St Luke's C of E Primary School

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Pupil Premium

 

Pupil Premium Strategy 2019- 2020

Action Plan and Intended Expenditure 2019-20

We believe that each child is a unique gift from God…

What is the school’s allocation of pupil premium grant for 2019-20?

In 2019 -2020 the pupil premium grant is based on 86 pupils eligible for a grant of £1,320 per pupil. This brings the estimated total for the year to £113,520 (Based on FSM Register at Annual Census.) There were no ‘carry forwards’ from 2018-19.

What are the main barriers to educational achievement and how does St Luke's address these barriers?

The School has identified the following areas of need as the main barriers to educational achievement:

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

  • On-entry attainment significantly below developmental milestones – communication, literacy and language
  • Low level of basic skills on entry – need to accelerate via intervention during Early Years
  • Speech, communication and language – low levels of language acquisition

Other Pupil Premium related spends:

1. Provision of school uniform for all pupils –2.5K

2. Fully funded school trip for all pupils – 3K

 Other External influences:

1. Parental engagement

2. Social/housing

3. Attendance

Additional support for learners who are PP and SEND – Some learners need an even greater level of support SL accesses additional EP and SALT provision. Additional adults – TAs , SENTAs and LSTAs are employed to support learning and behaviour. The Inclusion Manager makes referrals to Social Services,  MAT and MASH, school nurse etc

 

How was the pupil premium allocation spent in 2018-2019?

In 2018-19 the Pupil Premium allocation was spent on the following:

  • Targeted interventions taught by experienced senior teacher, focusing on closing the attainment gap for identified individuals and groups of children, in literacy and maths
  • Experienced and outstanding teachers providing high quality PPA, support and cover in KS1and KS2
  • Additional support teacher to work alongside class teachers to increase conferencing, intervention marking and support for individuals and groups of children, particularly in KS2.
  • Early intervention to support early reading and progression in phonics led by TA
  • Booster classes and revision clubs for Yr6/ Yr5 in literacy and maths. Summer school for PP children
  • Mentoring and social skill groups for targeted children
  • Additional TA to provide behaviour and social skills support in the playground
  • Membership of the Windmill Cluster and funded offer of activities through the Windmill Cluster Targeted activities within the cluster eg BMX bike riding, Steel pan music workshop, reluctant writers’ and able writers’ workshops, confident creators links to Art workshops,
  • Inclusion manager support for PP children and their parents
  • Subsidised after school clubs for some PP children
  • Additional professional support from EP, SALT, Behaviour and Well-Being Consultant, Kennington Park Academy
  • Workshops and support for parents
  • INSET and training
  • Updating resources

What was the impact of the expenditure on eligible and other pupils ?

  • Monitoring indicates quality first teaching for high needs pupils and improved teaching and learning across the school.
  • Increase in pupils attainment and progress across the school through support and addressing the children’s need.
  • Target groups were supported in class – increasing conferencing, live marking and feedback to accelerate progress.
  •  Small group support for high needs pupils led to increased concentration and intensive support to accelerate progress
  • Monitoring indicates improved behaviour and attitudes for learning
  • ELSA intervention for promoting the emotional wellbeing of children led by an experienced TA had an impact on their progress and wellbeing.
  • A group of high needs pupils were supported through social skills groups, mentoring and conferencing
  • Pupils were supported effectively during transition point eg from nursery to reception and transfers from other schools
  • Data was analysed effectively to ensure leadership is effective and governors and parents fully informed of progress
  • Effective support from Inclusion Manager ensured good progress of pupils
  • The additional TA ensured smooth transitions between class, the hall and play. The level of supervision and support for pupils in the playground and hall increased
  • SENTAs and re-integration assistant successfully supported pupils
  • Targeted PP pupils took part in a range of engaging activities improving motivation, self-esteem and positive attitude to learning
  • Targeted pupils attended booster clubs and accelerated progress which was reflected in outcomes
  • Small group support for high needs pupils led to increased concentration and intensive support to accelerate progress.
  • Enrichment activities had an impact on their confidence, social and global awareness..

