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Tudor Primary School

Pupil Premium

Tudor School Pupil Premium Grant 3 Year Strategy 2019- 2022

Year 1: September 2019- September 2020

 

Context

When making decisions about using pupil premium funding it was important to consider the context of the school and the subsequent challenges faced by our proportion of pupil premium children.

Common challenges for pupil premium children at Tudor Primary include the following: ​ overcrowded, temporary and unstable housing, high mobility, digital access challenges, lack of space and resources to study at home and/or play safely outside, EAL, attendance and punctuality issues. The school recognises that whilst a significant number of our pupils are not eligible for recourse to public funds, due to immigration and benefit reasons, they would otherwise be considered as meeting the criteria of “disadvantaged”. We are in the 4th Quintile of deprivation officially but recognize that for reasons above there is a lot of hidden /masked deprivation.

 

The School’s Pupil Premium Grant (PPG) strategy for  September 19 – September 2021  identifies the following aims to overcome barriers to educational achievement for our pupils eligible for Pupil Premium funding:

  • To accelerate the attainment of pupils to narrow the gap between Pupil Premium and Non Pupil Premium who may also be disadvantaged due to points noted above.
  • To accelerate the progress of a percentage of PP at ARE to Greater Depth .
  • To accelerate progress of lower attaining disadvantaged pupils in Reading.
  • To improve the equality of teaching of literacy and language.
  • To improve access to learning opportunities including to books, trips and workshops to increase cultural capital.
  • To address the barriers of social, emotional and mental health needs which impact on learning, behaviour, confidence and resilience
  • To  increase levels of parental engagement due to confidence,  language and economic barriers
  • To  increase parental knowledge of the curriculum to enable parents to support their children
  • To address the barriers of low attendance, punctuality and disrupted education amongst PPG pupils

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.

  • KS2 results will show an upward trend in Reading over the strategy cycle.
  • Teachers subject knowledge is secure in reading and writing through: ability  to articulate a unit of learning and why  
  • Planning demonstrates skills and knowledge pitched at age appropriate level
  • AFL effectively used to address gaps in learning and challenge 
  • Increased percentage of pupils attaining ARE/and or accelerate progress ( see target setting )

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.

 

 

 

 

 

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

  • Staff training on the pedagogy and  teaching of Reading
  • Supported planning with teacher
  • Modelling of the teaching of Reading
  • Learning Walks  within Reading sessions
  • Peer observations and Team Teaching
  • Explicit support and teaching of Tier 2 and 3 vocabulary

 

  • Reading is a priority identified in our SEF because Reading Attainment has dipped  by the end of KS2
  • The structure and approach to the teaching of Reading has changed to give greater emphasis to explicit teaching of content domains and associated underlying reading skills.

 

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.

  • Embed  a writing approach based on Pie Corbett in Key Year groups to cascade across the  school

 

  • Developing big picture planning  writing  through a core text

 

  • Explicit teaching of Grammar

 

  • Explicit support and teaching of Tier 2 and 3 vocabulary

 

  • High quality modelling and scaffolding is necessary to  support enriched literacy
  • 99% of our pupils are EAL with many who have disrupted/no English language
  • High mobility of pupils, means they need to be taught formal grammatical structures in English and precise understanding of vocabulary
  • Our baselines are low upon entry
  • Our pupils experience of English is often at a very simple and low level as they have not had exposure to text and usage
  • Research shows that enriched vocabulary is crucial to improving cultural capital and reading to learn.
  • Research suggests verbal feedback  should be specific and accurate so that it is meaningful and provides specific guidance on how to improve writing

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

 

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

  • Ensuring independent books taken home are matched to Phonic Level
  • Reintroducing the teaching of the  RWI  Reading Phonic books
  • To ensure that all pupils have a secure foundation in Phonics in order to be able to decode accurately and fluently to enable them to access the curriculum.

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

  •  
  • Some of the students including new arrivals and SEND need targeted support to catch up.

 

 

  • Additional phonics

 

  • Interventions for targeted children
  • CPD in Phonics for new staff
  • And refresher activities for all staff

 

  • Refresh/raise staff awareness of Phonics in KS2  for EAL

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B: Accelerated progress  to  Greater Depth  from ARE  for more PP pupils

  • Enrichment activities to stimulate reading
  • Enterprise days.
  • Visitors/ Experts to school.
  • Book recommendations
  • Book Clubs
  • Provision of online learning platforms
  • Provide access to reading experiences e.g. librarian, library etc.
  • To provide children with books they can read/own
  • Introduce reciprocal reading
  • Ongoing review of quality text
  • Ensuring that teaching of reading challenges high attainers’ in elements of critical thinking and deeper understanding of text
  • Booster Clubs

 

 

  • To expose pupils to a range of  first-hand experiences help to engage, understand and
  • Stimulate interest in a wide range of literature.
  • To enrich the cultural capital and vocabulary of pupils through quality experiences and quality text the can connect to.
  • Many of our pupils do not have access to a library
  • Many of our pupils come from bookless homes other than the ones we  provide
  • Many of our pupils do not have reading support at home.

