2020-2021
Tudor School Pupil Premium Grant 3 Year Strategy 2019- 2022
Year 1: September 2019- September 2020
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1. Summary information | ||||||
School | Tudor Primary School | |||||
3 Year Academic Plan | 2019/2022 | Cycle Y1 2019-2020 | No. of pupils eligible for PPG | 115 | ||
Total number of pupils |
| Total PP budget | £151,800 | Date for next internal review of this strategy | Summer 2020 | |
2. Previous years attainment – End of KS2 performance July 2019 | ||
| Pupils eligible for PP | not eligible for PP (national average) |
% achieving in reading, writing and maths | 62.3% | 65% |
Progress scores in reading | 1.8 | 0.03 |
Progress scores in writing | 2.6 | 0.03 |
Progress scores in maths | 3.3 | 0.03 |
3. Barriers to future attainment (for pupils eligible for PP, including high ability) – see above | ||
In-school barriers (issues to be addressed in school, such as poor oral language skills) | ||
A. | Ks2 Reading results were lower than Ealing and National due to poor language acquisition in vocabulary and knowledge | |
B. | Sentence structure and vocabulary is weak in writing in pupils who are low secure in writing | |
C. | Learning behaviour is often passive and receptive rather than active and investigative. | |
External barriers (issues which also require action outside school, such as low attendance rates) | ||
D. | Attendance rates for pupils eligible for PP are 95.7% (target for all children of 96%). However, 11.7 % of this group are Persistent absentees .This reduces their school hours and causes them to fall behind on average. | |
4. Desired outcomes | ||
| Desired outcomes and how they will be measured | Success criteria |
A. | To develop teachers’ pedagogy – with focus on planning, assessment and delivery so that the quality of education is improved, leading to increased outcomes for pupils, particularly in literacy. |
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B. | Pupils make at least good progress in writing demonstrating clear structures within their work. | Developing subject knowledge and pedagogy of staff in writing Pupils effectively use the correct grammar structures within their writing for meaning Pupils use precise vocabulary to enhance their writing. Pupils can write confidently across a range of genres and for a range of purposes. |
C. | To develop the pedagogy and cultural capital to facilitate positive learning behaviours and to widen pupils experiences beyond their own experiences. | Different approaches are explored by SLT to develop independence CPD to train staff on selected approaches across the school Approaches are embedded in school practice Pupils are actively engaged and challenged in learning |
D. | Increased attendance rates for pupils eligible for PP with attendance rates below 90% currently. | Reduce the number of persistent absentees among pupils eligible for PP. |
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5. Planned expenditure | |||||
Academic year | 2019/20 | ||||
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? |
A. Improved teaching of reading across the school |
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| English Reading Lead to deliver training.
CPD within Reading
Teacher Support Teacher Voice Learning Walks to review practice Book Scrutiny Pupil voice
| English lead | Termly |
B. Pupils make at least good progress in writing demonstrating clear structures within their work. |
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| Use INSET days and staff meetings to deliver training. Monitor books. Moderation with partner schools Pupil Progress meetings End of year outcomes | English lead | Termly |
C. To develop the pedagogy so that lessons help to facilitate positive learning behaviours such as active engagement, independence, resilience and critical thinking. | Develop classroom practice in order to encourage more active participation e.g. through the use of more practical activities or Kagan strategies TALK 20 Reintroduce strategies such as The Learning Pit, No Hands Up, I cannot do it YET, Growth Mindset, Mind Up and Mindfulness training etc.
| 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 and older pupils. The EEF Toolkit | More Visible Learning in classroom Monitoring books will show that children take on challenge, learn from mistakes and persevere. Learning walks will show a ‘have a go’ approach. | SLT | Termly |
Total budgeted cost |
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2: 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. Improved phonics skills in KS1 |
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| Organise timetable to ensure staff that the structured provision of Phonics is in place. Learning Walks to monitor teaching of Phonics Half termly Phonics assessment. | Phonics Lead Literacy Lead | Half Termly |
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B: Accelerated progress to Greater Depth from ARE for more PP pupils |
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| Pupil voice Ensure Library slots continue to be timetabled Monitor how well pupils articulate and justify their understanding of text using evidence
| SLT | Termly |
C: Greater progress for lower attainers |
| Many of these pupils do not have access to books other than through school Many do not read regularly at home Evidence suggests that by reading regularly and frequently improves accuracy and fluency (automaticity). Regular reading improves mechanics of reading so that children can more easily read of meaning | Monitoring Book monitoring Pupil Progress meetings Learning walks |
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.. D. .To develop the pedagogy and cultural capital to facilitate positive learning behaviours and to widen pupils experiences beyond their own experiences | Mind Up in EYFS Develop Mind Up in Y1 Play Therapy Clinical Psychology Talking box Lego Therapy Subsidising funding to enable pupils to have a range of additional social and cultural experiences that they would not have otherwise e.g. residential trips and cultural day trips to the theatre, Houses of Parliament etc. Enable pupils to have access to a variety of enriching and educational experiences as well as exposure to a breath of quality encounters that they would perhaps not have otherwise e.g. Visiting artists and authors, visiting drama groups, educational workshops, public transport etc. Clubs run by teachers linked to the physical, emotional and academic wellbeing of pupils. | Interventions which target social and emotional learning (SEL) seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning. SEL programmes appear to benefit disadvantaged or low-attaining pupils more than other pupils, though all pupils benefit on average.
The Nuffield Foundation says clubs are an "easy vehicle" for enrichment. The study, found taking part in activities after the formal school day could play a role in closing the attainment gap between children from economically disadvantaged backgrounds and those with more family resources. The report says: "Compared with disadvantaged children who did not attend after-school club at the age of 11, those who attended after-school club one or two days per week had made significantly more progress than predicted. The research also found poor children who attended after-school clubs developed better social, emotional and behavioural skills than those, also from similar social circumstances, who did not. The results indicate that after-school clubs also bridged the gap between rich and poor, as children from disadvantaged homes participated to the same extent as those from affluent ones. | Pupil voice Parent voice Teacher voice Talking and Drawing Friendship groups | SLT All Staff | Termly |
Planned enrichment learning during school | Inclusion |
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3: Wider Outcomes | |||||
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? |
D. Increased attendance |
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