 

Action

PP Allocation

Justification/ Expected Effect

Measurable Effect

Justification/ Expected Effect

Person responsible

 for evaluation

Teacher to support and monitor TA intervention groups in literacy, maths and social skills.

 

 

 

 

 

2 hours per week

£3,366

To ensure high quality teaching and learning in interventions

- KS1 and KS2 make expected progress by the end of the year

- Analysis of whole school data to identify children termly

- Measurable, time limited targets set for interventions

- Progress meetings with teachers/TAs to monitor provision, to discuss pupil progress.

- Interventions evaluated and adaptations made as necessary.

-New targets set for each group termly.

To ensure high quality teaching and learning in interventions

GA,MB

SLT

Targeted interventions taught by experienced teacher, focusing on closing the attainment gap for identified individuals and groups of children, in literacy and maths.

2 day per week

£23,630

 

 

 

To ensure high quality teaching and learning focussed on closing the gap in literacy and maths

- Record keeping indicates individual half termly targets are met.

- Half termly progress meetings to review impact.

- Data indicates accelerated progress for PP children.

-Data indicates more PP children at ARE exceeding to greater depth.

To ensure high quality teaching and learning focussed on closing the gap in literacy and maths

GA/FF

SLT

Experienced, outstanding teachers providing high quality PPA and cover

 

2 days

£23,630

To ensure that all children are learning to their full potential during the CT PPA.

Experienced outstanding teacher is able to contribute to the monitoring of teaching and learning of all children needs

-Planning, evaluations and monitoring show that high quality provision is in place

- Record keeping indicates individual half termly targets are met.  

- Data indicates accelerated progress for PP children

- To monitor provisions, assessments that impact on closing gaps in learning.

 

 

 

 

              

To ensure that all children are learning to their full potential during the CT PPA.

Experienced outstanding teacher is able to contribute to the monitoring of teaching and learning of all children

 

FF/GA/MB

SLT

Additional support teacher to work alongside class teachers to increase targeted intervention marking,

Focusing on closing attainment gap the gaps for individuals and groups of children.

2.5 days

£29,538

 

To increase the frequency of high quality intervention marking

 

Books indicate a higher level of intervention marking which moves the learning on and supports children to make accelerated progress within the lesson.

To increase the frequency of high quality intervention marking

Class teacher and support teacher

 

MB/GA/FF

SLT

Early interventions to support early reading and progression in phonics led by TA

 

 

Half to PP

£12,463

 

 

 

 

To ensure that learners make a good start to reading and sets the foundations for reading success.

 

- Accelerated progress in reading for targeted children in Y1 and Y2

- Accelerated progress in pupils independent and confidence

 

To ensure that learners make a good start to reading and sets the foundations for reading success.

GA/FF

TA

SLT

To use pupil conferencing to raise standard and achievements.

 

Half to PP

£11,815

To ensure that learners overcome barriers numeracy and literacy skills.

Pupil conferencing to enable children to make expected progress.

-Quality first teaching to overcome barriers to learning.

- Accelerated progress in pupils independent and confidence

 

To ensure that learners make a good start and close gaps in learning.

SLT

GA/FF

Class teacher

Booster classes for Y6 in literacy and maths

 

 

 

 

 

£1,574

Based on 1 class for 30 weeks

 

 

 

To close the gaps for individual learners and enable all learners to reach or exceed ARE

- Provision for targeted children

- Accelerated progress in literacy and maths as evidenced in half termly teacher assessments

 

 

 

 

To close the gaps for individual learners and enable all learners to reach or exceed ARE

Year 6 teacher

SLT

 

 

 

 

Summer term Booster classes for Y5 in literacy and maths

Based on 1 term for 14 weeks.

£246

To close the gaps for individual learners and enable all learners to reach or exceed ARE

- Provision for targeted children (cusp and ARE)

- To close gaps in learning

- Accelerated progress in literacy and maths as evidenced in half termly teacher assessments

To close the gaps for individual learners and enable learners to reach or exceed ARE

Year 5 teacher

SLT

 

To encourage all PP pupils to participate in a variety of before and after school clubs

£1,000

To strengthen their inclusion within the school

- To take part in activities requiring social skills

- Provision for targeted children

- To witness modelling of positive behaviour relationships.

