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Whitefields Primary

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A Values Based School

Pupil Premium       

Pupil Premium Expenditure review 2017 – 18

Pupil Premium expenditure action plan 2018 -19

What is the Pupil Premium?

Pupil Premium is additional funding to help schools close the attainment gap between children from low-income and other disadvantaged families and their peers. If a child is or has been eligible for Free School Meals (FSM) at any point over the last 6 years, or is being looked after in care (LAC) or through adoption, the school receives an amount per head within their budget. For the academic year 2017-18, this amount for children from Year One to Year six stands a £1320 per pupil. For those who are currently under the care of the local authority, an additional payment is made of £1900 per pupil. The provision of pupil premium is also made for children who have a parent in the armed forces.

What Pupil Premium funding do we currently receive?

Summary information – School contextual data:

School

Whitefield Primary School

Academic Year

2017-18

Total PP budget

£238,920

Date of most recent PP Review

July 2018

Total number of pupils

267

Total PP budget for the previous year

 

Date for the next internal review of this strategy

November 2018

Percentage of pupil Premium Children

51%

Number of pupils eligible for PP

136

 

 

Our approach to Pupil Premium

Whitefield Primary school is committed to improving the life chances of all our pupils so that they achieve as well as they can whilst in our care. Our aim is for all children to leave Whitefield with the skills, attitudes and behaviours that will enable them to play a full and active role in their next setting and beyond. We recognise that some pupils may require additional support to help them achieve this aim. Whitefield Primary school is committed to ensuring maximum progress for all groups of children and strives to close any gaps. We have a clear, strategic approach to the use of specific Pupil Premium funding and plans are integrated into wider school support and improvement strategies. These are monitored and evaluated regularly and data analysis ensures that the correct support and strategies are identified to maximise progress.

A review of our previous Pupil Premium budget expenditure:

Year 2 - 2017-2018 Data Outcomes:

 

Disadvantaged Pupils

All Pupils School

All pupils – National

% meeting the expected in reading

59%

71%

76%

% meeting the expected in writing

53%

64%

68%

% meeting the expected in maths

53%

75%

75%

 

Year 6 - 2017-2018 Data Outcomes:

 

Disadvantaged Pupils

All Pupils School

All pupils – National

% meeting the expected standard in reading, writing and maths

 

 

 

% meeting the expected standard in reading

73%

76%

75%

% meeting the expected standard in writing

54%

67%

78%

% meeting the expected standard in maths

62%

72%

76%

  

A Review of the impact from previous expenditure

(A review of key strategies used to impact on progress)

Academic year

     2017 – 2018

Targeted Support:

Pupil Premium used for

Summary of intervention/action

Cost

Total

Intended outcomes

Monitored by

Review of strategy

(The Review is completed by those staff responsible for it – and will include data where appropriate.)

Quality of teaching for all:

Small group tuition sessions – Reception –Year 6

 

To diminish the difference for targeted children to ensure that all children make appropriate progress within reading writing and maths.

8,465

 

To close the gap in attainment between disadvantaged and non-disadvantaged pupils.

JC and AMC

Proving effective in giving targeted support – addressing PP gaps across reading, writing and maths.

High-Quality Marking and Feedback – linked resources and training

 

Children will be aware of their achievements and easily identify where to improve and teachers will quickly and effectively address misconceptions and offer support.

1,250

To improve quality of feedback to all pupils and reduce workload for staff

AMC

The new marking and feedback policy has been effective in reducing teacher workload whilst providing pupils with timely and effective feedback to their work. The use of different coloured stamps has allowed teachers to monitor progress of all pupils and give appropriate support and challenge when needed. This has been further developed his year, with teachers being required to mark pupil premium books first to give the most detailed and effective marking, in an attempt to further close attainment gaps.

TA support – A proportion of TA salary paid

 

Appropriate support to be given to pupils within the classroom – to support progress and attainment

117,890

 

To support pupils where appropriate in order to close gaps in attainment for disadvantaged pupils.

JC and CB

TA’s have been included in training conferences to ensure they are best prepared to support pupils in their learning.

Teacher Staff training

(PWP)

Improved subject knowledge of teachers

2,500

To develop a cohesive and creative writing curriculum that will improve attainment levels in writing from early years to year 6.

AMC and CM

Ongoing training.

Noticeable differences in pupil writing – seen in year 6 moderation. All staff are well rehearsed in following the structure for fiction writing and have started building this into non-fiction writing.

Leadership training

Improve middle leadership knowledge and capacity.

