Pupil Premium

Pupil Premium Strategy

Summary information

School

Colton Primary School

Academic Year

2019-20

Total PP budget

£25,720

Date of most recent PP Review

N/A

Total number of pupils

212

Number of pupils eligible for PP

18

Date for next internal review of this strategy

March 2020

 

Current attainment

 

Pupils eligible for PP

EYFS (2 children)

KS1 (7 children)

KS2 (9 children)

% achieving expected standard or above in reading, writing & maths

43%

56%

% making expected progress in reading (as measured in the school)

85%

88%

% making expected progress in writing (as measured in the school)

58%

63%

% making expected progress in mathematics (as measured in the school)

43%

63%

Barriers to future attainment (for pupils eligible for PP)

Academic barriers

A.

Speech and Language barriers – poor oracy and lack of exposure to quality language and vocabulary

B.

Maths attainment (Currently 21% PP KS1 pupils working below ARE/ 44% KS2 PP pupils working below ARE in maths)

C.

Key stage two writing attainment (Currently 14% KS1 PP working below ARE/ 44% KS2 PP pupils below ARE in writing) 

Additional barriers

D.

Nurture / attachment (including CLA)          

E.

Parental engagement

Intended outcomes

Success criteria

 

To improve oracy across school.

% of PP pupils with delayed speech, language and communication will reduce. Increased oracy across the school.  

 

To improve standards and progress in writing

% of pupils achieving ARE + in writing will increase

 

To improve maths attainment and progress

% of pupils achieving ARE+ in maths will increase

 

Improve well-being and happiness across the school

Pupils will be ready to learn as their emotional and well-being needs will have been met.

           

 

Review of expenditure - 2018-19

Quality of teaching for all

Action

Intended outcome

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

Scrap shed project

To improve creativity, play skills, well-being, relationships and happiness at lunchtime.

70% pupils enjoy using the scrap shed at lunchtimes. 40% less reported incidents at lunchtimes. Increased pupil engagement in ‘play’ across the school.

The Scrap Shed works best across key stages; it allows younger pupils to learn from older pupils in terms of behaviour, building and communication. This will be continued next year.

£1800

E learning resources- Mathletics

To improve attainment in maths across the school.

% of pupils are ARE in maths

% of PP pupils are at ARE in maths

For children who do not have access to IT at home, daily Mathletics sessions were made available at school. Two pupils were bought I pads to use at home.

£2000

This Green Moon- forest school sessions

To give all learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences.

All pupils experienced hands on sessions. Pupils helped to set up our own forest school area- ‘Windmill Woods’ which will be used for outdoor learning this year.

Windmill woods will now be used by all pupils as part of hands on learning, mindfulness and curriculum enrichment.

£4200

Mindfulness lunchtime club and well-being support

 

To provide vulnerable pupils with emotional and well-being support at lunchtimes.

All pupils have access to well-being support at lunchtimes.

Mindfulness sessions are popular and have been timetabled to ensure all pupils have access at least one session per week. The Learning Mentor is now outside every lunchtime to offer support to pupils with friendships and anxiety if they need it. This support will continue next year.

£1000

Targeted support

Action

Intended outcome

Estimated impact

Lessons learned

 

Cost

Targeted Learning Mentor support

The Learning Mentor has delivered quality Circle time and Mind Mate lessons in every class. She has also provided dedicated and targeted pastoral support for key pupils.

All pupils have had weekly circle time sessions and Mind Mate objectives have been taught. Colton achieved Mind Mate friendly status in May 2019.

Weekly circle time sessions are invaluable, these sessions will continue next year with an increased focus on Mind mate.

£3000

Targeted teaching and 1-1 tuition

To target gaps in learning and boost confidence in learners.

All pupils who were targeted received good quality intervention by experienced teachers who knew the children well.

KW will focus on EYFS and KS1 inte4rventions and 1-1 support. KS2 would benefit from an Achievement for All/ mentoring approach.

£7000

Funding for uniform or funding to access out of school enrichment opportunities.

To provide financial support for parents towards the cost of their children’s school uniform.

All PP parents were offered a ‘school uniform pack’ or access to ‘paid for’ after school provision.

Although every family was offered the equivalent of £150 worth of uniform or extra-curricular activities per child, only five families requested access to the funding.  We will continue to offer the support to all families in case needed.

