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Pupil Premium Strategy Statement 

 

 

1.   Summary information

School

Servite

Academic Year

 

2018-19

Total PP budget

£77,880

Date of most recent PP Review

March 2018

Total number of pupils

238

Number of pupils eligible for PP

59

Date for next internal review of this strategy

November 2018

 

2.   Current attainment

 

Pupils eligible for PP at Servite

(school data)

Pupils not eligible for PP  (national average)

expected standard or above in reading, writing and maths

73%

70%

average progress in reading, writing and maths

0.8

0

an average 'scaled score' in reading and maths

107

105.5 (Non-PP pupils)

a high level of attainment in reading, writing and maths

 

18%

12% (National, provisional)

3.   Barriers to future attainment (for pupils eligible for PP)

A.    

•          Access to extracurricular activities (musical tuition, sporting opportunities, after school clubs, school journey)

B.     

•          Access to resources that would supplement learning at home (books, internet, engaging educational visits…)

C.

·         Opportunities to develop their spoken language and talk confidently and eloquently about their own learning experiences

D.

·         Lower levels of attendance and punctuality

4.     Desired outcomes (Desired outcomes and how they will be measured)

Success criteria

A.     

Disadvantaged  children attain the same/higher as non-disadvantaged in reading and writing

85% + of disadvantaged to meet or exceed required standards at KS2 in R/W and for average scale in reading to reach 107+

B.     

For disadvantaged boys to attain and progress at the same levels as disadvantaged girls

For disadvantaged boys in reading/writing and maths to make (0.5-1) progress in R/W and M and for their attainment to be the same if not higher than disadvantaged girls in R/Wand M at end of KS2

 

C.     

To ensure disadvantaged children have no financial barrier in preventing their involvement in the EYFS, wrap around care and their participation in extracurricular activities 

100% uptake of disadvantaged in school Nursery, wrap around care extra-curricular activities, trips, school journey etc (finance not to be a factor for disengagement-)

 

5.   Planned expenditure

·         Academic year

2018-19

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 learners and for disadvantaged and non-disadvantaged pupils to progress and attain equally

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?

disadvantaged children attain same/higher as non-disadvantaged (R/W/)-



For PP children in EYFS to progress/attain at the same levels as non PP

 

Designated disadvantaged lead teacher employed to work with disadvantaged pupils throughout the school on Writing and Reading key skills.

One day a week bespoke intervention for children, irrespective of their ability.

 

To liaise with HLTA to plan weekly focused interventions with with class based TAs

.

Support/intervention in previous years having impact on progress/attainment on these targeted pupils

 

Data headlines

 

(See profile)

Half termly tracking of data.

Monthly meetings with Head of school and “Disadvantaged” lead- tracking effectiveness of support.

 

Lesson observations and book scrutiny- checking outcomes of support in line with individual pupil targets

 

PP lead to meet with HLTA bi-weekly to ensure interventions is

being carried effectively and progress/outcomes are being made.

 

EYFS lead to plan tailored and bespoke intervention for the disadvantaged children in the EYFS- half termly monitoring of profiles and regular meetings with EYFS staff to ensure planned activities cater for the disadvantaged needs.



Termly dev review meetings- looking at disadvantaged learners and progress made 

C.G & lead Disadvantaged teacher- GA

March 2019 (Spring term data)

 

Then July 2019

(KS-1/2)

 

For disadvantaged children to progress at/above national levels (for all pupils)


Real focus on reading and writing

*Class teacher focus - Teachers to have “disadvantaged” learners as one of the school foci in their development review meetings

 

* Use of class TAs for support- TAs to have a half termly focus group of disadvantaged children in their class-

 

Half termly meeting with designated lead teacher (GA) and class teachers to discuss “disadvantaged” progress

 

Clear differentiation to be explicit in planning and book looks to ensure “disadvantaged”  children make the desired levels of progress and are in line with national levels for “above” expected

Class action plans in the past have led to ensuring “disadvantaged” children are carefully tracked and monitored. In addition, these pupils have work planned for their individual needs. A tight focus around targets and target monitoring has led to class teachers enabling these pupils to progress at a rapid rate.

 

Data analysis of previous years’ results has indicated that some disadvantaged have not progressed (especially HA) at the same rate at their school peers.

 

 

(Class Action Plans-CAPS and data analysis)/lesson observations-

 

Weekly planning and half termly planning to be checked by curriculum lead- has there been sufficient provision made for all learners?

 

Has there been provision made for the boys (disadvantaged) in each class for them to make rapid progress? Environment and resourcing to be carefully budgeted for.  

