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

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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