Pupil Premium

1. Summary Information

School

The Churchill School

Academic Year

2018/19

Total PP budget

£98580

Date of most recent PP Review

Nov 2018

Total number of pupils

410

Number of pupils eligible for PP

88

Date for next internal review of this strategy

Feb 2019

2. Current Attainment

KS2 2017/18 Test Summary Information

Pupils eligible for PP

Non-PP

% achieving the Expected Standard in Reading Writing and Maths Combined

50%

73%

% making the Expected Standard in Reading

50%

82%

% making the Expected Standard in Writing

88%

94%

% making the Expected Standard in Maths

63%

82%

KS2 2017/18 Progress Measure Averages

Group Focus / pupil number

Reading

Writing

Maths

Pupil Premium

8

+1.81

+5.27

+2.26

Non Pupil Premium

51

+1.52

+2.87

+1.28

3. Barriers to Future Attainment (for pupils eligible for PP)

In-school Barriers

A

Lower starting points on entry, particularly in communication, literacy and language.

B

Some pupils have low levels of well-being, which often affects longer-term achievement.

C

High correlation between FSM and SEN support.

External Barriers

D

Some families lack basic equipment and skills to support their children at home.

4. Desired Outcomes

Success criteria

A

Improved language skills.

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

Children in the early stages of school use and understand a wide variety of language.

Outcomes at KS2 show that gaps between PP/Non children achieving greater depth diminishes.

B

Pupils with low levels of well-being have access to a variety of personalised initiatives so that progress is in line with that of peers.

Improved well-being as measured by school pupil survey.

C

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

Attendance gaps with non-disadvantaged children close.

Progress of disadvantaged children is in-line with that of non-disadvantaged pupils.

Attendance of PP above 95%.

D

Children to not be disadvantaged by lack of equipment at home.

High attendance at Owl Club.

PP families show interest in online video tutorials.

5. Planned Expenditure

Academic year

£96074

The three headings below demonstrate how we are using the Pupil Premium to improve classroom pedagogy, provide targeted support and implement 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 and an increased number of pupils reaching ‘greater depth’ across the curriculum.

Teachers and TAs receive effective, targeted guidance and CPD.

Staff training on high quality feedback, mobility and questioning.

Whole-school consistency in pedagogy to better support all children (especially disadvantaged children).

Quality First teaching and targeted teaching in core subjects 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.

Internal evaluations show that those teachers who are mobile and have deep knowledge of their disadvantaged children’s next steps facilitate greater progress.

Quality CPD (based on research) used and acted upon.

CPD to be available to staff at all levels.

Robust tracking feeding through to Pupil Progress Meetings with clear targets ensuring greater accountability.

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

SLT

Middle Leaders

EYFS Team

Termly

In year PP Progress remains broadly in-line with non disadvantaged children. Within 1 progress point.

Pupil Progress meetings now track individual PP children and identify those who could attain higher earlier in their school life.

Children's books demonstrate inclusion within the curriculum.

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

Through our assertive mentoring program, 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 for those pupils not making desired progress.

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.

Pupil progress and performance management are linked skilfully to ensure that next steps and support is centred around individual children, especially those from disadvantaged groups.

Teachers

SLT

Termly

Emotional resiliency and determination towards learning is evident within books and during observations. This has increased as a result of Assertive Mentoring and continues to be good. 

Pupil and Parent data shows that 96% of children and 98.5% of parents believe that they or their child are making good progress at The Churchill School.

Total budgeted cost

£35892

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 including vocabulary to learn (whole curriculum).

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

Diminish the difference between PP and Non children reaching the expected standard at the end of KS2.

Intervention groups

Toe by Toe

Phonics Boosters

Plus 1 and Power of 2 Maths

Inter School enrichment sessions in Maths, Literacy and Science for higher attaining PP children.

Brain Academy catch-up every morning.

In-year data shows that we need to increase the number of most-able PP pupils reaching the higher standard and continue to close gaps between low attaining PP and non-disadvantaged children.

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 core subjects is effective in ensuring consistent / rapid progress.

Quality CPD used.

Robust tracking feeding through to Pupil Progress Meetings.

Monitoring of links to class teaching

Through scrutiny of books we will be able to evidence Brain Academy intervention on unmet objectives.

SLT

Middle Leaders

Teachers

HLTA

January 2019

Brain Academy and a whole school ethos built around filling gaps and addressing misconceptions early has helped PP progress to remain broadly in line with non PP.

March 2019

Enrichment for potential PP children has helped to increased GD in 2018 and targeted GD for 2019 and 2020.