-To take part in activities requiring physical and emotional skills

 

To engage children in witnessing positive behaviour and improving school attendance

MB

SLT

Day allocation of Inclusion Manager time

£10,473

IM is able to monitor the provision for PP children and discuss progress and adapt provision as necessary.

Focussed data analysis and subsequent provision for learners

- Progress meetings with GA to discuss, monitor and evaluate intervention programmes

- Progress meetings with CTs to focus on the targets for and progress of interventions

-To support PP children through monitoring classroom provision and additional in class support. To review and evaluate provision and adjust as necessary

- Maintaining provision map for PP children

- Monitoring of provision and data analysis by SLT

IM is able to monitor the provision for PP children and discuss progress and adapt provision as necessary.

Focussed data analysis and subsequent provision for learners

MB

 

 

 

 

SLT

 

 

Investigate and purchase additional programmes for intervention eg Success at arithmetic, Maths and English CGP books, Lexia, Education city, New English and Maths tests – NFER

£1,000

To ensure high quality resources that engage learners and support progress

- Resources purchased

- Staff trained on their use

- Programmes implemented and impacting on the achievement of targets and accelerated progress data

- Able to see progress in reading scores from the beginning to the end of the year.

Able to see progress in arithmetic scores from the beginning to the end of the year.

To ensure high quality resources that engage learners and support progress

 

 

 

 

 

 

GA,FF

SLT

To improve wellbeing of vulnerable pupils and support pupils with challenging behaviour within the family group.

 

 

 

Purchase of new playground resources

 

£20,946

2 days a week

 

 

 

 

 

 

 

Resources

£500

 

To support families and make necessary referrals and assessments by clinical psychologists.

 

 

 

To support children who find learning and socialising difficult.

- To support individual families with specific needs.

- To make links with CAMHS

- Regular discussion between class teachers

-Half-termly progress meetings reviewed for targeted children

- Decrease in the number of serious incidents

- Improved behaviour at lunch time

- Number of exclusions decreasing

- Good communication between home and school

 

To support children who find learning and socialising difficult. To ensure children learn effectively and play happily together.

MB

Class teachers

SLT

 

TA

Holiday Programme subsidy for PP children to take part in holiday time activities.

£1,200

To ensure funding for a PP child to engage with activities they might not be able to take part in.

-To support request for PP children to attend holiday activities.

-To improve their participation in a variety of activities

- To improve social skills and communications

 

To reduces stress for parents who are an able to afford specialised clubs and activities.

GA, MB, LA

LF

To deliver Lego therapy programme, as a support to narrative therapy programme.

£500

(TA training

Purchase resources)

 

To improve confidence in speaking and listening.

- To encourage teamwork and social interaction amongst pupils

- Half-termly progress meetings reviewed for targeted children

- To boost effective engagement, collaboration and co-operation in out of lesson

- To achieve sustainability.

 

To improve social skills and communication.

 

 

JR

 

GA

MB

 

 

Emotional literacy and social skills group for targeted children-wellbeing

 

£1,038

2 hours a week

 

 

 

 

 

 

 

 

 

 

To decease number of serious incidents and exclusions

 

To use the ELSA programme to support emotional needs

- Half-termly progress meetings reviewed for targeted children

- Decrease in the number of serious incidents

- Improved wellbeing and emotional skills

- Number of exclusions decreasing

- To involve parents in closing the gaps

 -To support targeted children

To decease number of serious incidents and exclusions

MS

CP

 

NOPA 1 performing Art

 

Additional TA to provide behaviour and social skills support in the playground and pavilion.

