Pupil Premium Strategy
School Aims:
We aim to ensure that every child leaves Crackley Bank Primary able to display our school ethos of Care + Belief + Pride = Success. We aim for all of our pupils to be excited about learning and determined to succeed. We want to equip them with confidence, resilience and a passion for justice and equality. These qualities will enable them to achieve at all stages of their future lives. The targeted and strategic use of Pupil Premium funding will support us in achieving our aims.
Principles:
Our principles are based upon addressing the barriers that affect some of our pupils – low attainment upon entry, social and emotional issues, and high mobility into the school all impact upon our pupils learning. We also focus upon addressing gaps in pupils’ understanding of the world in which they live to ensure that they develop into adults who contribute to their local, national and global communities in a meaningful and productive manner.
Pupil Premium funding will be allocated following annual needs analyses which will identify priority classes and groups.
Provision:
We have a range of provision in place to support children who belong to vulnerable groups, including those who are socially disadvantaged. This provision has the full support of the Governing Body and includes:
Grant Allocation |
|||
Number of pupils eligible for PP |
85 Ever 6/Post LAC |
Total Pupil Premium Budget |
£114,500 Ever 6 = £112,200 Post LAC = £2,300 |
Date for Internal Review LGB |
Spring 2020 |
Date for evaluation of Strategy |
Autumn 2020 |
EYFS |
Pupils Eligible for PP |
Pupils Not Eligible for PP |
Achieved GLD |
64% |
63% |
Achieved GLD |
64% |
63% |
Y1 Phonics |
Pupils Eligible for PP |
Pupils Not Eligible for PP |
Achieved the standard |
80% |
83% |
Key Stage 1 |
Pupils Eligible for PP |
Pupils Not Eligible for PP |
Reading % Achieving EXS or Above |
89% |
57% |
Writing % Achieving EXS or Above |
78% |
57% |
Maths % Achieving EXS or Above |
67% |
64% |
Key Stage 2 |
Pupils Eligible for PP |
Pupils Not Eligible for PP |
Combined % Achieving EXS or Above |
42% |
72% |
Reading % Achieving EXS or Above |
89% |
57% |
Writing % Achieving EXS or Above |
78% |
57% |
Maths % Achieving EXS or Above |
67% |
64% |
Barriers to future attainment (for pupils eligible for PP including high ability) |
|
A |
Significantly low attainment of PP on entry to Nursery and pupils new to Reception. |
B |
Pupils phonetic knowledge is low upon entry to Nursery and pupils new to Reception and this impacts upon reading ability in KS1. |
C |
Gaps in knowledge & skills in Maths and English due to mobility. KS1 data is often not reflective of the attainment upon entry to KS2. 21% of Y6 2019 pupils joined after KS1. |
D |
Social, Emotional and Mental Health needs impacting upon ability to progress. |
E |
Lack of fluency of number facts and arithmetic impacting upon reasoning and problem solving. |
F |
Low aspirations and expectations from pupils. |
G |
Lack of cultural capital experiences outside school life impacting upon aspiration. |
|
Desired Outcomes and how they will be measured |
Success Criteria |
A |
All pupils eligible for PP in Reception achieve GLD at least in line with their peers, regardless of their starting points. |
Pupils eligible for PP in Reception make good progress by the end of the year so that their GLD is at least in line with their peers and national data. |
B |
All pupils eligible for PP achieve the phonics standard at least in line with their peers, regardless of their starting points. |
Pupils eligible for PP in Y1 make good progress by the end of the year so that their phonics standard is at least in line with their peers and national data. |
C |
All pupils eligible for PP are confident writers, readers and mathematicians. |
Pupils eligible for PP achieve at least in line with their peers especially in achieving Greater Depth. |
D |
All pupils are able to self-regulate emotions, build relationships with their peers and adults and engage well. All adults are proactive in building trusting relationships to enable pupils to make good progress. |
Reduced behavioural incidents. Reduced referrals to CAMHS. Reduced exclusions. |
E |
Mathematical fluency and arithmetic matches reasoning and problem solving ability. |
A greater percentage of PP children achieve the expected standard in Maths at the end of year. |
