|School context for Highbury Quadrant Primary School|
Highbury Quadrant is an inclusive school where we focus on the well-being and progress of every child. 80% of children are from minority ethnic families compared to 31.6% nationally. 49% of pupils speak English as an additional language. At the time of the previous census, there were 29 different school languages. The school is balanced, with 49% boys and 51% girls. We have high expectations of all our children. To ensure they achieve their potential we engage a range of strategies to issue challenge at an appropriate level, and provide support to overcome barriers to learning.
The school serves a dynamic community, which in part reflects significant social and economic challenges. The proportion of pupils eligible for support through pupil premium is well above average for the UK. The proportion for disadvantaged children is high: 59.5% of pupils are eligible for free school meals. The schools IDACI deprivation indicator is 0.33 which is higher than the national average of 0.21. By assessing pupils earlier, 9% of pupils (37 children from 19 families) at the school have been supported by children’s social care or through other agencies.
A few children start school from the Pre-school but most start school in the Nursery class often without any pre-school experience and very few communication skills. Children also display a high level of Personal, social and Emotional difficulties. 35% of those children enter school with attainment which is below or well below the developmental age.
Children that enter Reception generally from other schools with low starting points. Pupil mobility is a significant factor. School’s mobility sits between the 20th and 40th percentile for stability and is higher than national figures. We have some children entering our school from overseas, with no or little English/formal education.
|SEN-D and Vulnerability
24% of pupils have Special Education Needs, which is significantly higher than the national average of 12%. 25% of these children have speech and language difficulties and 3% have an autistic spectrum disorder. Many of these pupils are eligible for Pupil Premium funding.
|Roll / pupil numbers
The total number of children on roll since 2014 has increased. There are currently 401 pupils on roll including nursery pupils and children in our 2-year old provision. The nursery and pre-school were full. There are small cohorts in years 5-6.
Summary of Main Barriers to Learning and Achievement
Under the banner of our core values, Respect, Achievement and Positivity, we make no assumptions of individual pupils or family situations. We are aware that the context of the school means that all pupils at some point may face significant challenges and barriers to educational success. It is for this reason we consider all children to be entitled to receive high levels of support and challenge in order to strive at school and in life. Listed below in very broad terms are barriers that we consider are common for our large proportion of pupils including those eligible for Pupil Premium and for whom the school has a duty to deploy resources in such a way as to ensure that they are able to fully engage in learning and achieve well overtime.
|Low starting Points
|Most of our pupils enter Reception from low starting points (30-50 months), especially in Speech and Language and PSED. The proportions are much lower for those pupils who have not been in our own nursery setting. This further reflects the fact that Speech, Language, Communication and Social and Emotional needs are also the most widespread type of SEN across the school.|
|Social and Emotional Needs, including mental health concerns, that could lead to poor behaviour and/or concerns about wellbeing.
|At Highbury Quadrant, we have high expectations of behaviour. We create an environment where values as well as knowledge and skills are learned by supporting those who may require extra support due to social/emotional difficulties or who are at a risk of being excluded. Poverty reduces families’ access to resources and choices around key things like diet and housing. This can have impact on children’s health, wellbeing and development and thus become a barrier to achievement in school.|
|Lack of broader experience and opportunities for ‘cultural capital’
|At Highbury Quadrant, some of our pupils have had limited experiences of the arts, places in the UK outside of London or a chance to even understand and experience the many different cultures beyond their own immediate practises. As well as focusing upon academic endeavours, it is important that we provide support to nurture our pupils’ well-being and to provide them with access to a variety of enriching experiences, for example: farm visits, museums, school journey and having the opportunity to learn musical instruments.|
|Lack of access to books / reading opportunities||Many of our pupils have less access to resources such as books, toys and holidays. ‘Disadvantaged’ pupils may have fewer opportunities to build general knowledge and experience in their broader lives. Having less access to these resources means our children start school feeling less confident and demonstrate little interest in reading. Parental engagement in home reading routines and supporting homework activities is often sporadic for disadvantaged pupils.|
|Poor attendance||50% of all our pupils with very poor attendance or punctuality are eligible for Pupil Premium. Poor attendance is a significant barrier to achievement at school.|
Highbury Quadrant’s Pupil Premium Strategy (How the Funding is targeted):
The Pupil Premium grant is an amount of money the government allocates to each school, to support all pupils to reach their potential. It is particularly aimed at pupils coming from disadvantaged backgrounds, who may also be in receipt of free school meals.