1,000

To strengthen middle leadership capacity within school to monitor and implement strategies for raising achievement.

JC

Two members of staff have completed the middle leadership pathway training. This training has enabled these members of staff to lead their phases more effectively and take a more pivotal role in the pupil progress meeting stage by analysing and compiling data relating to their phase attainment. This has helped o strengthen middle leadership capacity within the school environment.

A further two members of staff from KS1 and Early years will complete this training in Autumn 2018.

Teaching Assistant Staff training

(conferences)

Improved subject knowledge of teaching assistants.

1,000

To improve knowledge of teaching assistant staff in line with teacher staff training.

AMC

The training has allowed TA’s t support teachers in class more as they are trained with the same level of knowledge.

This approach has proved more successful than the bi-weekly training from last year.

PE instructor

To improve the delivery of PE lessons across the school and improve health and wellbeing of pupils.

8,958

 

PE lessons to be delivered more effectively allowing PPA release time of teachers.

RB

Pupils are being taught lessons of a high standard. The new long term PE overview has ensured a wide coverage of sports throughout year R to 6.

Pastoral support – Rainbow team.

Drawing and talking training

To improve the health and wellbeing of our vulnerable children. Improve the safeguarding of vulnerable pupils.

1,900

 

To improve the emotional and social wellbeing of our pupils and have a positive impact on behaviour within the school environment.

SB

Rainbow has positively supported in reducing the number of behaviour incidents and putting pastoral support in pupils whose behaviours relate to social or emotional issues. Drawing and talking are being used by all members of Rainbow team staff to provide additional support for those pupils who need it. The scheme is given on a 6-week basis after parental consent.

Personal Health and Wellbeing leader

To improve PSHE lesson delivery and cover a range of additional wellbeing areas within school. To achieve school awards for sporting activities and wellbeing initiatives. 

1,200

Raise awareness of wellbeing issues within the school and achieve awards for PSHE and sporting achievements.

LD

School Health and Well-being award – Bronze

Sun Safety accreditation

Kindness UK – Kind school of the year award 2018

Whole school Race for life event £1043 raised

Community links project with Mulberry Court

Sainsbury's school sports award - Silver

36% of school in after-school activities (December 2017)

43% of school in after-school activities (July 2018)

 

Targeted support:

Year 6 extended day

Year 6 pupils to attend extended day each Tuesday up until July.

4,590

 

To increase the percentage of pupils achieving combined SATs results to reach the national level.

RD

Attendance was impacted by the facts it was optional – from September due to the new MAT arrangement this will be compulsory for year 6 pupils each week.

Easter School

Year 6 pupils to attend English and Maths sessions for four mornings of the Easter Break.

3,900

 

To increase the percentage of pupils achieving combined SATs results to reach the national level.

 

Targeted support to address gaps in identified pupils – was beneficial to pupils and will be used next year.

Financial Support for school WOW days and Fantastic finishes (Trips and Events)

Parents offered 50% discounted places on school trips will encourage children to attend and gain from the experience

2,000

 

To increase pupil participation and develop their experiences within the wider world.

RB

Discount is being given for trips – more of the money needs to be used for WOW days and engaging lessons.

Financial Support for

Residential Trips

Parents offered 50% discounted places on school trips will encourage children to attend and gain from the experience

1,500

 

To increase pupil participation and develop their experiences within the wider world.

RB

More residential trips were organised this year with a good uptake on trips. Funding was offered to PP children with some trips being discounted up to 50%.
Year 2 – Biddenham woods
Year 4 – Essex farm residential
Year 6 – Week away at adventure camp

 

Other approaches – Whole School impact.

Attendance support from family worker

 

Children’s attendance will be monitored and picked up on quickly to ensure that children are in school.

5,571

 

To improve the attendance of pupils from KS1 to KS2 and reduce persistent absence levels.

SC and BM

Summer 2 attendance for whole school (including statutory reception)91.1%

Persistent absence – This is still a big concern within the school 24.35% including reception statutory.

AS a staff team we have ensured that absence is now accounted for by parents. Kathy and EWO have been key in this.

Authorised absences- 5233

Unauthorised absences- 1621

Family worker support has helped but needs to be more dedicated and focused on attendance – it was also not implemented fully until mid 2018.

Extra Family worker – to support vulnerable families

 

Parents are supporting their children with their education.

22,854

 

To improve the social and emotional wellbeing of pupils and their families.

BM

This is affective in providing families with support – various sessions for parents have been run and has allowed more scope for family workers to address attendance issues. A bigger focus needs to be had for attendance.

