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1.   Summary information Dymchurch Primary school

Academic Year

2017/18

Total PP budget

£84,320.

Date of most recent PP Review

19/9/17

Total number of pupils

204

Number of pupils eligible for PP

63

Date for next internal review of this strategy

End of Term 2 (Dec 2017)

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2.   End of Key Stage attainment & progress 2016-2017

 

Pupils eligible for PP @ Dymchurch

Non- PP pupils @ Dymchurch

National Figures (all)

KS2

 

 

 

% attaining combined reading, writing maths at expected level

32%

42%

61%

% NE Reading

37%

50%

71%

%NE Writing

63%

83%

76%

%NE EGPS

53%

58%

77%

%NE Maths

42%

75

75%

Progress in reading since KS1 average score

-5.1

-4.9

 

Progress in writing since KS1

-1.6

-2.1

 

Progress in maths since KS1

-4.7

-3.0

 

KS1

Pupils eligible for PP

All

National Figures (all)

% attaining expected+ in reading KS1

91%

79%

75%

% attaining Greater Depth in reading KS1

0

18%

25%

% attaining expected + in writing KS1

73%

71%

68%

% attaining Greater depth in writing KS1

18%

9%

15%

% attaining expected + in maths

82%

86%

75%

% attaining Greater Depth in maths

0

18%

20%

Phonics attaining expected standard in Year 1

77%

67%

81%

 

In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.    

Poor literacy and language skills– reading, writing and spoken.

B.

Poor/undeveloped meta-cognition and self-regulation.

C.

Social, emotional and mental health issues.

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

D.

Low attendance.

E.

Area of social deprivation (*See notes)

F.

Access to extra-curricular activities and life experiences.

 

1.    Desired outcomes

Success criteria

Evaluation of impact

A

 

 

 

 

 

 

 

 

 

Potential barrier:

Poor literacy and language skills – reading, written and spoken.

Outcome descriptor

The progress and attainment gaps between PP and national figures diminishes so that pupils in receipt of PP perform in line, or better than peers nationally

Reading & writing NE will increase in line with milestones

Year group

Reading

Writing

Sept

June

Sept

June

1

33%

66%

33%

33%

2

100%

100%

50%

50%

3

90%

90%

70%

80%

4

9%

45.4%

0%

18%

5

60%

80%

46.6%

60%

6

55%

77%

44%

55%

Accelerated progress is made by all pupils in receipt of PP

Pupils in receipt in receipt of PP funding will typically make 8+ steps per year

 

B

Potential barrier: Poor/undeveloped meta-cognition and self-regulation.

Outcome descriptor

Pupils will build their confidence, resilience and skills through the promotion of growth-mindset and ‘learning to learn’ which will, in turn, contribute to successful levels of progress and attainment.

  • Staff use of Class Dojo school reward system demonstrates improvement in on task behaviour
  • Wellbeing indicators in drop ins show an improvement in resilience and confidence, as shown through action and self-perception by child.
  • Discussions with pupils demonstrate their use the language of ‘growth mindset’ in discussions around their work and aspirations
  •  Monitoring evidence demonstrates on going, accurate self assessment/evaluation which leads to improvements in next work and ongoing improvements over time
  • Monitoring shows understanding and use of challenging and increasingly precise  termly targets that lead to improvements in attainment
 

C

Potential barrier: Social, emotional and mental health difficulties limit attention to task.

Outcome descriptor

Pupils will be supported to address their social, emotional and mental health issues in a safe environment which will positively impact their progress and attainment.

  • Pupils who attend Play Therapy sessions will demonstrate improvement in SDQ scores and Wellbeing scale indicators
  • Pupils who attend Art Therapy sessions will demonstrate improvement in SDQ scores and Wellbeing scale indicators
  • Use of FLO to work with families at risk of underachievement will enable additional support out of school to consolidate learning in school and accelerate progress and improve attendance

 

 

 

 

 

 

D

Potential barrier

Poor rates of attendance affect attainment and progress

Outcome descriptor

Less that 3 % difference between pupils in receipt of  PP and non

Improve overall attendance so that it is in line with government figures

  • FLO will work with pupils and their parents/carers so that lates are diminished and pupils attendance improves by 4% over the course of the year
  • Senior leadership will promote the importance of good attendance to pupils and parents through a variety of means. Assemblies, positive displays, tracking attendance (Eg. Weekly winning class for best attendance, newsletter/website attendance updates).
  • Minibus pick-up in mornings in mornings will eradicate lates and therefore improve overall attendance across the year
 
