Breakdown of Pupil Premium Funding:
2016– 2017
| 2016 – 2017 | |
| Numbers on Roll | 360 |
| Total Number eligible for PPG | 64 |
| Amount of PPG per pupil | £1320/£1900/£300 |
| Total | £88,860 |
| Nature of Support | |
| Focus on Curriculum/Teaching and Learning
Focus on Social and Emotional Well Being including Families/Community Focus on staff CPD to ensure pupils are receiving Good to Outstanding Teaching |
72%
25% 3% |
| Curriculum Focus to increase the % of children working at age related expectations and above, in reading and particularly writing and maths. | |
Pupil Premium Funding 2016 – 2017
| Item | Cost |
|
Nursery and Reception language skills |
£8555.91 |
| TA support including Literacy circle and better reading
Yr1 Y2 Y3 Y4 Y5 Y6 |
Y1– £2,099.90 Y2– £7776.80 Y3– £2538.97 Y4– £4794.01 Y5– £4111.84 Y6– £2912.57 |
| Quality first teaching | £33799 |
| Teaching and learning responsibility for Pupil Premium | £2587 |
| Morning readers | £1880 |
| Rapid reading | £1281 |
| Rapid phonics | £1412 |
| Educational visits | £500 |
| Beanstalk | £540 |
| Family support worker | £9323 |
| After school clubs | £3500 |
| Breakfast club | £1248 |
| Total expenditure | £88860 |
Pupil premium strategy statement
| 1. Summary information | |||||
| School | St. Wilfrid’s Catholic Academy | ||||
| Academic Year | 2016/17 | Total PP budget | £88,860 | ||
| Total number of pupils | Number of pupils eligible for PP | 64 | Date for next internal review of this strategy | Jan 2017 | |
| 2. Barriers to future attainment (for pupils eligible for PP including high ability) | |
| In-school barriers (issues to be addressed in school, such as poor oral language skills) | |
| A. | Significantly low attainment on entry to Nursery. This slows progress in subsequent years. |
| B. | PP pupils who achieved expected attainment at the end of Key Stage 1 need to sustain the achievement through Key Stage 2. |
| C. | High ability pupils who are eligible for PP are making less progress than other high ability particularly in reading. |
| External barriers (issues which also require action outside school, such as low attendance rates) | |
| D. | Punctuality rates for pupils eligible for PP. This reduces their school hours and causes them to fall behind. |
| E. | Low aspirations and expectations of what pupils could achieve |
| 3. Outcomes | ||
| Desired outcomes and how they will be measured | Success criteria | |
| A. | Improve oral language skills for pupils eligible for PP in Nursery and Reception | Pupils eligible for PP in Reception and Nursery make rapid progress by the end of the year so that all pupils eligible for PP achieve GLD |
| B. | Higher rates of progress across KS2 for expected attaining PP pupils.
|
Pupils eligible for PP identified as expected ability pupils make as much progress as other pupils identified as expected ability. Measured by Y3 – 6 assessments in R W M (moderated across the MAC) |
| C. | Higher rates of progress across KS1 for high attaining pupils for PP. | Pupils eligible for PP identified as high ability pupils make as much progress as other pupils identified as HA. Measured by Y1 – 2 assessments in R W M (moderated across the MAC) |
| D. | Increased punctuality rates for pupils eligible for PP. | Reduce the number of persistent lates among pupils eligible for PP. |
| E. | Increased PP family engagement with learning | Parental feedback data
Family learning programmes – attendance Attendance at curriculum events / parents evenings/ PP meetings/workshops Levels of after school activity involvement |
| 4. Planned expenditure | |||||
| Academic year | 2016/17 | ||||
| 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 | Review |
| A. Improved oral language skills in Nursery and Reception. | Stories for talking
Small group targeted speech and language support Additional adult support. |
Invest PP funding into longer term change which will help all pupils. Evidence in EEF teaching and learning toolkit suggests early years intervention (+5) and oral language intervention (+5) will enable our pupils to make accelerated progress. Guided by the research from NFER cited in Ofsted 2014 report on PP progress we firmly believe we have high aspirations for all our pupils where all receive high quality teaching and support. | Continue to use TH progression in language scheme in all classrooms | CS
AH SB |
Feb 17 |
| B. Higher rates of progress across KS2 for expected attaining PP pupils.
|
Raising standards of teaching through coaching with a focus on reading and feedback. | EEF teaching and learning toolkit suggests high quality feedback (+8) is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school.
Teachers already use data well to address underperformance quickly. We have a PP champion who ensures PP pupils are tracked and appropriate interventions are put in place. Staff are deployed effectively (NFER research) |
External support to coach staff to improve teaching of reading.
Targeted additional adult support in every classroom Implement new tracking PP system. Staff training to be given to ensure the different PP ability groups are closing tracked. |
DC
CW VB |
July 17 |
| Higher rates of progress across KS1 for high attaining pupils for PP. | Raising standards of teaching through coaching with a focus on reading and feedback. | EEF teaching and learning toolkit suggests high quality feedback (+8) is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school.
