1. Summary Information |
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School |
Brookfields Primary School |
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Academic Year |
2017-18 |
Total PP budget |
£313,420 |
Last review |
n/a |
Total number of pupils |
427 |
Pupils eligible for PP |
236 (55%) |
Next review |
February 2018 |
2. Current attainment at end of KS2
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Pupils eligible for PP(Brookfields) |
Achievement (National) |
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% Expected in reading, writing and maths |
48% (42) |
61% |
% Expected standard in reading |
50% |
72% |
% Expected standard in writing |
67% |
76% |
% Expected standard in maths |
71% |
75% |
3. Barriers to future attainment (for pupils eligible for PP, including high ability) |
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In school barriers (issues to be addressed in school) |
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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 is 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 |
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Desired outcomes and how they will be measured |
Success Criteria |
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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 2017-18 |
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(i) Quality of teaching for all |
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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 |
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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 2018 |
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 2018 |
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 2018 |
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 2018 |
(iii) Other Approaches |
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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 2018 |
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 2018 |
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 2018 |
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. |
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. |