 

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

  • Targeted reading support in Guided Reading
  • Review  Phonics teaching for New Arrivals and lower attainers in KS2
  • Review and monitor 1:1 Reading
  • Monitor and test  common exception words for Y1& 2 in KS2
  • Booster Clubs
  • Beanstalk
  •  

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

..

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

  • Attendance group to explore supportive measures including Parent Contracts, EAO (Education Attendance Officer from Local Authority) support, EHAP (Early Help and Assessment Plans), TAC/F (Team around the child /family meetings) etc.

 

  • Parent Attendance contracts to be discussed and agreed with parents’ of pupils with attendance concerns.  Supportive measures to be explored with staff to reduce absences

 

  • Continue to schedule Meetings with parents before Persistent Absentee levels rise to an unacceptable level.
  • Attendance to be promoted through: Displays, Assemblies, school website, newsletter and awarding 100% attendance Certificates throughout the school

 

  • In order to narrow the attainment gap, it is necessary for pupils to be settled at school.

 

  • Pupil Premium pupils may sometimes require higher   support to maintain good attendance which means that the communication and support structures need to be in place. This will vary according to the needs of the family.

 

 

  • Reviewing systems and data to support the pupils
  • Being aware of the reasons and barriers to attendance and exploring solutions to meet needs.

SH

KH

Termly

rates

 

 

 

 

 

 

 

 

 

 

 

 
   
 

 

   

 

Impact of Pupil Premium Funding Evaluation 

The School’s Pupil Premium Grant (PPG) strategy for April 2018-April 2019 identifies the following aims to overcome barriers to educational achievement for our pupils eligible for Pupil Premium funding:

•To accelerate the progress and improve the attainment of pupils eligible for Pupil premium in order to narrow any gap between non Pupil Premium pupils in school and nationally.

•To continue the progress made in improving writing and to narrow the gap for PPG pupils in Reading and Maths.

•To improve access to learning opportunities including to books, trips and workshops

•To address the barriers of social, emotional and mental health needs which impact on learning, behaviour, confidence and resilience.

• To address low levels of parental engagement.

•To address the need to develop parental support skills and confidence.

•To address the barriers of low attendance, punctuality and disrupted education amongst PPG pupils.

 

Impact:

  • Attainment and progress of FSM6 pupils remains good 
  • Raised levels of confident in oracy and literacy in pupils who may not have had frequent home exposure to the English language in its correct form.
  • Increased fluency  in reading  in Key stage 1
  • Independence within learning through the use of chrome books and on line activities that can be accessed at home and school
  • Outcomes for pupils is good in all Key stages
  • Cultural capital has supported pupils and  has widened pupils life experiences
  •  Behavioural issues are minimal and pupils feel safe and supported

Evidence

EYFS

 

School  2019

National 2019

% of  disadvantaged pupils attaining GLD children attaining GLD

 

  100%

 

Unavailable

% of Non-Disadvantaged Pupils attaining GLD

    80.9%

 Unavailable

 

Key Stage 1- % of children reaching the expected level or higher

Performance of Disadvantaged Pupils at the end of KS1

 

(ARE=Age related expectations)

2018

National 2019

(non-disadvantaged)

% of disadvantaged pupils at ARE in Reading

87%

           75%

% of other pupils at ARE in Reading

76%

% of disadvantaged pupils at ARE in Writing

80%

 

69%

% of other pupils at ARE in Writing

79%

% of disadvantaged pupils at ARE in Maths

100%

76%

% of other pupils at ARE in Maths

83%

 

 

 

Key Stage 2-% of children reaching the expected level or higher

Performance of Disadvantaged Pupils at the end of KS2

 

(ARE=Age related expectations)

2019

National 2019 (non-disadvantaged)

% of disadvantaged pupils at ARE in Reading

79%

73%

% of other pupils at ARE in Reading

59%

% of disadvantaged pupils at ARE in Writing

88%

79%

% of other pupils at ARE in Writing

79%

% of disadvantaged pupils at ARE in Maths

92%

78%

% of other pupils at ARE in Maths

90%

Disadvantaged pupils progress score in Reading

1.8

Unavailable

Other pupils progress score in Reading

3.1

Disadvantaged pupils progress score in Writing

2.6

Unavailable

Other pupils progress score in Writing

5.7

Disadvantaged pupils progress score in Maths

3.2

Unavailable

Other pupil progress score in Maths

5.2

% of disadvantaged pupils at ARE in R,W,M combined

75%

Unavailable

% of all pupils at ARE in R,W,M combined

52%

 