All members of staff and governors accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within the school environment. At ‘Highbury Quadrant,’ we are committed to ‘Closing the Gap’ between vulnerable pupils and the pupil premium often forms a vital part of that process.
|Using Specialist or Specific Support to improve overall provision||Securing the progress of targeted learners||Minimising the impact of barriers to learning and promoting cultural capital|
| High-quality teaching to ensure the best possible outcomes for all our children through developing teachers and meeting the needs of all pupils through analysis of assessment information.
Additional provision and support for KS 1 and year 6 to secure at least good and outstanding progression.
| Most interventions are delivered by both Teaching Assistants and the Assistant Heads in class and by targeted groups. This ensures that teachers retain oversight of the work being done and pupils do not miss out on high quality class teaching.
Ongoing assessments, enables us to identify and meet pupils’ needs quickly. Pupils requiring targeted support/ interventions are identified through Pupil Progress meetings.
|All key staff to support and raise achievement of vulnerable pupils, in particular to support improvements in reading and attendance.
Tailored support for key vulnerable pupils, including those with emotional needs and with involvement from Social Care.
Opportunities for all pupils, including disadvantaged pupils, to engage in activities which enrich their experience.
|Pupil Premium Provision Strategy for 2016 – 2017||Evaluation uses data from Summer term 2017|
|Area of Support||Examples / Details of Support||Estimated / Projected Cost of Support||Expected Impact||Summary outcomes:
July 2017-10-09 to be completed with publication of national data in Autumn 2017
|Using specialist or specific support to improve overall provision||Participation in the early Excellence Emergent writing programme
|More evidence of children’s writing seen in their Learning journey’s
The adapted environment has provided excellent opportunities for children to become confident writers.
|Outcomes in literacy at the end of Reception in 2016 was 52.4 %
In 2017 this rose to 60% of achieving expected standard in wring and 60% in Reading.
National data available in Dec 2017
|TA support (Behaviour intervention
To improve the behaviour of targeted children in order for them to be able to access the curriculum.
|£36,504||Target children’s behaviour has improved with less incidents and reduced low level disruption||Exclusion of PP has declined by 75%.|
To further develop the revised curriculum.
To share good practice in quality first teaching across the school.
To develop understanding of ‘closing the gap’ and the importance of data for planning.
Using data profiles to support planning and assessment
Parent meeting to explain assessment and reporting process (iPAT)
|100% teaching to be good or better
Teachers working towards being outstanding, with a clear use of data to personalize learning.
All teacher scan track individual pupils against learning strands in the revised curriculum for reading writing and Maths- and challenge where needed
|Standards in classes
Work in books
Monitoring of teaching
Pupil Progress records and analysis
|Workshops for parents: phonics
To enable parents to support their children at home
|£200||A huge achievement for the school is the national Year 1 Phonics Screening Test results which were higher than National in 2017 (HQ 84% compared to 81% National) 2016 (HQ 82% compared to 81%, National)||
|Training and implementation of POMs (Process Oriented Monitoring Systems) to improve well-being and involvement for all pupils||£8,546||To use the techniques learnt at the training to improve the involvement and well -being of pupils in the KS 2 playground and EYFS.||Adult interactions both in the KS 1and 2 playground and in EYFS have significantly improved. This has resulted in 69.1% of children reaching the GLD in 2017.
Classroom observations show that the well-being and involvement of children has increased significantly. Practitioners have improved their daily interactions to achieve this impact. This was observed
|Shakespeare Workshop||£1,600||Extending cultural experience and opportunities to enjoy work of /Shakespeare Build creativity and language skills. Building confidence and enthusiasm of staff to bring Shakespeare into the classroom.
|Support Language Development
More PP children performing at a higher level in R &W.
|Additional lunch time supervision (partially funded)
To provide a greater ratio of supervision to the number of vulnerable PP children at lunchtimes.
|£3,690||Behaviour incidents during lunch time have reduced dramatically. This is due to the support provided to target children with social skills during the lunch period.||Number of playtime reds in summer 2016- 2017
This has considerably reduced to 21 incidents by summer 2017.
To provide up-to-date resources (New whiteboards, computer etc) to enhance teaching and learning opportunities
|It would create greater opportunities and a learning environment for children with a variety of learning styles such as oral, visual, kinaesthetic and tactile. This would enhance the standard of teaching input.||Seen greater modelling of tasks, enhanced opportunities of group writing. An ability to up level children’s work as a class.|
To provide improved resources for teaching across the curriculum, to give children enrichment opportunities
Quality reading book/school library
Subscription to first news
|Children have an improved learning experience which will develop their own individual skills and interests.|
|Securing the progress of targeted learners||Additional support from both Assistant Heads
Teaching and Learning in house training by AH
Assessment coordinator uses data to drive interventions and enrichment activities to ensure that all pupils have access to additional services where needed. Part of this is to identify gaps and ensure targeted support is in place. In conjunction with the AHT and Inclusion Manager, plan for a wide range of intervention programmes i.e. catch up etc.
