Pupil Premium Pupil premium strategy statement (primary) 1. Summary information School Highbury quadrant Primary School Academic Year 2017-2018 Total PP budget £266,320 Date of most recent PP Review October 2017 Total number of pupils 393 Number of pupils eligible for PP 200 Date for next internal review of this strategy July 18 2. Current attainment –KS 2 Results Pupils eligible for PP (your school) Pupils not eligible for PP (national average) % achieving in reading, writing and maths 31/41 42% 40% % making progress in reading 31/41 52% 50% % making progress in writing 31/41 81% 50% % making progress in maths 31/41 65% 60% 3. Barriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers (issues to be addressed in school,) A. Very low proportions of children enter EYFS working within typical ARE – Many of our children arrive with very poor personal care skills (e.g. lack toilet training, not able to dress themselves) and many have very low skills in Communication and Language skills on-entry. B. Supporting pupils with learning and expectations at home: particularly in language acquisition. C. The need to develop good learning behaviours, in children who are emotionally vulnerable is a key focus for a significant proportion of our PP children. The school therefore will focus on developing excellent learning behaviour for all children and excellent behaviour managing skills in staff. D. Year 6 has particularly high proportion pupils eligible for PP (79%). Related issues include low attendance, behaviour, and low prior attainment. This cohort will benefit from strategic deployment of addition support staff and general work on attendance with EWO support. External barriers (issues which also require action outside school, such as low attendance rates) E. Highbury Quadrant has a higher proportion of PA pupils than the Islington primary average. Absence (general rates PP-6.3% compared to Islington 5.8%) is high. F. Circumstances out of school have an impact on the pupil’s social and emotional wellbeing in school, which affects learning behaviours that support independent learning. For many PP children social and emotional experiences are not as varied/ or as broad as per non-PP children. In addition PP children are more likely deal with challenging home and in some instances families have not had positive experiences of school themselves and such perceptions can be hard to overcome. Some families and pupils (predominantly eligible for PP) would benefit greatly from additional support and nurture and thereby improve overall engagement with the school. 4. Desired outcomes Desired outcomes and how they will be measured Success criteria A. Early identification of needs ensures PP pupils receive targeted support to make rapid progress through the age bands in the EYFS. To develop characteristics of effective learning through promotion of positive learning behaviours and independent learning. To focus on the prime areas of learning for a term. To raise family aspirations for their children and, where possible for themselves. The gap between PP and non-PP pupils is narrowed. PP children to start demonstrating positive learning behaviours, respond positively to support, have a positive attitude and do not rely on the input of adults until they attempted independent completion. PP children, staff and families have the same aspirational expectations about their academic prospects. B. Regular information sent home by class teachers, curriculum maps at the beginning of term and updates on the website. Children encouraged to use access learning at home via on line resources. Extra comprehension activities provided for practise at home in some classes where required. Children actively engaged in their learning and keen to work at home. 100% engagement with homework and home learning (online). C. Confident learners who are able to meet a challenge. They are able to express their views and evaluate their own progress and learning. Good Pupil’s learning behaviours are embedded across the school and this is evident in written work. Pupil interviews and learning walks show continuous improvement in behaviour for learning: a readiness to learn; willingness to take part in lessons; greater concentration and staying on task for longer periods. PP pupil’s books show improved presentation and productivity. D. PP pupils with Higher Prior Attainment make better progress in the core subjects in KS2 More PP pupils make progress by KS2 SATs and exceed ARE. E. To improve attendance of all PP children. To improve punctuality of all PP children. Reduced number of persistent absentees among pupils eligible for PP. Attendance for PP children is inline or better than national %. To improve persistent absence and thereby reduce EWO involvement. F. Support for families and pupils. Restructure the Inclusion provision at HQ: Develop a team with the skills and training to support the needs of the pupils and families in school To provide increased opportunities for identified PP children to explore and express their feelings and emotions through emotional literacy and social skills sessions. To provide support for families through support meetings, language courses and parent presentations. All PP families to attend parent/ teacher meetings. Strengthening of home/ school relationships with a shared approach to overcoming barriers, rather than an excuse culture. Increased participation of PP families with school events/presentations. Increased communication skills of PP children enabling them to socialise more effectively, resolve issues and express their own emotions and concerns. 5. Planned expenditure Academic year 2017/2018 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. i. 