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Pupil Premium

Grafton Pupil Premium Grant Expenditure:

Report to Governors: 2017/18


CONTEXT

Grafton is a diverse four form entry primary school with over 30 additional languages spoken by our children. Of our 891 children currently on roll, 269 are eligible for EverFSM. Grafton is a good school, striving to be outstanding. Our children are confident, enthusiastic and motivated learners who are proud of their school.

We are committed to helping every pupil achieve their very best while they are in our school, to have high aspirations for what they can achieve and high hopes for their future. We strive to achieve a stimulating and interactive learning environment and value the contribution of parents and carers as well as the wider community. Our disadvantaged children do as well as our mainstream children.

 

OBJECTIVES OF PUPIL PREMIUM SPENDING

When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.

Our key objective in using the Pupil Premium Grant is to narrow the gap between pupil groups. As a school we have a very good track record of ensuring that pupils make good progress. Through targeted interventions we are working to eliminate barriers to learning and progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations + as they move through the school.

 

We have analysed our data thoroughly, examined the impact of current interventions and have made use of a range of research to inform our decision making, such as the Education Endowment Foundation Toolkit.

 

This year our school priorities are to:

  • Create and maintain a respectful and secure learning environment throughout the school, which ensures high achievement for all.
  • Improve the outcome for phonics in Year 1
  • Improve the outcome for children working at Greater Depth in Reading and Writing by the end of Ks1 and KS2.
  • Reduce the number of children who are persistent absentees

 

We will continue with our new whole school approach to supporting children in developing their skills as writers by focusing on developing children’s speaking skills through the use of performing arts and drama.

 

In addition, we will continue to strengthen parental engagement in learning, through increasing the support on offer for parents (skills sessions, training in the curriculum and targeted parents’ meetings).

 

 

 

PUPILS ON ROLL

Total number of pupils on roll

891

NUMBER OF PUPILS AND PUPIL PREMIUM GRANT (PPG) RECEIVED

Total number of pupils on roll

891

Total number of pupils eligible for PPG

354

Amount of PPG received per pupil

£1,320

Total amount of PPG received

£467,700

NATURE OF SUPPORT 2016/17

Focus on Learning in the curriculum

Focus on social, emotional and behaviour

Focus on enrichment beyond the curriculum

Focus on families / Community

CPD / Training

73%

7%

13%

5%

2%

Curriculum Focus:

Increase % of children passing the phonics screening test in Year 1 – up to or above the national level.

Increase % of Greater Depth in Reading and Writing at the end of KS1/KS2 – up to or above the national level.

 

Attainment for 2015-2016 
End of KS2

 

Expected

 

Above

 

Pupils eligible for PP (63)

Pupils not eligible for PP (59)

Pupils eligible for PP (63)

Pupils not eligible for PP (59)

% achieving expected standard

68%

68%

8%

20%

% achieving expected standard

86%

85%

11%

15%

% achieving expected standard

78%

92%

6%

17%

% achieving expected standard in reading, writing and maths.

57%

64%

6%

12%

% Reading progress score

-0.07

0.39

 

 

% Writing progress score

2.95

2.04

 

 

% Maths progress score

1.46

2.54

 

 

 

Attainment for 2016-2017
End of KS2 

 

Expected

 

Above

 

Pupils eligible for PP (78)

Pupils not eligible for PP (71)

Pupils eligible for PP (78)

Pupils not eligible for PP (71)

% achieving expected standard in Reading

74%

77%

15%

24%

% achieving expected standard in Writing

76%

87%

6%

18%

% achieving expected standard in Maths

78%

85%

23%

30%

% achieving expected standard in reading, writing and maths combined.

60%

75%

 

 

% Reading progress score

0.49

0.97

 

 

% Writing progress score

0.05

0.7

 

 

% Maths progress score

1.41

2.09

 

 

 

RECORD OF PUPIL PREMIUM GRANT SPENDING BY ITEM/PROJECT 2017/18

FOCUS

Item/project

Cost

Evidence/ Rationale

Objective

Outcome

Academic

Year 6 small group interventions to enhance Greater Depth writing

£34,547

Previous data analysis of both reading and writing interventions plus SATs boosters has shown very good rates of progress for children in Year 6.