Additional EP days
|Robust assessment and gap analysis ensure interventions are focused for pupils entitled to Pupil Premium.
Training provided by AH develops knowledge, understanding and skills to ensure the team make the maximum positive impact whilst teaching.
Inclusion leads to team lad support staff to provide effective interventions for targeted groups across the school.
|Reading- 60% of the five targeted PP children met age related expectations in reading.
More PP children performing at a higher level in R &W.
5 EHCP in place
A focused daily (4 times a week) reading booster in small groups, is delivered by a AH. This is aimed for all pupils to make at least expected progress in reading.
|Provided by class teachers||Reading levels to rise-more children to reach expected levels in reading at the end of KS 2.
|Increased confidence in reading and discussion.
Slight increase in attainment in reading. More PP children performing at higher level in R.
|Additional TA support in KS 1.
|£36,000||Attainment and progress of phonics and year 2 SATS outcomes improved significantly.||Increased % of pupils passing the phonics test in year 1.
Early support in year 1-more children met age related expectations.
|Additional TA in EY
|£18000||To provide high quality targeted interventions- focused on language and communication.
Targeted support for children with SEN
|Increased % of pupils achieving a good level of Development.
SEN children settle well and make good progress.
|Islington Library service
E book platform
Islington reading road map
|£6,704||To accelerate the outcomes of reading in year 5 and 6.
Attainment and progress in reading improves and closes the gap between Pupil Premium and Non Pupil Premium Pupils.
|Small group interventions in English and Maths.
Identify PP/ FSM children who require additional support in literacy and Mathematics.
|£19,000||Improved progress and attainment in literacy and numeracy. More personalized learning opportunities|
|Minimising the impact of barriers to learning and promoting cultural capital||Intervention to improve attendance
Lead Inclusion TA and attendance support lead roles have been significantly expanded. This involves tracking and monitoring key pupils, regular meeting with vulnerable families whose children are persistently absent, early intervention-under 5.
|To embed systems and sustain work to improve attendance including engagement with vulnerable families and parents of pupils who are persistently absent.||2016-17
(up from 94.7 % in 2015-2016)
PP Persistent Absence-12% based on(363 on role)
54% (25/46) of PA were PP.
48% (17/35) of PA were PP.
Enrichment opportunities for participation in creative arts and cultural activities
instruments and tuition
|Music is proven to impact learning positively. The sessions would be for PP children as well as those in need emotionally||PP children received a broad and balanced curriculum and were provided with opportunities to perform and grow in confidence.|
|Family support funding, including uniforms, homework etc.
|£500||Depending on specific needs families are to be supported with key functions to support them in the upbringing of children. This may include items such as uniform, PE kits, resources and opportunities for learning at the Head Teachers discretion- families will be given support to aid learning. All pupils will have their basic needs met
|All PP children feel included and valued members of the school with complete uniform.|
|Subsidy of school journeys/Learning outside the classroom- Pupils experience the opportunities of enrichment that the school trips provide.
A residential outdoor education course which has a positive life-long impact on all participants. By involving pupils in outdoor and adventurous activities, challenging learning situations can be used to develop qualities such as self-knowledge and self-esteem whilst creating an awareness of the environment and the needs of others.
|£645||These learning experiences will assist pupils in raising their achievement due to exploring the breadth of wider cultural opportunities they encounter within each topic.||All children were able to attend school trips and residential experiences.
(discussions, observations, work produced during Topic/English)
|Outdoor learning experiences, especially those involving collaborative learning experiences are shown to have a positive impact on learning.||Increased self confidence
Greater independence, better team working and improved social skills.
|pupil premium children to have access to breakfast club to ensure that all pupils are sufficiently nourished and ready to learn.
|£7,513||100% of pupils have the energy and focus to maintain high levels of concentration until lunchtime.||Children have a good start to the school day with a healthy breakfast (Discussions/observations)|
An extensive range of clubs to provide additional experiences to improve pupil’s self-confidence and educational outcomes.
|£5,513||Pupils will explore a range of sporting, artistic, academic and skill based after school clubs they would not normally have access to. This enrichment and boost to self-confidence will assist in raising achievement.||Providing targeted places before and after school, children’s attitudes to learning have improved.
(discussions, observations, attendance register)