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Brookfields Primary School

Pupil Premium 2016-17

Pupil premium strategy statement

 

1. Summary Information

School

Brookfields Primary School

Academic Year

2016-2017

Total PP budget

£299,640

Last review

n/a

Total number of pupils

411

Pupils eligible for PP

227 (55%)

Next review

Autumn 2017

 

 

2. Current attainment at end of KS2

May 2016

Pupils eligible for PP(Brookfields)

Pupils not eligible for PP (national average)

Expected in reading, writing and maths

38%

53%

Expected standard in reading

38%

71%

Expected standard in writing

63%

79%

% Expected standard in maths

58%

75%

 

 

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

In school barriers (issues to be addressed in school)

A.

Low starting points on entry particularly in communication, language and literacy.

B.

Newly arrived pupils with English as an additional language or no prior experience of education.

C.

PP pupils with additional special educational needs.

D.

PP attainment at KS2 in maths above non PP but overall attainment is lower than national.

External barriers (issues which also require action outside school)

E.

Poor attendance and punctuality of some PP pupils and high levels of mobility.

F.

Limited access to wider learning opportunities outside of school.

G.

Social and emotional issues which limit capacity to access learning and requiring support through Early Help.

 

 

4. Desired Outcomes

Desired outcomes and how they will be measured

Success Criteria

A.

Pupils to make rapid progress from starting

points.

 

PP pupils make good progress and attainment gap

is narrowed as well as increased attainment for all pupils

as evidenced by tracking data.

B.

PP/EAL-Newly arrived pupils supported to make good

progress.

Pupils to be inducted and supported on arrival.

Data to confirm progress and attainment of PP/EAL pupils.

C.

Additional support for PP pupils with SEN.

SEN pupils make 2-3 bands progress each year on SEN

Continuum.

D.

All pupils to receive quality first teaching including

appropriate differentiation.

PP and all pupils make good progress over time including the

more able, as evidenced by tracking data.

E.

Rates of attendance are improving including persistent

absence.

Increased % attendance and reduction of persistent absence.

Reduction in numbers on Spotlight intervention.

F.

Continue to develop engaging and balanced curriculum

to enrich pupils’ experience.

 

PP and all pupils access visits and experiences to enhance

learning.

G.

Meet social and emotional needs of pupils in order to

overcome barriers to learning.

Pastoral support including Early Help provision in place for

pupils and their families as needed.

 

 

5. Planned Expenditure 2016-2017

(i) Quality of teaching for all

Desired

outcome

Chosen action/

approach

Evidence/

Rationale for choice

How will you ensure

it is implemented well?

Staff lead

Review Date

A.

Pupils make rapid

progress from starting

points.

Additional staff to improve

adult /pupil ratios and

deliver S&L support.

AHT in Foundation/

EYFS-SENCO/additional

TA.

Enhanced staffing levels

have a positive impact on

behaviour and learning.

 

Pupil progress meetings, tracking

progress using O track, staff

performance management.

HT

DHT/AHTs

 

Termly progress meetings

B.

PP/EAL-Newly arrived

pupils supported.

Additional staff 0.5

teacher in Y1. TA in Y2/Y3

EAL support/resources.

 

Pupils join school

throughout the year have

access to small group

support and EAL input as

needed to ensure access

to curriculum.

Tracking progress of PP/EAL

pupils termly using o track data.

EAL lead-ST

Termly at pupil progress

meetings.

C.

Additional support for

PP pupils with SEN.

 

Additional staff EYFS

Senco/additional teacher

2.5 days in Y1. Support

from AHT for Inclusion. TA

focus groups in class.

HLTA intervention groups

Early support to

accelerate progress from

low starting points.

Group support for those

not making expected

progress.

Tracking progress using O track

and toolkits.

 

DHT-Inclusion

Termly at SLT

D.

All pupils to receive

quality first teaching

including appropriate

differentiation.

Additional staff to

improve adult/pupil

ratio 1:10 in Y6 and

1:15 in other year groups.

AHTs supporting planning,delivery and monitoring progress.

Pupils’ needs are best

met in smaller groups

where adults can focus

on their diverse needs.

Increased focus on PP

pupils to ensure progress

including most able.

Tracking progress of groups on

O track. Identify focus and

next steps.