F |
High aspirations and expectations are in place for all pupils. |
All pupils have high aspirations for themselves and impact positively upon the aspirations of others. |
G |
All pupils eligible for PP experience a wide range of cultural capital experiences. |
All pupils eligible for PP take part in cultural capital experiences and as a result aspirations are raised. |
|
Desired Outcomes and how they will be measured |
Actions |
PP funding Allocation |
A |
All pupils eligible for PP in Reception achieve GLD at least in line with their peers, regardless of their starting points. |
Additional precision teaching |
£8,000 |
B |
All pupils eligible for PP achieve the phonics standard at least in line with their peers, regardless of their starting points. |
Phonics intervention |
£14,000 £3,000 |
C |
All pupils eligible for PP are confident writers, readers and mathematicians by the time they leave KS2. |
Precision TA teaching – Y6 Daily Reading support Additional Reading support Specific ICT packages Y6 after school sessions |
£9,000 £9,000 £11,000 £5,000 £3,000 |
D |
All pupils are able to self-regulate emotions, build relationships with their peers and adults and engage well. All adults are proactive in building trusting relationships to enable pupils to make good progress. |
Additional pastoral support in Y1 Pupil Mentor Behaviour Training Additional support e.g. counselling |
£11,500 £4,000 £300 £5,000 |
E |
Mathematical fluency and arithmetic matches reasoning and problem solving ability. |
Additional Maths support |
£4,600 |
F |
High aspirations and expectations are in place for all pupils. |
Nursery Uniform subsidy Uniform subsidy Parental Engagement projects Behaviour Rewards Attendance Rewards |
£300 £2,000 £1,000 £1,500 £2, 000 |
G |
All pupils eligible for PP experience a wide range of cultural capital experiences. |
Year 6 pupils have the opportunity to learn to play instrument - K2M plus TA Enrichment Visit subsidy Visitors and workshops in school Crackley “Ten Things to Do,” list |
£3,000
£10,500 £3,000 £4,000 |
|
|
TOTAL |
£114,700 |
How will the school measure the impact of Pupil Premium?
The impact of our PP Provision is measured through termly reviews of termly tracking, on-going teacher assessment and of these, assessments will be reviewed by the Curriculum and Standards Committee on a termly basis.
Curriculum Intent:
The allocation of Pupil Premium funding supports the school’s Curriculum Intent.
Impact of the 2018/19 Funding
Area |
Impact |
Precision TA Teaching– Y6 |
Progress data in Y6 was in line with the National Data and shows clear improvement upon the previous year. |
HLTA Additional release for staff development, Y4 & Y2 pupil support and training |
In most classes pupils eligible for PP are attaining broadly in line with non-eligible pupils however there are some gaps which have been analysed and will be addressed 19/20 |
1: 1 TA – Y1 phonics & reading |
School data remains in line with National Data. The slight reduction is due to cohort fluctuation. |
1: 1 TA – daily reading for target pupils |
Lower attaining readers are making accelerated progress. |
Pupil Mentor |
Support is accessed in a timely manner by children who require additional support. |
Additional Support in EYFS |
Additional support was targeted towards the SEMH needs of a significant number of pupils. This budget was well over spent. |
K2M |
Instrument tuition was accessed by Y6 pupils and they had the opportunity to perform to parents and a wider audience. |
Annual Attendance |
Figures remain in line with national data. |
Termly Attendance |
|
Behaviour Awards – KS1 |
Behaviour in school and when attending Enrichment Visits is very good. |
Behaviour Awards – KS2 |
|
Enrichment Visits Subsidy |
Enrichment visits were accessed by all children during 2018/19. |
Nursery Uniform |
All Nursery children joined the school with a sense of belonging and pride. |
Specific ICT packages: Eg. Maths Whizz |
Maths data shows that children are making good progress in Maths throughout the school. |
Additional pupil needs |
SEN pupils are making accelerated progress and narrowing the gap of attainment. |
Reporting
This strategy will be published on the school’s website.
Appeal
Any appeals against this strategy will be through the school’s complaints procedure.
Review
This policy will be reviewed annually