 

Head of School, Senior Assistant Head and class TA to carry out daily intervention/class support where disadvantaged children are at times withdrawn where necessary

 

SEND to look at intensive reading recovery for Y2  pupil in order to accelerate progress



Termly dev review meetings- looking at disadvantaged learners and progress made

CG- Head of School,

G.A

 

 

 

VD (additional support for term 1)

March 2019

 

Then July 2019

For “disadvantaged”  pupils to reach their potential and continue to attain/progress at the same/above rate as non-disadvantaged pupils at the end of KS2 at the school

Cover for weekly booster sessions (Deputy Head/Head of School   Head/Assistant Head/Eng/maths leaders)

 

HA intervention teacher recruited

Support effective in previous years. Four years of data supports the interventions and booster sessions effectiveness.

Termly tracking of effectiveness- data, CAPS, teaching over time outcomes and book looks.

C.G

March 2019

 

Then July 2019

Total budgeted cost

£30,000 lead teacher and leadership time/booster support/Increased Ta support /Ha intervention  teacher– Per annum/ SEND reading recovery (daily) costs

 

    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?

For “disadvantaged”  children to make rapid progress to “diminish the difference” with non-disadvantaged

TA intervention groups- weekly

 

 

Weekly sessions with “intervention” teachers in Maths/English

Effective support from TAs has been strength at the school. Findings from the recent RE Ofsted have indicated that when done well, it can have a very positive impact on the children’s progress and attainment 

 

Withdrawal for key skills/reading for enjoyment can add to the children’s learning opportunities at school- Interventions to take place during the school day at times of “minimal impact”.

 

 

 

(Disadvantaged teacher)- to carefully timetable and train TAs in their support of specifically targeted groups

 

Half termly meetings with TAs to discuss interventions

 

Weekly planning meetings between teachers and TAs in order to discuss interventions and carefully plan for the week ahead

 

Intervention teachers to work in KS1/2- focusing on HA in maths/writing/reading who are disadvantaged

 

 

CG/GA/SEND (SS)

March 2019

To maximise inclusion of “disadvantaged” children at school

 

Disadvantaged to participate in all areas of school life and for attendance levels to be the same or better than “non-disadvantaged”

 

 For attendance figures of “disadvantaged” children to be on par with the national figures for all children.

TAS (“Team Around the School” and school based social worker)

Previous year’s support from TAS and “school based social worker” (SBSW) have ensured disadvantaged children are supported to participate fully in school life

Access and Inclusion manager to liaise with TAS and SBSW to target and support where appropriate. Monthly meetings to review impact

 

·         Preventative programme in place to ensure disadvantaged attendance rates/figure  improve

·         Bespoke, focused intervention to work with families of disadvantaged  children (EWO and Access and Inclusion officer) to encourage children to attend school on time

·         Access and Inclusion officer to do weekly attendance and punctuality check of disadvantaged children. Letters, texts and e mails used as a form of regular of contact to targeted families

MO

March 2019

Total budgeted cost

£26,000 (school based social worker, leadership time to meet outside agencies, TA time for bespoke/tailored interventions)

Resources for intervention

Resources/rewards form improving attendance figures of disadvantaged children

 

*Supplementary admin support (2 hours a day) to focus on attendance and punctuality. Call backs and letters/meetings to follow up on persistent absenteeism   

(£4,000)

   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?

Disadvantaged children involvement in extra-curricular activities, nursery education and participate in school trips/wraparound care

to be given financial support for involvement in wrap around care, school trips, school journey, after school clubs and nursery education

Inclusive nature of the school promotes all pupils’ involvement in school life irrespective of their financial context.

Children (families) with certain financial barriers have all successfully, in the past, participated in extracurricular activities of their choice.

Half termly review of clubs, breakfast club and extended schools’ enrolment.

 

Funding for nursery parents to continue for disadvantaged families

(Senior admin officer to ensure this has been actioned)

 

CG/SJ- COB

March 2019

Total budgeted cost

£15,000

 

6.   Review of expenditure

Previous Academic Year

2017-18

     i.   Quality of teaching for all

Desired outcome

Chosen action / approach

 Impact.

Lessons learned

 

Cost

Disadvantaged  children attain same/higher as non-disadvantaged (R/W/M)-

 

For HA “disadvantaged” to progress at similar levels to “non- disadvantaged” nationally – in all classes

 

 

 

 

 

 

 

 

 

 

 

 

 

Dedicated PP teacher to support all learners within this category through the school day

 

Teachers to prioritise the provision in their class for “disadvantaged” deploying TAS and support effectively -


CAPs/planning to focus on PP and their progress/attainment various milestones throughout the academic year.

