The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their wealthier peers by ensuring that funding to tackle disadvantage reaches pupils who need it most. Looked after children, children of forces personnel and children adopted from care are also included in the grant.

Schools have the freedom to spend this funding as they see fit based upon the knowledge of their pupils needs:

Schools, headteachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individuals (Source DfE website)

Greatstone Primary School

Pupil Premium Strategy Statement 2016-17

1.    Summary Information

 

 

School Greatstone Primary School
Academic Year 2016/17 Total PP budget £106,467 Date of most recent PP Review July 2016
Total number of pupils 422 Number of pupils eligible for PP 75 Date for next internal review of this strategy January 2017

 

 

2.    Current Attainment
KS2 2015 Test Summary Information
Pupils eligible for PP Pupils not eligible for PP (national average)
% achieving Level 4b or above in reading, writing & maths (or equivalent) 70.6% 80%
% making at least 2 levels of progress in reading (or equivalent) 100% 91%
% making at least 2 levels of progress in writing (or equivalent) 93.8% 94%
% making at least 2 levels of progress in maths (or equivalent) 81.3% 90%
KS2 2016 Test Summary Information (unvalidated)
Disadvantaged

16 FSM Ever

3 CiC

Expected standard % Higher threshold %
Greatstone Kent National Greatstone Kent National
D Non D Non D Non D Non D Non D Non
Reading 63.1 80.9 54.7 74.8 52.4 71.8 5.2 14.2 10.5 24.9 9.6 22.9
Writing 68.4 100 67.3 84.9 63.2 78.7 10.5 14.2 6.0 17.8 8.1 17.8
GPS 52.6 85.7 57.2 78.4 60.2 77.7 10.5 14.2 11.3 26.4 13.2 26.4
Mathematics 47.3 80.9 56.9 76.9 56.7 75.3 0.0 19.0 7.5 21.0 8.4 19.9
RWM Combined 26.3 57.1 41.0 64.5 38.4 59.9 0.0 4.7 1.5 7.3 1.9 6.9
KS2 2016 Progress Measure Averages
Group Focus / pupil number Reading Writing Maths
Pupil Premium 17 0.6 5.2 1.6
Non Pupil Premium 21 0.4 4.7 -1.8

 

 

 

3.    Barriers to Future Attainment (for pupils eligible for PP)
In-school Barriers
A.     Low levels on entry, particularly in communication, literacy and language
B.     Some pupils have low self-esteem, which affects longer-term achievement.
C. A lack of aspiration and therefore lack of motivation to learn
External Barriers
D. Some parents are not skilled in providing support for basic learning at home
4.    Desired Outcomes Success criteria
A.      Improved language skills

Increased number of pupils reaching ‘greater depth’ across the curriculum

Outcomes at the end of the EYFS, KS1 in English show a 10% increase on 2016 data

Outcomes at KS2 show an increase of 10% in reading at the higher level

B.      Pupils with low self-esteem have access to a variety of personalised initiatives so that achievement is in line with that of peers. Improved self-esteem as measured by Leuven scales
C.      Pupils take ownership of their learning and are able to recognise their progress and use this as a springboard to independence.

Increased number of pupils reaching ‘greater depth’ across the curriculum

Pupils make consistent progress and outcomes are improved by at least 10% in Mathematics at KS2 and by 20% combined reading, writing and mathematics
D.      Increased parental engagement through workshops High attendance at workshops

Evaluations and parent questionnaires show that parents welcome support with their child’s learning

 

 

 

 

5.    Planned Expenditure
·      Academic year £106,467
The three headings below demonstrate how we 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?
Improved language skills

Increased number of pupils reaching ‘greater depth’ across the curriculum

Teachers and TAs staff receive effective, targeted guidance and CPD.

Staff training on high quality feedback

Quality First teaching and targeted teaching on non-negotiables is effective in ensuring consistent / rapid progress.

Some pupils need targeted support to diminish differences

Evidence sources (EEF Toolkit) suggest high quality feedback is an effective way to improve attainment

Quality CPD used and acted upon

Robust tracking feeding through to Pupil Progress Meetings.

Evaluation of feedback strategies through monitoring books, lessons and through pupil consultation

SLT

English and Maths co-ordinators

January 2017

March 2017

July 2017

Pupils take ownership of their learning and are able to recognise their progress and use this as a springboard to independence.

