Christ Church C of E Primary School

Christ Church C of E Primary

                                                                                                                                                                                

Pupil Premium Strategy Statement: 2016/17

 

 

The School receives additional funding each year that is specifically safeguarded to raise the attainment of disadvantaged pupils. We use this money to assist in closing any attainment and progress gap. Our aim is to ensure that these children achieve either as well as or better than their peers. 

 

Summary information

School

Christ Church Primary School – Shooters Hill

Academic Year

2016/17

Total PP budget

£40,480

Date of most recent PP Review

September 2016

Total number of pupils

212

Number of pupils eligible for PP

32

Date for next internal review of this strategy

October 2017

 

Attainment at end of KS2 2016 – Expected Standard for PP Children

School

National

Proportion of Pupils in Y6 eligible for PP

20%

32%

% achieving expected standard in reading, writing and maths

67%

39%

% making expected standard in reading

83%

53%

% making expected standard in writing

67%

63%

% making expected standard in maths

83%

58%

 

Attainment at end of KS2 2016 – Exceeding/Higher Standard for PP Children

School

National

Proportion of Pupils in Y6 eligible for PP

20%

32%

% achieving higher standard in reading, writing and maths

17%

2%

% achieving higher standard in reading

50%

10%

% achieving higher standard in writing

33%

8%

% achieving higher standard in maths

17%

9%

 

Average Scales Scores at end of KS2 2016 for PP Children

School

National

Scaled Score in Reading

108

100

Scaled Score in Maths

105

101

 

 

 

Progress at end of KS2 2016 for PP Children

School

National

Proportion of Pupils in Y6 eligible for PP

20%

32%

Progress Measure in Reading

3.1

- 0.7

Progress Measure in Writing

- 0.7

- 0.3

Progress Measure in Maths

- 0.3

- 0.5

 

 

1.   Barriers to future attainment for pupils eligible for PP, including high ability

 In-school barriers

A.    

Ensuring that rates of progress in writing and maths match those of reading so all PP children progress higher than national rates by the time they leave the school.

B.    

Improving phonics, vocabulary and comprehension skills for pupils in KS 1 so that they have a good understanding and firm knowledge base by the time they reach KS2.

C.

Large cohorts of PP children in Years 3&4. Effective early targeting will need to make an impact so that they attain at ‘at least’ national and make expected progress also

External barriers

D.

Ensure that all parents are aware of gaps in attainment, such as reading skills so that they can support their children from home

2.   Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

To ensure that every PP/LAC child makes at least ‘expected’ level within their respective KS

Success will be measured by all children in receipt of premium meeting at least ‘expected’ levels within EYFS, phonics and KS1. This will also include pupils being targeted to exceed expectations.

B.    

To ensure that the progress gap is closed between PP and non-PP pupils by the time they leave Y6

Success will be measured by the progress gap between PP and Non-PP children being narrowed so that there is no gap by the time the children leave in Y6.

C.    

To ensure that attendance rates for pupils eligible for PP at least matches other pupils with no persistent absentees

Reduce the number of persistent absentees among pupils eligible for PP from last year. Overall PP attendance improves from 5.1% in line with ’other’ pupils at 2.9% (2016)

       

 

1.   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?

A: To ensure that every PP/LAC child makes at least ‘expected’ level within their respective KS

Raising expectations of pupils at every Key stage so that less intervention needs to take place at the end of KS2. This will be achieved by improving intervention strategies during whole class teaching.

Evidence is taken from the number of pupils that reach Key Stage 2 and have not yet embedded the skills required to meet expected levels. The rationale is that by investing in staff development to improve practice, we will become increasingly successful at meeting the needs of all learners.

This focus will form part of the schools lesson observation process. The school will also release teachers to observe practice within The Working Together Group.

 

 

HT/DHT

 

All Staff

October 2017

B: To ensure that the progress gap is closed between PP and non-PP pupils by the time they leave Y6

To improve monitoring and targeting processes within the school through INSET and pupil progress meeting that lead to effective strategies

The school want to ensure that current gaps in progress between PP and Non-PP disappear and there are also no in-year gaps.

