Pupil Premium

 

Pupil Premium Strategy Statement 2016 -2017

Summary Information
School Cheam Commons Infants
Academic Year 2016-17
Total PP Budget £36,940
Total number of pupils 373
Number of pupils eligible for PP 19
Date of the next PP Strategy InternalReview Termly

 

At Cheam Common Infants’ we have high aspirations for our children and are determined to ensure that all children are given e very chance to meet their full potential. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the inequalities between children and to ensure that funding reaches the pupils who need it most.

We are accountable for how we use the additional funding to support disadvantaged pupils and have created a Pupil Premium Strategy to enable us to inform parents about the barriers faced by eligible pupils and show how we spend the funding.

Our key aim in using Pupil Premium funding is to diminish the differences between disadvantaged pupils and their peers in ter ms of their academic attainment, their rates of progress from their starting points and in their access to extended curriculum prov isions and other activities. We offer support to PP children and their families in a many ways.

  % of PP achieving the expected standard at CCI July 2016 (15 children) % of Non PP achieving the expected standard at CCI July 2016 (98 children) % Non PP achieving the expected standard (National average) July 2016 % of all pupils Nationally achieving expected standard (July 2016 % of PP achieving Greater Depth at CCI July 2016 % of Non PP achieving Greater Depth Nationally July 2016 % of all pupils Nationally achieving Greater Depth July 2016
Reading 73% 71% 78% 74% 33% 27% 24%
Writing 60% 63% 70% 65% 27% 16% 13%
Maths 82% 70% 77% 73% 27% 20% 18%
Science 93% 92% 85% 82% N/A N/A N/A

 

Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school)
A

Low levels on entry of PP pupils in communication, literacy and language

B

There is a gap of 21% between PP and Non PP Readers in Year 2

C

To sustain the high standards of achievement in mathematics for PP pupils

D

78% of current PP pupils are also either SEND, EAL or Vulnerable

External barriers (issues which also require action outside school)
E

Emotional and social difficulties exist for some PP pupils which has a detrimental effect on their access to learning and achievement.

F

Attendance rates for PP are 94%. This reduces their school hours and causes them to fall behind

 

Desired Outcomes

  Desired outcomes and how they will be measured Success criteria
A

Improved Communication, Language and Literacy (CLL) skills for pupils eligible for PP in Early Years Foundations Stage (EYFS)

PP Pupils in EYFS make progress from Baseline in line with their peers from equivalent starting points

B

To raise the standard in reading for all Year 2 PP pupils

PP Pupils achieve in line with their peers in Reading from equivalent starting points.

C

To sustain the high standards of achievement in mathematics for PP pupils

PP pupils achieve in line with their peers in Mathematics from equivalent starting points.

D

Provide additional support and interventions for PP, SEND, EAL & Vulnerable pupils

PP Pupils make progress from their individual starting points in line with their peers 2 steps of progress

E

The well-being of PP children with emotional and social difficulties is addressed and supported

PP pupils have developed good well- being strategies and learn and achieve in line with their peers from equivalent starting points

F

PP Attendance improves in line with both national and school attendance rates

PP pupils attendance is in line with their peers both school and nationally

 

Planned Expenditure

Academic Year 2016-17
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. Improved C&L skills for pupils eligible for PP in EYFS

Link with whole school priority SDP on Writing with focus on ‘Talk for Writing’ in EYFS. Specific Training for the development of CLL T&L Staff CPD

30% PP are also EAL, and 30% have Speech and Language needs. Two children are medium level on the “Wellbeing & involvement Leuven Scale”

Observation of teaching and learning Assessment. Assessment For Learning & tracking Monitoring Learning Walks /Planning

Assistant Head

English Lead

Every Term

B. Improved progress in Reading for all Year 2 PP pupil

Guided Reading Training for support staff

21% gap in attainment between PP and their peers at end of Year 1.

Observations of guided groups by support staff

English Lead Senior Leadership Team (SLT)

Spring Term

C. To sustain the high standards of achievement in mathematics for PP pupils

Mathematics Whole School Development Plan Priority Develop knowledge of how to have a Mastery approach’ to Mathematics - INSET training. Eva Brown NECTM consultant Year 1 and 2 staff to visit ST Elphege’s School to observe Mastery teaching in action Mastery Maths Links to JS Singapore Maths

We achieved high standards of attainment for PP children in both EYFS and KS1 but are aware of a gap developing with the new Maths curriculum at the end of Year 1.