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. An Early identification of needs ensures PP pupils receive targeted support to make rapid progress through the age bands in the EYFS. EY practitioners allocated to PP children to work with identified children on skills they are lacking. E.g. providing greater adult child interactions, small group activities to focus on Prime areas, building relationships with parents/carers to offer advice. Closing the ‘gap’ early better prepares children for KS1. Early Excellence models of good practice advocate the best support for younger children is to provide greater access to well trained adults who can provide daily intervention to correct children’s misconceptions EY Practitioner to work under EY Phase Leader’s direction. Identified children will be monitored through assessment data and robust PPR system. Practitioner will have PP progress linked to PMR cycle. Coaching and mentoring system in place to ensure good practice. EYFS phase leader and Yr 1 teacher to receive Early Excellence training / EY Leader to attend ‘Embedding, Developing and Evaluating: Action Research Project – with Julie Fisher’ and Yr 1 teacher to attend ‘Striving for Excellence: Year 1 Project.’ Practitioners will have up-to-date EY specific training on supporting children’s need Through the continuous provision. EYFS project will focus on a aspect of Well-being and Involvement. To embed this into daily practise. Y1 – to establish good transition systems focusing on a continuous provision, ‘Developing an Effective Learning Environment,’ ‘Developing an Effective Framework for Planning,’ and ‘Developing Rich Opportunities for Literacy & Mathematics.’ EY Phase Leader to oversee CPD provision and ensure all members of EY team receive appropriate training EYFS leader SLT INSET Monday meeting Improve outdoor learning environment to widen curriculum experiences. Early Excellence model ensures all children access engaging learning environment which offers appropriate challenge. EY Phase Leader to ensure the area is designed to meet the needs of the EYFS and is maintained. EY Phase leader to train team on engaging children in new areas. EY leader Speech and Language training by Speech and Language Therapist Many of our PP children typically have low language and oracy skills and are not able to articulate effectively. The training is aimed at developing investigative skills and critical thinking which will provide greater opportunities for increasing communication and language skills development which are necessary: when children are articulate they are able to develop reading / writing more easily. EY and SENco to liaise with Speech and Language therapist and organise training and implementation EYFS SENCO B Accurate teaching based on robust assessment Pupil Premium data compares favourably to national data. Pupils make good or better progress from their starting points in reading, writing and maths Assessment Coordinator: Data is used to accurately identify individual pupils’ needs, their progress is reviewed at regular intervals and any underperformance is quickly addressed, with intervention strategies put in place. 2017 results show the performance of disadvantaged pupils, in school, in reading, writing and maths is similar to or better than ‘other’ pupils nationally. · Tracking system · Pupil progress meetings · IPat SLT Half-termly To Improve teaching and curriculum offer in order to raise standards in reading. To purchase Destination Reader –All KS2 teachers to be trained on Destination Reader. An approach to teaching reading in KS2. Approaches include: targeted reading aloud and discussing books with young children, explicitly extending pupils’ spoken vocabulary and the use of structured questioning to develop reading comprehension. These strategies aim to improve reading by focusing on the understanding of text and involve a number of techniques. These include inferring the meaning from context; summarising or identifying key points; using graphic or semantic organisers; using questioning strategies; and learners monitoring their own comprehension and identifying difficulties themselves. Research has found it is particularly effective with pupils aged 8+ who are lagging behind with their reading. Training by EC for all KS2 teachers and support staff. Example Flip charts created for staff to use. EC to model sample lessons. Interventions to be set within the lesson. EC Termly: Launch : Jan 2018 April 2018 To purchase Accelerated Reader so that frequency of reading at home is improved. Students whose reading age is holding them back in accessing all of the curriculum receive effective interventions that accelerate their improvements in reading both at school and at home. Evidence shows accelerated reading progress for pupils who access this intervention in school and at home. In Key Stage 2 number of children substantially below chronological age in reading reduced substantially. Star Reading Assessment will give a reading age and a book level. From the assessments, children will be able to access the correct reading levels. Children will do comprehension quizzes for all of the books they read. This is monitored regularly by the class teacher. SLT EC All class teachers TA’s Reading attainment at the beginning and end of the intervention. Children are able to access good quality resources at home to practise skills and teachers are able to set online maths homework (Mathletics) We subscribe to Mathletics and the children can access their accounts at home to practise skills and do extra homework Parents ask for extra support for their children and we find that a large number of children enjoy taking part in Mathletics at home. Teachers to check pupil involvement and set activities in class to engage interest. MC Trial launch spring –Yr 6 Whole school – Summer term ‘18 C. Improved Behaviour, especially in years 1 & 5 Targeted support for individual staff, and groups of staff teaching the same students with identified behavioural needs The majority of behaviour incidents are logged by a minority of teachers, and involve a minority of