Pupil Premium Strategy
Pupil Premium Strategy Nevill Road Infant School
1. Summary information | |||||
School | Nevill Road Infant School | ||||
Academic Year | 2018/19 | Total PP budget | £54,460 | Date of most recent PP Review | April 19 |
Total number of pupils | 225 | Number of pupils eligible for PP | 41 | Date for next internal review of this strategy | April 20 |
2. Current attainment | ||||||
Pupils entering Year 2 | Phonics Year 1 | Foundation | ||||
% at expected level | 57% | 79% | 63% | |||
3. Barriers to future attainment (for pupils eligible for PP) | ||||||
In-school barriers | ||||||
A. | Growth mindset and resilience | |||||
B. | Retention of concepts and skills | |||||
C. | Lack of access to extra curricular activities | |||||
External barriers | ||||||
D. | Attendance of certain groups | |||||
4. Desired outcomes | Success criteria | |||||
A. | Children to show a greater self belief and have the resilience to keep trying |
Children to approach challenges positively and talk about growth mindset Progress to be shown in the answers the children in the teacher's case studies give |
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B. | Increased retention of key learning | End of term assessments show children still able to apply learning after teaching has taken place | ||||
C. | To develop the spoken language skills of the children especially in Year 1 |
Individual speech plans show progress Individual tracking of the children to show that the language intervention impacts on learning. Talk boost data shows progress |
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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 | |||||||||||
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? | ||||||
Targeted use of TAs within classrooms to support PP children |
Supported learning
development of resilience and growth mindset
|
carefully planned sessions delivered in class develop experiences.
|
observations pupil progress meetings staff growth mindset "case studies" staff planning |
termly data and reviews | |||||||
Better use of assessment for learning to fine tune teaching | Termly assessment | Successful use of assessment in maths being used to increase precision teaching to be extended | Use of ongoing data feeding into planning and teaching cycle | AM/PS/KG | Termly data | ||||||
Time for Year group leads to monitor, evaluate and modify opportunities | Regular updates for key staff | Clear focus on the breakdown of how the children do avoids gaps in future learning | Use of lesson observations including IRIS connect | SLT | Termly | ||||||
Total budgeted cost | £12113 | ||||||||||
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? | ||||||
Use of targetted interventions to develop the PP children's skills | Speech and language groups
Grammar Key words Phonics Number and calculations SALT |
Previous successful results with the borderline children especially
Successful use of HLTA in closing the gap in Foundation Stage SALT therapist to train TA to deliver sessions to meet children's needs |
Ensure teaching staff take ownership of interventions and monitor effectively | PS | Half termly | ||||||
To address the difficulties faced by multiple barrier children | To work with all staff to identify full barriers
To look at full range of support termly and address eg Ed Psyche
SALT therapist in weekly |
Addressing barriers early helps children overcome later difficulties | Careful monitoring of changes and re identification of key barriers. | PS | Half termly | ||||||
Total budgeted cost | £30,603 | ||||||||||
i. 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? | ||||||
Broaden children’s experiences |
Access to extra curricular activities
Extra support for families Access to trips an visits |
High levels of take up in after school clubs. Improved self esteem and feeling of belonging Improve self esteem
Inclusion |
Improved the group dynamics and broadened children’s experiences | PS | Termly | ||||||
Focus support for multiple barrier children including children with SEN | Small group work and SERI
Use of external agencies |
Increase in reading ages and confidence to access print and classroom learning | High cost for slow academic progress but high engagement
Need for training new TAs to increase effectiveness |
PS | Half termly | ||||||
To build self esteem, independence and self challenge skills | Forest schools
Restorative approaches |
Development in confidence, self management | Regular review meetings
Monitor the impact of the sessions against attitudes and learning |
AM | Termly | ||||||
Total budgeted cost | £12383 | ||||||||||
6. Review of expenditure | ||||
Previous Academic Year | 2017 -2018 | |||
ii. Quality of teaching for all | ||||
Desired outcome | Chosen action / approach | 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 |
Children to have better grammatical structures
|
6 a day
Groovy grammar
Phonics setting |
In maths 7 PP identified as needing extra consolidation 4 of these 7 achieved(57%)
Specifics of SPAG taught in ability groups 4PP identified as borderline ALL achieved 88% PP achieved expected level against 93% no9n pupil premium
|
6 a day approach to be used as part of early morning with all children in Yr 2 and to be introduced gradually in Yr 1
Groovy grammar successful approach
Maintain levels of support |
£6385 TA |
Monitoring of the curriculum to ensure quality- especially in maths | Support, training and observation | Increasing skills of teachers and TAs
Ensuring accountability
|
Prompt and concise use of data to ensure precision and all children are kept on track. | £5255 |
iii. Targeted support | ||||
Desired outcome | Chosen action / approach | 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 |
Ensure basic skills are embedded
Grammar, phonics maths |
Small group intervention | 73% reached expected in all areas in Year 2
88% PP achieved phonics expected level |
More focused work to continue- focus on developing oral language | £13954 TA
£6568 head/DHT |
Improve higher level reading skills | Research skills group | 9% reached greater depth in reading Year 2 | Confident to use range of materials to ask and answer questions | £2000 |
£1000 training | ||||
iv. Other approaches | ||||
Desired outcome | Chosen action / approach | 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 |
Broaden children’s experiences | Access to extra curricular activities
Access to trips an visits |
High levels of take up in after school clubs. Improved self esteem and feeling of belonging
Inclusion |
Improved the group dynamics and broadened children’s experiences | £2200 |
Focus support for multiple barrier children | Small group work and SERI | Increase in reading ages and confidence to access print and classroom learning | High cost for slow academic progress but high engagement | £2422 |
To be reviewed April 19