Pupil Premium

Pupil Premium Strategy 2019/2020

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.

We ensure that teaching and learning opportunities meet the needs of all pupils.
We ensure that appropriate provision is made for pupils who belong to vulnerable groups. This specifically includes ensuring that the needs of socially disadvantaged pupils are addressed.
In making provision for socially disadvantaged pupils, we recognise that not all pupils who are eligible for free school meals, (or have been eligible in the last 6 years) are socially disadvantaged.
We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We therefore allocate Pupil Premium funding to support any pupil or groups of pupils that the school has legitimately identified as being socially disadvantaged.

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:

Providing small group intervention support for pupils who are achieving below the average level of the class
Providing a Pupil Mentor for pupils who require regular in-school support
1:1 support by a teaching assistant in areas of Phonics, FFT and Numeracy
Additional teaching and learning opportunities provided by teachers, TAs or external agencies
Access to therapeutic interventions and advice
Access to specialist workshops and courses to address specific issues
Incentives to encourage attendance, good behaviour and parental involvement
Support for Nursery families to purchase school uniform to encourage a sense of belonging to school
Subsidy for transport for Educational Visits
Projects to raise the aspirations of pupils
Projects to raise the attendance of pupils
Projects to raise the engagement of parents
Projects to safeguard pupils

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.

Encourage our children to be aspirational so that they reach their true potential.
Develop language, vocabulary and communication skills.
Promote a love of reading.
Develop our children’s ‘cultural capital’ by providing a wide range of experiences and opportunities.
Ensure children have a strong understanding of, and exposure to, diversity and British Values.
Support the social and emotional development of our children.
Give children opportunities to be creative.
Encourage children to be active and healthy.

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	Figures remain in line with national data.
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