Pupil Premium

Click here to access our Roseberry Primary Pupil Premium Policy

The Pupil Premium funding was launched in 2011 by the Government. The funding relates to the pupils who receive FSM , Service Children and Looked After Children.

To download/view details of funding and projects for 2013/2014 please click here.
To download/view a copy of the Pupil Premium Report for 2014/2015 please click here.
To download/view a copy of the Pupil Premium Report for 2015/2016 please click here.
To download a paper copy of our Pupil Premium Strategy for 2016-2017, click here
To download a paper copy of our Pupil Premium Strategy for 2017-2018, click here

 

 Pupil Premium Strategy 2018 2019

 

Pupil Premium Strategy

 

1.    Summary information
School Roseberry Primary School
Academic Year 2018/19 Total PP budget £217,300 Date of most recent PP Review  
Total number of pupils 380 Number of pupils eligible for PP 160 Date for next PP Strategy Review  
Characteristics of these PP pupil:  56 SEN

Roseberry Primary School is situated in an area of high social deprivation. Whilst ensuring that the eligible pupils get additional support from this funding

the Governing Body also recognise the needs of other vulnerable pupils including the “working poor” and enable these pupils to also benefit.

 

2.    Current attainment
  Pupils eligible for PP Pupils not eligible for PP (17) (national average all pupils)
% achieving EXS or above in reading, writing & maths   38% 61%
% achieving EXS or above in reading 52% 71%
% achieving EXS or above in writing 81% 76%
% achieving EXS or above in maths 57% 75%
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)
A.      Many of the PP children enter school with immature speech and difficulties with language skills
B.       Children have a range of fine and gross motor skill difficulties

 

 

 

Children have difficulties with speech

 

C. A number of children who receive pupil premium funding have additional needs in terms of either a special educational need or other factors such as being under child protection or child in need procedures.
D. Children do not always have the required resources to complete school work including PE kits and equipment for homework

 

 

 

 

 

 

 

Pupils do not always take part in PE and extra sporting events

E. Children do not read often and widely enough
External barriers (issues which also require action outside school, such as low attendance rates)
D. Low aspirations, lack of experiences, lack of social interaction in other settings

 

4.      Outcomes (Desired outcomes and how they will be measured) Success criteria
A.       Improve language skills for children receiving pupil premium funding including development and understanding of a varied vocabulary Children’s communication skills improve
B.        To implement a programme of work to support development of motor skills supporting curriculum work

 

Children are able to write more proficiently and can concentrate for longer periods of time
C.        To provide a responsive, tailored curriculum for pupil premium children with additional needs such as learning delays to ensure accelerated progress Quality teaching ensures that children show accelerated progress
D.       To ensure the attainment of all children receiving pupil premium funding is enabling children to catch up with their peers Pupil premium pupils attain in line with other pupils
E.        To expose children receiving pupil premium funding to a rich and varied curriculum to enable all aspects of their development to be developed Children have a variety of enrichment opportunities which promote areas of learning other than the core subjects
F.         Children read widely and with enjoyment Children develop greater understanding of a range of texts and a wider vocabulary and understanding

 

 

 

 

 

 

 

 

 

 

5.    Planned expenditure
·         Academic year 2018/2019
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 and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Children to read more frequently and widely.

Pace and accuracy of reading to improve

 

Individual reading to take place weekly with CT and TA.

Reading Plus to be used to increase children’s reading pace (Y4,5,6)

3x read to take place each week (led by teacher)

Reading is essential to access all subjects in the curriculum.

Evidence shows that exposure to reading with a trained member of staff increases attainment.

Interventions are showing enhanced progress for pupils.

Half termly information and termly data will identify the pupils who should be targeted for groupings.

Regular monitoring of books and lessons will identify the quality of learning.

Monitoring of Reading Plus

M Fearnley/ L Hollinshead

 

£48,240

 

 

 

 

 

Each half term
Pupil Premium pupils in Early Years catch up with their peers nationally. Additional teaching staff (SM) to support with targeted individuals and groups. The rationale shows that pupils who catch up with their peers continue to progress at the same rate. Children to be targeted for small group or individual work.