Book scrutiny

HT/DHT

AHTs

Ongoing at SLT/GB

E.

Rates of attendance

are improving

including persistent

absence.

Pastoral Manager and mentors with focus on attendance. HLTA to support parental engagement.

Breakfast club, lunchtime and afterschool clubs.

Spotlight programme.

Pupils need to be in

school and on time to

make good progress.

PP pupils feature in

persistent absence data.

Lunchtime and after

school clubs improve skills

and self esteem.

Attendance data shows

improvement for all pupils with

additional focus on PP pupils.

PP access breakfast club and

after school clubs.

Less pupils eligible for Spotlight

programme.

Pastoral Manager

SLT

Termly at SLT /GB

F.

Continue to develop

engaging and

balanced curriculum

to enrich pupils’

experience.

 

Review of curriculum and timetable. Focus on reading including reading for pleasure.

Visits to broaden experience and support projects including Y6 residential. Projects to inspire: Shakespeare-Y5

Big City Writing Project-Y3/4. Big Sleuth Art

Project, sports coaches.

Ensure all pupils including

PP pupils access a broad

and balanced curriculum

including visits to enhance

their learning and access

to sport and the arts.

Many pupils do not have

these broader experiences

outside school.

Pupils’ general knowledge

will increase and this will be

evident in their progress and

attainment. Improvements in

pupils’ self esteem and

confidence will result in improved

behaviour. This should impact on

referrals to pastoral team.

HT/DHT

SLT/Pastoral

Ongoing with

termly/annual reviews

G.

Meet social and

emotional needs of

pupils in order to

overcome barriers to

learning.

Pastoral Manager and

mentors. HLTA parent support. Early Help for families. Induction for

newly arrived pupils.

 

SEMH needs are an

identified barrier for

a significant number

of pupils. Pupil mobility is

highly significant (36%).

Family support is crucial

for pupil progress.

Weekly Inclusion meetings,

prompt referrals for Early Help

and support from outside

agencies.

 

AHT-Inclusion/DSL

Pastoral team

Weekly/termly

 

 

(ii) Targeted support

Desired

outcome

Chosen action/

approach

Evidence/

Rationale for choice

How will you ensure

it is implemented well?

Staff lead

Review Date

A.

Pupils make rapid

progress from starting

points.

Wellcom screening by

Soundswell in EYFS.

1:1 and small group

Intervetions. S&L therapist

additional TA.

 

Early gains needed in

order to diminish the

difference and accelerate

progress.

Evidence of progress on

EYFS profile.

Early Years

SENCO/

AHT-Foundation

Summer 2017

B.

PP/EAL-Newly arrived

pupils supported to

make good progress.

EAL assessment on

arrival. Support from

EAL lead teacher. TAs

provide additional visual

resources.

Significant number of

PP pupils with EAL.

Large numbers admitted

In year and need prompt

assessment and support.

PP/EAL pupils able to access

curriculum.

EAL lead teacher

Additional TA

support.

Summer 2017

C.

Additional support for

PP pupils with SEN.

 

Additional staff provide

small group support/

interventions. Work

towards targets on ILPs.

Significant number of

PP pupils have additional

SEN needs. SEN pupils

have diverse needs

including significant group

with SEMH needs.

 

PP/SEN pupils including most

able make good progress from

starting points and difference is

diminished.

AHT-Inclusion team

Summer 2017

D.

All pupils to receive

quality first teaching

including appropriate

differentiation.

Teachers in Y4-Y5 to plan

and deliver Accelerated

Reader programme as

an integral part of their

teaching of reading.

Pupils take Star reading

tests and complete

quizzes.

Reading identified as an

area of focus. Accelerated

Reader programme has

clear evidence of

increasing pupils’ interest

in reading for pleasure.

PP pupils can be less

likely to read outside of

school. There is a need to

raise attainment in reading

for all pupils.

All pupils including PP pupils take

Part in the programme. Progress

is tracked clearly in terms of

number of books read and

quizzes passed as well as

results in standardised

reading tests termly.

DHT-English lead

SLT

Summer 2017

 

 

 

 

 

 

(iii) Other Approaches

Desired

outcome

Chosen action/

approach

Evidence/

Rationale for choice

How will you ensure

it is implemented well?