 

Raise attainment in Greater Depth reading, writing and maths in year 6

Attainment of year 6 children is in line with or above national

Academic

Year 6 Easter School

£4000

Raise attainment in reading, writing and maths in year 6

Attainment of year 6 children is in line with or above national

Academic

Reading Intervention Teachers (whole school)

£100,345

To improve attainment in reading

Attainment in reading is in line with national Children make expected or more than expected progress in reading.

Academic

Reading Resources including author visits to the school.

£5,000

 

To encourage greater reading for pleasure.

Academic

Beanstalk (year 2)

£1,000

 

1:1 support for struggling readers

Academic

EAL Support (Whole school)

 

£17,855

 

To induct children who are new to English, support language development and access to the curriculum

EAL pupils make good or better progress

Academic

Year 1-6 interventions in Greater Depth writing

 

£12,022

Previous data analysis of both reading and writing interventions plus More Able boosters has shown very good rates of progress for children across the school.

Raise attainment in reading, writing and maths in year 2

Attainment of targeted year 2 children is in line with or above national.

Academic

Phonics boosters

£5,000

To increase attainment of more able children in reading, writing and math’s.

Increased percentage of children working above national in year 6 and year 2.

Academic

Building aspirations trips (whole school)

 

£5,000

Raising aspirations is believed to be an effective way to motivate pupils to work harder so as to achieve the steps necessary for later success. (EEF toolkit)

To raise the aspirations of children by giving them a taste of higher education, encouraging them to consider possible career choices and the academic qualifications they would need to pursue them.

Children can talk confidently about a range of possible careers and why they would choose them. Children feel inspired and encouraged to go and achieve the steps they need for later success.

 

Academic

Learning equipment / resources (whole school)

£3,000

 

To ensure children have the necessary equipment / resources to learn effectively

Children feel more confident in themselves. They are equipped with the correct stationary and school bags.

Academic

Talk Boost Intervention, resources and training (EYFS)

£5,576

 

To develop children’s early language skills.

Children are more confident in talking and have increased vocabulary.

Academic

Phonics interventions (year 1,2 and 3)

£15,142

Previous data analysis of phonics interventions plus targeted year 3 interventions has shown very good rates of progress for children in KS1 and lower KS2.

 

To improve attainment in phonics

Phonics attainment is in line with or above national.

 

 

Academic

Targeted 1:1 and small group interventions - provided by teaching assistants

(Whole school)

£103,559

Boost confidence / self-esteem.

Teach to the gaps.

Raise attainment in reading, writing and maths

Targeted children make good / better progress and are more confident in their learning.

Academic

Educational Visits – whole school

£30,400

Outdoor learning experiences, especially those involving collaborative learning experiences are shown to have a positive impact on learning (EEF toolkit)

To provide children with extended opportunities and experiences so they are better able to apply this knowledge to academic learning.

To boost self-esteem, increase engagement, stimulate interest in topics and develop more positive attitudes to learning.

Children’s writing reflects their experiences, an increased understanding and enjoyment of the topic.

 

Classroom environments reflect the exciting learning that has taken place on these visits.

Academic

1:1 / small group support for children to become more effective learners – whole school

 

£12,638

Previous data analysis of small group support has shown good progress across the whole school and has a high impact on our pupil premium children.

To boost self esteem, increase motivation and develop more positive attitudes to learning

Children demonstrate positive attitudes to learning, high levels of motivation and participation.

Enrichment

Now Press Play – whole school

£5,000

This has been chosen to support children’s language as well as to broaden their experiences.

To bring the curriculum to life by making learning exciting, engaging and relevant and to ignite children’s imaginations and support improved standards in writing

Increased attainment in speaking and listening and writing.

Enrichment

Yoga and Pilates for Year 5-6

£3,800

 

After school provision for year 5 and 6 children.

Children are more confident and better able to socialise and work both independently and in a team.

 

They know how to keep themselves safe in different environments.

Enrichment

Residential Trips for targeted children (Year 6) including Bushcraft, Junior Citizen Award and Brentwood Prep Challenge Days

£12,820

Outdoor learning experiences, especially those involving collaborative learning experiences are shown to have a positive impact on learning (EEF toolkit)

To provide children with an extended experience in a different environment allowing them to build their confidence, team working, social and survival and safety skills.