children. These teachers will be supported through training and coaching as appropriate. Initial success in adopting a common approach by all staff teaching key students (e.g. common lining up order, indicates that expansion of these practices will further improve behaviour. Six-week support programme for identified staff. Reports to HT Rigorous monitoring of behaviour incidents. Reports to SLT. SLT Half term D. PP pupils with Higher Prior Attainment make better progress in the core subjects in KS2. AH to train all new teachers and develop / oversee system of CPD for all staff in identifying, tracking and monitoring PP HPA children. All teachers to have ownership of identifying HPA PP children and track the progress they are making. How are they being challenged? Once identified as a group, teachers should be able to target support. AH will monitor HPA group through termly data / PPR system and share key messages with SLT / teachers SLT Half termly data analysis. PPR E Attendance Rate of persistent absence for PP pupils is reduced Identify PP pupils with low attendance / PA and invite parents/carers in to discuss potential barriers with member of SLT / EY staff or the HSSW. Ensure attendance is a SIP priority. Breaking down barriers to enable children to come to school: internal data demonstrates that pupils with low attendance or PA make slower progress and are more likely to be low attaining irrespective of ability. ‘Hard to reach’ families need individual, personalised support mechanisms. Attendance figures monitored weekly at SLT – staff informed of PP pupils with low attendance. School responds to barriers as appropriate offering a range of support: e.g. free breakfast club to PP children, EWO collects children from their homes, EWO AND attendance officer calls parents when PP children absent to offer support in children returning to school. EWO Attendance officer SLT Termly Cost ii. 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? Restructured support staff and inclusion team leads to more effective intervention for individual children, families and groups. Social and Emotional Learning Teachers report an improvement in behaviour for learning: a readiness to learn; willingness to take part in lessons; greater concentration and staying on task for longer periods Attendance Targets Sept 17 – July 18 Whole School: 96% Disadvantaged: 95% Dis Persistent Abs: 4% End of Key stage 2 targets: Reading 74% Writing 72% Maths 72% Design and implement structure to support school aims for progress and attainment: this is to include a DSL and Attendnace lead Provide a CAMHS service to pupils, teachers and their parents. Pupils referred are identified by self-referral, teacher feedback or parents requesting additional support. An educational psychologist supports staff with classroom practise to support pupils with emotional difficulties. Provide additional support to improve behaviour of individual children in year 1. It is not strategically sustainable for the HT to remain as DSL. The school needs alongside national legislation mean that tit will be more effective for the school to appoint a DSL. The school will benefit from having a designated person to work with families and the EWO to improve attendance and impact on pastoral care needs in the school community. CAMHS – to aim for significant impact on attitudes to learning, social relationships in school and attainment – Children’s improvement in their mental health could be reducing their barriers to learning. Termly Report · Annual Report · Pastoral Meetings · Feedback from pupils/parents SLT Termly Additional support from both Assistant Heads in year 6. Teaching and Learning in house training by AH Robust assessment and gap analysis ensure interventions are focused for pupils entitled to Pupil Premium. Training to develop even more effective quality first teaching. 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. 18 children targeted for achieving the expected level in Reading and Maths at the end of year 6. All of them are PP-100%. Fortnightly- Yr 6 strategy meeting. Action plan- Identifying the gaps in English and Maths. 1 hour Booster session for English and Maths. SLT Yr 6 teachers Yr 6 TA’s Half termly. Booster classes A weekly English and Maths booster in small groups, is delivered by the year 6 class teachers. This is aimed for all pp pupils to make at least expected progress in Reading and Maths. 20 PP children are targeted to achieve at least the expected levels in Reading and Maths at the end of Key Stage 2. Reading Autumn 2018 Maths Autumn 2018 PP 40% 43% N-PP 18% 15% Fortnightly- Yr 6 strategy meeting with SLT Action plan- Identifying the gaps in English and Maths. 1 hour Booster session for English and Maths. SLT Yr 6 teachers Yr 6 TA’s Additional TA support in Key Stage 1 Following the model of 2016-17: To provide a full time TA in Key stage 1 in order to provide additional learning support for Pupil Premium and other pupils and ensure rapid and sustained progress takes place. 21 PP children in Year 2- 55% of them are targeted to achieve the expected level in English and Maths at the end of year 2. Additional funding has been used to maintain high teaching assistant support. This TA support has enabled children to access all areas of the curriculum regardless of their circumstances. Fortnightly- Yr 2 strategy meeting with SLT. Robust monitoring of data –including groups. Daily intervention –targeted PP children in Reading and Maths. SLT Yr 2 teachers Yr 2 TA’s PP pupils with Higher Prior Attainment make better progress in the core subjects in KS2. VP / PP Teacher will identify groups of PP children to support during their Maths / English lessons to extend their learning. Research (OfSTED 2013) shows that higher qualified practioners leading learning in smaller groups is more effective than using TA’s. Teachers have good knowledge of the curriculum and the skills to challenge