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Pupil Premium

Picture 1 EEF Certificate of Appreciation

Pupil Premium Grant Expenditure 2019-2020

Curriculum Statement

At Ordsall Primary School excellence in teaching and enjoyment of learning is at the heart of what we do. It is our intent that our curriculum provides children with rich, vibrant and memorable experiences that promote the application of skills, knowledge and understanding across the whole curriculum. Our curriculum incorporates the statutory requirements of the National Curriculum 2014 alongside the PSHE Programme of Study developed by the PSHE Association, the Religious Education agreed syllabus of Southwell Diocese and other experiences and opportunities which best meet the learning and developmental needs of the children in our school.

At Ordsall Primary School the ancient proverb I hear things, and I forget them. I see things, and I remember them. I do things, and I understand them is the central pillar of what we do. This means that we implement our curriculum through the delivery of learning opportunities, in a contextualised and creative way, across the whole curriculum through first-hand experience. It is our mission that Ordsall children will not only understand and remember what they learn but they will learn how to learn, apply their knowledge and cement their learning and the strategies they develop for the future.

Our curriculum aim is to offer our children a rich and exciting curriculum and experiences so that they can develop a deep body of knowledge which they can apply creatively in their learning. In this way we are preparing our children for the next stages of their lives. The school delivers a series of programmes to support the development of children’s mental health and well-being. Metacognition is central to all of our learning with children encouraged and shown to be resilient and be unafraid of failure. This is supported through the use of Emotional Literacy Support Assistants who engage with children to support them to acquire techniques to manage their emotions.

Recent research by the Creative Industries Federation and the Department for Education indicates that by 2024 and beyond there will be an increase in creative and STEM (science, technology, engineering and mathematics) occupations and by 2030 Pearson predicts that interpersonal skills, cognitive skills and system skills will be in high demand. As a result of this research we are developing a curriculum which builds on the knowledge, understanding and skills of all children, whatever their starting points, so that they can be the best that they can be. With this in mind the impact of what we aim to do is to encourage all of our children to develop through playing, learning and growing together in an environment where they are valued, supported and cared for and somewhere where their individuality is respected and celebrated and they are well equipped for the 21st century.

Developing children’s independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning. Children have opportunities to share their learning with each other, their parents and carers, the community and other learners through school-based performances, competitions and events involving other schools and local exhibitions.

 

How much funding will the school receive this year?

At the beginning of this school year, we have 136 children who are entitled to this funding. This represents around 25% of our school population.  We have been allocated £161,140

 

What are the main barriers that Pupil Premium children face? 

Within school we have identified the following barriers to learning for our PP children:

  • Historical low attainment and a significant gap between the outcomes for PP and all children
  • Lower levels of engagement in learning and aspirations
  • Less life experience and lower levels of background knowledge and skills
  • Low resilience, self-confidence and perseverance to be life-long learners

 

How will the Pupil Premium be spent?

We will spend our pupil premium in 3 main areas: 

  • Providing academic support to raise attainment
  • Providing enrichment to give new experiences to support their learning, encourage aspirational learning and increase engagement in school life
  • Providing emotional support to foster the resilience, self-confidence and perseverance to be life-long learners 

 

What will the funding be spent on this year?

Pupil Premium 2019-2020

What will we use our pupil premium funding for?

What impact is this designed to have?

How will we measure the impact?

 

Academic

Additional teachers in Year 6

£40,000

 

An additional teacher appointed in Year 6 to provide additional support to ensure the children learn faster in smaller groups

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/reducing-class-size/

Outcomes and rates of progress will be above the expected level and show accelerated progress

 

The difference between the performance of the pupil premium and other pupils will diminish compared to last year and national differences

 

Feedback

Feedback addresses misconceptions early and enables the children to understand how they are progressing with their learning and how they can improve.

This feedback can be written or verbal

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/feedback/

 

Through Work Scrutiny evidence of feedback in lessons while the children are working will be in books.

Good use of feedback will be seen during phase reviews and lesson observations.

Triage and Pre-teach

 

To enable full access to the curriculum and improve attainment and progress to enable children to access the curriculum in the classroom and increase confidence

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/feedback/

 

The engagement of the Pupil Premium Group in lessons will be high and outcomes in reading, writing and mathematics will diminish against all pupils

SALT & SALT TA

£29,000

Improve the oral language skills of our EYFS children so that reading progress isn’t slowed in subsequent years

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/oral-language-interventions/

 

The steps of progress in reading will increase.

Phonic readiness for year 1 will improve on previous year

Associate Professionals Support

Raise the self-confidence & increase support/ participation/ motivation of targeted pupils as well as reduce the ratios in EYFS so that children are better supported

The allocation of Associate Professionals will be needs led, determined by the cohorts and groups.

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/teaching-assistants/

 

Through Work Scrutiny evidence of triage and pre-teach will be in books.