Enrichment

ARTIS - Integrating the arts in learning (Year 3)

 

£10,455

This has been chosen to support children’s positive attitudes to learning, their well-being and to broaden their experiences as well as to build vocabulary and language skills.

To provide inspirational curriculum enrichment to better engage children in their learning through engaging them in dance, drama and music activities

Children demonstrate improved speaking and listening and writing skills, greater self-confidence and develop improved performing skills.

Enrichment

Extended School Activities (E.g. sports / arts / gardening / social/ nurture) Whole school

£29,995

 

To increase children’s participation in extended school activities and support children in trying out new experiences

Increased numbers of children participate in extended school activities.

Enrichment

 

Caring for caterpillars

 

£122

 

Provide targeted children with an opportunity to care for a living creature at home

To develop children’s ability to care for an animal, building their knowledge and understand of its life cycle and enabling them to develop their empathy skills. 

Social / Emotional

1:1 / small group support for children to build better social and emotional skills – whole school

Learning Mentors

 

£17,904

Evidence suggests that social and emotional learning and support can produce large improvements in academic performance along with a decrease in problematic behaviours. (EEF toolkit)

To provide children with strategies to manage themselves socially and emotional and to support them in building a better sense of self

Children are more confident in themselves and better able to manage their emotions.

Social / Emotional

Counselling / Nurture sessions

£9,591

 

Social / Emotional

 

KS2 Fruit

 

£5,528

 

To ensure children eat more healthily and do not go hungry

Children are more focused in lessons

Family / Attendance

 

Attendance / Family support

 

£23,057

 

To improve children’s attendance and support families to cope with life stresses

Attendance officer to work with parents/carers of our FSM and PA children.

To provide children with rewards for good attendance.

Children’s attendance improves.

Evidence shows that the school has been able to support parents in managing life stresses.

 

Family

Provide parent curriculum workshops

£2,648

 

To support parents to understand how to help children at home

Parents feel confident to support their children with their learning at home in a range of subjects

CPD / Training

External Curriculum Advice – Phonics

 

£2,000

 

Teachers are more confident and better able to teach phonics

Attainment in phonics improves

CPD / Training

Pupil Premium Training / Advice / Consultancy

 

£2,250

 

To be more strategic in managing pupil premium provision and ensure good outcomes for disadvantaged pupils

A more strategic spending document is developed.
Staff are more confident in providing effective provision for disadvantaged pupils.

 

TOTAL:

£467,700

 

 

 

TOTAL PPG RECEIVED

£467,700

TOTAL PPG EXPENDITURE

£441,707

PPG REMAINING

+£25,993

 

IMPACT OF PUPIL PREMIUM SPENDING 2017-2018

At Grafton our high proportions of FSM children have meant that our pupil premium money has represented a significant proportion of our budget and we have planned our spending carefully to ensure that it has been spent to maximum effect. This has meant making informed decisions about our spending such as ensuring that spending is directly linked to gaps in attainment from last year’s data and making use of our own data to expand existing interventions.

Our key objective this year is to narrow this gap between pupil groups. As a result of last year’s data, a lot of the successful interventions that were already in place will continue to run. We have, however put more interventions in place in order to narrow this gap and ensure that all children achieve their expected level. We have allocated more of our spending this year to support our pupil premium children with their phonics, by setting up phonics interventions in Year 1, along with additional support with children that are working below average. Alongside this, there are interventions running in each year group across the school for Greater Depth writing to ensure that this gap in closed.  As well as academic interventions, the learning mentors are working heavily alongside the current Year 3 teachers, along with the new school counsellor, to ensure that the necessary support is in place for children struggling with emotional needs.

The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement. The impact of interventions is analysed termly as assessment data is gathered and input / follow up is put in place if an intervention is not having the desired impact.

In 2017-18, we will continue to use a range of data to analyse impact of spending:

- End of key stage data

- Phonics outcomes

- EYFS data

- Current Data

- Intervention monitoring of impact

- Outcomes of observations, book scrutinies, learning walks

- Stakeholder feedback