E

Potential barrier:

Dymchurch is within an area of social deprivation* which means that:

  • some families may have limited access to extended experiences due to financial restraints and;
  • the value of education in terms of improving outcomes as adults may be less clear (*See notes)

Outcome descriptor

Pupils in receipt of pupil premium will benefit from extended experiences which will improve their resilience and vocabulary

Families will know how to support their children in order to achieve high rates of academic success

Children are aspirational in their future planning and have high expectations of themselves.
  • Use of minibus to improve support for families in improving attendance so that lates are diminished and attendance rates are in line with National targets
  • PP funds used to enable all pupils to benefit from wider experiences on which to apply and extend their knowledge and understanding
  • Daily milk for pupils supports improved behaviour for learning in class
  • Musical instrument tuition improves rates of engagement in musical lessons and/or experiences outside of the school day
 

 

4.   Planned expenditure

Academic year

2017/2018

Desired outcome: To improve attainment and progress outcomes for pupils in receipt of Pupil Premium in English and maths

Target group

Item

What is the evidence and rationale for this choice?

Cost

Success criteria

Evidenced through

Whole school

Leader with responsibility for monitoring PP performance across the school/cohorts and analysing the effectiveness of intervention decisions

(A ‘Pupil Premium Champion)

 

By having a dedicated member of staff the progress, attainment and individual cohort needs will be well understood. This in turn will lead to more precise spend, provision and tracking of the impact of spend for pupils in receipt of PP

This ‘champion’ will act as a ‘voice’ for pupils in receipt of PP and represent them at a Senior Leadership  level

£18000

Pupils in receipt of pupil premium will make accelerated progress from their starting points

Where additional vulnerabilities are identified, children’s needs are met through precise and targeted support and high quality, adaptive whole class teaching

Progress and attainment targets set at performance management are on track to be met (i.e. data milestones)

 

In year data

Proportions of Good + teaching has risen

Milestones met

Whole school

Senco employed to identify additional, specific needs of PP children and support class teachers to adapt teaching to their needs

‘Layering’ of need identified and information used to provide precise intervention and classroom adaptation.

£5230

Pupils with multiple barriers will make steady progress in core subjects

Class teachers make appropriate differentiated support available which accurately meets needs of this group

Tracking data shows steady progress

PPM notes demonstrate impact of provision/intervention for this specific group

Whole school

Bespoke staff training to ‘upskill’ teachers in order to improve proportion of outstanding teaching

High quality teaching which is carefully differentiated has the greatest impact  on all pupils, including those in receipt of pupil premium. More precise differentiation and greater challenge will extend and enable pupils to make accelerated progress

£2000

Increased proportions of teachers move from RI to Good and then Good to outstanding in monitoring

Accelerated progress made by pupils, increase proportion meeting NE

Teaching profile milestones

NE & Progress data

Y6

Additional teacher employed to improve child to teacher ratio and allow additional focussed time for individuals for effective feedback and precise support

Increased teacher to child ratio will enable teachers to spend more time giving effective feedback in order to accelerate progress

£18000

Pupils will no and understand how to improve and these improvements will continue over time

Gaps in understanding will diminish

Book scrutiny

Gap analysis

Assessment data

Y4

HLTA to run interventions x3 afternoons

Precise intervention to fill gaps in understanding will allow those children to make accelerated progress in whole class sessions

£3218

Accelerated progress in topics being supported by intervention

Intervention entry and exit data

Y5

Partial salary contribution for additional TA

Focussed TA support will support identified individuals behaviour difficulties are proving a barrier to their achievement. Close support to teach self monitoring and of learning , and precise intervention to plug gaps will rapidly improve behaviour or learning and outcomes in these individuals

Tbc – additional funding streams investigated

Unwanted behaviour incidences reduce

Positive behaviour for learning observed

Acceleration in progress for English and maths

Pupils develop self help strategies

Observation notes

Assessment data

Individual milestones for these pupils

PPM notes

Y4

HLTA to run interventions x3 mornings

Precise intervention to fill gaps in understanding will allow those children to make accelerated progress in whole class sessions

£4827

Accelerated progress in topics being supported by intervention

Intervention entry and exit data

 

Desired outcome: To improve attendance

Target group

Item

What is the evidence and rationale for this choice?