Pupil Premium Champion

£10,000

To maintain a relentless focus on PP children ensuring that they are high priority and to hold everyone to account for the progress of our DP children

 

That the PP cohort in school are fully integrated and catered for through:

enrichment provision and registers of their engagement

records of their attainment and progress are specifically included and reported in the data summary tables,

case studies for governors to monitor and challenge the provision for PP cohort, focused tracking of the support PP children are receiving across school, detailed tracking of PP children’s attainment and progress to ensure that the gap closes

Uniform/PE Kit Voucher System

£1000

Children have a sense of pride/ well-being and ‘belong’ to our school community are dressed appropriately for school sessions.

 

Children will participate in PE sessions without the barrier of kit being an issue.

PP children are present in school uniform in school

x Table Rock Stars

£60

 

Boost recall speed of x tables in Year 4, 5 and 6 in readiness for mastering mathematical knowledge at a higher level.

 

Records on X table Rockstars indicate that their recall is increasing based on times taken and range of times tables achieved

Staff CPD

Continuing Professional Development Programme for teachers to ensure high standards of teaching and learning in areas that which will have a significant impact on PP’s learning.

Staff demonstrate through observations, Pupil Progress Meetings and outcomes that the CPD has significantly impacted on raising attainment and accelerating progress

ECAR

£3000

Develop children’s reading skills in Y1 to close the gap between them and their peers.

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/oral-language-interventions/

 

Reading assessments show accelerated progress by children taking part in the programme and this narrows the gap between those children and their peers.

ECAT

£3000

Develop children’s speaking and listening and language and acquisition skills in Foundation Stage to prepare them for KS1 and close the gap to their peers.

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/oral-language-interventions/

 

Speech and listening and language and acquisition trackers show increased progress for those children.

Readiness for Year 1 will improve on previous year.

Metacognition & Self-Regulation (ReflectEd)

£0

Help pupils think about their own learning, often by teaching them specific strategies for planning, monitoring and evaluating their learning.

 

Enable them to build their resilience and perseverance skills.

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/meta-cognition-and-self-regulation/

 

Book scrutiny and observations show increasing levels of children’s reflection on their own learning across the curriculum.

Outcomes and rates of progress will be above the expected level.

 

Summaries of reflection during enrichment also shows progress and impacts on the children.

 

 

Emotional

Breakfast Club

£3000

 

Provide a healthy breakfast so that the children are able to start each day ‘ready to learn’ as well as improving the attendance and punctuality of our PP children.

 

Attendance of the PP cohort at Breakfast Club is consistent and attendance of the PP cohort across school rises to in line with all other children and above 95.9%

Emotional Literacy Support Assistants

£57,000

Provide additional support and opportunities around areas of social and emotional learning and behaviour interventions.

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/behaviour-interventions/

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/social-and-emotional-learning/

 

 Entry and exit criteria show progress during intervention.

Phase reviews and lesson observations show children are able to access the curriculum and their learning as part of the class.

Child and Family Support Worker

£20,000

Build and maintain relationships with pupils/ families. Provide/ locate support through meetings/ mentoring and liaise with the relevant services.

 

Records indicate that the Child and Family Support Worker has located and signposted support for PP children and families

Parental Workshops

£500

Provide support and training for parents across a range of different areas – both social and academic.

Records indicate that parents have attended workshops and benefits and impacts are seen in feedback.

Counselling

£500

 

 

Ability to respond to any additional needs of PP children from external school barriers that may occur throughout the academic year

Children accessing counselling are able to re-engage with the school environment confidently

 

Enrichment

Music Tuition

£2000

Subsidised music tuition will be provided so that children in receipt of Pupil Premium will be given the opportunity to learn to play an instrument and develop their talents and interest in music.

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/arts-participation/

 

PP children attend music lessons weekly and make progress based on the feedback of instrumental teachers

After school clubs

£5,000

Funding will be used to help children access a range of extra-curricular activities

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/sports-participation/

 

Attendance of the PP cohort at extra-curricular activities

Residential / School visits

£5,000

Support the PSHCE development of pupils and support their academic studies as well ensuring that their social skills, perseverance, independence and teamwork are developed through participation in activities to broaden what might be limited life experiences.

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/outdoor-adventure-learning/

 

The attainment, progress and confidence of the PP children increase and the difference is diminished through engagement in school visits

Records of visits and attendance on them mapped against attainment

Enrichment activities

£15,000

Provide additional curriculum enhancement by bringing in subject specialists into the school.

 

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/arts-participation/

 

Attendance of PP pupils at specific events e.g. author visits, sporting visits, artists, potters etc

 

This will be reviewed in July 2020.

Pupil Premium Grant Expenditure 2018-2019

 

How much funding will the school receive this year?

At the beginning of this school year, we have 147 children who are entitled to this funding.  This represents around 27% of our school population.  We have been allocated approximately £180,000.

How will the Pupil Premium be spent? 

We will spend our pupil premium in 3 main areas: 

  • Providing academic support to raise attainment
  • Providing enrichment to encourage aspirational learning and engagement in school life
  • Providing emotional support to foster the resilience, self-confidence and perseverance to be life-long learners 

What will the funding be spent on this year?

