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

 

 Pupil Premium Strategy 2017 – 2018

 

1.    Summary information
School Roseberry Primary School
Academic Year 2017/18 Total PP budget £207,240 Date of most recent PP Review
Total number of pupils 383 Number of pupils eligible for PP 144 Date for next PP Strategy Review
Characteristics of these PP pupil:  57 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 (national average all pupils)
% achieving EXS or above in reading, writing & maths CRWM 40%; R 44%, W 60%, M 56% 61%
% making at least expected progress in reading 44% 71%
% making at least expected progress in writing 60% 76%
% making at least expected progress in maths (or equivalent) 56% 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 2017/2018
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 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.

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.

M Fearnley/ L Hollinshead

 

£40,000

 

 

 

 

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

 

£31,000

Half termly
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)

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

 

£56,000

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

 

£67,000

Half termly
Total budgeted cost £194,000
    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 to be 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 and Talk Boost and Speech link interventions to be used 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

 

£19,000

Half termly
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 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 £53,500
  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 academically 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

£7500

Termly
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 Partnership working between school and home in order to support pupils Feedback from parents during meetings SLT April 18
Pupils understand how they are progressing and what they need to do to improve further Feedback via precise marking, tests and individual meetings 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 Families are asked to complete a form enabling school to check eligibility for pupil premium funding Monitored by SLT L Fleming/

M Powers

 

£700

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/

M Powers

 

£1000

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

 

£17,000

Regular reviews – at least half termly
Total budgeted cost £76,200

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6.    Review of expenditure
Previous Academic Year 2016/2017
      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 have a greater understanding about what they are reading Beanstalk to work with individual

readers 3x per week

Lexia to be delivered 4x weekly

RWI delivered daily

Reading intervention work

Pupils reading has improved.   More children are reading.  End of Key Stage 1 results show greater progress for PP children than for others.  At the end of KS2 progress has been made since 2016. Beanstalk volunteers – children enjoy working individually but there are problems with timetables and space issues.

Lexia programmes have been successful for a number of children and will be continued to be used for identified children.

RWI and intervention work have had a positive impact. School is currently reviewing how RWI is used and a bespoke programme is being produced to suit the needs of our pupils.

 

£1000

£10,000

£19,000

£1000

 

 

 

 

 

£25000

Pupil Premium pupils in Early Years catch up with their peers nationally Additional teaching staff (SM) to support with targeted individuals and groups GLD has increased from 55% to 60% overall.

Disadvantaged children 50% compared to 67% non-disadvantaged

Individualised teaching and small group has a positive impact on pupils’ learning £25000
Increased attainment for pupils at the end of KS1 and KS2 Additional teaching staff in all year groups (LH – 5/6)

(AP – 3 /4 ) (SA – 1 /2)

By the end of KS2 44% of pupils eligible for PP achieved EXS (an increase of 11% from 2016).   The average point score at 99.0 was closer to the average of 100 and an increase of 2.7 from 2016. Specific targeted work particularly on developing vocabulary impacts significantly on pupils’ ability to move on with their learning. £63000
Gaps in learning are reduced enabling pupils to make progress quickly Daily targeted intervention work led by Teaching Assistants each afternoon The overall progress made by pupils having intervention work reflects the impact.   All children make enhanced progress. Intervention groups to be reduced to target specific individuals or smaller groups. £70000

 

             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 43 pupils have been supported through the speech and language therapist in school and through the health service A speech therapist is needed for maximum impact (the named person changed twice last year)

A TA continues the work of the speech therapist in between therapy sessions

£6,500
Children have a more varied vocabulary and are able to use language to support their learning Early Talk Boost and Talk Boost interventions to be used to support individuals and small groups of pupils 51 pupils have been supported through Early Talk Boost, Talk boost and Speech Link.   Children are much more confident when speaking to adults and are able to articulate words out loud. They are able to wait their turn before speaking. Talk Boost needs to be more sharply focused so that a greater number of children can access it.

Speech link to continue alongside Talk Boost and Early Talk Boost in order to support their pronunciation.

£19,000
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 29 pupils have been supported by the Educational Psychologist.

1 EHP was given.

4 applications were made to panel for additional/different provision

The increasing number of children requiring support is hampering the educational progress of groups of children. School to consider how to best support the needs of these children. £9000
Children’s fine and gross motor skills improve. External consultant to work with Reception children to assess their need and develop a programme All of the Reception children were assessed by Chris Ridley at the start of the year and a programme put in place to develop their neurological immaturities. Children’s ability to regulate themselves improved – evidenced by data. The exercises given must be carried out as prescribed by Chris Ridley. Where the program has not been followed closely it is not as effective. £19,000
    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’ experiences are enriched via visits and visitors in school. Regular trips and visitors to enhance topics. All pupils have had the opportunity to engage in visits throughout the year at a discounted price enriching their experiences All trips will continue to be subsidised for all pupils. School to pay for transport costs.  Opportunities to pay over a period of time to be offered. £8000
Pupils’ experiences enriched and learning takes place outside Forest school development and training for 2 teachers Forest school activities have taken place across the school year

Visits to a leading forest school have supported ideas in school

Children enjoy learning outside and engage in their learning more readily £2000
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 were all well attended. Feedback from families was generally positive. Family times to be more clearly linked to learning in order to develop understanding of what is being taught in school. £2000
Pupils have the required equipment to complete homework –

 

Provide every pupil with –

·         Pencil case with pens/pencils/

rubber/ruler/

pencil crayons

 

All pupils were provided with equipment so that they had equipment for homework. Continue with this. Ensure that pupils understand that they are only given the equipment once and that they need to take care of it. £1600
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 in Reception received a sweatshirt. They have a school sweatshirt like all in school. Continue with this. Ensure that all new pupils to school are offered a sweatshirt. £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 PE kit. They are prepared for PE lessons and can access sporting activities. Continue with this. Ensure that all new pupils to school are offered kit. £3000
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 The PSA is in regular contact with families. She offers advice and support and attends Early Help meetings including co-ordinating with other services.

Families report that this is a valuable and important service.

Parents are able to talk more openly to the PSA and generally engage in a positive way. £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

Attendance in school has fallen due to holidays and there is a gap between those eligible for PP and those not.

All non-attendance is followed up and procedures followed so that families are increasingly aware of the impact of keeping children out of school during term time.

Attendance interventions will continue. Pupils with persistent low attendance over previous years will be monitored immediately to ensure that they are in school. £8500
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 who have had counselling have been able to voice their thoughts.

Children have a voice in meetings involving their families.

Counselling needs to be available consistently. It is important for those children and families who engage with it. £16,800

 

1.      Additional detail
In this section you can annex or refer to additional information which you have used to support the sections above.