Cost

Success criteria

Evidenced through

Whole school

FLO support

Support for families can be accessed through the FLO, including courses to improve parental skills such as Solihull Approach

Attendance can be monitored and support, where appropriate, provided and/accessed using a multi-agency approach for the family

£6400

·         FLO will work with pupils and their parents/carers so that lates are diminished and pupils attendance improves by 4% over the course of the year

 

Attendance figures

Parental and pupil voice

Whole school

Lease of minibus

Demographics of the school means that some families find it difficult to get their children to school punctually and in time for breakfast club

Short term needs for school transport support are met in order to minimise disruption to routines at school for the children

£6950

·         Increased proportions of pupils in receipt of PP benefit from breakfast club

·         Non attendance rates, including lates, are diminished so all children can access the curriculum from the start of the day

Lates reduced

Attendance improves by at least 4% and is at least 96%

 

Desired outcome:  To ensure pupil’s Social, Emotional and Mental Health (SEMH) needs are wholly met so they can thrive within school

Target group

Item

What is the evidence and rationale for this choice?

Cost

Success criteria

Evidenced through

Individuals

Play therapist for specified children

Some pupils have been identified as having low levels of well being which interrupts their learning at school. Play therapy aims to meet SEMH needs so that they can wholly access the curriculum and enable them to become resilient, evaluative learners

£13000

·         Wellbeing and involvement scores so show positive increase in these areas

·         Behaviour for learning is improved

·         Progress and attainment improve over time

SDQs

Wellbeing & involvement indicators

Pupil and class observations

Parental voice

Individuals

Providing school milk

Observations of behaviour after break time and pupil voice indicated that children may be hungry after break and this could hamper their concentration. Morning break milk is provided so that pupils who may have missed or had an inadequate breakfast can concentrate fully in class

£732

·         Wellbeing and involvement scores so show positive increase in these areas

·         Behaviour for learning is improved

·         Progress and attainment improve over time

SDQs

Wellbeing & involvement indicators

Pupil and class observations

Individuals

Educational psychologist

Use of Educational Psychologist to assess accurately pupil’s needs will support teachers and other professionals to provide accurate support for pupils identified as being at risk of underachievement

£1224

·         Wellbeing and involvement scores so show positive increase in these areas

·         Behaviour for learning is improved

·         Progress and attainment improve over time

·         Differentiation in lessons accurate and takes account of difficulties identified

SDQs

Wellbeing & involvement indicators

Pupil and class observations

Lesson obs

Progress in workbooks

Individuals

Subsidies to extra curricular activities e.g. breakfast club, afterschool club, wider curriculum visits

Some families may find it difficult to access wraparound care due to financial restraints. Breakfast club will ensure pupils are on time and afterschool club supports pupils learning in the school environment. Partial subsidy of trips widens experiences children may not otherwise have and strengthens links between knowledge and understanding learnt in school

£1500

·         Pupils attending breakfast club and afterschool club will have improved attendance

·         Lesson observations will show links made between outside of school experiences and the learning in school, and application of this learning in a range of contexts

·         Pupil voice will show an interest in a wider curriculum, including events and hobbies outside of school

Wellbeing indicators

BC and AS club registers

Pupil voice

Parental voice

Progress measures for targeted pupils

Individuals and groups

Individual and small group tuition

Wider experiences can be used to discover pupil talents, raise aspirations and increase areas of interest. Learning to play an instrument teaches resilience within a safe context and helps to develop social and evaluative skills

£3000

·         Pupil voice suggests interest in trying other new instruments, experiences or skills

·         Pupil’s behaviour in sessions is excellent, indicating a desire to succeed

Wellbeing indicators

Pupil voice

Parental voice

Individuals

Art therapy

Non verbal, sensory based intervention aimed to develop pupils cognitive and emotional growth and development; improve self-regulation; increase feelings of self worth

£200

·         SDQs and well being indicators will demonstrate improvement in feelings or self worth, development of resilience and improvements in emotional resilience

SDQs

Wellbeing and involvement scores

Pupil perception scores

Pupil voice

 

 

