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Staverton C.E. Primary School

School Lane, Staverton, Trowbridge, Wiltshire,

BA14 6NZ

Pupil Premium and PE Grant

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What is the Pupil Premium?

The Government considers the Pupil Premium to be a key element of their education policy. Introduced in April 2011, the Pupil Premium provides additional funding to schools to target specific groups of children who are vulnerable to underachievement. These include pupils from low income families; children in care and the children of armed service personnel.

 

Staverton C of E School is committed to ensuring that all students achieve their full potential by providing high quality classroom teaching and robust quality assurance processes.

The Senior Leadership team, SENCO and middle leaders aim to ensure that any barriers to learning are quickly identified and additional intervention is carefully designed to meet individual needs.

All students are encouraged to participate in a wide range of extra-curricular activities on offer in order to further develop self-confidence and raise their self-esteem.

The government’s ‘pupil premium’ is additional funding to enable schools to provide intervention, where necessary, for those students who take free school meals (FSM) or have taken free school meals at any time in the last 6 years (FSM6). A smaller amount of funding is also available to support students from services families.

Pupil premium strategy statement (primary)

  1. Summary information

School

Staverton C of E (VC) Primary School

Academic Year

2017/18

Total PP budget

£76280

Date of most recent PP Review

11.5.18

Total number of pupils

262

Number of pupils eligible for PP

57

Date for next internal review of this strategy

July 2018

 

  1. Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

 

 

% making progress in reading

53.3%

64.8%

% making progress in writing

55.6%

59.4%

% making progress in maths

57.8%

61.2%

 

  1. Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

  1.  

Pupils eligible for PP are making less progress with reading and comprehension skills than other pupils.

  1.  

Writing attainment of pupils eligible for PP is significantly lower than that of other pupils.

C.

Maths attainment for pupils eligible for PP is lower than that of other pupils.

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Lack of support at home from a core group of parents means that children are not practicing skills such as reading and time tables at home.

  1. Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

  1.  

Pupils eligible for PP will make comparable progress to their peers in reading and comprehension skills.

The gap between PP and non PP children will close so that the significant majority of PP children will make age related expectations.

 

  1.  

Pupils eligible for PP will make comparable progress in writing to non PP children.

The gap that currently exist between PP and non PP children will be closed with more PP children meeting age related expectations.

Moderation of writing will show an improvement in basic skills.

 

  1.  

Pupils eligible for PP will make comparable progress in Maths to non PP children.

The gap that currently exists between PP and non PP children will be closed with more PP children meeting age related expectations.

 

  1.  

Children will be provided with additional learning opportunities within school.

More PP children will have the opportunity to access extra-curricular activities, trips and opportunities in school.

 

         

 

  1. Planned expenditure

Academic year

2017/18

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?

B. Pupils eligible for PP will make comparable progress in writing to non-PP children.

Additional T4W training for teachers and TAs. (Completed)

 

Additional teaching time to allow smaller targeted groups to be withdrawn.

 

 

One of our PPA teachers was given additional hours in order to allow her to teach small, targeted groups. This was initially in Year 5 and 6 and has now been rolled out to Year 3 and 4. This approach allows fluid groups to be taught separately so that there can be additional focus on developing areas of weakness.

 

 

Lesson observations

Planning scrutiny

Book scrutiny

Data Analysis

 

SLT

 

SENCO

July 2018

C. Pupils eligible for PP will make comparable progress in Maths to non-PP children.

Development of Maths Mastery programme.

 

Additional teaching time to allow smaller targeted groups to be withdrawn.

 

 

 

Based on the end of KS2 data from academic year 2016-2017, we decided that the Maths curriculum needed to be further reviewed. The Maths subject leader received support to develop the new curriculum and has provided training during staff meetings.

 

One of our PPA teachers was given additional hours in order to allow her to teach small, targeted groups. This was initially in Year 5 and 6 where outcomes where good. The focus is now just Year 5 in order to prepare them for Year 6.

