Pupil Premium 2018

 ************         Please note this is a draft plan, costed and updated report to be added soon   ************

Pupil premium strategy statement for Burton End Primary Academy

  1. Summary information

School

Burton End Primary Academy

Academic Year

2017/18

Total PP budget

£86,910

Date of most recent PP Review

28/11/17

Total number of pupils

432

Number of pupils eligible for PP

60 (13.8%)

Date for next internal review of this strategy

TBC

  1. Current attainment for Year 6
 

Pupils eligible for PP

Pupils not eligible for PP

% achieving in reading, writing and maths (expected or greater depth)

(21%)

(49%)

% making progress in reading (expected or greater depth)

 

(69%)

% making progress in writing (expected or greater depth)

 

(68%)

% making progress in maths (expected or greater depth)

 

(58%)

  1. 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)

 

Social, emotional and personal well-being issues for some disadvantaged children which affects confidence, motivation, and inhibits attitudes to learning

 

Maths Skills (30% PP children in Year 6 are currently working at Year 4 level compared to 2% non-PP)

 

Reading Skills (30% PP children in Year 6 are currently working at Year 5 level compared to 4% non-PP)

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

D.

The percentage of pupils who are absent or persistently absent has been above average for the last two years. This is particularly true for disadvantaged pupils. (OFSTED, Sept 2017)

E.

Low level of support /routine at home, for example with reading and homework

  1. Desired outcomes
 
 

Desired outcomes and how they will be measured

Success criteria

 
 

Increased confidence and emotional wellbeing of targeted pupils resulting in improved attainment and quality of work in books.

Learning walks and talks to pupils will reveal increased confidence, resilience and engagement of PP children.

 

Pupil Premium Profiles and results of meetings will show improved attainment for children and a more rigorous approach to showing the impact of interventions.

 
 

Improved writing outcomes for children entitled to Pupil Premium.

Amount of Pupil Premium children making progress greater than or in-line with peers will improve (based on formative and summative data).

 

Pupil Premium children currently projected to make ARE will do so (including those who require intervention) (7 out of 11 in Y6).

 

 
 

Increased engagement with parents to improve attendance, input and support at home (including reading and homework) and dialogue with school.

PP children narrow the attainment gap in reading.

 

PP children engage more in reading/homework activities at home. Evidence of this can be found from looking at homework diaries.

 
       
         
  1. Planned expenditure

Academic year

2017/18

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?

All children receive the highest standard of teaching possible and make good progress.

Teachers at Burton End Academy consider, reflect on and work to the Teaching Standards.

 

Teachers at Burton End are fully trained in school-wide approaches (inc. Maths Mastery) and receive a good standard of feedback and coaching where areas of development are needed.

 

High quality CPD to enable teachers to acquire and use new, effective skills to plan and deliver high-quality lessons.

 

Lessons to be as inspiring and engaging as possible where clear reference is made to the relevance of learning.

Teachers know the high standards to which they are expected to teach and can identify their strengths and areas for development.

 

Teachers know how to effectively teach lessons where there is a ‘scheme’ (eg, Maths Mastery) and receive the training and coaching necessary to make lessons as effective as possible.

 

 

 

 

Feedback and coaching from courses and experience should be shared at staff meetings.

 

 

 

 

 

Learners should understand the relevance of what they are learning to improve their engagement with the tasks and learning that they are undertaking.

Learning walks, lesson observations and books scrutiny carried out by SLT to ensure high quality of teaching is present.

 

Through dialogue with teachers and lesson observations, it will be evident that teachers have the correct skills and knowledge to deliver high-quality lessons.

 

 

 

 

BlueSky to be used as an effective way of providing feedback after staff-meeting input and CPD.

 

 

 

 

 

Lesson observations and dialogue with children will allow the school to understand the way in which pupils engage with lessons.

   

Attainment of children in all learner groups is raised and gaps between them are narrowed or eliminated.

Differentiation in planning and delivery of lessons to be a focus for lesson observations and feedback.

 

Learners with particular needs or barriers to learning should be planned for.

 

All children should have tasks appropriate to their level of attainment and confidence. This can raise self-esteem and establish a culture of achievement and success.