REVIEW OF EXPENDITURE

·         Previous Academic Year: 2016-2017

Outcomes 2016-2017

Attainment - % making National Expectation & % making accelerated in year progress

 

Reading

 

Year 6

Year 5

Year 4

Year 3

Year 2

Year 1

PP - In Receipt

47%

55%

56%

9%

91%

50%

PP - Not In Receipt

43%

55%

75%

38%

61%

69%

PP - Not SEN

67%

56%

64%

0%

91%

67%

 

 

Writing

 

 

Year 6

Year 5

Year 4

Year 3

Year 2

Year 1

PP - In Receipt

73%

36%

44%

0%

73%

25%

PP - Not In Receipt

79%

40%

56%

0%

67%

58%

PP - Not SEN

100%

33%

50%

0%

73%

33%

 

 

Maths

 

Year 6

Year 5

Year 4

Year 3

Year 2

Year 1

PP - In Receipt

40%

27%

25%

0%

55%

25%

PP - Not In Receipt

29%

15%

38%

0%

56%

50%

PP - Not SEN

56%

22%

29%

0%

55%

33%

 

·         Pupils in receipt of PP who have no diagnosed SEN as an additional barrier outperform non PP pupils in the majority of cases

·         % of pupils at NE is still too low across all year groups; accelerated progress is required to improve % at NE and cumulative progress measures KS1-KS2

·         Year 3 is of particular concern and measures are to be put in place to support these pupils as they move into year 4

·         Maths in KS1 requires a focus to improve outcomes for all but particularly those in receipt of PP

Average Step progress over year (>6 indicates accelerated progress)

 

Reading

 

Year 6

Year 5

Year 4

Year 3

Year 2

Year 1

PP - In Receipt

6.1

8.3

6.4

5.3

7.8

6

PP - Not In Receipt

6.7

7.7

6.6

5.5

7.4

6

 

Writing

 

Year 6

Year 5

Year 4

Year 3

Year 2

Year 1

PP - In Receipt

7.9

9.1

5.4

2.5

7.3

5

PP - Not In Receipt

8.5

8.7

5.9

3.3

7.1

5.7

 

Maths

 

Year 6

Year 5

Year 4

Year 3

Year 2

Year 1

PP - In Receipt

7.4

9

5.7

6.6

8.6

5.8

PP - Not In Receipt

8.4

9.2

5.8

6.6

8.2

5.8

·         The use of an intervention teacher in year 6 to accelerate progress has been effective for all, particularly in writing and maths where 1:1 conferencing ensures precise feedback that is understood by the child. This is also evidenced in books.

·         Progress is strong in Year 5 where leaders placed additional, experienced adults (teacher and teaching assistants) to accelerate progress through targeted in class support as well as additional teacher -led intervention

·         PP Lead supported Yr 5 in gap analysis and planning for identified weaknesses. This ensured pupils had a stable foundation from which progress could be accelerated

·         Underperformance in year 3 has been identified by the PP Champion who worked closely with the HT and VA prevent further deterioration; this group is now a focus

·         Behaviour for learning has been a targeted intervention for some pupils in Year 4 and although this improved, the impact was slow on outcomes where the pupils lost ground.

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)

To boost the progress and raise the attainment of PP chn in Reading, Writing and Maths.

Leader with responsibility for monitoring

Termly SLT review of progress and attainment data following submission of teacher assessments.

Senco

IEPs for identified chn

Additional Y6 teacher

Termly review of data by SLT and termly PPMs leading to regular gap analysis, purposeful afternoon interventions and effective differentiation within lessons. This has led to more precise support for teachers, children and a curriculum matched more closely to the cohort being supported. This is a strategic role which maintains the focus on pupils with PP funding. Now the Leader needs to be proficient in the extraction and analysis of data in order to plan for next steps.

SENCo worked with class teachers to individualise provision for PP/SEN chn in each class. This gave teachers a greater understanding of each pupil’s particular barriers/needs and they were then able to ensure provisions were appropriate to each learner. Children in receipt of PP with additional SEND barriers represent 22% of the total chort of children attracting PP.

Additional Y6 teacher allowed class to be split in two.

