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Pupil Premium

Pupil premium strategy statement

1. Summary information

School

UPHILL PRIMARY SCHOOL

Academic Year

2016/17

Total PP budget

£55,280

Date of most recent PP Review

Nov 2016

Total number of pupils

307

Number of pupils eligible for PP

41

Date for next internal review of this strategy

May 2017

 

2. Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

43%

60%

Progress in reading

-2.3

0.3

Progress in writing

-8.0

0.1

Progress in maths

-5.3

0.2

 

3. 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.

Developing greater depth in writing for higher attainers

B.

Developing eloquence through oracy for both English across the curriculum and Mathematics (reasoning / problem solving)

C.

Developing focussed SEN programmes and securing better funding (Top-up funding) for PP children with SEND

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Continue to monitor attendance with EWO and action where necessary

 

4. Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.

By end of 2017/18, outcomes for children identified as disadvantaged are at least in line with national outcomes.

Outcomes in English and Maths are at least in line with national outcomes.

B.

By end of 2018/19, outcomes for children identified as disadvantaged are above national outcomes.

Outcomes in English and Maths exceed national outcomes by 3%.

C.

By 2017/18, we have ‘diminished the difference’ in attainment on combined R/W/Ma outcomes from PP to non-PP from 17% to 10%; and further reduced by 2019/2020 to 5%

Difference in attainment between PP and non-PP is diminishing year on year

D.

PP children and their parents attend progress and support meetings with senior leaders and learning mentor

Meetings attended by 90% of PP families

 

 

5. 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

When will you review implementation?

Children’s academic and emotional well being is monitored and developed.

Learning Mentor / coach

Evidence from Achievement for All type approaches with academic coaching.

  • Learning Mentor is proactive in removing individual and group barriers to learning.
  • Learning Mentor participates in pupil conferencing and family meetings, using AfA approaches.

SLT

 

Learning Mentor

September 2017

Children have access to a wide choice of activities at lunchtime.

Lunchtime Club

Children have access to a wide choice of activities at lunchtime which

  • LSA (1 hour per day)
  • Programme of artistic activities provided
  • Develop system to monitor attendance

SLT

 

LSA (JW)

May 2017

Children have access to different technologies to support learning.

Introduction of iPads within the classroom (Year 2 upwards)

To extend the repertoire and experience for children to use up-to-date technology, educational apps and develop self-learning skills

  • iPads stored within the class and easily accessible.
  • Applications monitored for suitability and impact.
  • Teachers incorporate use of iPads within lesson planning.

Head

 

SBM

Feb 2017

Diminishing difference in outcomes in writing for disadvantaged children, compared to all children (EYFS & KS1), especially for ‘exceeding’ and ‘working in greater depth’.

Talk for Writing project (Pie Corbett with Haywood Primary)

(EYFS & KS1 children)

Talk for Writing outcomes evidenced nationally

 

Links with critical thinking and oracy from National Endowment Fund toolkit

  • Staff x 2 to receive training directly from Pie Corbett local programme professional development and cascade into lower school.

EYFS/KS1 Lead

July 2017

All children will meet expected outcomes in maths at the end of EYFS and Year 1.

Most children will average 10-12 months chronological gain from their personal starting points.

Numbers Count programme

 

(Standardised tests in mathematical development – GLS Assessment)

Evidence of accelerated learning using Numbers Count standardised evidence framework

  • HLTA to undertake training (JB)
  • 3 month targeted programme
  • EYFS and Year 1 children access intervention 2 times per week

 

EYFS/KS1 Lead

 

September 2017

Total budgeted cost

£29,095

 

 

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?

All disadvantaged children are at least working within Age Related Expectations (ARE) at reporting assessment period 2 and 75% ‘Secure At’ at end reporting period 4.

 

Disadvantaged children’s outcomes at the end of KS1 and KS2 are at least in line with national with diminishing difference for within school comparisons.

Targeted intervention

 

Includes:

Uphill Oracy Framework to support critical thinking – starting with Council Crew stem sentences

 

Numbers Count Programme (KS2)

 

 

Talk Boost (Speech and Language therapy intervention)

P4C (Philosophy for Children) ‘approach’ in class teaching – National Endowment Fund evidence as high influence and good value for money. Developing critical thinking using oracy, protocols, self and peer assessment and curriculum focussed on concepts and big ideas.

