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 18
Total number of pupils	225	Number of pupils eligible for PP	41	Date for next internal review of this strategy	April 19

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
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

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

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