Lesson observations

Learning walks

Use staff meetings to deliver training

Subject Leader time to monitor curriculum

Planning scrutiny

Book scrutiny

Additional training for teachers and TAs

Data Analysis

 

Maths Subject leader

 

SLT

June 2018

C. Pupils eligible for PP will make comparable progress in Maths to non-PP children.

Increased focus on mental arithmetic.

Through monitoring it became apparent that basic arithmetic skills were weak across the school. The SLT and Maths subject leader decided to increase the focus on these areas by introducing regular arithmetic tests and by further training to help teachers ‘keep arithmetic skills alive’ by planning effective starters that include these skills.

Arithmetic test data analysis

White Rose arithmetic test analysis

Test question level analysis

Maths data analysis

Maths Subject Leader

 

Deputy Head

July 2018

Total budgeted cost

£25880

  1. 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. Pupils eligible for PP will make comparable progress to their peers in reading and comprehension skills.

Introduction of whole class guided reading approach where all pupils are taught higher level skills.

From analysis of the end of KS2 data from 2016-2017, the English subject leader and SLT decided to review how guided reading was taught in school. A whole class approach was introduced that focussed on developing higher order skills for all pupils. Staff have been provided with training from the English subject leaders and regular monitoring is already taking place. More opportunities for written reading comprehension have also been introduced.

Data analysis at the end of Terms 2, 4 and 6.

Question level analysis of Year 6 practice SATs papers.

Lesson observations

 

Deputy Head

June 2018

A. Pupils eligible for PP will make comparable progress to their peers in reading and comprehension skills.

Additional TA support focussing on reading with PP children.

Additional TA hours have also been allocated to develop reading for PP children. The TA listens to all the PP children read regularly and provides feedback to them. She also supports them with spelling and phonics and has taught them to use the ACE spelling dictionaries the school has purchased.

Data analysis

Observation

Pupil Voice

Literacy subject leader

June 2018

A. Pupils eligible for PP will make comparable progress to their peers in reading and comprehension skills.

School participation in Trowbridge Library reading challenge.

We chose to use some of the PP funding to provide a coach in order for all the children to go to Trowbridge Library to participate in the loyalty card scheme. This allowed those children who would not normally have the opportunity to visit the library a chance to register as a library member and choose books. It also increased the awareness of reading amongst the parents.

Data analysis to see if interventions are having a measurable impact.

Pupil voice interviews to ascertain the impact of visits on pupil attitudes to reading.

 

Literacy subject leader

May 2018

Total budgeted cost

£43400

  1. 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?

D. Children will be provided with additional learning opportunities within school.

Subsidised costs of school trips for PP children.

We wanted to ensure that PP children had the same opportunities to attend school trips as other children in order to help motivate their enthusiasm for learning. We chose to provide some funding for school trips to ensure that this occurred.

Check of children attending trips

Planning monitoring e.g. activities linked to trips

 

SLT

 

Finance/admin staff

July 2018

D. Children will be provided with additional learning opportunities within school.

Subsidised costs of extracurricular music and sport tuition.

We wanted to ensure that PP children had the same opportunities to attend extracurricular music tuition as other children in order to help motivate their enthusiasm for learning. We chose to provide some funding for this to ensure that these children received the same opportunities.

Monitoring of children receiving music and sport tuition.

 

Music Subject Leader

 

SLT

 

Sport Leader

July 2018

A. Pupils eligible for PP will make comparable progress to their peers in reading and comprehension skills.

PP children have the opportunity the read with the Reading Dog once a week.

We took the decision to arrange for a Reading Dog to visit the school for an afternoon each week. The children have the opportunity to read to the dog and so far we have seen pupil engagement in reading increase for many of these pupils.

Data Analysis

Pupil voice

SENCO/PP lead

July 2018

Total budgeted cost

7000

 

 

  1. Review of expenditure

Previous Academic Year

£69120

  1. Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Pupils eligible for PP will make comparable progress in writing to non-PP children.

 

 

 

Pupils eligible for PP will make comparable progress in Maths to non-PP children.

Additional T4W training for teachers and TAs.

The consistence of T4W teaching across the school improved and staff were more able to deliver the programme.

