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Pupil Premium at St Katharine’s CE VA Primary School

At St Katharine’s we are committed to continually reflecting on our provision and improving it in order to ensure the best outcomes for all children. We believe that with hard work, effort and the relevant support, all children are capable of exceeding expectations. As a school we recognise the positive impact of sport, a positive attitude towards learning (Powerful Learning), opportunities to access the Expressive Arts and ensuring children’s social and emotional needs are met, are all complimentary factors in ensuring children achieve well. This report will outline what the pupil premium grant is, how it is spent and the impact it has had on outcomes for children at St Katharine’s.

 

What is Pupil Premium and why do schools receive it?

  • The Department for Education implemented Pupil Premium Grant (PPG) in April 2011 in order to close the learning gap between disadvantaged and non-disadvantaged pupils.
  • Disadvantaged is defined as children registered to receive free school meals (FSM) at any point in the last 6 years (also known as ‘ever 6’), looked after children (LAC), including children looked after for a day or more or those adopted from care. A provision is also made for children who have a parent in the armed services.
  • Funding for 2017-2018 is as follows: £1320 per pupil for Ever 6 and FSM, £1900 per pupil for LAC, £300 per pupil for Service.
  • PPG is to be used to improve learning opportunities and raise attainment of disadvantaged pupils (the groups identified above).
  • Schools have the autonomy to decide how best to use the PPG. Government guidance is clear that the aim of the PPG is to increase social mobility for the long term health of our society but that individual schools decide how best to utilise the funding. Schools are held to account by OFSTED to show the impact of the spending.

 

Our Key Priorities

At St Katharine’s our main priority continues to be to seek excellence in the quality of teaching and learning for all our pupils. We have developed a Powerful Learning culture through our eight learning attributes which has enabled our pupils to engage with their learning inside and outside the classroom. Teachers are responsive to individual’s needs and, through the PPG funding, continue to share best practice in order to reduce in-school variance in attainment and progress. At St. Katharine’s we believe in the development of the whole child and that Wellbeing is equally important to enable our pupils to reach success. Nearly 40% of pupils eligible for PPG in our school have social and emotional needs which could hinder their progress in the classroom as a learner. We have therefore increased the funding for Pastoral provision in our school to ensure that pupils are supported and nurtured in order for them to feel more confident and ready to take on the challenges of learning within the classroom.

Total number of pupils on roll

500

Total number of pupils eligible for PPG

31

Total amount of PPG

£45,380

 

Our use of the funding 2017-2018 is as follows: 

 

Desired Outcome

Summary of intervention or action.

What is the evidence and rationale for this choice?

Cost (£)

How will this activity or action be monitored and by whom?

Powerful Learning

Improved reading skills and attainment for children Working Towards the Expected Standard in reading

Years 5 and 6 have licence for Reading Plus to improve reading speed and comprehension skills.    

Reading Plus is an approved reading intervention program designed for children in years 5 and 6. It is a program that is internet based and can be completed at home as well as school.

Cost of licence per year

SENCo and Year 5 and 6 team

Improved attainment and progress in reading, writing and maths for all pupils

Teachers and Teaching Assistants receive regular training following the MITA (Maximising the Impact of Teaching Assistants) Research.  All adults consistently follow the scaffolding approach that enables pupils to be independent learners manage their own learning.  All adults are clear about how to use prompting, clueing and modelling strategies effectively to ensure progress for their pupils. Teachers and Teaching Assistants are working more closely together to be fully prepared for their role in the classroom.   

EEF Toolkit shows that when teachers and TAs work together effectively this leads to increased attainment.  Research also shows a strong indication that TAs can improve learning if they are trained and deployed carefully. 

Supply cost to release AHT for training time and monitoring

Cost of MITA training books for all staff

DHT/AHT

Improved attainment in maths for all pupils

TA training to ensure CIA approach is embedded within interventions and support.
Teacher is running twice weekly intervention for children off track in maths in years 3 and 4.

Question Level Analysis of test papers show that number concepts are weaker.  We intend to strengthen these by revisiting these concepts with focus children during intervention time.  We are confident that the use of concrete and iconic representations will deepen understanding of mathematical concepts. 