Regular monitoring and observation of lessons

M Fearnley/   C McCabe

 

£25,000

Half termly
Increased attainment for pupils at the end of KS1 and KS2 from their KS1 starting points.   Increased attainment for KS1 to have increased from starting points at the end of EY Additional teaching staff in all year groups:

LH – Y5/6

AB – Y3/4

SA – Y1/2

SM – EY

Children respond well to the tailored targeted support that is specific to their identified learning need. Regular observations and monitoring of books.

Accurate groupings regularly reviewed to target individual need and promote learning.

M Fearnley

 

£45,000

Half termly
Gaps in learning are reduced enabling pupils to make progress quickly. Daily targeted intervention work led by Teaching Assistants each afternoon. Children are able to make enhanced progress when their learning is secure with no gaps preventing them from making learning connections. Regular observations and monitoring of books.

Accurate groupings regularly reviewed to target individual need and promote learning.

L Hollinshead

 

£52,000

Half termly
Total budgeted cost £170,240

 

    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?
Children are able to communicate effectively with members of staff and each other Speech therapy delivered in school Language acquisition is essential to enable pupils to interact with others and staff Observations of sessions – advice from speech and language service.

 

Targeting children accurately.

C McCabe

 

£4,500

Annually
Children have a more varied vocabulary and are able to use language to support their learning. Early Talk Boost, Talk Boost and Speech Link interventions to support individuals and small groups of pupils. An increased awareness of vocabulary and how it can be used to support learning including developing understanding and contextual clues. Ensuring that the correct children receive the support available. Groups sizes to be kept small to enable make maximum progress. L Hollinshead

 

£2,000

Half termly
Children with underlying needs are identified early and their needs met. Educational Psychology employed. Individual case work and support as and when appropriate for staff. Early intervention has been proven to have the greatest impact long term. Children who are found not to be mainstream are moved to more appropriate settings.

Attainment for these pupils improves.

Regular reviews of pupils with the Educational Psychologist, SENCo and individual teachers C McCabe/

M Fearnley

 

£9,000

Half termly
Children’s fine and gross motor skills improve. External consultant to work with Reception children to assess their need and develop a programme. Children in the early years made greater overall progress last year particularly in writing.

Research shows that children who have poor fine and gross motor skills find many aspects of the curriculum difficult to deal with.

Individual needs to be assessed prior to programme starting e.g. ensure the correct pupils are selected

1-1/small group intervention 2x per week Dyspraxia related development 4 afternoons per week

C McCabe

 

£21,000

Half termly – final review at the end of the year
Total budgeted cost £36,500
  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/cost When will you review implementation?
Pupils make enhanced progress. Breakfast to be available to all pupils. The EEF website reports that pupils who have a nutritious breakfast have their learning boosted in reading, writing and maths Monitor the uptake of breakfast and by whom S Conway/

Alison Evans

£14,554

(£1 per child per week)

Termly
School will have a good understanding of what of the needs, wants and views of PP children. information shared with parents to gain information about the whole child Pupil voice interviews to be carried out and discussed with parents in the Autumn term and reviewed in Spring and Summer terms Partnership working between school and home in order to support pupils

 

Feedback from parents during meetings SLT April 19
Pupils understand how they are progressing and what they need to do to improve further Individual pupil progress meetings to be held between pupil and teacher, each half term.

Feedback via precise marking and tests.

