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Tudor Primary School

Pupil Premium

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%	80%
% of disadvantaged pupils at ARE in Writing	81%	83%
% of other pupils at ARE in Writing	81%	83%
% of disadvantaged pupils at ARE in Maths	100%	81%
% of other pupils at ARE in Maths	86%	81%
Disadvantaged pupils progress score in Reading	4.0	0.31
Other pupils progress score in Reading	3.3	0.31
Disadvantaged pupils progress score in Writing	2.5	0.24
Other pupils progress score in Writing	2.6	0.24
Disadvantaged pupils progress score in Maths	5.1	0.31
Other pupil progress score in Maths	4.7	0.31
% of disadvantaged pupils at ARE in R,W,M combined	81%	70%
% of all pupils at ARE in R,W,M combined	78%	70%

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%	79%
% of disadvantaged pupils at ARE in Writing	63%	74%
% of other pupils at ARE in Writing	81%	74%
% of disadvantaged pupils at ARE in Maths	75%	80%
% of other pupils at ARE in Maths	81%	80%

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.

Projected Total Pupil Premium Funding April 2017/2018

The school has allocated its funding based on 134 children who are entitled to Pupil premium funding. Pupil Premium funding is awarded for pupils who have received Free School Meals in the past six years and for children in care or the children of Armed Forces personnel. Amount per pupil - £1320 x 134 = £176,880

Tudor School Pupil Premium Grant Strategy April 2017- April 2018