Pupil Premium 2018-2019

What will we use our pupil premium funding for?

What impact is this designed to have?

How will we measure the impact

Impact

 

 

 

 

 

 

 

Academic

Additional teachers in Year 5/6

 

An additional teacher appointed in Year 5/6 to provide additional support to ensure the children learn faster in smaller groups

 

Outcomes and rates of progress will be above the expected level of 3 points

 

The difference between the performance of the pupil premium and other pupils will diminish compared to last year and national differences

 

Smaller groups have provided much greater focus, support and feedback for the PP children. They have received feedback while working in most lessons, allowing misconceptions to be addressed quickly.

 

Rates of progress were above the expected level.

 

The percentage of children at the expected level increased across all subjects in Y5 and Y6, apart from Y5 writing. In these areas, the increase was often more than 10% and sometimes more than 20% of the PP children.

Y5

R – 37% - 52%

W – remained the same

M – 37% - 63%

 

Y6

R – 27% - 40%

W – 35% - 36%

M – 35% - 52%

 

 

The gap closed between PP and all pupils in all subject areas in Y6.

In Y5 the gap was only closed in maths and there is now no difference between PP and all children. The gap remained the same in writing and increased by 2% in reading, despite the percentage of PP at expected increasing by 15%.

 

Triage and Pre-teach

 

To enable full access to the curriculum and improve attainment and progress to enable children to access the curriculum in the classroom and increase confidence

 

The engagement of the Pupil Premium Group in lessons will be high and outcomes in reading, writing and mathematics will diminish against all pupils

Book scrutiny and phase reviews show targeted pre-teach of PP children to support their access to upcoming learning and the wider curriculum.

Triage following lessons enables rapid addressing of misconceptions or mistakes in learning that can then be corrected before the learning the following day.

 

Across the school the level of PP children at the expected level increased in 15/18 of the reading, writing and maths subject areas from Y1-Y6. Again, generally these were increases of at least 10% of the PP children and often over 20%.

 

The gap was diminished against all pupils in the majority of subject areas:

Y1 – all subjects

Y2 – writing and maths

Y3 – reading and maths

Y4 – all subjects

Y5 - maths

Y6 – all subjects

 

The gap only increased in 2 subjects across the year groups Y1-Y6, and for one of these subjects, Y5 reading, there was a large increase in the percentage of all children at the expected level.

SALT & SALT TA

£18,000

Improve the oral language skills of our EYFS children so that reading progress isn’t slowed in subsequent years

 

The steps of progress in reading will increase.

Phonic readiness for year 1 will improve on previous year

Comparison of the percentages of children in EYFS at a good level of development from 2018 and 2019 shows an improvement.

In 2018, the percentage of children at GLD was 29.4% where as in 2019 it was 53.3%.

For these years, the gap between PP and non-PP children has diminished from 40% to 23%.

 

The number of children making the expected steps of progress fell from Autumn – Spring but increased again for the summer term.

Altogether 91% of PP children made the expected progress of 3 steps in reading across 2018-2019. The one child that did not was highlighted as a cause for concern and is now on the SEND register.

82% made 4+ steps, 63% made 6+ steps which is twice the expected progress for the year.

Associate Professionals Support

Raise the self-confidence & increase support/ participation/ motivation of targeted pupils as well as reduce the ratios in EYFS so that.

 

 

Through Work Scrutiny evidence of triage and pre-teach will be in books.

Book scrutiny and phase reviews show use of targeted feedback through triage to address misconceptions quickly. Furthermore, many PP children have been part of pre-teach groups to prepare them for that day or week’s learning to boost their participation and improve progress during class teaching.

Pupil Premium Champion

£10,000

To maintain a relentless focus on PP children ensuring that they are high priority and to hold everyone to account for the progress of our DP children

 

That the PP cohort in school are fully integrated and catered for through:

enrichment provision and registers of their engagement

records of their attainment and progress are specifically included and reported in the data summary tables,

case studies for governors to monitor and challenge the provision for PP cohort, focused tracking of the support PP children are receiving across school, detailed tracking of PP children’s attainment and progress to ensure that the gap closes

PP data has been collated across the year and analysed to track the PP cohort’s attainment and progress and to monitor the gap between them and all children.

Specific reports have been created about the use of children’s funding.

Focus has been given during phase reviews to the provision that PP children receive across the phases in our school.

Uniform/PE Kit Voucher System

£1,750

Children have a sense of pride/ well-being and ‘belong’ to our school community are dressed appropriately for school sessions.

 

Children will participate in PE sessions without the barrier of kit being an issue

PP children are present in school uniform in school

It was decided not to give away free uniform again this year but to create vouchers that have been available for parents/carers to use to support their uniform purchases. However, the uptake of these vouchers has been extremely limited.

x Table Rock Stars

£60

 

Boost recall speed of x tables in Year 4, 5 and 6 in readiness for mastering mathematical knowledge at a higher level.

 

Records on X table Rockstars indicate that their recall is increasing based on times taken and range of times tables achieved

Records indicate a significant reduction in the mean times that it takes the PP children who access the system regularly to answer a question.