 

Planning for children with specific barriers to learning should take place to enable maximum engagement with the learning.

Book scrutiny and learning walks will look at how differentiation and support during lessons has been planned for or is being used.

   

Total budgeted cost

 
  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?

A system of monitoring interventions for Pupil Premium children is established and used as a working document to have a full picture of the whole child. 

Pupil Premium Profiles (as electronic documents) will record information about Pupil Premium Pupils

 

 

 

 

 

 

 

An intervention monitoring document will also be implemented to increase the rigour in monitoring the impact of interventions on Pupil Premium eligible children.

 

 

 

 

 

All staff should be able to see ‘at-a-glace’ all the relevant information about Pupil Premium children including their barriers to learning, any interventions and the impact of these.

 

All staff will be able to input data into these profiles to ensure that information is accurate and up-to-date. This will also allow the school to tailor support to the child.

 

Data and progress from specific intervention activities can be more accurately recorded and interventions that are effective can be continued and those deemed ineffective can be altered or changed to increase the impact on the progress of children.

Pupil Premium Profiles will be reviewed on a half-termly basis by members of the SLT or PP Lead with the class teacher.

 

Pupil Premium entitled children will also be focussed on specifically in routine Pupil Progress Meetings and this document will be used to inform these meetings.

 

 

LSAs and staff leading these interventions will be responsible for completing these documents and relaying the information to the class teacher. Specific data from these interventions can then be used to inform Pupil Progress Meetings and Pupil Premium Profiles.

Mrs Frost and Mr Fielden

 

 

 

 

 

 

 

 

 

Senior Leadership

Spring Term 2 – 2018

 

 

 

 

 

 

 

 

 

 

Spring Term 2 - 2018

Pupils with social and emotional barriers to their learning increase in confidence and develop strategies to help themselves at home and at school.

ELSAs (Emotional Literacy Support Assistants) will receive referrals from class teachers for children requiring adult support.  Each child will receive at least a ½ hour session of 1:1 support each week.

 

Teachers who identify children who require this support will record this on the Pupil Premium Profile.

 

ELSAs will report back on interventions, progress and impact of these sessions to the class teacher and record on PPP.

 

 

Pupil Perception Interviews will be undertaken to identify what children’s attitudes to learning are as well as their self-esteem (to be provided by AFA team).

ELSAs, through discussions, social stories and other methods, will help the school build up a more in-depth picture of Pupil Premium children which will allow more accurate support for these pupils where necessary.

 

 

 

 

Children who are happier at school and are managing their social and emotional needs will make increased progress as a result of a changed mind-set.

 

When all staff working with children are better informed about the child’s needs and barriers, then higher quality provision can be made for these children, effectiveness of teaching and learning will increase leading to better outcomes for children.

 

 

ELSAs will record information and progress on the Pupil Premium Profile so that the information will be actioned by all staff.

 

ELSAs will set up a timetable for referred children so that their time is guaranteed.

 

Pupil Perception interviews will be undertaken to identify the impact of these sessions and children’s view of school and their learning.

Class Teachers and ELSAs (Mr Lyons and Mrs Burton)

 

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?

A more effective network of support from school and home lead to improved outcomes for children and better self-esteem.

A Facebook page will be set up for the school to share information about events in the school. It can also be used to upload videos so that teachers can share prior-learning and other pedagogy used in school with parents to support children at home.

 

A school mobile app will be operational from Spring 2018 as another vehicle to keep parents updated about news from the school and with key information.

Parental engagement was highlighted as an area for improvement in our OFSTED report (September 2017).

 

Social media including Twitter and Facebook will allow the school to maximise its reach to parents and will complement the ‘Parentmail’ system already in place.

 

 

Where email is not available for parents or for when there it is not easy to access emails regularly, the app will provide succinct and timely information to parents.

 

 

 

 

Questionnaires to parents will be issued to parents to establish how well the new app and social media accounts have been.

 

Social media accounts will be updated regularly by staff.

 

Mrs Welch

 
           

Total budgeted cost

App - £500

               


  1. 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

 

SENDCO

SENDCO

   
  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

 

LSAs

     
  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

 

Sports Coach

     
  1. Additional detail
 
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