 

 

£3,660

 

 

 

To support children who find learning and socialising difficult. To ensure children learn effectively and play happily together

- To support children at lunchtime by offering pavilion as a time-out space

- To offer social experiences eg indoor games for children who find playtimes challenging

-To keep a list of all children accessing lunch time support

- Decreasing numbers of PP children involved in lunch time incidents

To support children who find learning and socialising difficult. To ensure children learn effectively and play happily together

MB

JR

PS

 

Membership of the Windmill Cluster

 

Funded offer of activities through the Windmill Cluster

Contribution of £3,900

Membership

 

Cost of activities offered free to children based on 6 workshops at £125

 

£900

 

To offer funded places at a wide range of activities. To offer greater range of ‘possibilities’

 

 

- JD to keep a list of activities through the Windmill Cluster, including costs and a list of children participating in activities

- Minutes of meeting from the Cluster forums

- Windmill Cluster Impact tracking sheet

To offer funded places at a wide range of activities. To offer greater range of ‘possibilities’

 

 

JD

SLT

ESCO in place and offering funded places for targeted chn at extra-curricular activities, including holiday clubs run by Premier Sports

 

£2,000

 

Estimated budget for funded places at holiday clubs and after school activities

£3,000

To provide safe places for learners to exercise and have fun in the school holiday

To fund places for children who would not be able to afford to take part.

- Named ESCO

- Record of funded places

- Record of participant in extra-curricular activities

- Pupil voice

To provide safe places for learners to exercise and have fun in the school holiday

To fund places for children who would not be able to afford to take part.

MB

SLT

JR

Premier Sport

Workshops for targeted groups of parents to facilitate their involvement in closing the attainment gap

£100 per workshop x6

 

£600

To enable parents to support their children’s learning and development

- Attendance at meetings

- Parent survey

- Analysis of data

To enable parents to support their children’s learning and development

Workshop leader

SLT

Additional support from EP above the SLA agreement for inclusion.

 

 

 

3 additional sessions at £400 per session

 

£1200

To ensure all children can access appropriate professional support for SEND. To support behaviour and cognition and thereby support teaching and learning.

Advice from EP implemented in IEPs and agreed with parents. IEPs reviewed regularly and reported to governors.

 

To ensure all children can access appropriate professional support for SEND. To support behaviour and cognition and thereby support teaching and learning.

IM-MB

Governors – resources committee

Provision of an additional Speech and Language therapy

Half to PP

£2925

 

 

 

 

 

 

 

 

 

 

 

                         

To ensure all children can access appropriate professional support for SEND

To support speaking and listening and thereby teaching and learning so that every child reaches their potential

Small group support available for identified pupils

Advice from Speech and Language therapist implemented in IEPs and agreed with parents. IEPs reviewed regularly and reported to governors.

Chn receiving speech and language support 1 day a fortnight.

 

To ensure all children can access appropriate professional support for SEND

To support speaking and listening and thereby teaching and learning so that every child reaches their potential

IM-MB

 

INSET for staff on effective strategies to support PP children

 

Eg Training for IM and PP Manager

 

Practical support and training for CTs and TAS –conferencing and on-line training

£700

 

PP conference and other relevant training for IM/PP manager

£400

 

 

To ensure staff are trained to support the needs of all learners and specifically for PP learners

-Impact of CPD records feed into next SDP and priorities for the school

 

-Regular reports to governors and committees

To ensure staff are trained to support the needs of all learners and specifically for PP learners

SLT

Governors

Clerical support for administration relating to PP children and communication

 

£2,500

High needs learners need high quality support and a high level of communication. This includes phone calls, letters, copying, filing etc

-Records kept

-Provision Map updated

-Clubs and activities offered, full attendance and payments collected and paid as necessary

High needs learners need high quality support and a high level of communication. This includes phone calls, letters, copying, filing etc

Finance Officer

Admin officer

Governors

Breakfast club places subsidised for PP chn.

Staffing (SLT, TA)

£8,745

 

Food

£1,000

 

To ensure that no child starts the day hungry

- PP chn attending Breakfast Club

- chn more alert and engaged in lessons.

Chn are well fed

- Punctuality levels improve for PP chn .