 

These results are shown by non PP children too.

Staff CPD

Continuing Professional Development Programme for teachers to ensure high standards of teaching and learning in areas that which will have a significant impact on PP’s learning.

Staff demonstrate through observations, Pupil Progress Meetings and outcomes that the CPD has significantly impacted on raising attainment and accelerating progress

Teaching and support staff show a greater awareness of and focus on the PP children in their classes. Work scrutiny, pupil progress meetings and phase reviews show that teachers adapt their teaching to support those PP children and arrange further opportunities and intervention to support their learning, enable them to access the curriculum and diminish the gap between them and all pupils.

 

As mentioned above, this has had an effect on the percentage of PP children are the expected level and the gap between PP and all children.

 

ECAR

£3000

Develop children’s reading skills in Y1 to close the gap between them and their peers.

Reading assessments show accelerated progress by children taking part in the programme and this narrows the gap between those children and their peers.

On entry to Y1, the level of PP children at the expected standard for reading was 25%. At the end of the year, it was 47% which exceeded the aspirational target that was set.

All children at expected increased from 62% - 70% which means that the gap between PP and all children has fallen 37% to 23% across the year.

 

The children in the intervention made on average 9 levels of progress across the period which shows accelerated progress.

 

ECAT

Develop children’s speaking and listening and language and acquisition skills in Foundation Stage to prepare them for KS1 and close the gap to their peers.

Speech and listening and language and acquisition trackers show increased progress for those children.

Readiness for Year 1 will improve on previous year.

Comparison of the percentages of children in EYFS at a good level of development from 2018 and 2019 shows an improvement.

In 2018, the percentage of children at GLD was 29.4% where as in 2019 it was 53.3%.

For these years, the gap between PP and non-PP children has diminished from 40% to 23%.

 

Reflect Ed

Help pupils think about their own learning, often by teaching them specific strategies for planning, monitoring and evaluating their learning.

 

Enable them to build their resilience and perseverance skills.

 

Book scrutiny and observations show increasing levels of children’s reflection on their own learning.

Outcomes and rates of progress will be above the expected level of 3 points

 

Observations and reviews, book scrutiny and pupil voice interviews show an increasing level of reflection in the children’s work.

The PP children assess their starting point more accurately and are better at identifying what has helped or supported them to learn. They show a more resilient attitude and better mindset to approach their learning.

 

Progress in Y3, Y5 and Y6 was at or above the expected standard of 3 points in the different subjects.

In Y1, the level of progress for PP children was greater than that of all the children in reading and writing.

In other year groups, the rate of progress was just below 3 points.

As mentioned previously, gaps between PP and all children have closed across the subjects and across year groups.

 

The impact of Reflect Ed and metacognition learning is clear across school and has a positive effect on children’s self-assessment, mindset and understanding of what makes a successful learner.

 

Emotional

Breakfast Club

 

Provide a healthy breakfast so that the children are able to start each day ‘ready to learn’ as well as improving the attendance and punctuality of our PP children.

 

Attendance of the PP cohort at Breakfast Club is consistent and attendance of the PP cohort across school rises to in line with all other children and above 95.9%

Across the year, 52 children (40% of PP children) accessed breakfast club.

 

During 2018-2019, at October half term, the subsidy level was changed from fully subsidised to 50%.

859 places were taken during the first half term, but following that only 1703 places were taken for the remaining 5 half terms.

 

Breakfast club has provided numerous social benefits for our PP children as well as other positive impacts.

A number of our children who face difficulties outside of school arrive on time and are ready for school, having had a healthy breakfast that they otherwise may not have had.

Some case studies on individual children show other benefits such as increased attendance and punctuality which is above the expected level.

Furthermore, attendance at breakfast club has enabled some parents to access professional training to gain new qualifications and work.

 

Attendance of the PP children has risen since 2017-2018 from 94.2% - 94.7%. There is not a significant gap between PP and all pupil however there is a difference of 1% between the boys and girls attendance, with PP girls having a poorer attendance than the boys.

Child and Family Support Worker

£20,000

Build and maintain relationships with pupils/ families. Provide/ locate support through meetings/ mentoring and liaise with the relevant services.

 

Records indicate that the Child and Family Support Worker has located and signposted support for PP children and families

Across the year, 72 children from 48 families have been supported.

10 children were known to Social Care and were either on CP or CIN plans.

7 children were referred to Healthy Families Team (School Nursing).

13 children were referred for support with behavioural issues (mainly at home) – referrals made via General Development Assessment forms (paediatrician) or Getting to Know me forms. 

4 of the children received support specifically for emotional issues – referrals were made to CAMHS and Emotional Health and Wellbeing.

7 children were supported with medical appointments – going to hospital with parents etc.

 

Some families have been signposted on to support services e.g. Women’s Aid, Financial support services etc.

Some have also been supported when making applications at transition and have been supported with visits to secondary school - Retford Oaks.