Effective feedback enables learners to make up to 8 months progress over the course of the year.   Pupils learn though understanding what they need to do differently to improve Monitoring of books at least termly

 

All staff Termly
Pupils’ experiences are enriched via visits and visitors in school. Regular trips and visitors to enhance topics. Children often have limited experiences beyond the local area and these are essential to support all aspects of learning. Discussions with pupils Head teacher

 

£12,000

 
Parents are more able to support their child/ren’s learning away from school

 

Parents have the opportunity to work alongside their child in the school environment

 

Family time has been evolving over several years. Feedback highlights that this is appreciated and helps with understanding about approaches to use with children. Continued evaluations from parents Individual staff

 

£8000

After each family time – numbers attending/what evaluations say
Pupils have the required equipment to complete homework –

 

Provide every pupil with –

·         Pencil case with pens/pencils/

rubber/ruler/

pencil crayons

 

Pupils have told staff that they do not have the correct equipment to complete homework at home. Homework handed in is often at a low standard due to inappropriate resources used to complete it.

 

 

 

 

 

To provide sweatshirts

Orders monitored by SLT.

Teachers monitor homework

D Howe/

L Fleming

 

£1500

Annually
Pupils have the opportunity to complete homework at school with support when required Children who regularly complete homework that supports learning in the classroom make 2 months progress. Monitoring of homework Individual staff time Termly
School has an up to date record of all pupils entitled to receive pupil premium funding Provide all new pupils with a Roseberry sweatshirt and book bag. Families are asked to complete a form enabling school to check eligibility for pupil premium funding Monitored by SLT L Fleming/

A Fleming

 

£1200

Annually
Pupils have an appropriate kit for PE and can take part safely Provide all new pupils with a PE kit suitable for sporting activities Families are asked to complete a form enabling school to check eligibility for pupil premium funding Monitored by SLT L Fleming/

A Fleming

 

£1000

Annually
Pupils have appropriate footwear for PE lessons. Provide a supply of spare plimsolls for each class. PE shoes will be available for children to borrow enabling them to take part in all PE sessions. Monitored by SLT L Fleming/

A Fleming

£420

Annually
Pupils have an appropriate kit for PE and can take part safely Provide a supply of spare PE kits for each class PE kits will be available for all children to borrow if needed Monitored by SLT L Fleming/

A Fleming

£140

Annually
Families of children receiving pupil premium are supported Parents Support Advisor to be employed to support families with advice, adult learning, home visits, parenting course Stable home lives improve the life chances for pupils.

Adult learning can lead to employment opportunities

Appraisal work with PSA M Fearnley

 

£20,000

Annually
Children receiving pupil premium funding attend school regularly and on time

 

Education Welfare employed to monitor attendance and support as and when necessary.

Rewards for good attendance to be available

Attendance has improved over time with an increasing number of pupils attending every day.

 

Regular meetings with Education Welfare to discuss individuals and families M Fearnley

 

£8,500

 

Annually
Pupils are settled and happy and are able to concentrate on their school work. School counsellor to support the needs of those pupils in need of emotional support Children’s learning is maximised when they are positive and happy.

 

Regular meetings with School Counsellor to discuss the progress of individual  pupils M Fearnley

 

£18,240

Regular reviews – at least half termly
Staff to have a greater awareness of what impacts on children’s learning and will be able to identify and assess the needs of children affected by trauma, loss and insecurity of attachment.

Alternative practices are used so that all pupils are fully included in school make the most of all opportunities.

Training for two members of staff at strategic and support staff level. Research has shown that children impacted by trauma or loss perform less well than others.

 

7 day course to be completed by MF and AL M Fearnley

A Logan

 

£1300

 
Total budgeted cost £86,854

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6.    Review of expenditure
Previous Academic Year 2017/2018
      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
Children read more frequently and widely.

10/17 58% PP to achieve EXS at the end of KS2

14/22 64% PP to achieve EXS at the end of KS1

 

Individual reading to take place weekly with CT or TA.

3x read to take place each week led by teacher.

Focus on reading at home via diaries.

11/21 (52%) of pupils achieved EXS at the end of KS2 as compared to 44% in 2017.

 

 

 

19/24 (79%) of pupils achieved EXS at the end of KS1 as compared to 59% in 2017

Children need to read more frequently in school. 3x read has been reviewed and has been adapted to include more comprehension activities in order to develop understanding of texts.

Reading pace needs to increase. Chn need to read higher order texts.