 

Evidence of accelerated learning using Numbers Count standardised evidence framework

Speech and Language standardised framework.

Language for thinking – links to NEF evidence for meta-cognition and language / P4C

  • Children with learning gaps identified through assessment tracking.
  • Introduce and develop P4C approaches to enhance academic attainment using sentence stems and protocols in class and Council Crew
  • TAs/LSAs receive appropriate training
  • TAs/LSAs deliver targeted intervention sessions.

 

Head

 

Deputy Head / EYFS/KS1 Lead

 

SENCo

 

(Talk Boost - HH)

(Council Crew – AC/TO)

November 2017

All disadvantaged children are at least working within Age Related Expectations (ARE) at reporting assessment period 2 and 75% ‘Secure At’ at end reporting period 3.

 

Pupil Premium Champions (Learning Mentor; Head teacher, Deputy Head and SENco)

Robust monitoring of PP children that creates alertness amongst all staff in their teaching and support for PP children.

 

Links to evidence base from Achievement for All programme

  • PP Champions to monitor children’s progress within formative planning and work books.
  • PP Champions to monitor children’s summative progress against Learning Checkpoints Monitor.
  • All teachers required to denote disadvantaged children within own analysis of class formative and summative data monitoring.
  • Group-level progress tracking for disadvantaged children.

Head / Deputy Head

 

 

PP Champions

 

 

January 2018

Disadvantaged children access cultural / outdoor knowledge with first-hand experiences.

Expeditionary Learning opportunities.

 

Patch to Plate Project - Use of school hospital allotment and cooking / nutrition from Y2 and above

 

Widening curriculum opportunities

 

 

 

 

 

 

 

Science Quality Mark and exploratory science curriculum

  • HLTA support for small group expeditions related to curriculum projects.
  • Develop Patch to Plate project with external grants/funding
  • Links to Healthy Schools project to develop cooking/nutrition within the curriculum

Head

 

 

Learning Mentor

 

LSA (JM)

 

Healthy Schools (JB)

December 2017

Level of participation in wider sporting opportunities is increased for disadvantaged children (currently 30% to 75%).

Sports Coach to develop sporting opportunities and/or develop directory of local clubs for parents.

 

Active participation in inter-school sports competitions.

Widening opportunities

  • Opportunities and attendance monitored through Sports Plan.
  • Disadvantaged children prioritised for suitable inter-school sporting events.

PE Co-ord

 

Sports Coach (to Jul17)

May 2017

Total budgeted cost

£16,935

 

 

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?

Disadvantaged children have an opportunity to learn a musical instrument.

Bursary of 10 x fully paid music lessons per academic year available (KS2 children only).

Widening participation from consultation with parents of children eligible for PPG.

  • Annual invitation to parents of disadvantaged children.
  • Parental discussion prior to start of lessons to ensure suitability of instrument etc.
  • Financial support towards cost of instrument considered.

Head

 

SBM

June 2017

All disadvantaged children attend school trips, including residential trips.

Bursaries to cover full cost of school trips provided to all disadvantaged children.

Experiential learning and knowledge acquisition using affective domain (Hattie KIP outcomes)

  • Full cost of trips covered using school fund.

SBM

July 2017

Financial assistance provided to families of disadvantaged children towards uniform costs.

Bursary for 1x jumper/cardigan per academic year offered to all disadvantaged children.

Ensure our value of ‘everybody’ is embedded to avoid any barrier to inclusion

  • Annual invitation to parents.
  • Additional financial support available on an individual basis.

SBM

July 2017

Families of disadvantaged children have access to financial support towards before/after school childcare.

Bursaries towards cost of Breakfast Club and After-School Club available.

Support for access to work for low income families (Heckman equation)

  • No charge for FSM children to attend Breakfast Club.
  • Financial support available on individual basis, subject to circumstances.

Head

 

SBM

July 2017

FSM children have mid-morning milk, if desired.

Milk provided free of charge to all FSM children.

Ensure our value of ‘everybody’ is embedded to avoid any barrier to inclusion

  • Ordered and monitored by school office.