Counselling

 

 

Ability to respond to any additional needs of PP children from external school barriers that may occur throughout the academic year

Children accessing counselling are able to re-engage with the school environment confidently

Children that have received counselling have been able to begin addressing some of the barriers that sometimes prevent them engaging fully in lessons. They have been able to increase their participation in school.

Enrichment

Music Tuition

£2000

Subsidised music tuition will be provided so that children in receipt of Pupil Premium will be given the opportunity to learn to play an instrument and develop their talents and interest in music.

 

PP children attend music lessons weekly and make progress based on the feedback of instrumental teachers

Several PP children have taken part in learning and playing a new instrument. They have developed this skill and through discussions show that they have enjoyed the new experience and opportunity. Many have expressed a desire to continue with learning an instrument. Some of these children were part of the orchestra and performed at different points throughout the year.

One PP child passed a grade exam and won the John Turner award at our music evening.

 

After school clubs

 

Funding will be used to help children access a range of extra-curricular activities

 

Attendance of the PP cohort at extra-curricular activities

In total during 2018-2019, there were 43 individual clubs which offered a total of 876 places. 218 places (25%) of these were taken up by PP children.

570 of these were sport places – 132 (23%) of these were taken by PP children.

306 were places in art/creative clubs and 86 (28%) were taken by PP children.

 

These have developed new skills or widened the children’s experiences, both in sport and creative areas. They have also provided additional opportunities for teamwork and socialising.

 

15 different sports were offered – archery, orienteering, cricket, running, fencing, tag rugby, football-boy and girls, tennis, gymnastics, tri-golf, lacrosse, ultimate Frisbee, multi-sports, yoga and netball.

 

9 different creative/crafts were offered – art, bush-craft, circus skills, craft, cookery, dance, Makaton choir, pottery and stikbot animation.

 

Residential / School visits

£10,000

Support the PSHCE development of pupils and support their academic studies as well ensuring that their social skills, perseverance, independence and teamwork are developed through participation in activities to broaden what might be limited life experiences.

 

The attainment, progress and confidence of the PP children increase and the difference is diminished through engagement in school visits

Records of visits and attendance on them mapped against attainment

PP children have had much greater access to residential visits and school visits thanks to the subsidised costs.

These have developed increased skills of resilience and confidence, as well as much improved independence as a result.

 

The visits and experiences have been linked more our learning topics in the curriculum and so greater access to these has then enabled our PP children to better access the curriculum. This has improved their understanding of key areas of the topic and given them hands on experiences. This has then further supported areas of learning such as writing that have been linked to what they have learnt and taken part in.

 

Enrichment activities

Provide additional curriculum enhancement by bringing in subject specialists into the school.

 

Attendance of PP pupils at specific events e.g. author visits, sporting visits, artists, potters etc

A significant number of the enrichment activities this year have been linked to the learning of the different classes, e.g. theatre workshops, cooking sessions, animal experiences etc to support the PP children’s understanding of the curriculum. This has further supported their ability to access the curriculum back in class.

Pupil voice shows that these have been extremely popular experiences and often the highlight of the children’s year.

 

Since September 2018, 14 Y4 PP children accessed cultural visits to the Harley gallery to view an exhibition and take part in a workshop that was an extension to their topic in class of ‘Living Things’.

 

A further 8 PP children attended an oil painting workshop delivered by Cath Ray and submitted their pictures to the Rotary Club Art Competition. The children’s art was exhibited at The Hub Gallery in Retford and both prizes and recognition were achieved.

 

From September 2018 we have continued to work in partnership with North Notts College and the Children’s Centre to deliver a total of 30 weeks of Family Learning courses. There have been 6 Family Learning courses delivered across this academic year offering one 5 week course each half term.

This has provided 49 adult places plus the accompanying children’s places which takes the final number to 100 places. 21 of those places were accessed by PP families and children. This equates to a 43% uptake of PP families for these courses.

 

8 parents engaged in an Adult Learning Christmas Crafts course during the Autumn Term for 5 weeks. 6 of those adults (75%) were PP families.

On the back of this course, a 5 week Adult Learning Cookery Course was delivered by Everyone Health. During this an additional two PP families joined the group.

 

 

 

 

 

This will be reviewed in September 2019.

Pupil Premium Grant Expenditure 2018-2019

How much funding will the school receive this year?

At the beginning of this school year, we have 147 children who are entitled to this funding.  This represents around 27% of our school population.  We have been allocated approximately £180,000.

How will the Pupil Premium be spent? 

We will spend our pupil premium in 3 main areas: 

  • Providing academic support to raise attainment
  • Providing enrichment to encourage aspirational learning and engagement in school life
  • Providing emotional support to foster the resilience, self-confidence and perseverance to be life-long learners 

What will the funding be spent on this year?

Pupil Premium 2018-2019

What will we use our pupil premium funding for?

What impact is this designed to have?