Teachers already use data well to address underperformance quickly. We have a PP champion who ensures PP pupils are tracked and appropriate interventions are put in place. Staff are deployed effectively (NFER research) |
External support to coach staff to improve teaching of reading.
Targeted additional adult support in every classroom Implement new tracking PP system. Staff training to be given to ensure the different PP ability groups are closing tracked. |
DC
CW VB |
July 17 |
|
Total budgeted cost |
£50,000 | ||||
| ii. Targeted support | |||||
| Desired outcome | Action | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | Review |
| A. Improved oral language skills in reception
|
Time to talk groups
School readiness speech and language therapist. Nuffield language programme. |
Some pupils need targeted support to catch up. Targeted support for speech and language effective as they are delivered by a well trained and experienced practitioner (NFER research – developing staff effectively) | Target groups timetable for.
Time to talk timetabled. Nuffield language programme for group of target pupils daily (TAs) |
CS
AH |
Feb 17 |
| B. Improved progress for pupil premium pupils and expected 0attaining pupils | Track expected attaining PP pupils as a unique group
Offer additional before school provision for expected group in reading. Rapid Phonics Embed effective feedback across all year groups. |
We want to continually raise aspirations for all our pupils – some small intervention group interventions by highly trained staff fits with the EEF and NFER research.
Holding all staff to account through not accepting low or variable performance. |
Daily before school club for expected pupils in reading.
Designated TA to take identified PP children to rapid phonics.
Embed effective feedback across all year groups. |
VB
CS |
December 2016 |
| C. Higher rates of progress across KS2 for high attaining pupils for PP. | Track expected attaining PP pupils as a unique group
Offer additional before school provision for high ability group in reading and after school for Maths Y6. Embed effective feedback across all year groups |
We want to continually raise aspirations for all our pupils – some small intervention group interventions by highly trained staff fits with the EEF and NFER research.
Holding all staff to account through not accepting low or variable performance. |
Catch up maths intervention Y6
Embed effective feedback across all year groups. |
AB VB |
July 17 |
|
Total budgeted cos |
£25,000 | ||||
| iii. Other approaches | |||||
| Desired outcome | Action | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | Review |
| D . Increased punctuality rates for pupils eligible for PP. | Monitor punctuality and Office to follow up quickly on absences.
Home school link worker to support identified children. Identified children invited to morning reading club. |
NFER research (Ofsted 2014 PP report) – we respond quickly to poor attendance and provide strong social and emotional support for children and through working with their families. | PP champion well briefed on target group .
TA will run morning reading clubs. Meet and greet at Nursery and main gate. |
DM
AB |
December 2016 |
| E. Increased PP family engagement with learning and
extra- curricular provision |
Termly family learning programme
Parent workshops run by teachers. |
EEF Teaching and learning tool kit shows social and emotional learning (+4)
NFER research (Ofsted 2014 PP report) – we respond quickly to poor attendance and provide strong social and emotional support for children and through working with their families |
Parent workshops to be organised.
Food bank available for families in need Signposting to available support Family learning programme Ongoing feedback from parents Comprehensive out of school activity programme Variety of educational visits – subsidised for PP pupils
|
CS | December 2016 |
|
Total budgeted cost |
£30,000 | ||||
| 5. Additional detail |
Example of Key Stage 1 : Pupil Premium Provision Map 2016
Name XXXX – Year X
|
Milestone 1 |
Year 1 |
Year 2 |
||||
|
National 2B |
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
|
Working towards (WTS) |
Basic 1 |
Basic 2 |
Basic 2 |
Basic 2 |
Advancing 1 |
Advancing 1 |
|
Meeting National (EXS) |
Basic 1 |
Basic 2 |
Basic 2 |
Advancing 1 |
Advancing 2 |
Advancing 2 |
|
Mastery of National (GDS) |
Basic 1 |
Basic 2 |
Advancing 1 |
Advancing 2 |
Deep 1 |
Deep 2 |
|
End of EYFS |
End of Year 1 |
End of Year 2 target |
Autumn Term |
|
|
Reading |
ELG (EXS) |
B2 (EXS) |
A2 (EXS) |
|
|
Targeted provision |
||||
|
Writing |
ELG (EXS) |
B2 (EXS) |
A2 (EXS) |
|
|
Targeted provision |
||||
|
Maths |
ELG (EXS) |
A1 (GDS) |
D2 (GDS) |
|
|
Targeted provision |
Pupil signature:_________________________________
Parent signature:________________________________
Teacher signature:______________________________
This child met national standard at the end of EYFS so at the end of Key Stage 1 they need to meet national standard. In Reading and Writing, the child is in line to meet national standard at the end of Year 2. However, in Maths the child is in line to meet Mastery of National.
All Pupil Premium children have an individual Pupil Premium Map which is completed termly by the class teacher. The Provision Map shows last end of stage level, the previous year level and target for the current year so progress can be clearly seen.
A meeting is held between the class teacher, parent and pupil at the start of every term to discuss the targeted provision.