 

Tudor School Pupil Premium Grant Strategy April 2018- April 2019

 

Evaluation and Impact of Pupil premium spending April 2017-April 2018

 

The School’s Pupil Premium Grant (PPG) strategy for April 2017-April 2018 identifies the following aims to overcome barriers to educational achievement for our pupils eligible for Pupil Premium funding:

  • To accelerate the progress and improve the attainment of pupils eligible for Pupil premium in order to narrow any gap between non Pupil Premium pupils in school and nationally.
  • To continue the progress made in improving writing and to narrow the gap for PPG pupils in Reading and Maths.
  • To improve access to learning opportunities including to books, trips and workshops
  • To address the barriers of social, emotional and mental health needs which impact on learning, behaviour, confidence and resilience.
  • To address low levels of parental engagement.
  • To address the need to develop parental support skills and confidence.
  • To address the barriers of low attendance, punctuality and disrupted education amongst PPG pupils.

 

Results from July 2018

 

Performance of Disadvantaged Pupils at the end of KS2

 

(ARE=Age related expectations)

2018

National 2018 (non-disadvantaged)

% of disadvantaged pupils at ARE in Reading

86%

80%

% of other pupils at ARE in Reading

83%

% of disadvantaged pupils at ARE in Writing

81%

83%

% of other pupils at ARE in Writing

81%

% of disadvantaged pupils at ARE in Maths

100%

81%

% of other pupils at ARE in Maths

86%

Disadvantaged pupils progress score in Reading

4.0

0.31

Other pupils progress score in Reading

3.3

Disadvantaged pupils progress score in Writing

2.5

0.24

Other pupils progress score in Writing

2.6

Disadvantaged pupils progress score in Maths

5.1

0.31

Other pupil progress score in Maths

4.7

% of disadvantaged pupils at ARE in R,W,M combined

81%

70%

% of all pupils at ARE in R,W,M combined

78%

 

 

 

Performance of Disadvantaged Pupils at the end of KS1

 

(ARE=Age related expectations)

2018

National 2018

(non-disadvantaged)

% of disadvantaged pupils at ARE in Reading

63%

79%

% of other pupils at ARE in Reading

81%

% of disadvantaged pupils at ARE in Writing

63%

74%

% of other pupils at ARE in Writing

81%

% of disadvantaged pupils at ARE in Maths

75%

80%

% of other pupils at ARE in Maths

81%

 

 

Context

When making decisions about using pupil premium funding it was important to consider the context of the school and the subsequent challenges faced by our proportion of pupil premium children.

Common challenges for pupil premium children at Tudor Primary include the following: ​ overcrowded, temporary and unstable housing, high mobility, digital access challenges, lack of space and resources to study at home and or play safely outside, EAL, attendance and punctuality issues. The school recognises that whilst a significant number of our pupils are not eligible for recourse to public funds, due to immigration and benefit reasons, they would otherwise be considered as meeting the criteria of “disadvantage”.

 

The School’s Pupil Premium Grant (PPG) strategy for April 2018-April 2019 identifies the following aims to overcome barriers to educational achievement for our pupils eligible for Pupil Premium funding:

  • To accelerate the progress and improve the attainment of pupils eligible for Pupil premium in order to narrow any gap between non Pupil Premium pupils in school and nationally
  • To continue the progress made in improving writing and to narrow the gap for PPG pupils in Reading and Maths
  • To improve access to learning opportunities including to books, trips and workshops
  • To address the barriers of social, emotional and mental health needs which impact on learning, behaviour, confidence and resilience
  • To address low levels of parental engagement due to language and economic barriers
  • To address the need to develop parental support skills and confidence
  • To address the barriers of low attendance, punctuality and disrupted education amongst PPG pupils

 

 

 

 

Objectives and Principles

 

Our key objective in using the Pupil Premium Fund (PPF) is to narrow the gap between pupil groups and ensure that each child maximizes their potential. Through quality first teaching and targeted interventions we are working to eliminate barriers to learning and progress. For pupils who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations as they move through the school. Also to ensure that we cater for all academic abilities, including challenging high attaining pupil premium (PP) pupils, we analyse our data comprehensively, in order to make decisions relating to pupil premium funding. We have nominated members of the SLT team to lead and drive pupil premium as well as sharing information regularly with Governors.