How will we measure the impact

 

 

 

 

 

 

 

Academic

Additional teachers in Year 5/6

 

An additional teacher appointed in Year 5/6 to provide additional support to ensure the children learn faster in smaller groups

 

Outcomes and rates of progress will be above the expected level of 3 points

 

The difference between the performance of the pupil premium and other pupils will diminish compared to last year and national differences

 

Triage and Pre-teach

 

To enable full access to the curriculum and improve attainment and progress to enable children to access the curriculum in the classroom and increase confidence

 

The engagement of the Pupil Premium Group in lessons will be high and outcomes in reading, writing and mathematics will diminish against all pupils

SALT & SALT TA

£18,000

Improve the oral language skills of our EYFS children so that reading progress isn’t slowed in subsequent years

 

The steps of progress in reading will increase.

Phonic readiness for year 1 will improve on previous year

Associate Professionals Support

Raise the self-confidence & increase support/ participation/ motivation of targeted pupils as well as reduce the ratios in EYFS so that.

 

 

Through Work Scrutiny evidence of triage and pre-teach will be in books.

Pupil Premium Champion

£10,000

To maintain a relentless focus on PP children ensuring that they are high priority and to hold everyone to account for the progress of our DP children

 

That the PP cohort in school are fully integrated and catered for through:

enrichment provision and registers of their engagement

records of their attainment and progress are specifically included and reported in the data summary tables,

case studies for governors to monitor and challenge the provision for PP cohort, focused tracking of the support PP children are receiving across school, detailed tracking of PP children’s attainment and progress to ensure that the gap closes

Uniform/PE Kit Voucher System

£1,750

Children have a sense of pride/ well-being and ‘belong’ to our school community are dressed appropriately for school sessions.

 

Children will participate in PE sessions without the barrier of kit being an issue

PP children are present in school uniform in school

x Table Rock Stars

£60

 

Boost recall speed of x tables in Year 4, 5 and 6 in readiness for mastering mathematical knowledge at a higher level.

 

Records on X table Rockstars indicate that their recall is increasing based on times taken and range of times tables achieved

Staff CPD

Continuing Professional Development Programme for teachers to ensure high standards of teaching and learning in areas that which will have a significant impact on PP’s learning.

Staff demonstrate through observations, Pupil Progress Meetings and outcomes that the CPD has significantly impacted on raising attainment and accelerating progress

ECAR

£3000

Develop children’s reading skills in Y1 to close the gap between them and their peers.

Reading assessments show accelerated progress by children taking part in the programme and this narrows the gap between those children and their peers.

ECAT

Develop children’s speaking and listening and language and acquisition skills in Foundation Stage to prepare them for KS1 and close the gap to their peers.

Speech and listening and language and acquisition trackers show increased progress for those children.

Readiness for Year 1 will improve on previous year.

Reflect Ed

Help pupils think about their own learning, often by teaching them specific strategies for planning, monitoring and evaluating their learning.

 

Enable them to build their resilience and perseverance skills.

 

Book scrutiny and observations show increasing levels of children’s reflection on their own learning.

Outcomes and rates of progress will be above the expected level of 3 points

 

 

Emotional

Breakfast Club

 

Provide a healthy breakfast so that the children are able to start each day ‘ready to learn’ as well as improving the attendance and punctuality of our PP children.

 

Attendance of the PP cohort at Breakfast Club is consistent and attendance of the PP cohort across school rises to in line with all other children and above 95.9%

Child and Family Support Worker

£20,000

Build and maintain relationships with pupils/ families. Provide/ locate support through meetings/ mentoring and liaise with the relevant services.

 

Records indicate that the Child and Family Support Worker has located and signposted support for PP children and families

Counselling

 

 

Ability to respond to any additional needs of PP children from external school barriers that may occur throughout the academic year

Children accessing counselling are able to re-engage with the school environment confidently

Enrichment

Music Tuition

£2000

Subsidised music tuition will be provided so that children in receipt of Pupil Premium will be given the opportunity to learn to play an instrument and develop their talents and interest in music.

 

PP children attend music lessons weekly and make progress based on the feedback of instrumental teachers

After school clubs

 

Funding will be used to help children access a range of extra-curricular activities

 

Attendance of the PP cohort at extra-curricular activities

Residential / School visits

£10,000

Support the PSHCE development of pupils and support their academic studies as well ensuring that their social skills, perseverance, independence and teamwork are developed through participation in activities to broaden what might be limited life experiences.

 

The attainment, progress and confidence of the PP children increase and the difference is diminished through engagement in school visits

Records of visits and attendance on them mapped against attainment

Enrichment activities

Provide additional curriculum enhancement by bringing in subject specialists into the school.

 

Attendance of PP pupils at specific events e.g. author visits, sporting visits, artists, potters etc

 

This will be reviewed in September 2019.

Pupil Premium Grant Expenditure 2017-2018

How much funding will the school receive this year?

At the beginning of this school year, we have 120 children who are entitled to this funding.  This represents 23% of our school population.  We have been allocated approximately £ 157,380.

How will the Pupil Premium be spent? 

We will spend our pupil premium in 3 main areas: 

  • Providing academic support to raise attainment
  • Providing enrichment to encourage aspirational learning and engagement in school life
  • Providing emotional support to foster the resilience, self-confidence and perseverance to be life-long learners 

What will the funding be spent on this year?