To ensure that no child starts the day hungry

IM MB

Finance officer

GA

SP

Attendance and lateness (Attendance Officer)

2 days per month

£1,006

 

Monitor attendance and lateness, writing to parents, arriving attendance panels

Increased attendance and punctuality

Improved attendance and punctuality

SLT

 

TOTAL

 

 

£175,455

 

 

 

 

Nominated Governor with responsibility for Pupil Premium: Donna Hanson

Date of the next pupil premium strategy review. The pupil premium strategy is monitored throughout the year by:

Senior Leadership Team monitoring programme

The Inclusion Manager’s Termly Report to Governors

Discussion at Curriculum and Standards Committee

Discussion at Parents, Pupils and Community Committee

The next annual review of the Pupil Premium Strategy Review will take place in September 2019.

What are the needs of our pupil premium children?

 

Need

 

 

How will the needs be overcome?

Quiet

 

Spiritual Garden, reflection areas

 

Space and play

 

Playground, play equipment, safe

supervision, wild life area, zoned areas of the playground, resources including

playtime supervision and PE coach one

day per week

 

Housing

Inclusion Manager

Referral to social services, MAT team

Food

 

FSM, fruit, breakfast club, healthy eating information for parents and children, access to school nurse for advice, gardening and cookery after school activities, links with Give and Gain

Limited vocabulary

Literacy Support

All pupils receiving quality first teaching,

modelling increased provision for SALT,

Talk for Writing, boosters, phonic

provision and catch up, books, and

resources, literacy interventions, after

school book club, Phonics, and

Reading interventions. Monitoring

and evaluation of progress, 1:1 and small

group support, booster classes

conferencing, CPD ,Toe-by-Toe

Numeracy Support

All pupils receiving quality first teaching Focus on mental maths, visualisation, mastery approach, problem solving, every day maths, number bonds and patterns, maths catch up, 1:1 and small group support, other interventions, monitoring and evaluation of progress, CPD, booster classes.   .

 

Homework

Revision materials, home-school communication, homework books for spellings, all online activities set for maths and English additional time access to computing in break times and after school if necessary, IT websites available through the school e.g. espresso, bug club, phonics play, Mathletics, Education City, learning mats etc.

Revision Support

Revision books and materials, Computing booster, booster classes, revision club, catch up programmes, Toe-by-toe and intervention groups.

Exercise

PE coach delivering start active, keep active, after school PE clubs and other after school clubs.

Hygiene

PSHE lessons, RRS, SRE lessons, science lessons, 1:1 support, washing machine, shower, towels and washing facilities.

Emotional and social skills

Social skills groups, PSHE, SEAL, ELSA, Picture News, additional TAs, assemblies, modelling, certificates, quality first teaching, boundaries, high expectations, behaviour for learning, conferencing, 1:1 support, CPD, use of Kennington Park Academy as a resource and for outreach and support

Possibilities

IPC, educational trips and visits, broad and balanced curriculum, extra- curricular activities, assembly focus on success, ambition and wellbeing, adults talking about jobs and the world of work, skills to be successful, thinking skills,   outdoor learning current news, growth mind set, aspirational role models, workshops and activities arranged through the Windmill Cluster.

Parental engagement and support of parents to facilitate their child’s learning.

Parent workshops to support parents in accessing the curriculum, coffee mornings and RE, PSHE topics. Providing practical examples to show how parents can support their child’s learning. Accessibility of teachers to discuss learning of children with parents – teachers visible and easy to approach to discuss any issues. Home school communication and questionnaires. Use of Target Tracker and gap analysis available to parents. Parents invited in to the school for assemblies, days to celebrate their child’s learning, parent consultation days.

Resources

Children able to use school resources to enable them to complete any of their learning, paper, card, pencils, felt tips etc. To ensure that children are not disadvantaged and this barrier is removed from them being able to achieve. Access to ICT at break times if this is not available at home

Additional support for PP who may also be SEND

 

Additional EP provision, Additional SALT provision, additional adults to support learning and behaviour, referral to MAT and MASH, school nurse etc