 

Further to this we outlined key principles which we then focused on in order to successfully narrow the gap and maximise the impact of our pupil premium spending.

 

The ethos of the school is built upon the belief that all staff believe in all pupils and there are no excuses made for under-performance. We have high expectations and aspirations for all our pupils and encourage them to take a full and active part in all that we offer. We value diversity, promote curiosity and inspire excellence.

 

Analysing Data- 
We ensure that all staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school (e.g. pupil progress meetings).

 

Identification of pupils - We ensure that:

  • All teaching staff are involved in analysis of data and identification of 
pupils- this is done through pupil progress meetings and CPD
  • All staff are aware of who pupil premium and vulnerable pupils are
  • All pupil premium pupils benefit from the funding, not just those who are underperforming e.g. clubs
  • Underachievement at all levels is targeted (not just lower attaining pupils)

 

Improving day to day teaching - We continue to ensure that all pupils across the school receive good teaching achieved by using our Senior Leaders to:

 

  • Set high expectations
  • Address any within-school variance
  • Share good practice within the school
  • Provide high quality CPD

 

Increasing learning time -We maximise the time pupils have to “catch up” through:

  • Improving attendance and punctuality
  • Providing intervention

Individualising support- 
We ensure that the additional support we provide is effective by:

  • Looking at the individual needs of each child and identifying their barriers to learning
  • Ensuring additional support staff and class teachers communicate regularly
  • Tailoring interventions to the needs of the child
  • Recognising and building on pupils’ strengths to further boost confidence

 

 

Measuring impact

The impact of the Pupil Premium spending is measured by the EYFS, Phonics, KS1 and KS2 results at the end of the year.

For non-statutory year groups the school’s internal data will be used to measure the impact of the spending.

 

Review date – July 2019

 

 

 

 

 

 

Planned Expenditure: Spending and Impact 2018-19 Tudor Primary School

This year 1320 x 113 = £149,160​

 

 

Item/Project

Cost

Objective

Desired Impact

Beanstalk Reading Helper

£580

Trained reading helpers give selected Y5 PPG children with low Reading ages, additional opportunities to explore text.

To support children reading 1:1 for pleasure and thereby improving confidence, fluency and breadth of experience

Pupil Premium pupils have additional reading opportunities

Learning village (annual costs + 0.5-RP 0.2 EAL manager)

£12,000

Individualised access to scaffolded program of vocabulary and syntax development. This is to accelerate the development of language structures necessary to underpin curricular learning and communication.

To raise levels of confident oracy and literacy in pupils who may not have frequent home exposure to the English language in its correct form.

Pupil premium pupils acquire English oracy confidently in a structured, relevant and correct way. This will reduce isolation and enable rapid integration in to the school and British community.

Pupils who have participated have shown an improvement in confidence and enthusiasm

Equipment – Netbooks/Chromebooks and headphones

£5,000

Children having a chance to do independent learning on netbooks on sites such as Learning Village, Mathletics, MyMaths, Maths Factor, Education City, SPAG.com, Spelling Shed. Some children do not have access to computers at home and so can use the school’s equipment for online homework or independent learning.

Children will become independent learners. Children will have the opportunity to use technology they may not have at home. Children are able to complete learning tasks set for them online during school time as they have no access to computers at home.

Education city

£1,961

Subscriptions to provide enhanced access to teaching and learning activities outside of school as many parents do not speak English or have the skills or resources to provide access to such activities.

To enable our pupils to have quality educational online activities which they would otherwise not have access to.

To increase the confidence and breadth of our pupils to safely use online platforms as tools to learning.

1:1 reading

£9,233

In line with our aim to raise the progress and attainment of pupils with PPG in Reading and Literacy, we have committed staff to ensure pupils have additional opportunity to read to an adult individually. Staff have ongoing CPD to develop phonics, fluency, articulation and comprehension.

To ensure that pupils have the opportunity to practise their reading by reading frequently to adults who can support their reading for pleasure, reading for meaning and reading fluency and accuracy.

This frequent practice should improve fluency, accuracy, confidence and comprehension of pupils.

Full time additional TA for PP support (ID, LH, AT

£32,931

Targeted support to boost learning for Y5/6 pupils focussing on meeting the demands of the New Curriculum and SATS.

Pupils have the opportunity to have a safe and supportive environment to revise, fill gaps in learning (high mobility) and ask for help to maximise their learning at the end of KS2. Many students have gaps in learning due to mobility and do not always have access to eg reliable broadband, tutors or people who have the time and skills to support them in accessing the National Curriculum at age appropriate levels. High levels of housing issues in the area mean that it can often be difficult to revise at home over holidays.