Pupil Premium 2017-2018

What will we use our pupil premium funding for?

What impact is this designed to have?

How will we measure the impact

Impact

 

 

 

 

 

 

 

Academic

Additional teachers in Year 5/6

 

An additional teacher appointed in Year 5/6 to provide additional support to ensure the children learn faster in smaller groups

 

Outcomes and rates of progress will be above the expected level of 3 points

 

The difference between the performance of the pupil premium and other pupils will diminish compared to last year and national differences

 

The levels of Pupil Premium children at or above the Expected level increased significantly during the year.

The beginning and end of year percentages were:

Y6 (SAT levels)

Reading 25% à 50%

Writing 21% à 86%

Maths 29% à 50%

Combined 13% à 55%

 

Y5

 Reading 16% à 28%

Writing 4% à 36%

Maths 8% à 36%

Combined 4% à 24%

 

Rates of progress were greater than 3 for all subject areas, excluding Y5 maths.

 

By the end of KS2 the gap between PP children and non-PP children was very small (<5% across the different subjects, compared to all >5% the previous year.)

 

 

Triage and Pre-teach

 

To enable full access to the curriculum and improve attainment and progress to enable children to access the curriculum in the classroom and increase confidence

 

The engagement of the Pupil Premium Group in lessons will be high and outcomes in reading, writing and mathematics will diminish against all pupils

Across all year groups, the levels of PP children at the Expected level rose in the majority of subjects.

 

The progress measures were greater than 3 in most year groups and the gap closed in the majority of subjects.

 

The percentage of PP children passing the Y1 phonics check increased by 26.7% from 2017-2018 (40 – 66.7%)

That is a change from -26.7% compared to the Local Authority in 2017 to +2.1% in 2018.

The Y2 re-check increased by 37.8% (22.2 – 60%)

The end of Y2 level increased by 22.2% (50-72.2%)

SALT & SALT TA

£18,000

Improve the oral language skills of our EYFS children so that reading progress isn’t slowed in subsequent years

 

The steps of progress in reading will increase.

Phonic readiness for year 1 will improve on previous year

Steps of progress increased across the year in FS2.

Expected progress is 1 step per half term/3 per year

 

% making 1 step in the term increased by 25% across the year

Aut. 75%, Spr. 87%, Sum. 100%

 

% making 2 steps in the term increased by 43%

Au. 37%, Spr. 67%, Sum. 80%

 

% making 3 steps in the term increased by 19% to the Spring.

Au. 31%, Spr. 50%, Sum. 13%

 

Associate Professionals Support

Raise the self-confidence & increase support/ participation/ motivation of targeted pupils as well as reduce the ratios in EYFS so that.

 

 

Through Work Scrutiny evidence of triage and pre-teach will be in books.

Book scrutiny and observations/phase reviews show evidence of pre-teach and triage to help fill gaps in learning or address misconceptions rapidly. A regular part of AP’s daily routine includes triage to rapidly address misconceptions from within lessons.

Pupil Premium Champion

£10,000

To maintain a relentless focus on PP children ensuring that they are high priority and to hold everyone to account for the progress of our DP children

 

That the PP cohort in school are fully integrated and catered for through:

enrichment provision and registers of their engagement

records of their attainment and progress are specifically included and reported in the data summary tables

case studies for governors to monitor and challenge the provision for PP cohort 

The PP cohort have had barriers to learning reduced and their engagement and participation in school has increased.

 

PP children are tracked as a cohort in each year group and their attainment and progress is measured carefully against other children.

 

PP children are identified and their learning is discussed specifically in pupil progress meetings.

Uniform/PE Kit Offer

£1,750

Children have a sense of pride/ well-being and ‘belong’ to our school community are dressed appropriately for school sessions.

 

Children will participate in PE sessions without the barrier of kit being an issue

PP children are present in school uniform in school

Rates of participation in PE increased as more PP children had access to school PE kit.

 

120 children were provided with a free set of uniform

x Table Rock Stars

£60

 

Boost recall speed of x tables in Year 4 in readiness for mastering mathematical knowledge at a higher level.

 

Records on X table Rockstars indicate that their recall is increasing based on times taken and range of timestables achieved

The children regularly using TT Rockstars have improved their speed per question by an average of 2.5 seconds.

Several children who have other barriers to their learning have made great improvements.

 

These improvements are also mirrored in non PP children.

 

Success Maker

£1200

Allow children to make accelerated progress in reading/ writing and maths

 

That the attainment of the PP cohort accessing Success Maker is in line with that of all other pupils

The progress of the PP cohort engaged with Success Maker is in excess of the expected progress of 3 points

The percentage of children at EXP+ for PP was 72%, only slightly behind all chn which was 75%.

 

However the progress of PP children was significantly higher than expected – it was 6.7 points which actually puts it slightly above the progress of all children.

Staff CPD

Continuing Professional Development Programme for teachers to ensure high standards of teaching and learning in areas that which will have a significant impact on PP’s learning.