SBM

July 2017

Reduce level of persistent absence for PP children.

Support families with transport to school.

Ensure environmental factors do not represent a barrier to accessing school.

  • Provide taxi transport to/from school as appropriate

Head / SBM

July 2017

Total budgeted cost

£9,250

 

 

6. Review of expenditure

Previous Academic Year

2015/16

 

i. 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’s academic and emotional well-being is monitored and developed.

Learning Mentor/coach

Partially - due to long term absence of LM.

 

Children supported during LM absence by class teachers and HT.

 

 

Changing demographic of the school requires review of LM job description, with greater focus on PP and SEND children and specific remit to act as a PP champion within school.

£18,234

Children have access to a wide choice of activities at lunchtime.

Lunchtime Club

Yes. Good attendance overall at lunchtime club and specifically used to support PP children if lunchtime is challenging.

Lunchtime co-ordinator now knows children on PP list and can prioritise their needs.

£3,070

All children will meet expected outcomes in maths at the end of EYFS and Year 1.

Most children will average 10-12 months chronological gain from their personal starting points.

Numbers Count programme

(Standardised tests in mathematical development –GLS Assessment)

Identified staff received training to commence delivery of programme in 2016/17.

Programme to continue through 2016/17 and will be reviewed in Sept 2017.

£900

All disadvantaged children are at least working within Age Related Expectations (ARE) at reporting assessment period 2 and 75% ‘Secure At’ at end reporting period 3 in Science

 

Establish Wood School for teaching experiential Science at KS1 – include all KS1 children (following parental feedback)

 

 

Disadvantaged children have good access to experiential science curriculum without any concept of stigma due to parental income.

 

Yes – high quality science file with planned lessons and outcomes reviewed by HT end 2016.

Lower school class restructure planned for Sept 2016 and continuation of Wood School will be reviewed following restructure.

 

 

£2,711

 

 

ii. 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

All disadvantaged children are at least working within Age Related Expectations (ARE) at reporting assessment period 2 and 75% ‘Secure At’ at end reporting period 3.

 

Disadvantaged children’s outcomes at the end of KS1 and KS2 are at least in line with national with diminishing difference for within school comparisons.

Targeted intervention

Includes:

Early Bird Learning Clubs for Phonics, Maths. Spelling, Boost, SPAG, Physical coordination,

Partially.

 

Attendance was generally good but not consistently high, with average of 80% registered attendance of those children targeted/invited to attend Early Birds.

 

 

 

Younger children and lower KS2 were more likely to attend for the full course of intervention. It was not easy to get upper KS2 children to come in for Early Birds so some interventions, e.g. Y5/6 spelling, were switched to the end of the day.

 

Lengthening of school day from September 2016 by 15 mins per day led to a cessation of Early Birds as we now open gates at 8.35 and we judged that trying to get children in for 8.15am would be a challenge for families.

£4,127 support staff costs

 

£500 Talk Boost training & resources

 

£150 Monster Phonics programme

 

 

iii. 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

Disadvantaged children have an opportunity to learn a musical instrument.

Bursary of 10 x fully paid music lessons per academic year available (KS2 children only).

2 children out of 28 KS2 PP children have accessed this opportunity. Offered to all PP families.

 

Widening opportunity and support for musicality and link with improving mathematical thinking.

We need to continue to promote this opportunity and target all PP children.

£373

All disadvantaged children attend school trips, including residential trips.

Bursaries to cover full cost of school trips provided to all disadvantaged children.

Yes.

Continue with this goal for widening opportunities for children and enhancing experiential curriculum.

£1,807

Financial assistance provided to families of disadvantaged children towards uniform costs.

Bursary for 1x jumper/cardigan per academic year offered to all disadvantaged children.

Yes – support provided for 3 PP children

Continue with this outcome as families report that it is appreciated and benefits their children. All PP families have been contacted by text and offered jumper/cardigan ahead of start of 2016/17 academic year.

£31

Families of disadvantaged children have access to financial support towards before/after school childcare.

Bursaries towards cost of Breakfast Club and After-School Club available.

Financial support has been accessed by 1 PP family to attend breakfast & after-school club for a specific period of time.

Continue with this outcome with the aim to support families accessing working life, and childcare.

£256

 

 

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