Pastoral Support – In class behaviour interventions

Children will remain in lessons to access the learning with the rest of the class.

29,318

 

To support pupils in accessing learning and improve behaviour across the school.

SB

Rainbow team have supported intensely support 49 pupils throughout the academic year and allowed these pupils to spend more time within the class accessing the same learning as their peers. 2 of the 49 pupils attended the behaviour provision on site with one of these

Fruit and Milk for all.

Children (KS2) will receive fruit during their morning break and Milk will be available during lunchtime.

2,257

 

To ensure pupils are provided with a healthy snack to aid concentration in class.

JC

Introduction of fruit to KS2 – helped promote healthier eating and supported some pupils who have behavioural difficulties by eating at a midpoint in the morning. Linking to our school development of health and wellbeing.

Forest school lead

Pupils to access outdoor learning opportunities.

23,249

 

To improve pupils experiences of the outdoors and improve writing outcomes.

RB

Has supported our writing curriculum within the school and provided opportunities for early learning opportunities in the outdoor environment.

Total expenditure

 

 

 

Current Planning for our Pupil Premium budget:

Year 2 Predicted Outcomes 2018 – 2019

(These are subject to change as data within Autumn Term one is collected and accelerated progress is planned for)

 

Pupils eligible for PP (your school)

All Pupils

% achieving in reading, writing and maths

76%

66%

% making progress in reading

81%

70%

% making progress in writing

76%

66%

% making progress in maths

86%

73%

 

Year 6 Predicted Outcomes 2018 – 2019

(These are subject to change as data within Autumn Term one is collected and accelerated progress is planned for)

 

Pupils eligible for PP (your school)

All Pupils (national average)

% achieving in reading, writing and maths

71%

75%

% making progress in reading

77%

82%

% making progress in writing

71%

75%

% making progress in maths

74%

78%

Planned Pupil Premium Expenditure

Academic year

2018-2019

The three headings below identify how we as a school are using the pupil premium to improve classroom pedagogy, provide targeted support and implement whole school strategies.

    i.    Quality of teaching for all

Chosen action / approach

Desired outcome

A rationale for this choice

How will you ensure it is implemented well?

Staff lead

Cost

Small group tuition sessions – Reception –Year 6

(Reception begin in January)

To close the gap between non PP and PP children in core subject areas.

PP children are being identified as behind non PP in all 3 areas in the whole school picture. Evidence shows the gap is widening.

Pupils to be discussed and identified during PPM meeting with AMC.

Jan Christie and Amy McNulty

 8,465

High Quality Marking and Feedback – linked resources and training

To improve the quality of feedback to act as a tool for closing the gap between pupils.

Evidence shows that fast and good feedback to pupils is highly effective in closing the gap.

Marking and feedback will be monitored at a middle leadership and senior leadership level to ensure consistent feedback is being given according to the marking policy.

Amy McNulty

 1000

TA support – A proportion of TA salary paid

To support teachers in closing gaps in attainment for disadvantaged pupils.

Research shows that when TA’s are effectively used as a second teacher within the classroom, they can help to close the gap between disadvantaged and non-disadvantaged pupils. They are important for the provision of small group or 1:1 Intervention.

Feedback to be given to teacher’s by teachers after lesson observations. Teaching assistants will also be given a programme of CPD to support their understanding of how to effectively support within the classroom.

 

Jan Christie

 117000

Teacher Staff training

(PWP) 

To improve writing outcomes and engagement from year R to 6.

Writing levels are behind the national average and are the weakest of the 3 core subjects – impact on combined at year 6

Monitor how T4W is being implemented through learning walks and observations.

CPD sessions during each half term.

Amy McNulty and Colin Moore

 £2000

Leadership training

To improve the confidence and impact that middle leaders have within their phases.

Management and leadership have been previously identified by OFSTED as an area of development. In order to strengthen the leadership team, it is important to increase the capacity of the middle leadership team.

Ensure members of staff engage with the middle leadership training programme.

Jan Christie and Amy McNulty

 £2000

Teaching Assistant Staff training (conferences) 

To improve the subject knowledge of teaching assistants across the school.

Research shows that when TA’s are effectively used as a second teacher within the classroom, they can help to close the gap between disadvantaged and non-disadvantaged pupils. CPD must be provided in line with teaching staff to ensure they are best supported and equipped to support pupils.

Monitor Teaching assistants through lesson observations

Jan Christie and Amy McNulty

 £1000

PE instructor

To ensure high quality PE lessons are taught across the school, with clear progression and subject knowledge.