Staff demonstrate through observations, Pupil Progress Meetings and outcomes that the CPD has significantly impacted on raising attainment and accelerating progress

Staff show a greater awareness and focus on their PP children. Some changes in approach to teaching are evident for PP children and staff show an increased focus on the progress and attainment of the PP children.

Several year groups have progress of greater than 3 points (more than expected progress) for their PP children, across the year for each subject.

 

 

Emotional

Breakfast Club

 

Provide a healthy breakfast so that the children are able to start each day ‘ready to learn’ as well as improving the attendance and punctuality of our PP children.

 

Attendance of the PP cohort at Breakfast Club is consistent and attendance of the PP cohort across school rises to in line with all other children and above 95.9%

Pupil premium Breakfast Club for the year 2017-2018 had 100 children registered and accessing the provision during the academic year.

 

A total of 4730 free PP Breakfast club places were taken at a cost to the school of £7095.00 There was an average daily attendance was 24/25 children.

44% of the children registered were regular users, some attending daily others 2-3 times a week.

 

However, of those 44 regular users only half of them had an end of year attendance of above 95%. The remaining half had an end of year attendance ranging between 89-94%.

 

PP attendance for 2017-2018 was 94.2%

Whole school attendance was 95.7% for the same period. The gap between PP children and the rest of the school has closed and is not significant.

Child and Family Support Worker

£20000

Build and maintain relationships with pupils/ families. Provide/ locate support through meetings/ mentoring and liaise with the relevant services.

 

Records indicate that the Child and Family Support Worker has located and signposted support for PP children and families

The Child and Family Support Worker has been involved with a large number of PP families. Further support has been provided for several families including making links to other services.

 

59 children (40 families) have been directly supported in different ways.

 

30 children (21 families) have received extra or ongoing support and 24 children (19 families) have been referred on to other groups for further support.

 

41 children (29 families) have attended and been a regular part of key support groups helping PP families.

 

Counselling

 

 

Ability to respond to any additional needs of PP children from external school barriers that may occur throughout the academic year

Children accessing counselling are able to re-engage with the school environment confidently

Some children have received counselling which has helped with their social interactions with other children and increasing their participation in school.

Enrichment

Music Tuition

£1000

Subsidised music tuition will be provided so that children in receipt of Pupil Premium will be given the opportunity to learn to play an instrument and develop their talents and interest in music.

 

PP children attend music lessons weekly and make progress based on the feedback of instrumental teachers

The PP children who have played an instrument have developed their new skills and had enjoyed the new experience. Some were part of the orchestra and many have continued with music lessons and learning that instrument. One child has completed a grade exam for their instrument.

After school clubs

 

Funding will be used to help children access a range of extra-curricular activities

 

Attendance of the PP cohort at extra-curricular activities

Since September 2017 we have delivered 55 programmes of after school/lunch club provision for children from Y2-Y6. These have included;

• Arts clubs to develop children’s creativity and confidence consist of Art, craft and pottery, delivered by professional artists.

• Cookery, adventure team building and yoga to promote healthy lifestyles.

• Sports clubs to promote exercise, fitness and team games including gymnastics, multi skills, lacrosse, cricket, rounders, athletics and tennis.

 

In total the after school enrichment provision has engaged a total of 666 children in after school clubs, 190 or 29% of which are pupil premium children.

Residential / School visits

 

Support the PSHCE development of pupils and support their academic studies as well ensuring that their social skills, perseverance, independence and teamwork are developed through participation in activities to broaden what might be limited life experiences.

 

The attainment, progress and confidence of the PP children increase and the difference is diminished through engagement in school visits

Records of visits and attendance on them mapped against attainment

Improved confidence, resilience and independence skills as a result of the PP engagement in school visits.

 

Residential visits provided good opportunities for PP children to gain new experiences and learn new skills.

School visits have supported children in their access and understanding of their topic and helped their learning back in class.

 

Enrichment activities

Provide additional curriculum enhancement by bringing in subject specialists into the school.

 

Attendance of PP pupils at specific events e.g. author visits, sporting visits, artists, potters etc

55 afternoons of Enrichment workshops have been delivered since September 2017 for pupil premium in years 1-5. Each year group received 10 afternoons of enrichment which included Cookery, Adventure Team Building and Craft. This provided 138 pupil premium workshops places throughout the academic year 2017/2018.

 

In addition to this a 5-week programme of SEND enrichment workshops and training was provided for parents and children in Makaton.

 

Our Artist in residence Cath Ray has delivered 6 Pupil Premium afternoon Art workshops covering techniques in oil painting, printing, silk painting, charcoal and chalk, an art visit to the church and follow on workshop in stained glass windows for the ‘There But Not There’ project to commemorate WW1. This work was exhibited at the Retford Art Society exhibition.

54 pupil premium children have accessed this provision.

 

Since September 2017 30 pupil premium children have accessed cultural art visits to the Harley Gallery to view exhibitions in 3D Surface Construction and a Travelling Circus Photography Exhibition and workshop.

 

This plan was reviewed in September 2018.

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