July 2019

Pupils with low well-being 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.

Designated roles for pupil welfare assigned to Assistant Headteacher and CFIO.

Emotional well-being is key to supporting pupils learning. Some pupils need additional support to address these needs.

Low well-being and self-esteem are barriers to learning. Removal or alleviation of these barriers prepares pupils to learn and achieve more rapidly.

The coordination of whole school approaches helps children to transition through school with constant access to support.

Robust monitoring feeding through to Pupil Progress Meetings linked closely to performance management.

SENCo

SLT

Teachers

CFIO

December 2018

March 2019

June 2019

Total budgeted cost

£45282

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 Assistant Head for Pupil Welfare and, CFIO and SLT.

Consistent open lines of communication.

Online videos to help your children at home.

Negotiations with local agencies to secure fund for ‘safe-space’ and facilities to host parenting courses.

Parents are key in supporting effective learning as shown by a number of research projects (EEF Toolkit).

Those children with disruptions in their home-life struggle to make progress in-line with their peers.

Behaviour for learning is usually reflective of disruptions to a child’s consistency.

Good communication with children and families.

AHT to have clear overview of PP provision and help ensure consistent transition through the school.

SLT

Teachers

TAs

January 2019

July 2019

Raise attendance and increase readiness to learn.

Community Support Minibus picking children up on a Monday, Wednesday and Friday.

Free Breakfast Club and Owl Club.

Research done by the DFE has shown strong links between sessions missed and lower chance of attaining secondary readiness.

EEF research on Digital Technology and constant data on the importance on breakfast to concentrate (such as the Frontiers of Human Neuroscience).

Monitor attendance and maintain open dialogue with class teachers and parents.

AHT

&

CFIO

Termly

Total budgeted cost

£14900

6. Review of expenditure – Previous academic year

Amount of PPG

87

Total Number of Children Eligible for PPG

£98460

Initiative/Activity

Objective

Cost

Data Sharing and Planning

Target: All PP

Six times a year SLT will collect and share data with teaching staff. Through this careful assessment process teachers are able to plan appropriate next steps and deliver them through the Assertive Mentoring System.

All PP children are given extra time with their learning mentor to discuss strategies and ways forward.

£44500

Child Wellbeing Monitoring

Target: All PP

This provision will also be run with and benefit all children.

Pupil voice is collected during parents evening week. This happens bi-annually and is distilled by SLT and shared with staff. We monitor the views of children against the views of their families.

£650

Owl Club

Target: All PP

Target: Low Attending PP

Target: PP Children where readiness to learn is a concern.

Owl Club runs each morning before school and is open for all pupil premium children who wish to attend, free of charge.

Breakfast is provided and there is a focus on getting the children ready to learn by the start of the school day.

£4370

Basic Skills Intervention (Toe by Toe/Power of 2 etc)

Target: All PP

Target: SEN PP

Intervention could be one-to-one or in a small group of no more than 4 children.

It will be monitored by the SENCO and used to accelerate progress where necessary.

£3310

Daily Reading

Target: All PP

Target: SEN PP

This provision will also be run with and benefit all children.

Daily reading occurs in a comfortable area each morning. It is a one-to-one session which focusses on basic reading skills and to model a love of literature.

£10750

Pupil Mentoring and SLT lunchtime support.

Target: All PP

Target: PP Boys

Intensive pupil mentors provide a positive and individual role model which help children with a range of learning barriers.

£20440

Brain Academy

Target: All PP

Whole school approach where small gaps are being closed by addressing misconceptions every morning. Children should have misconceptions addressed before they attempt new learning in that area.

£5031

Year 6 Residential Bursary

Target: Y6 PP

To ensure that all children have the opportunity to experience valuable learning experiences like the year 6 residential a bursary is set aside to cover some or all of the cost for those most in need.

£1203

Breakfast Club

Target: All PP

Target: Low Attending PP

Target: PP Children where readiness to learn is a concern.

Breakfast club is fully subsidised (for PP children) by our PP funding and allows children to eat breakfast at school and ensure that the start to their school day is positive.

£12200

Minibus Pickup

Target: All PP

Target: Low Attending PP

Target: PP Children where readiness to learn is a concern.

On Mondays, Wednesdays and Fridays the school provides a minibus service where children are able to be collected from home free of charge. This is done by the AHT, HT and CFIO with TA support.

£2250

TOTAL

£102901

7. Additional detail

Please note:

Test Results

2018 Test results are un-validated and will be amended when validated results are published.

Planned Expenditure

Self-esteem and well-being expenditure includes Owl Club.