£600

Other approaches

Action

Intended outcome

Estimated impact

Lessons learned

 

Cost

Achievement for all

Increased engagement with parents so pupils make accelerated progress.

In some classes there was excellent home school links made which had an impact on pupil confidence, engagement in learning and in some cases attainment. In some classes, parents chose not to engage with the achievement for all process.

We will continue with the principles of Achievement For All but not the programme.

£3000

Visit to university

To allow all year six pupils to visit university and raise aspirations for their future careers.

 

 

Pupils visited university and were given the option to join the children’s university at Leeds Trinity University.

 

 

 

We will continue to work with LTU to raise our pupils’ aspirations for their future.

£100

Planned expenditure

Academic year

£25 720

Quality of teaching for all

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

 

Talk 4 Writing

To improve oracy across school and improve writing outcomes for all pupils.

% of pupils entering school with poor oracy skills is increasing. 44% of PP pupils in KS2 are working below ARE in writing.

Quality CPD delivered by a talk for writing consultant to all teaching staff and Teaching assistants.

Staff meetings half-termly.

Consultant support to implement approach. Two-year cycle.

 

 

Reading Buddy

To allow all pupils to have access to good quality reading material at home and school.

% of pupils who do not have an adult to read to is increasing. Reading Buddy provides a ‘buddy’ for children to read with and check their understanding during online reading sessions.

Teachers to track pupil engagement and work with families to promote Reading Buddy. Reading Buddy can be accessed at lunchtimes for children who do not have access at home.

E learning resources- Mathletics

To improve attainment in maths across the school.

There are currently 21% PP KS1 pupils working below ARE and  44% KS2 PP pupils working below ARE in maths.

Achievements will be celebrated in weekly assemblies. Pupils who can’t/ don’t access Mathletics at home can do so at Mathletics club on a lunchtime.

Scrap shed project

To improve creativity, play skills, well-being, relationships and happiness at lunchtime.

Many of our PP pupils find unstructured times difficult and some pupils find it hard making and maintaining friendships.

The Learning Mentor is outside at lunchtimes and leads pupil teams to support behaviour, well- being and friendships.

Total budgeted cost- £10000

Targeted support

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

 

1-1 targeted support EYFS/ KS1

Number of pupils in EYFS and KS1 who are working at ARE in reading, writing and maths has increased.

43% of KS1/ EYFS PP pupils are working below ARE.

SMT will provide 1-1 support and ensure targeted interventions are set in class.

Academic Mentoring support for Key stage two pupils

Number of pupils in KS2 who are working at ARE in reading, writing and maths has increased.

44% of KS2 PP pupils are working below ARE.

Experienced senior teachers and HLTAs to provide 1-1 small group academic / nurture support.

Targeted pastoral support/ 1-1 and small group.

All PP pupils and their families to have access to the pastoral support they need.

Many of our PP pupils have emotional and well- being needs.

Support targeted by learning mentor and other experienced staff.

 

 

Total budgeted cost £10000

 

 

Other Approaches

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Offer pupils a menu of free after curriculum enrichment activities

Give pupils opportunities to play an instrument or access afterschool clubs at no cost to the families.

To give pupils in receipt of PP funding access to a wide range of extra-curricular experiences.

The Learning Mentor will speak to all PP families and explain the purpose of the funding and how it can support their child/ren.

Provide uniform for pupils

To provide financial support for parents towards the cost of their children’s school uniform.

To ensure all children have access to appropriate clothing to keep them warm and dry at school.

The Learning Mentor will speak to all PP families and explain the purpose of the funding and how it can support their child/ren.

Total budgeted cost £5000

 

                 

 

 

 

Outcomes for Y6 pupils known to be eligible for PPG

(FSM/ Ever 6 or Looked after Children)

End of Key Stage 2 data
 

 

2016

2017

2018

Number of pupils receiving PPG

2

4

4

% at ARE in reading

0%

50%

50%

% at ARE in writing

0%

50%

75%

% at ARE in Maths

0%

75%

50%

% at ARE in Reading, Writing and Maths

0%

50%

50%

% at ARE in Spelling punctuation and grammar

0%

50%

75%

% making expected progress in reading

0%

50%

75%

% making expected progress in writing

0%

50%

100%

% making expected progress in maths

0%

100%

75%

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