Summary information

School

Christ Church Primary School – Shooters Hill

Academic Year

2018/19

Total PP budget

£48,560

Date of most recent PP Review

October 2018

Total number of pupils

212

Number of pupils eligible for PP

38

Date for next internal review of this strategy

Oct 2019

EYFS – Early Learning Goals 2018

School

Disadvantaged

2017

National 2017

All

Proportion of Pupils in EYFS eligible for PP

7% (2 pupils)

N/A

N/A

% achieving expected standard in EYFS

50%

N/A

71%

Year 1 Phonics Screening 2018

School

Disadvantaged

2018

National 2018

All

Proportion of Pupils in Y1 eligible for PP

23% (7 pupils)

N/A

N/A

% achieving expected standard in Phonics Screening

100%

70%

81%

Attainment at end of KS1 2018 – Expected Standard for PP Children

School

Disadvantaged

2017

National 2017

All

Proportion of Pupils in Y2 eligible for PP

23% (7 pupils)

22%

N/A

% achieving expected standard in reading, writing and maths

43%

N/A

N/A

% making expected standard in reading

57%

61%

76%

% making expected standard in writing

43%

52%

68%

% making expected standard in maths

57%

60%

75%

Attainment at end of KS2 2018 – Expected Standard for PP Children

School

Disadvantaged

2017

National 2017

All

Proportion of Pupils in Y6 eligible for PP

13% (4 pupils)

25%

% achieving expected standard in reading, writing and maths

75%

48%

60%

% making expected standard in reading

75%

60%

72%

% making expected standard in writing

75%

66%

81%

% making expected standard in maths

75%

63%

75%

% making expected standard in Grammar, Punctuation and Spelling

100%

66%

77%

Attainment at end of KS2 2018 – Exceeding/Higher Standard for PP Children

School

Disadvantaged

2017

National 2017

All

Proportion of Pupils in Y6 eligible for PP

13% (4 pupils)

25%

N/A

% achieving higher standard in reading, writing and maths

0%

4%

11%

%  achieving higher standard in reading

50%

N/A

29%

% achieving higher standard in writing

25%

N/A

21%

% achieving higher standard in maths

50%

N/A

27%

% achieving higher standard in Grammar, Punctuation and Spelling

50%

N/A

36%

Average Scales Scores at end of KS2 2018 for PP Children

School

National Disadvantaged 2017

National 2017

 All

Scaled Score in Reading

107

101

104

Scaled Score in Maths

107

102

104

Scaled Score in Grammar, Punctuation and Spelling

111

104

106

Progress at end of KS2 2018 for PP Children

School

Disadvantaged

2017

National 2017

All

Proportion of Pupils in Y6 eligible for PP

13% (4 pupils)

25%

N/A

Progress Measure in Reading

1.56

- 0.7

-0.3

Progress Measure in Writing

-0.70

-0.4

 0.2

Progress Measure in Maths

1.75

-0.6

 0.3

No of Pupils

Reading

Writing

Maths

Average

Steps

Steps

Steps

Steps

Year 1

7

6.0

5.4

5.3

5.5

Year 2

7

5.5

5.3

5.8

5.6

Year 3

9

5.1

4.4

5.7

5.1

Year 4

7

5.6

6.0

6.1

5.9

Year 5

5

7.0

5.8

5.6

6.1

Year 6

4

6.5

7.0

6.8

6.9

Total

38

6.0

5.7

5.9

5.9

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

 In-school barriers

A.    

Ensuring that all PP children meet national expectations (at least), the school need to ensure that every PP learner meets expected levels so that they can reach their potential.

B.    

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

C.

Improve targetting of specific learning needs so that progress can be accelerated through the school.

External barriers

D.

Improving parent partnerships so that all parents are aware of gaps in attainment and can support their children from home by targeting need/gaps.

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/KS2. This will also include pupils being targetted to exceed expectations.

B.    

To ensure that the progress gap is closed between PP and non-PP pupils within each respective year group so that no gap exists by the end of Y6.

Success will be measured by the attainment and progress gap bwteen 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 effective targeting of pupils that have not met national expectations (within the previous year) occurs so that the gap can begin to narrow for these individuals, through targeted plans. This includes using KS1 data to focus intervention.

Highlighted/targeted pupils making expected (or exceeding) progress so that they are able to at least meet national expectations by the time that they leave the school.

3.   Review of expenditure

Academic Year 2017/18

    i.   Quality of teaching for all & 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

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.