Reading diaries are used effectively this impacts positively on reading.

£41,590
Pupil Premium pupils in Early Years catch up with their peers nationally

 

Additional teaching staff (SM) to support targeted individuals and groups GLD has increased from 60% to 63%.   90% of PP children with no additional barriers achieved a GLD as compared to 88% of non PP with no additional barriers When there are no barriers to learning eg SEN or additional service involvement PP children are able to achieve in line with other pupils from the same starting point when appropriately supported. £25,000
Increased attainment for pupils at the end of KS1 and KS2

11/17 65% PP to achieve EXS in wri and Ma end KS2. % of pupils in KS1 to have increased from starting points

Additional teaching staff in all year groups

(LH – 5/6)   (AP – 3 /4 ) (SA – 1 /2)

 

 

 

17/21 (81%) of pupils achieved EXS at the end of KS2 as compared to 60% wri, in 2017

12/21 (57%) as compared to 56% ma in 2017.

 

 

19/24 (79%) of pupils achieved EXS in wri and ma at the end of KS1 as compared to 59% wri, 76% ma in 2017

Precise teaching tailored to meet the needs of individuals and groups of pupils has ensured that gaps have been closed and learning in maths has moved on.

In writing a heavy emphasis on the use of language following training in word power is enabling pupils to use more varied and specific vocabulary.   Accurate use of grammar and punctuation is supporting with writing along with the varied use of texts to inspire children.

£44,280

 

 

 

 

 

 

Gaps in learning are reduced enabling pupils to make progress quickly Daily targeted intervention work led by TAs each afternoon Pupils who complete intervention work make enhanced progress from their starting points. Evaluation of interventions need to be smart in order to support children making specific progress. £53,200
Total       £164,070

 

             i.            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
Children are able to communicate effectively with members of staff and each other Speech therapy to be delivered in school 17 children have received 1.1 therapy under the school contract.

25 children have received 1.1. therapy under SALT team NHS.

Needs to be a constant therapist working with school. £9,500
Children have a more varied vocabulary and are able to use language to support their learning Early Talk Boost and Talk Boost and Speech link interventions to be used to support individuals and small groups of pupils 18 children in Reception have received Early Talk boost – three 30 minute sessions per week for nine weeks.

18 children in Reception have received Speech link – two 15 minute sessions per week for six months on a 1.1. basis.

12 children in Y1 have received Talk boost – three 30 minute sessions per week for ten weeks.

6 children in Y1 have received Speech Link – 15 mins per day for 6 weeks on a 1.1 basis.

Needs to be delivered by a consistent person across EY and Y1

 

£1,650
Children with underlying needs are identified early and their needs met Educational Psychologist employed.   Individual case work and support as and when appropriate for staff 31 children and their families have been supported by the EP.

Staff have been advised and supported with regards strategies and there has been constant monitoring throughout the year.

The EP delivered a staff meeting to support staff in supporting children when phonics doesn’t work.

The proportion of children requiring support and the complexities of the concerns are increasing requiring increased specialist support in school. £8000
Children’s fine and gross motor skills improve. External consultant to work with Reception children to assess their need and develop a programme This did not happen due to illness of consultant.

 

Assessments were completed in school for all Reception pupils using the criteria and groups established to support with regulation.

All children completed the programme.

Programme to continue.

Additional support to be given to the children who did not meet the criteria – 8 children

£1,000
Total       £20,150

 

    ii.     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
Pupils’ make enhanced progress academically Breakfast to be available to all pupils Less children are late. Children who want to are able to access a daily breakfast.  Children complete basic skills during the time before registration.  Teachers are able to hear more children read during the school day. The introduction of breakfast has led to a very settled start in school with the vast majority of pupils being in class before the bell goes for the start of the school day.

The hot breakfast to reward attendance did not have the required impact – hot breakfast now half termly.

£14,555
Parents understand how well their child/ren are doing and what support is available Additional parent evening slot to be offered to the parents of PP children Limited information gained from children due to time taken to complete.