Good outcomes for PP pupils.

 

Feb/Easter booster sessions

£3,240

Target pupils with extra sessions in year 6 to enable rapid progress

Improved outcomes for PP pupils

 

West London Speech & Language (0.3)

(0.1=SH, 0.5=TAs)

£14,000

Language skills are key to communication and learning. Baseline data shows that our cohort often starts our schools with very low levels of Language, Literacy and vocabulary.

Communication and Language is key to Literacy and Learning. It is the precursor to successful reading and writing. Commissioned SLT support helps to upskill our staff and develops an inclusive environment to improve access and engagement to pupils who may not have a wide vocabulary or syntax. This should improve Literacy and Learning

Improved engagement and outcomes for PP pupils in Literacy and Language

 

Trips and visitors

£10,000

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 eg visiting artists and authors, visiting drama groups, educational workshops, public transport etc

Increased knowledge, confidence, independence and collaborative skills in participating pupils resulting in enthusiastic learning.

Improved social and cultural inclusion in wider society so that our pupils can understand, experience and relate meaningfully to British Values.

 

Attendance

Projects

(0.2=KH, 0.5=MR, 0.1=SH)

£16,455

Support families in to overcome barriers to attendance through targeted family work

Improved attendance for PP pupils so that all PP pupils have attendance of at least 95%

 

Apprentices Support – 5 Mayzee, Ellie, Nargi, Fizza, Zainab, Amelia

£11,000

Enabling pupils to have regular 1:1 phonic, HFW and reading opportunities – overseen by teacher

Improved engagement and outcomes for PP pupils

 

Differentiated phonics groups – 4 TAS EVERY DAY – ONE HOUR

£9,360

To provide differentiated support to meet the precise needs of KS1 pupils to improve literacy skills early. We have a Phonics pass rate of 85%.

Phonic screening shows rapid progress of pupils through the scheme

Increased % of pupils meeting the expectation of the phonics screening test

 

Catholic Society

£2,500

To increase the social, emotional and mental wellbeing of children through Play or Drama therapy. We have had groups of children who have difficulties initiating and sustaining relationships. Group and individual sessions are undertaken with children who have more embedded issues or who may be finding it difficult adjusting to loss/bereavement/acrimonious family breakdown etc Where possible, parents are also engaged in promoting positive relationships with their children in play and communication.

Improved social, emotional and mental wellbeing of pupils therapy leading to better play skills, fewer behaviour issues, greater engagement and improved learning.

Increased engagement and support from parents of participating pupils.

 

Behaviour management at lunchtimes

£5,200

Pupil premium children taking part in lunchtime sports club.

Children have more settled lunchtimes and are then able to concentrate and engage in their afternoon learning which will lead to improved outcomes.

 

Clips

£4,500

A Commissioned Clinical Psychologist works as a member of staff for one day a week. She works with parents, pupils and staff to support the emotional and mental wellbeing of our pupils and where relevant, of their carers. She works as intensively as required, doing home visits over the holidays where necessary or is a supportive and advisory role where appropriate. Many pupils on the Clips caseload are PP.

Social and emotional stability for very vulnerable pupils to ensure they are safe, stable and able to access education and the school community.

 

Educational Psychologist

£1,200

We commission educational psychology support to ensure that precise educational needs can be better identified and supported.

Children’s needs can be assessed and understood thereby allowing pupils to be supported accordingly and learn.

 

Library Club

£4,000

We employ a qualified and experienced school librarian who ensures pupils have access to a wide range of literature and quality text. She also reads to pupils and supports their reading widely. She also runs a library club for motivated readers during lunch times and afterschool where parents can also come and help their children choose books.

Many children do not use any other library service. This helps them have access to a wide range of books that they can select and enjoy safely.

 

Books for soft start

£3,000

Soft Start is very well attended. Children are encouraged to come to school before 8.50 and read before school. EYFS and KS1 Soft Start is available for parents and children to share books and read together. KS2 pupils so not need their parents to stay with them.

Children enjoy reading, thereby become more fluent, accurate and confident.

Children are far less likely to be late because they are at school earlier.

Children are ready to learn when school officially starts because they are already in class and calm.

 

PP free access to clubs

£3,000

There is a range of recreational and educational activity clubs eg Art, cooking, ballet, maths etc. These broaden children’s experiences and skills and improve their confidence and engagement.

Children have a range of experiences that they would not have otherwise. They are more engaged, motivated, sociable and skilled as a result.

 

 

 

 

 

 

 

 

 

 

 

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