Reading

Year 6

PP - In Receipt

6.1

PP - Not In Receipt

6.7

Writing

Year 6

PP - In Receipt

7.9

PP - Not In Receipt

8.5

Maths

Year 6

PP - In Receipt

7.4

PP - Not In Receipt

8.4

Termly PPMs are essential for ensuring that teachers and pupils are supported and making continual progress. Teachers are able to gap analyse and ensure that pupils’ needs are being met through regular review of practice, provision and resulting impacts.

This will continue through to the next academic year.

Teachers benefit from being more aware of individual pupils’ needs and from having a person (CB) they can go to directly if they need advice, support, resources etc. This system has also supported teachers in directing their TAs more effectively during learning sessions and afternoon boosters/interventions.

This will continue next academic year. All pupils (PP and Non-PP) benefitted greatly from this arrangement, as shown in the data table.

 

Feedback marking  

Peer mentoring

Teachers have made good use of diagnostic marking as evidenced in books and, when used well, moves the learning of the children on.

Peer mentoring was used to good effect in Year 6 and contributed to accelerated progress and improved behaviour for learning. A positive impact was seen in their levels of engagement and progress.

Marking needs to be monitored regularly by SLT to ensure it is regular, purposeful and following school policy.

This can be hard to implement as it involves a good amount of training of the mentors. Use of this needs to be actively encouraged by JB in 2017-2018

    i.   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)

To improve attendance percentages for PP chn.

 

SC: FLO support for families.                                FLO to work with and offer a range of strategies to families of chn with poor attendance.

A wide range of strategies have been made available to encourage good attendance. Pupils in receipt of Pupil Premium attendance is broadly in line with pupils who are not in receipt however this remains too low. Monitoring takes place regularly and there have been improvements for individual families. This has led to an overall improvement in attendance for those families.

Over the course of 2016-2017 there was in increase in attendance for 41% of the children from figures for 2015-2016. For pupils under 95% in July 2016 there was an average increase of 3.6%.

Strategies to support families in receipt for PP need to be targeted and monitored closely

 

School to lease minibus.  

 The impact of ‘late’ attendance has reduced due to minibus pickups and families comment that this is very helpful to them. It has also meant that the school successfully negotiated a ‘dip’ in the weeks that the caravan park closes by supporting pupils with transport to school, thus enabling them to continue at school where. Historically, they were frequently absent. The numbers of children in receipt of PP using the bus fluctuates, however the school having access to this resources ensures good attendance continues and it can be offered as a short term solution to families in need. This is demonstrated in the consistent attendance rates of the children using this resource, whereas previously there would be a number of ‘dips’ throughout the school year.

Termly figures support targeted support and families which benefit from multiple strategies could be tracked more closely to look at improvement trends for these families. ‘Tailor made’ support packages by the FLO include the offer of minibus

   ii.   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)

To ensure children’s social, emotional and behavioural needs are met, and consequently, they are able to access learning more effectively.

Provide play therapy for identified PP children.                                                    Mental health counselling for identified PP children.

                            

Subsidise the cost of school trips, sporting events and attendance to Breakfast Club

Sessions were attended by therapists and allocated pupils.

There has been a visible improvement in a 80% of children as evidenced through observations and pupil voice.

This provides equality of opportunity for all children at the school and ensures all pupils can access a broad and interesting curriculum. It serves to improve language experiences and to make and strengthen between experiences and taught knowledge.

These sessions are confidential so the individual progress, in this manner, is hard to measure. However, the pupils that receive these interventions have a genuine and significant need which, in many cases, transcends teaching and learning. These sessions are essential and it is by knowing the individual pupils that we can ascertain whether they are effective or not. There are some visual impacts but, in many cases, we are preparing and equipping chn with skills and coping strategies for their adult lives rather than just focusing on the short term goal of achieving academic success. These sessions will definitely continue into next academic year.

Wellbeing indicators suggest these support the children and so support will continue. However, the type of support and its impact will be evaluated more carefuly so that support can be effectively prioritised for those children it will have the largest impact on.

 

*Area of Social Deprivation:

Unemployment: The rate of unemployment in Dymchurch is both higher than the average for Kent and higher than the national average.

Social Grade: Dymchurch has 20% less Higher and Intermediate managerial, administrative or professional households than the national average.

Education: Dymchurch has a high level of residents with either no qualifications or qualifications equal to 1 or more GCSE at grade D or below, than the national average

                                 

(Information Source: Office for National Statistics & Department for Work & Pensions.)

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