 2018

Improve progress of low attaining pupils

Daily intervention program for both literacy and maths either individually or in small groups in addition to QFT.

Sustained accelerated progress

Invest in quality training for TAs and match groups to TAs according to their strengths.

SLT

Termly

Total budgeted cost

 

  1. 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?

Improve parental engagement with children’s learning

 

 

Offer Understanding Your Child Course

 

 

Offer workshops for parents alongside ‘Open Classrooms’

Proven to improve parental engagement and parenting skills

 

 

Parents have engaged well with this approach as they find it non-threatening

Review with provider on a regular basis

 

 

Reports from staff on attendance and parent interviews

MG

 

 

 

HT

Termly

 

 

 

Termly

Enhance Self-esteem

Work with individual mentors provided by Beanstalk and TLG

Individual support has been very successful over the past few years with proven track record of increasing achievement and also enhancing children’s well-being.

All interventions are regularly monitored.

SLT

Termly

Total budgeted cost 

£1884

 
 

Review of expenditure

Previous Academic Year

 

  1. 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

Improve Phonics levels in Year 1

Invested in Phonics teaching and training for staff

Improved phonics data.  81% pass rate overall in 2016 improving on 59% in 2015.  For PP children improved from 40% to 67%.

 Positive outcomes will now be built on making the most of training and developing staff confidence.

£625

  1. 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

Improve achievement for PP learners at end of KS2

Use of TLG mentors/Beanstalk/SMYP mentors

Success criteria partially met.  Impact on those not eligible for PP evidenced by improved outcomes at the end of KS2.

Need to consider additional learning needs of PP children which skews data .

 

  1. Other approaches

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

Improve self-esteem/well-being of PP children.

School provide access to Breakfast Club, trips, clubs, residentials for PP children to ensure a sense of belonging

Extremely successful as children can benefit from all of the activities open to other children within their cohort.  Social benefits are huge as is the improvement in well-being and collateral improvement of relationship with PP families.

We will continue to support the inclusion and access of PP children to all of the activities on offer to all of our children

£25295

Additional detail

In addition to the work we are doing to support the learning of PP children within primary school, the establishment of our nursery is providing access to good quality education for learners from the age of 2.  We have particularly targeted this group as they are the children who often have additional needs, whether as a result of a specific learning difficulty, or because of environmental factors. 

 

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