Information gained told us children do not like being late, not having appropriate kit and value breakfast.

Time to be made available to collect children’s views. Children’s views to be shared at parents evening in the Autumn and reviewed in the Spring £0
Pupils understand how they are progressing and what they need to do to improve further Feedback via precise marking, tests and individual meetings Children know what they are achieving and what they need to improve on and are able to voice this. Children want constant feedback. They like to be told verbally how well they are doing and what they need to do next to improve.

Monitoring of work shows that children respond to marking and feedback and there is evidence of it impacting on their next piece of work.

£0
Pupils’ experiences are enriched via visits and visitors in school. Regular trips and visitors to enhance topics. Children have had a variety of experiences that they would not otherwise have had enabling them to understand and develop knowledge and empathy for different situations and experiences e.g. The North Yorkshire Moors, walking on the beach, travelling by train and watching a performance at the theatre.

 

Children need to continue to be inspired by people who currently live and work in or have lived in their community. Children regularly need to hear about the journeys that people have made to get to where they are in order to have high aspirations for themselves in the future. £10,000
Parents are more able to support their child/ren’s learning away from school

 

Parents have the opportunity to work alongside their child in the school environment

 

Family times have taken place throughout the year and have been very well attended by parents. Parents are more informed about the approaches used in school and the work that their children are doing. Family times to be varied – linked to curriculum for assembly time. More opportunities to be available to come in and work with children ie We are days … £500
Pupils have the required equipment to complete homework –

 

Provide every pupil with –

·         Pencil case with pens/pencils/

rubber/ruler/

pencil crayons

 

Children have the equipment needed to complete basic skills homework. Continue with this to ensure that children have the basic equipment needed to complete homework. £1600
Pupils have the opportunity to complete homework at school with support when required A homework club is available every lunchtime for pupils to attend. Support from staff is available and access to resources, including laptops, iPads and materials, is available for children to use to complete basic skills and creative homework tasks. Continue with this – ensure that there are varied resources available for pupils to access for topic based homework. £200
School has an up to date record of all pupils entitled to receive pupil premium funding Provide all new pupils with a Roseberry sweatshirt All new pupils starting school have a logo sweatshirt supporting their integration in to school.

Pupils are appropriately dressed for the winter.

Continue with this – all new pupils to be offered a free sweatshirt in school. £600
Pupils have an appropriate kit for PE and can take part safely Provide all new pupils with a PE kit suitable for sporting activities All new pupils in Reception received a PE kit (excluding shoes) enabling all pupils to take part in PE sessions and to have a bag to store their kit. Continue with this to enable all new PP pupils have appropriate kit £2400
Families of children receiving pupil premium are supported Parents Support Advisor to be employed to support families with advice, adult learning, home visits, parenting course 42 families have been supported by the PSA with referrals made on their behalf.

Home visits have taken place for all nursery starters in order to support with readiness for school including toilet training.

Other families have been supported with advice.

The PSA is accessible to more people that school staff as parents are more willing to talk and share their concerns and hence access additional support. £20,000
Children receiving pupil premium funding attend school regularly and on time

 

Education Welfare employed to monitor attendance and support as and when necessary.

Rewards for good attendance to be available

The attendance of PP children when compared to 2017 has gone up from 94% to 95.07%.   The average attendance nationally for PP was 94.5% therefore our attendance is now above average for this group. Over the long term Education Welfare is impacting in a positive way. In order to sustain and further improve work needs to continue including issuing fines. £8,500
Pupils are settled and happy and are able to concentrate on their school work. School counsellor to support the needs of those pupils in need of emotional support The child’s voice is represented in meetings.   Children are able to share their concerns.

The counsellor has worked with ……… children and their family

Counselling needs to be available consistently and needs to extend beyond set periods for a number of children £18,240
Total       £76,595

 

1.      Additional detail
The very specific focus on fluid groups for PP children has meant that learning has been precisely tailored to individual needs and that all PP children including the most able have moved on from their starting points as a consequence.