Increased number of pupils reaching ‘greater depth’ across the curriculum

Pupils will be actively involved in the decision making about learning tasks and will be able to articulate their progress with teachers and leaders

 

Tracking of pupil progress leads to targeted teaching and individualised initiatives.

Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving

Higher attainment through consistent progress is achieved by effective assessment and targeted teaching.

Quality CPD focussed on Meta cognition and self-regulation

Robust tracking feeding through to Pupil Progress Meetings.

SLT January 2017

March 2017

July 2017

Total budgeted cost £26,000

 

 

   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?
Improved language skills

Increased number of pupils reaching ‘greater depth’ across the curriculum

Intervention groups in phonics and reading

 

Specialist maths teacher 1:1 and small groups

School data shows that we need to increase the number of most able PP pupils reaching the higher standard

Intervention and small group tuition will make an impact if it is additional to and explicitly linked with normal lessons.

Quality First teaching and targeted teaching on non-negotiables is effective in ensuring consistent / rapid progress.

Quality CPD used.

Robust tracking feeding through to Pupil Progress Meetings.

 

Monitoring of links to class teaching

SLT

English and Maths Co-ordinators

January 2017

March 2017

July 2017

Pupils with low self-esteem have access to a variety of personalised initiatives so that achievement is in line with that of peers. Early identification of issues and effective mentoring.

Liaison with and Intervention with other professionals.

Emotional wellbeing is key to supporting pupils learning. Some pupils need additional support to address theses needs.

Well-being and self-esteem are barriers to learning. Removal or alleviation of these barriers prepare pupils to learn and achieve more.

 

Robust monitoring feeding through to Pupil Progress Meetings. SENCo January 2017

March 2017

July 2017

Total budgeted cost £65,433
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 When will you review implementation?
Increased parental engagement through workshops Senior leaders and subject leads to deliver workshops Parents are key in supporting effective learning as shown by a number of research projects (EEF Toolkit) Monitoring of attendance at workshops

 

Good communication with children and families.

SLT January 2017

March 2017

July 2017

Other costs such as equipment, material and monitoring January 2017

March 2017

 

Total budgeted cost £9300

 

 

1.  Review of expenditure – Previous academic year

 

Pupil Premium Grant Expenditure Financial Year 2015/16

Amount of PPG £122,691.50
Total Number of Children Eligible for PPG 94

 

Initiative/Activity Objective Cost
Provision of expert teaching and interventions including 1:1.

Targeted interventions at Y2 and Y6 including 1:1

·      To support pupils to make accelerated progress

·      To enable small group and 1:1 tuition teaching in Maths and English

·      To facilitate focused teaching and high quality feedback

£34,000
Targeted Use of Teachers and TA’s

 

 

·      To accelerate progress for FSM and disadvantaged students making slow progress across school.

·      To enrich pupil experiences and raise expectations by

ü  Developing confidence and raising self esteem

ü  Developing basic life skills

£49,000
SENCo Support for group interventions ·      To accelerate progress for pupils in receipt of PPG with SEN making slow progress in KS1 and KS2

·      Monitoring and ensuring provision for Looked After children / liaising with Virtual School Kent to claim funding

£12,000
DH support for small group work / Monitoring ·      To accelerate progress for pupils in receipt of PPG with SEN making slow progress in KS1 and KS2 £6,000
Staff training / release for termly student Assertive Mentoring and target setting. ·      To facilitate appropriate targeted learning opportunities £7,049
Beanstalk Readers ·      Specially trained adults to provide support for those pupils who are not regularly engaged in literacy activities at home £933
Subsidising the cost of school visits ·      To ensure all pupils have access to school visits to enrich their curriculum, increase their first hand experiences and remove the potential cost barrier £5549
Provision tracking system ·      IT based provision and progress tracking system and training £1945
Play Therapy ·      To instil well-being £2985
Professional counselling ·      To instil well-being £1300
Lunch-time club ·      To instil well-being and develop social skills £1800
Music lessons £400
Provision of tutoring ·      Specific home tutoring to accelerate learning £1,670
Provision of specific materials and equipment 3,300
  Total

£127,931      

 

 

 

 

 

2.    Additional detail
Please note:

 

Test Results

2016 Test results are unvalidated and will be amended when validated results are published.

 

Planned Expenditure

Self-esteem and well-being expenditure includes lunch-time club, Beanstalk Readers, play therapy, professional counselling,

music lessons, tutoring and subsidies for school trips.