the more able / HPA pp children and will be able to monitor their progress against school. Teacher will meet each half term to review learning needs of HPA PP children. Timetable of group support in place. Teachers SLT Start and end data analysis. Termly data scrutiny. Work scrutiny as part of the coaching School to provide HPA PP Maths booster for identified children. Some PP children’s families often lack the skills needed to support and extend children’s learning or offer enrichment activities linked to the subject. The club will provide opportunity for children from different year groups to come together to engage in problem solving activities. The club will promote enjoyment and interest in the subject and raise PP children’s aspirations. A morning booster is delivered by an experienced year 6 teacher and is aimed at challenging the more able children in year 6. Teacher will keep records of activities and contribute to the assessment of the children. SLT Yr 6 teacher SLT weekly meeting- Yr 6 IPAT- analysis termly. To develop the role of the Inclusion manager who will ensue HPA PP children are monitored and have appropriate provision in place. To monitor and ensure PP children receive appropriate Learning opportunities and access to enrichment. Enrichment to include: access to a wide range of sports clubs, educational visits (e.g. to experience corporate work-life, aspirational visitors/ authors like Joshua Davidson, contributing to the local community – Mother tongue Language day, Arsenal), VP / More Able Leader to monitor Progress and attainment of PP HPA group. Inclusion Manager SLT weekly meeting-Yr2 and 6 IPAT- analysis termly. Rate of persistent absence for PP pupils is reduced. Identify ‘hard to reach’ PP children with low attendance / PA and invite them to join ‘Breakfast Club’ as an incentive to improve attendance and engage in school. PP pupils with low attainment often feel unable to meet demands of curriculum which leads to them not wanting to come to school. Breakfast club will offer an incentive to want to be in school earlier. It will also offer opportunities to learn life skills some PP children lack (e.g. preparing balanced meals, social skills) To keep records of club activities. Attendance officer will monitor progress of pupils in club and their weekly attendance. Attendance officer will discuss attendances with club children and be the person who does ‘first day calling’ to establish a clear relationship between school and home. Attendance officer Slt To provide a TA trained in sports, drama and dance to provide targeted interventions for PP pupils with SEBD. PP children who have low attendance / PA often have SEBD – when they are happy they attend school. Vulnerable PP children often need to learn how to process and deal with negative emotions. When they are in ‘crisis’ they often do not attend school (e.g. following a dispute with peers the previous day). Year 5/6 team to monitor weekly groups for identified children and devaluate effectiveness in Yr 6 team meetings. Cost iii. Other approaches 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. An Early identification of needs ensures PP pupils receive targeted support to make rapid progress through the age bands in the EYFS. PP/vulnerable Parent invited in class to have a look at Learning Journey’s and make additional contributions offered Building relationships with parents/carers enables school professionals to offer support at home. Parents have access to outside support not otherwise sought, e.g. access to school nurse, EWO, Speech and Language therapist, CAMHS, and EWO. EY Phase Leader to meet with AH each half term to plan surgeries. EY lead Half Termly B. Rate of persistent absence for PP pupils is reduced. Trial with Yr 6- AH to develop, then implement a buddy system for vulnerable PP children (including those with low attendance / PA or at risk of poor attendance) are allocated an in-school ‘buddy’ who will spend 10 minutes monitoring the children’s well-being covertly and informally. Vulnerable PP children often need to feel an adult in their lives has an interest in them. The adults will be of varying roles within the school and aim to seek the child/ren they are allocated on at least a weekly basis to ‘check in’ with them and show interest in their lives. The buddy system has been successful in Hackney schools in measuring the progress and emotional well-being of vulnerable children. Inclusion Manager will meet with with buddies once per month to discuss the well-being of children in the scheme. Their attendance will also be monitored. AHT Identified staff Half term C. challenging behaviour in Year5/1 addressed. Behaviour audit to be organised for the whole school by Pivotal and Outreach. Ready, Respectful, Safe Induction and whole staff training to ensure continued consistent focus on Ready, Respectful, Safe. Strategies and next steps to be put in place. Use 1:1 support worker to engage with behaviour Develop restorative approaches and focus on positive behaviours. In response to behaviour audit, Ready, Respectful safe was introduced to improve behaviour. A disproportionately high percentage of pupils with poor behaviour (including those at risk of permanent exclusion), especially in years 1 and 5, are eligible for PP. Consolidating this approach will help all pupils, but specifically those eligible for PP more than most. Training for all staff. Pivotal training for all staff. Monitoring of behaviour incidents by time, location and children to assess impact and inform application of support. Fortnightly monitoring of increases in achievement and decrease in behaviour incidents for pupils eligible for PP and others. SLT INSET- October 6. Additional detail Achievement To assure that all PP children achieve at least the expected standard in R, W and M by the end of KS2. All PP children achieve at least the expected standard in R, W and M by the end of KS2.