Pupil Premium

Pupil premium strategy statement: Hawsker-cum-Stainsacre C of E VC Primary School

1.  Summary information
School Hawsker C of E VC Primary School
Academic Year 2017-18 Total PP budget £9240 Date of most recent PP Review July 17
Total number of pupils 56 Number of pupils eligible for PP 7 Date for next internal review of this strategy Mar 18
2.  Current attainment
Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving “Expected +” in reading, writing and Maths. 0% 61%
% making at least expected progress in reading. 0%
% making at least expected progress in writing. 0%
% making at least expected progress in maths. 0%
3.  Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.    Higher rates of progress in Reading for pupils eligible for PP.
B.    Improvement in spelling for pupils eligible for PP.
C.    Development of problem solving skills in Maths for pupils eligible for PP.
External barriers (issues which also require action outside school, such as low attendance rates)
D. Poor support at home/ home learning environment
E. Lack of resilience/ poor self-esteem.
F. Pupil’s aspirations are low and some do not venture far beyond the locality.

 

4.    Desired outcomes (Desired outcomes and how they will be measured) Success criteria
A.     Attainment in Reading is in line or above national. ·         Pupils eligible for PP will improve attainment and progress in reading.

·         Pupils will have a good understanding of inference and can apply this in their work.

·         Pupils have a wide vocabulary which enhances their understanding of texts.

·         Parent support contributes to significant improvements in reading.

·         Measured by assessment results, teacher assessments, progress meetings with SLT members and regular moderation across the school as well as with other schools in cluster groups.

B.     Improvement in spelling for pupils eligible for PP. ·         Pupils eligible for PP will improve attainment in spelling which will impact on work in books and the capacity to improve accuracy in the SPaG test.

·         Measured by assessment results, teacher assessments, feedback from the teaching assistant leading the intervention and moderation of assessments with other schools in cluster groups.

C.     Development of problem solving skills in Maths. ·         School has a core scheme that they are able to use with children.

·         Pupils apply recall of strategies such as times tables and number bonds with confidence to problem solving problems.

·         Teachers link Maths problem solving activities to other areas of the curriculum and to real life situations to develop children’s skills.

·         Measured by assessment results, teacher assessments, progress meetings with SLT members and regular moderation across the school as well as with other schools in cluster groups.

D.     Pupils have opportunities to go on visits outside of the immediate area of Hawsker, Stainsacre and Whitby. ·         Pupils have wider experiences of what is available beyond the locality which raises their interest in achieving well, thereby increasing their desire to accelerate their rate of progress.

 

5.   Planned expenditure
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
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?
Ability to use inference in reading for comprehension activities improves. Training Day with English consultant on reading for teachers and teaching assistants.

New resources for reading comprehension “Reading Between the Lines” and CGP Comprehension resources and quality texts to improve development of vocabulary.

Intervention for reading comprehension development- using Whatmuff resources- Support from English Adviser 4 x days.

Teachers have termly progress meetings to evaluate progress of all pupils including eligible pupils.

We want to ensure that PP pupils can make rapid progress alongside non PP pupils EEF Toolkit research confirms that reading comprehension strategies prove to be low cost, high impact methods of improving progress and attainment.

Resources in school are outdated and are impacting on the provision in school for teaching reading.

Any concerns about progress can be picked up quickly so that provision is judged as effective or not and a review can take place with new actions where required.  This reduces the risk of pupils falling behind.

Up to date training for all staff on strategies to develop the teaching of reading and the improvement of inference strategies.  Monitoring of reading demonstrates that strategies are being implemented and are successful.

Audit and evaluation of resources will show increased involvement by children and staff in reading comprehension activities- ultimately impacting on children’s ability to tackle inference type questions.

Quality texts to be purchased.

Pupil progress meetings are planned and teachers share progress information including achievements and impact on reducing barrier (including where new barriers might be identified).  Regular evaluation of support and communication will determine how effective the support is.

CB

CB and Literacy co-ordinator.

CB and all teachers

Easter 2018

July 2018

Termly, with actions implemented in light of evaluations.

Development of problem solving skills in Maths. Whole school focus on problem solving.

Teachers have termly progress meetings to evaluate progress of all pupils including eligible pupils.

Analysis of assessments and learning shows that basic skills (number bonds, table facts) could be improved further to assist mathematical fluency and confidence in problem solving. Book scrutiny and pupil conferences demonstrate improvement in problem solving activities.

Rapid recall facts assessments demonstrate improvement.

Pupil progress meetings are planned and teachers share progress information including achievements and impact on reducing barriers (including where new barriers might be identified).

Abacus scheme to support teaching and learning.

Online content of Abacus homework monitored by teachers.

CB and Maths Lead.

All staff

CB and all teachers

July 2018
Total budgeted cost £6000
  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?
Improvement in spelling for pupils eligible for PP. Additional support for pupils with spelling work- small group work.

New resources brought for the teaching of spelling.

We want to ensure that PP pupils can make rapid progress in spelling and perform better in the SPaG test. Staff delivering intervention to monitor and provide feedback to teachers after each session. Literacy co-ordinator/

SENCo.

Weekly liaison between teachers and teaching assistants.

HT and teachers to monitor impact after the 10 week block of intervention.

Total budgeted cost £2000
 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?
Pupils have opportunities to go on visits outside of the immediate area. Several visits throughout the year in every year group.

Residential visits in Years 3/4 and 5/6.

Eligible pupils attend at a very heavily subsidised rate.

Pupils are inspired from their visits to understand more about areas beyond the immediate locality and also have an understanding of what opportunities are available in those areas. Pupil responses from such visits are very positive and they can relate well to how it inspires them to think about what they wish to do when they are older. CB and KD At the end of every year based on outcomes of assessments and feedback from pupils.
Opportunity to participate in and graduate from the Children’s University. Pupils consciously participate in the scheme affiliated to the University of Hull.

If successful, they ‘graduate’ at the University of Hull.

The scheme encourages pupils to raise their own aspirations and this generates a positive attitude for when they complete Year 6 and start their secondary education.

It helps pupils to believe they can achieve well, whatever their current circumstances.

Monitoring of where opportunities are taken up by pupils.

Discussion with the Children’s University Lead in school (SB)

Feedback from pupils including photos of their graduation.

SB At the end of the academic year, following their graduation.
Total budgeted cost £1000

£240 left for uniform.

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