Cost of teacher for one day each week

AHT/Maths Lead

High quality and consistent teaching and learning in year groups to reduce in school variance

Teachers given release time each week to carry out joint practice development to improve teaching and learning in their year groups and reduce in school variance between disadvantaged and non-disadvantaged pupils.

EEF Toolkit shows that a focus on Metacognition can gain and extra 8 months of progress each academic year. Teachers who carry out their own inquiry about learning and learners in their classrooms will be able to modify strategies to close gaps.  Teachers have carried out successful Lesson Studies the previous year and have enabled greater progress through observing learners in their classrooms.  We believe collective efficacy will make greater gains of progress in learning for all our pupils.

Cost of HLTAs to cover classes so that teachers can work in class together

Assistant Head CB

Improved literacy and numeracy skills for all pupils

Additional Teaching Assistant support in classrooms in afternoons to enable further interventions groups to develop phonics, spelling, reading, writing and maths skills.

EEF Toolkit shows that an extra 4 months of progress can be made each academic year through high quality intervention with a small group of children. This will enable children to catch up in key areas of learning.  Our school has highly competent Teaching Assistants who have regular training in order for our interventions to make maximum impact.

£9110

SLT and year groups

Improved attainment and progress for all in maths

Investment in Maths Mastery approach to develop depth of understanding in maths.  Purchasing of equipment to support mastery maths.  Training to develop staff knowledge and skills in mastery.

EEF Toolkit shows that mastery learning can gain an extra 5 months of progress each academic year.  Objectives are pursued until they are achieved and is most effective when learning is a collaborative process with peers.  We have moved to whole class teaching in maths and believe that mastery teaching will enable our learners to be more fluent and skilful mathematicians.

Funded through NCETM Maths Hub

SLT/Maths lead

Improved social skills and coping strategies for vulnerable groups

Funding for an SEN Support teacher to provide some 1:1/ small group tuition, lead nurture and provide guidance and support to teachers.

 

EEF Toolkit shows that SEL can add an extra 4 months of progress each academic year.  Improving SEL skills will have a positive effect on cognitive learning and engagement in learning.  Vulnerable pupils are quickly identified by staff and we believe in early SEL intervention in order to give our pupils the best life chances possible.

£20402

SENCO

Improved social skills and coping strategies for vulnerable groups

Funding for a pastoral care worker/ family support worker to work with families and children whose academic progress is impacted.

 

£13768

SENCO

Leadership and Management

Improved practice and provision in Nurture Sessions

Funding for Pastoral Team to receive Nurture Training to ensure best practice and provision for emotionally vulnerable pupils. 

See above

£1080

SENCO

 

 

 

Total Allocation

£45,380

A free jumper, tie and PE t-shirt are available for children from low income families eligible for FSM/Ever 6 (see necessitous clothing policy).

Where appropriate there is funding for musical tuition, places in breakfast and/ or after school club, extra-curricular school clubs for children from low income families.

 

2016-17 Impact - SATs results (compared to national)

 

Key Stage 1 Results 2017

 

% of all pupils achieving Expected Standard or above

 

School

(89 pupils)

% of disadvantaged pupils achieving Expected Standard or above

School

(5 pupils)

% of disadvantaged pupils achieving Expected Standard or above

National

Reading

83

60

76

Writing

74

60

68

Maths

79

60

75

 

Key Stage 2 Results 2017

 

% of all pupils achieving Expected Standard or above

 

School

(63 pupils)

% of disadvantaged pupils achieving Expected Standard or above

School

(7 pupils)

% of disadvantaged pupils achieving Expected Standard or above

National

Reading

73

71

71

Writing

94

86

76

Maths

83

57

75

SPaG

88

71

77

 

Review of Expenditure 2016-2017

 

Desired Outcome

Summary of intervention or action

Impact

Powerful Learning

Improved reading skills and attainment for children Working Towards the Expected Standard in reading

Investment in Reading Inference Intervention.  Funding for two members of staff to attend Inference Training and be given release time to carry out in-school training for teachers and TAs. 

Reading Inference Intervention delivered by TAs for targeted pupils to enable them to reach Age Related Expectations (ARE) in reading. 