 

 

S.C met- Data headlines:

  • EYFS-50% (non 88%) GLD (disadvantaged- 8 children)

  • Phonics- 83% (96% non) meeting standard

  • KS1- 50% (non- 79%) in R/W/M                         (6) disadvantaged)

  • KS2- 73% of disadvantaged children meeting expected standard in R/W and M compared to nationally, 68% of non disadvantaged

  • Disadvantaged HA progressed and attained at similar levels to their HA non disadvantaged peers.

 

 

 

 

 

  • More targeted support for EYFS disadvantaged

  • Interventions carefully targeted  in KS1 (Y2)- ensure the current cohort’s disadvantaged are supported by the HLTA, SEND, PP lead and AIL

  • Continue booster and class support in KS 2 and particularly Y6 to continue to ensure high standards of all learners

  • Ensure emphasis is put on disadvantaged boys- curriculum provision, resourcing/equipment, interventions

  • VA (intervention support term 1) to work daily with targeted children and groups throughout the school- daily liaising with class teachers re the support planned and given

 

 

 

 

 

£30,000

(PP teacher, cover costs, boosters and intervention from senior leaders)

    ii.   Targeted support

Desired outcome

Chosen action / approach

Estimated impact:

Lessons learned

 

Cost

For “disadvantaged”  pupils to reach their potential and continue to progress at the same/above rate as non-disadvantaged pupils at the end of KS2 at the school

 

 

  • Outstanding teaching planned carried for these learners.  

  • Targeted support by school leaders during Maths/English sessions

  • HLTAs and TA weekly support

  • Value added measures in KS 1-2 “0.8” (compared to the national mean of 0)

  • Scaled scores: 107 in R and M- compared to national mean scaled score of 106.1 (for non disadvantaged  pupils)

  • CAPS and data meetings need to drill down the progress measures of all “disadvantaged” learners in order to continue to diminish the gaps.

  • recruiting an extra PP teacher for targeted groups (these to be withdrawn on a daily basis for the first term of the year)

  • TAs to meet lead PP teacher (GA) bi-weekly. Is their intervention having impact? evidence of progress?

£15,000

(cover costs of school leaders)

   iii.   Other approaches

Desired outcome

Chosen action / approach

Estimated impact:

Lessons learned

(and whether you will continue with this approach)

Cost

To maximise inclusion of “disadvantaged” children at school

Disadvantaged to participate in all areas of school life and for attendance levels to be the same or better than “non-disadvantaged”

For attendance figures of “disadvantaged” children to be on par with the national figures for all children

Financial support where applicable to maximise opportunities for these children

Nursery support (vulnerable families)Attendance figures form previous year

  • All disadvantaged children attended  the 2018 school journey-( all 11 children were supported with fees)

  • Targeted funded places (4 children) in extended schools and breakfast club

  • Breakfast club- 2 funded

  • Extended School’s  - 6 funded places

   

  • New Extended School’s lead to plan effective and engaging activities

  • New lead to ensure funding needs are met for these  

  • To target “vulnerable” “disadvantaged” families early in regards to their nursery fees and any costs for extracurricular activities

  • Continue this approach to funding disadvantaged children in terms of extra-curricular involvement

  • All disadvantaged children in Year 6 to receive support in payment for 2018 school journey- this would ensure their participation

 

£15,000

Disadvantaged children involvement in extra curricular activities, nursery education and participate in school trips/wraparound care

TATS and School based social worker available to support targeted individuals.

 

Access and Inclusion manager to monitor and assess the support given to these families.

  • Families were supported throughout the year (disadvantaged)- following issues addressed/supported:

  • Housing and relocation

  • Family therapy and support

  • Sleep concerns

  • Separation and conflict

  • Mental well being (Pupil circles successes)

  • Again, as a result of support, there were no fixed term exclusions

  • Attendance of “disadvantaged” for 2017-2018- 96%, the school figure was 95.5%

  • Ensure mental well being is looked at- investigate possibility of preventative support and not reactive- Emotional wellbeing session, art and play therapy.

  • Continue to offer this holistic additional support for children and their families

  • Work closely with the school based social worker to identify families that are disadvantaged who might be experiencing periods of vulnerability, whether it is financially or emotionally related

  • To use the Access and Inclusion officer and the Educational Welfare officer to closely track (monthly)- the levels of punctuality and attendance of disadvantaged children. Intervention and support to be identified accordingly

  • Attendance needs to continue to be a focus this academic year. For all children.  

£13000

 

(school based social worker time & Senior Assistant Headteacher cover time to support “Team Around the School”)