Staff lead

Review Date

E.

Rates of attendance

are improving

including persistent

absence.

Provide flexible access

to breakfast club for PP

pupils.

Involve outside agencies

Such as school nurse,

BSS, Arch Project etc.

Pupils who come to

breakfast club are then

on time for school and

able to concentrate.

Early support prioritised

to remove any barriers to

progress.

 

Evidence of improved

attendance for PP pupils

and less need for pastoral

intervention.

 

Pastoral Manager/team

AHT-Inclusion

Summer 2017

F.

Continue to develop

engaging and

balanced curriculum

to enrich pupils’

experience.

 

Provide access to a

range of enrichment

activities Projects to inspire: Shakespeare-Y5

Big City Writing Project-Y3/4. Big Sleuth Art

Project books and focus

weeks for science,

financial education, health

and well being.

Pupils are able to access

the curriculum and

broaden their general

knowledge and

experience in order to

make progress required.

Staff plan projects

carefully to include ‘wow’

experiences which may

include visits out or

visitors into school. This

ensures all pupils have the

necessary experiences

to access curriculum

regardless of family

circumstances.

HT/DHT/SLT and subject

leads.

Summer 2017

G.

Meet social and

emotional needs of

pupils in order to

overcome barriers to

learning.

Provide 1:1 support for

pupils with SEMH needs.

Arrange meetings with

parents and appropriate

outside agencies.

Pupils with SEMH needs

can find it difficult to

access learning and this

in turn can disturb

others’ learning.

Pupils who are feeling

settled and secure are

likely to focus more

effectively on their

learning.

Pastoral Manager/team

AHT-Inclusion

Summer 2017

 

 

Additional Staff: EYFS SENCO, EAL support, TAs in each Key Stage, full time teacher in Y6, part time teacher in Y1, Pastoral Manager,

Learning Mentor, Sports Coach, HLTA Parent Support , Breakfast Club Staff. £280.699

 

Additional Resources: Accelerated Reader, Big City Writing Project, Music Service, Educational Visits, Y6 residential, MFL, Music To You, Y5 Shakespeare

Project, Project books, Visiting Theatre, Focus weeks, Big Sleuth Art Project. £18,941

 

 

6. Review of expenditure

Academic Year 2016-17 £299,640

(i) Quality of teaching for all

 

 

 

Desired outcome

Chosen action/

approach

Estimated impact:

Lessons learned

(will this approach

continue)

 

Pupils make rapid

progress from starting

points.

Additional staff to improve

adult /pupil ratios and

deliver S&L support.

AHT in Foundation/

EYFS-SENCO/additional

TA.

73% of pupils reached a GLD

which was 2% above

national figure.

65% of PP pupils achieved

GLD and 80% of non PP.

 

Continue to provide high

pupil/teacher ratios. URLEY

project and Wellcomm will

continue.

Although all pupils good progress and overall results

were above national gap in

PP and other will continue to

be a focus.

 

PP/EAL-Newly arrived pupils

supported.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Additional support for

PP pupils with SEN.

Additional staff 0.5 in Y1.

TA in Y2/Y3 EAL

support/resources

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Additional staff/TA focus

groups in class. Support from

AHT for Inclusion. Support to

Accelerate progress.

86% of PP reached Y1

threshold in phonics screening

and 77% of non PP. 81% of

EAL pupils reached threshold

and 82% of non PP.

At KS1 64% of PP reached

at least expected in Reading

61% of non PP. 36% of PP

achieved at least expected

in writing and 43% non PP.

64% of PP reached at least

expected level in Maths and

71%of non PP.

 

At KS1 EAL pupils 69% at least

expected in reading and 57%

non EAL. 53% EAL at least

expected in writing and 22%

non EAL. 75% EAL at least

expected in Maths and 61%

non EAL.

11% of SEN pupils reached

expected standard in Reading,

63% non SEN. 22% of SEN

reached expected in writing,

76% non SEN. 33% of SEN

reached expected in maths,

80% non SEN.

Support for these pupils

has worked well and PP pupils

have matched and in some

areas exceeded the non PP

pupils in the Phonic screening

test.

At KS1 PP pupils’ achievement at expected

exceeded the achievement of

non PP in Reading at

expected but not in Writing or

Maths.