Teaching Assistants are confident at using the intervention and through observing small group intervention it has been noted that pupils are suitably challenged by the questions.  The end of intervention assessments showed that whilst these pupils improved their comprehension, their speed at reading had decreased.  They were reading more slowly but gaining greater understanding from the text.  Do we need another way to increase speed?

Improved attainment and progress in reading, writing and maths for all pupils

Teachers are responsive and give timely feedback to pupils to ensure greatest progress is made.

Evidence in books shows that feedback is given when necessary and that pupils are involved in the process.  Pupils are making corrections to work or improving their work as a result of the feedback given by adults in the classroom. 

High quality and consistent teaching and learning in year groups to reduce in school variance

Teachers given release time each week to carry out joint practice development to improve teaching and learning in their year groups and reduce in school variance between disadvantaged and non-disadvantaged pupils.

Teachers are noticing barriers to learning and making changes to their teaching to ensure greater attainment and progress.  This has been noted particularly in maths and reading, where a shared approach has meant that teachers adapt their questions to ensure challenge for pupils.  This has seen an increase in the number of children working at Greater Depth in Reading and Maths across the school.

Improved literacy and numeracy skills for all pupils

Additional Teaching Assistant support in classrooms in afternoons to enable further interventions groups to develop phonics, spelling, reading, writing and maths skills.

This support in the afternoon has enabled interventions to be carried out (phonics, S&L, reading plus, handwriting, maths) and enabled pupils to catch up with their peers.  Sometimes this time has been used for pre-teaching which through pupil conferencing has shown to have had a positive impact on confidence during lessons and attainment within the lesson.  Know thy Impact sheets will be introduced in the forthcoming year to review progress and impact more regularly.

Improved attainment and progress for all in maths

Investment in Maths Mastery approach to develop depth of understanding in maths.  Purchasing of equipment to support mastery maths.  Training to develop staff knowledge and skills in mastery.

This has had an impact on teaching and learning which has been seen through lesson observations book scrutiny. Pupils are exposed more widely to a range of strategies and through the choices that are offered in lessons pupils are making good progress.  End of year Teacher Assessment in maths shows an increase in all year groups for the number of children meeting ARE in maths and an increase in the children working at Greater Depth.  More work with Teachers and Teaching Assistants around the Concrete, Iconic and Abstract approach would be beneficial in the forthcoming year.

Wellbeing

Improved progress for children Working Towards the Expected Standard in maths in KS2

Release time given to teachers to mentor children.  They will work on developing self-esteem and setting achievable goals to help close the gaps.

There was at least 50% movement of children moving back on track following this type of coaching.  The children built trusting relationships with adults and were motivated to practise skills at home in order to improve times table and number facts. This impact was seen in lessons where rapid recall was key.  Time was a barrier to this intervention and can this be sustained by staff?

Improved social skills and coping strategies for vulnerable groups

Funding for an SEN Support teacher to provide some 1:1/ small group tuition, lead nurture and provide guidance and support to teachers.

 

Theraplay sessions for groups of boys have been highly successful with increased interaction in the sessions and transferring these skills to the classroom/playground. 

The pastoral team has continued to be highly effective in working with children and parents which has resulted in higher engagement with learning.  Regular targets are set with the children at pastoral sessions, shared with teacher and reviewed. Teachers have fed back that the child is more able to engage with learning and use the sessions to build their independence and deal with a variety of contexts.

The pastoral team play a key role in attending TAC meetings with families, SENCo and school and this has been beneficial to overcoming challenges and giving a voice to all parties. Together actions are decided upon to work on in the future. These are then followed up and reviewed regularly.  

Improved social skills and coping strategies for vulnerable groups

Funding for a pastoral care worker/ family support worker to work with families and children whose academic progress is impacted.

 

Leadership and Management

Improved practice and provision in Nurture Sessions

Funding for Pastoral Team to receive Nurture Training to ensure best practice and provision for emotionally vulnerable pupils.

The pastoral team are becoming increasingly skilled in several areas: safeguarding, mental health, wellbeing, healthy eating, parenting courses. These skills will enable them to offer a wider range of interventions and guidance for children and parents in the coming years.