 

 

 

Grammar teaching through T4W lost focus and as a result this data in this area did not improve. This had a knock on effect for writing data overall. It was decided that an increased focus on weaving grammar teaching through T4W was needed.

£4500

Pupils eligible for PP will make comparable progress in Maths to non-PP children.

Introduction of Maths Mastery curriculum.

Data at the end of KS2 increased in Maths for all pupils with all year groups making progress from starting points.

The programme is working, but the gap between PP and non-pp was still wide and data monitoring showed an increased need to develop arithmetic skills. Further training needs were also identified.

Pupils eligible for PP will make comparable progress in Maths to non-PP children.

Re-launch of the 99 Club to develop basic times table skills.

Focus on times table facts increased and parents became more involved in pupils developing these skills.

The programme continues, but an increased need to develop arithmetic skills was identified. This will now become the focus.

  1. Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Pupils eligible for PP will make comparable progress to their peers in reading and comprehension skills.

Increased TA provision in order to allow more reading intervention to take place.

Wider range of reading interventions was able to take place.

Impact on data was minimal and a new approach was needed. Whole class guided reading will be taught with all children having access to the same text and questions that develop higher order skills.

£45868

Pupils eligible for PP will make comparable progress to their peers in reading and comprehension skills.

Year 4 children have regular visits to Trowbridge Library.

Increased enthusiasm for reading identified through pupil voice monitoring. 62% of PP children on track by the end of the year (rise of 16%).

Approach encouraged reluctant readers and will be continued in the next academic year. Further follow up activities would have increased impact and will be explored further.

  1. Other approaches

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Children will be provided with additional learning opportunities within school.

Subsidised costs of school trips for PP children.

Larger proportion of PP children attended school trips including residential visits in year 4 and 6.

Approach has been successful and will continue 2017-2018.

£4950

Children will be provided with additional learning opportunities within school.

Subsidised costs of extracurricular music tuition.

Levels of music tuition continued to be high with choir, brass, guitar, violin and keyboard/piano being offered.

Approach has been successful and will be rolled out to include sports tuition in the year ahead.

           

 

  1. Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.

Our full strategy document can be found online at: www.aschool.sch.uk

 

Our Mission Statement for Sport 

At Staverton, all children will have the opportunity to engage in learning fundamental skills in an enjoyable way, whilst gaining an understanding of a healthy and active lifestyle. We aim to inspire the children to become confident, to gain leadership and cognitive skills through high-quality PE lessons. We strive to embed a positive attitude towards life-long participation and competition.

 

Allocated Sports Funding 2018/19 - 18210

PE Grant Rolled Forward from 2017/18 - £14940

PE Grant received April 2018 - £7587

PE Grant September 2018 - £10623

 

Cost

Impact

Additional Sports Coach for Sports Events and Visits

£7150.00

School added greater number of sporting competitions thereby giving children more opportunities to meet others and to compete.School participates in several local and county tournaments. Tournaments include, football, rugby, netball, hockey, swimming and gymnastics.

Active Trowbridge

Sports

£8812.00

Offered wider range of sports (athletics, gymnastics, dance etc) - supported staff development. Increased range of sporting opportunities for all ages in school.

Chance to Shine

Cricket

£250.00

Facilitated expert coaching in cricket and opportunity to compete against teams from schools across Wiltshire.

Payment to Parish Council for use of field, Tennis court and Pavilion

£1650.00

Provided excellent facilities for all our sporting needs and enabled us to invite other schools to visit for friendly matches.

Collaborative Schools PE Package and Kingdown Sports Partnership

£400.00

Supported the organisation of more than 20 events (Football, Rugby, Swimming, Athletics, Netball, Basketball, Orienteering, etc)

Sporting Family Change Foundation

£250.00

National organisation which supports schools in organising sporting events which encourage parents to attend with their children.

Coaching

 

Sports Equipment

 

Total to date

 

£1100

 

£15000

 

 

£34387.00

 

Taster coaching in Tennis, cricket, rugby, hockey

 

Update a range of playground equipment to encourage greater activity at playtime. Both playgrounds will have new equipment over the next 2 years as funding becomes available.

 

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