At end of 2017-18, the number of pupils meeting ‘expected levels’ were as follows:

EYFS – 100% (2 pupils) met expected levels

Y1 – 100% (7 out of 7 pupils) met expected levels in R,W,M

Y1 Phonics – 100% (7 out of 7 pupils) met expected levels

Y2 - 57% (4 out of 7 pupils) met expected levels in R,W,M

Y3 – 56% (5 out of 9 pupils) met expected levels in R,W,M

Y4 – 43% (3 out of 7pupils) met expected levels in R,W,M

Y5 – 60% (3 out of 5 pupils) met expected levels in R,W,M

Y6 – 75% (3 out of 4 pupils) met expected levels in R,W,M

Some of the PP cohorts were small so % need to be treated with caution. 27 out of 40 pupils met expected levels in all three subjects.

While the school recognise that its PP cohorts may be small, the target will be to ensure that ‘all’ pupils meet national expectations by the end of KS2 so the school will continue to target these pupils to ensure that we work towards this aim. The school need to target effectively so that each child is best placed to meet national expectations at the end of each respective phase.

A total of £36,000 through targeted adult support and 1:1 support for pupils across the school.

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

Data for 4 PP children

Reading Progress Gap at KS2

Disadvantaged -75%

Non-Disadvantaged – 85%

Gap of -10%

Writing Progress Gap at KS2

Disadvantaged -75%

Non-Disadvantaged – 73%

Gap of -3%

Maths progress Gap at KS2

Disadvantaged -75%

Non-Disadvantaged – 91%

Gap of -21%

The school will continue with its targeted approach to trying to narrow any progress gaps across the school. While the school identifies that its PP children attain and progress higher than national measures, it will continue to find effective ways of ensuring that progress rates for PP children continue to increase and close any gaps. The school acknowledges that the PP cohort was small but wants to ensure that no gap exists.

   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)

Cost

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.

During this year, the school adopted a vigorous approach to attendance with weekly key staff meetings to track attendance with HT following up with parents as required. As a result last year’s attendance figures were:

·         PP children – 96.4%

·         Non- PP Children – 96.5%

During the last academic year 92017-18), there were no persistent absentees (thus no PP persistent absentees), which meant that we were able to improve figures on previous year.

The school will continue with this detailed approach as it has supported us in looking closely at attendance rates not just with PP children, but across the school.

£400

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.

During this cycle, the school were able to offer a total of 13 places to Pupil Premium Children across a range of musical instruments, including:

·         Guitar

·         Piano

·         Violin

·         Clarinet

These families were able to access the weekly tuition for free, meaning that there was no barrier to accessing these services.

The school also offered each school trip for free to families in receipt of PP and we received some very positive feedback as to how this has supported the family financially.

The school will continue to offer PP children free musical lessons at the school. We will ensure that all families are aware of this offer and able to access as appropriate.

The school are also looking to use SDBE bursary fund to further support school trips for PP/disadvantaged families.

£2620

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.

During the 2017-18 academic year, a total of free club places were offered to PP children. The breakdown is as follows:

Autumn 2017 – 34 places

Spring 2018 – 25 places

Summer 2018 – 37 places

The school will continue to look for ways to ensure that our new after-school provision Let Me Play becomes accessible to PP families. At present, we are able to offer discounted rates to these families but we will need to monitor the costs.

£3799

4.   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?

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 to enable learners to meet national expectations. This will be achieved by improving intervention strategies during whole class teaching as well by growing awareness of need.

Evidence is taken from the number of pupils that reach Key Stage 2 that are not secure within key skills and PP outcomes. 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 pupil progress and staff development priorities. This will be monitored during each term through careful tracking and staff coaching.

HT/DHT

All Staff

October 2019

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 within each cohort. This will include accelerating progress of pupils at risk or needing to make more than expected progress.

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 termly basis.

HT/DHT

All Staff

October 2019

Total budgeted cost

£9,500

   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 with some ‘exceeding’.

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. Staff to highlight children at risk in autumn term so that interventions are effective.

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. The school want to increase its & of PP children reaching national expectations in 2019.

School 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 2019

B: To ensure that the progress gap is closed between PP and non-PP within each year group.

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.

Staff will review these pupils at Pupil progress Meetings each term to track the learners.

HT/DHT

All Staff

October 2019

Total budgeted cost

£30,000

 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?

Equality of access for extra-curricular provision/musical instruments and school trips.

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 2019

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 2019

The school to benchmark costs for supporting PP families who want to access our ‘wrap-around’ provision.

School to negotiate % reduction for PP children that use Let Me Play.

As the school have employed a separate company for wrap-around care, it acknowledges that there may be a need to support families who would like to access this provision but cannot afford to.

HT and Finance Team to look at demand and liaise with parents to ensure that the need is addressed.

HT/Office team

October 2019

Total budgeted cost

£8,000