PE lessons were not being effectively taught and clear progression of skills and games were not being shown throughout the school.

Lesson observations of PE lessons.

A clear structure of units of lessons to be taught across year groups.

Richard Bates

 £10000

Pastoral support – Rainbow team.

Drawing and talking training

To support pupils with social and emotional difficulties and ensure that they receive support with in class learning and nurture interventions.

Many of our children have social or emotional issues that may prevent them from accessing learning without additional support.

Rainbow Lead to discuss children at weekly behaviour meetings. Monitor use of CPOMS and teacher feedback to pick out pupils for interventions

Sarah Brigden

 £2000

Personal Health and Wellbeing leader

Improve the wellbeing of both staff and pupils across the school. Introduce new initiatives and monitor the effectiveness of clubs to improve health and fitness for pupils

Our local area has a high proportion of obesity and child health problems. The health and wellbeing leader will engage both pupils and staff in new wellbeing and health initiatives and raise awareness across the wider community.

Monitor the initiatives that are introduced to school. Ensure that awards are being worked towards are earnt across the year such as the Sainsbury’s School Games Mark - Gold Award.

Luke Devine

 £5000

   ii.    Targeted support

Year 6 extended day

Year 6 pupils to attend extended day each Tuesday up until July.

To achieve results in line with national, pupils are to attend extra sessions with carefully targeted objectives and planned groups.

Year 6 lead to monitor the groups – asses the needs of pupils and make changes throughout the year based on Mock SATS results

Rose Dawkins and Amy McNulty

4,590

Easter School

 

Year 6 pupils to attend English and Maths sessions for four mornings of the Easter Break.

This has proved successful in previous year for providing targeted support prior to SATS testing.

Year 6 lead to monitor the groups – asses the needs of pupils and make changes throughout the year based on Mock SATS results

Rose Dawkins

3,900

Financial Support for school WOW days and Fantastic finishes (Trips and Events)

Parents offered 50% discounted places on school trips will encourage children to attend and gain from the experience

Pupils throughout the school lack a range of life experiences. This has an impact on their imagination and writing within lessons.

Ensure that all pupils are exposed to a trip each academic year and given a range of experiences throughout the WOW days.

Jan Christie

2,000

Financial Support for

Residential trips

 

Parents offered 50% discounted places on school trips will encourage children to attend and gain from the experience

Pupils throughout the school lack a range of life experiences

Ensure trips are provided within year groups throughout the school – year 2, 4 and 6.

Jan Christie

1,500

Total budgeted cost

 

iii.    Other approaches – Whole School impact.

Chosen action/approach

Desired outcome

A rationale for this choice

How will you ensure it is implemented well?

Staff lead

Cost

Attendance support from family worker

Children’s attendance will be monitored and picked up on quickly to ensure that children are in school.

Attendance is still a concern with persistent absence of major priority.

Ensure pupils who are persistently absent receive home visits from EWO or family workers. Delivery of homework packs

Skye Clay, Vanessa Dyson and Becky Mason

5,571

Extra Family worker – to support vulnerable families

Parents are supporting their children with their education.

We have a lot of vulnerable families within the local area and a lack of parental engagement within school. Family worker support used to encourage parental engagement through organised events and activities. Support teachers with pastoral care providing evidence at core group meetings for pupils.

Family workers to liaise closely with class teachers regarding individual pupils. Set up events throughout the academic year to encourage parental engagement eg: Macmillan coffee morning

Jan Christie and Becky Mason

22,854

Pastoral Support – In class behaviour interventions

Children will remain in lessons to access the learning with the rest of the class.

We have a range of pupils who may need to support to access learning during times of social or emotional difficulty. This has proved positive in the past to improve behaviour for learning.

Rainbow leader to direct members of staff and discuss needs of pupils at weekly behaviour meetings.

Sarah Brigden

29,318

Fruit and Milk for all.

Children (KS2) will receive fruit during their morning break and Milk will be available during lunchtime.

To continue the development of our healthy eating school agenda.

All pupils provided with an opportunity to have fresh fruit each day – dedicated play time from September 2018 for fruit snack time.

Jan Christie

2,257

Forest school lead

Pupils to access outdoor learning opportunities.

Low writing results across the school mean that pupils need to be provided with a wider range of opportunities to write and outdoor life experiences to stimulate their imaginations.

Each year group to receive half a term of forest school. Sessions to be closely linked to topic units.

Richard Bates

23,249

Total budgeted cost

 

Combined Total

 243,704