EAL pupils exceeded the

achievement of at least

expected in Reading, Writing

and Maths.

 

 

 

 

 

 

Achievement of SEN pupils

remains a priority in order to

narrow the attainment gap.

 

 

All pupils to receive quality

first teaching including

appropriate differentiation.

1:10 in Year 6 1:15 in other year

groups. AHTs to support

planning and monitoring.

Combined in RWM achieved

by 48% of PP and 35% of non

PP.

PP pupils achieve well and

often match or exceed the

achievements of non PP in

school. Results for PP pupils

are lower than non PP for

Reading(50%) compared with

Birmingham(60%) as a whole

but matched for writing(67%)

and are higher for maths

(71%) compared to

Birmingham (65%)

Raising standards for all

pupils including PP remains

a priority.

 

 

 

 

(ii) Targeted Support

 

 

 

Desired Outcome

Chosen action/

approach

Estimated impact:

Lessons learned

 

Pupils make rapid progress

from starting points.

Wellcom screening in EYFS

1:1 and small group

Interventions.

73% of pupils reached a GLD

which was 2% above

national figure.

65% of PP pupils achieved

GLD and 80% of non PP.

Continue to use Wellcom

screening and support from

EYFS SENCO and AHT.

 

PP/EAL/Newly arrived

supported to make good

progress.

EAL assessment on arrival.

Support from EAL

lead teacher. TAs provide

additional visual resources.

 

86% of PP reached Y1

threshold in phonics screening

and 77% of non PP. 81% of

EAL pupils reached threshold

and 82% of non PP.

At KS1 64% of PP reached

at least expected in Reading

61% of non PP. 36% of PP

achieved at least expected

in writing and 43% non PP.

64% of PP reached at least

expected level in Maths and

71%of non PP.

 

At KS1 EAL pupils 69% at least

expected in reading and 57%

non EAL. 53% EAL at least

expected in writing and 22%

non EAL. 75% EAL at least

expected in Maths and 61%

non EAL.

 

Continue to provide

additional support and

resources for newly arrived/EAL

 

Additional support for PP

pupils with SEN.

Additional staff provide small

group support/interventions. Work topwards targets on ILPs.

11% of SEN pupils reached

expected standard in Reading,

63% non SEN. 22% of SEN

reached expected in writing,

76% non SEN. 33% of SEN

reached expected in maths,

80% non SEN.

   

All pupils to receive quality first

Teaching including appropriate

differentiation.

Teachers in Y4-Y5 to plan

and deliver Accelerated

Reader programme as

an integral part of their

teaching of reading.

Pupils take Star reading

tests and complete

quizzes

Teachers and pupils

enthusiastic about the

programme. Pupils motivated

to read for pleasure.

Extend to include Y3-Y6.

Purchase more resources.

 

 

 

 

 

 

 

 

 

 

 

(iii) Other Approaches

 

 

 

 

Rates of attendance are

improving including persistent

absence.

 

 

 

Provide flexible access

to breakfast club for PP

pupils.

Involve outside agencies

Such as school nurse,

BSS, Arch Project etc.

Breakfast Club has positive

Impact.

Some success with Spotlight.

Data affected by illness and

unauthorised days taken

around holiday periods.

Absence around Eid also

affect figures Small number

of families having a

disproportionate effect on

figures.

Continue to provide access

to breakfast club.

Involve SGS to support with

complex cases.

 

Continue to develop engaging

and balanced curriculum to

enrich pupils’ experience.

Provide access to a

range of enrichment

activities Projects to inspire: Shakespeare-Y5

Big City Writing Project-Y3/4. Big Sleuth Art

Project books and focus

weeks for science,

financial education, health

and well being.

Shakepeare project has been

A great success and this year

both classes will perform

publicly.Writing project and

Big Sleuth art project have

Extended and enhanced the

curriculum.

Continue to provide

enrichment opportunities.

 

Meet social and emotional

needs of pupils in order to

overcome barriers to

learning.

 

Provide 1:1 support for

pupils with SEMH needs.

Arrange meetings with

parents and appropriate

outside agencies.

Pastoral team and parent

support worker work together

to offer mentoring, stay and

play and 1:1 support as needed.

Continue to provide support.

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