PP focus will continue to be a focus at pupil progress meetings and this will also be improved by practitioners reviewing and reflecting on T&L strategies on a half-termly basis.

HT/DHT

 

All Staff

October 2017

Total budgeted cost

£9,000

   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?

A: To ensure that every PP/LAC child makes at least ‘expected’ level within their respective KS

Raising expectations of pupils at every Key stage. This will be achieved by targeted adult support designed specifically to address gaps in skills for PP children straight away so that gains can be made.

 

The rationale is to ensure that pupils are targeted effectively earlier within in their primary school journey. This would start as early as the EYFS so that gaps do not become too difficult to close later on. This evidence is based on the growing number of PP children that now attend the school and an increased need to target effectively. By ensuring that progress meets or exceeds all other pupils, this will ensure that these children are well placed to meet expected levels of attainment.

Teaching staff will be expected to review their intervention processes so that they can measure the success of each child. Success will be measured by increased confidence, progress and attainment within their respective year group/KS.

HT/DHT

 

All Staff

October 2017

B: To ensure that the progress gap is closed between PP and non-PP pupils by the time they leave Y6

Targeted support ‘in-year’ through 1:1 and small group work that is specifically designed to ensure that PP children progress matches non-PP, regardless of starting point.

 

See statement above

HT/DHT

 

All Staff

October 2017

Total budgeted cost

£28,000

 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?

C: To ensure that attendance rates for pupils eligible for PP at least matches other pupils with no persistent absentees

School to work closely with families at risk so that pupil attendance is maximised. The school are tacking all families closer along with attendance office in effort to reach outcome.

For the first time ever, our attendance for PP children exceeded ‘other pupils’ last year. The school are keen to ensure that this does not become a trend and that every day is maximised.

This will be met through weekly attendance/welfare meetings to look at individual pupils and analyse trends. The school will ensure that the right level of parental support is available as required.

DHT/Office

October 2017

Equality of access for extra-curricular provision/musical instruments  

To ensure that school trips and musical instrument tuition is free to all pupils in receipt of the premium that would like to attend.

 

The school wanted to ensure that all pupils and families had equality of access to all paid clubs, trips and other cultural entitlements. Through consultation with the parents, they decided that they would use part of the premium to ensure that there were no financial barriers to pupils accessing these services.

 

 

 

Thorough ensuring that all PP families are aware of how the school has allocated these funds. This includes making them aware of procedures so that they can register their children.

 

HT/Office Team

October 2017

Equality of access for PP children in regard to after-school clubs

To ensure that our growing number of after school clubs are offered free to PP children throughout the school year.

The school have written to PP families so that they are aware of this entitlement. The school has also set up a separate online gateway so that PP families can register for clubs without paying.

HT/Office team

October 2017

Total budgeted cost

£4,550

 

4.   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

For all pupils to reach ‘expected’ levels of attainment at the end of KS2

Targeted support during final two years of KS2 looking closely at PP children’s gaps and meeting with good quality T&L

 

·         100% of PP children made expected progress in reading with 86%in maths and writing

·         In Y6, PP children outperformed national non-pupils meeting expected standard in all subjects

·         In Y6, PP children outperformed national non-pupils exceeding national standard in all subjects and R,W,M combined

·          

This approach will be continued into the next year but will also focus on pupils further down the school so that they are closer to meeting expected standards during their journey in kS1

£3500

   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

For pupil premium children to achieve same progress measures as non-pupil premium children

 

Targeted in class and focus group support, specific to needs of pupils within cohort

·         2 out of 4 PP children met phonics thresholds in Y1

·         Across the school, PP children made 5.6 steps progress against 5.9 as an average. School target is between 5 to 6 steps.

Early intervention in the autumn term after assessment to ensure all pupils are making accelerated progress.

£15,300 through targeted adult support

 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

To ensure that PP children were able to access school clubs and other extra-curricular activities

School clubs, trips and instruments free to PP families

Yes – Take up has been strong. During this cycle, 18 PP children attended a respective club with 12 pupils receiving free instrument tuition.

Yes, we will be increasing funds available to PP families in the following year as this approach has been very successful and allowed these children to access opportunities that may have been otherwise difficult.

£2620