INSET whole school

CPD Mastery Maths teaching in other schools

Specialist Leader in Education supporting mastery mathematics development in school and MSL

Additional time for MSL Observation of teaching and learning

Assessment For Learning & tracking

Monitoring
Learning Walks /Planning Insepector supporting Mathematics Learning Walks

Mathematics and PP Governors

HT Report to Governors

   
Total budgeted cost £15,000

 

Li 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. Improved C&L skills for pupils eligible for PP in EYFS

Targeted support through a nurture and social group and Communication group to diminish differences and have individual support matched to their needs.

Senior Leaders to deliver workshops for parents

Some pupils need targeted support to raise standards of achievement.

Parents are key in supporting effective learning.

Timetabled Communication and nurture & social groups for targeted pupils.

Groups will be tracked termly and assessment information analysed.

Attendance information at workshops to be analysed

Trained Support Staff

SLT

Termly

Ongoing

B. Improved progress in Reading for all Year 2 PP pupils

Targeted intervention groups including: Lexia X Code One-to-One Phonics Tutoring Kit (Ruth Miskin) Phonics Booster group Additional Phonics Phonics setting Catch up Reading Senior staff give individual support Volunteers – Parents and Governors including Take10 Project

21% gap in attainment between PP and their peers at end of Year 1.

Timetabled groups to ensure they take place

PP pupils targeted for specific support

Termly Provision Mapping and Monitoring of impact

PP Lead to meet termly with Class Teachers to review progress of book bands.

SENco

English Lead

PP Lead

Termly

C. To sustain the high standards of achievement in mathematics for PP pupil

PP Lead groups

Additional Mathematics Groups

Mathletics

Maths Booster groups

Parent Workshops

Guided Mathematics Group & Support Group

We achieved high standards of attainment for PP children in both EYFS and KS1 but are aware of a gap developing with the new Maths curriculum at the end of Year 1.

Provision Maps identify specific PP Pupils

Impact Monitoring of provisions

Observations of support groups

Learning Walks

PP Lead

ML

SLT

Termly

D. Provide additional support for PP, SEN/EAL and Vulnerable pupil

Targeted EAL support
Additional Support Groups
Lexia
Catch Up Literacy
Writing Project
One-To-One Phonics
X Code
Maths Booster
Matheletics
Take10 Project
1-1 Reading
Reading and Phonics
Social & Nurture

Family Support Worker provision

Financially supported provision of extended curriculum activities run by school and specialist staff

Currently 78% of PP children are also SEND, EAL or Vulnerable

Provide guidance and support to families and so break down barriers to learning

Premium funded children have priority access and attend free of charge

Provision Maps identify specific PP Pupils

Impact Monitoring of provisions

Observations of support groups

Learning Walks

 

Weekly meeting between FSW & SENco

FSW completes Provision map and reports to SENco with evaluations Feedback Questionairre completed by families supported by FSW Data shows PP targets children making progress in line with other Groups

Monitor PP take up of clubs

SENco EAL Lead

FSW SENco

Office staff

Termly
Total budgeted cost £12,000

 

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?

E. The well-being of PP children with emotional and social difficulties is supported and addressed

Family Support Worker Counselling and Pupil Support/ Parenting support & workshops

Nurture & Social Group ELSA provision

Special Focus Child provision
Teacher Conferences with More Able PP

PSHE

Circle Time

Golden Rules and Star of the week

Addressing specific issues and break down barriers to learning and achievement

Enables children to talk about emotional issues which affect them e.g. anger and friendships

Addressing specific issues and break down barriers to learning

Feedback from FSW

Appointed ELSA to have specific training and to have support with leading provision

Monitor the impact of provision on children’s’ progress

SENco
SLT
FSW

SENco
SLT
ELSA PP Lead
CT

Ongoing
F. PP Attendance improves in line with both national and school attendance rates

Buy into LA Attendance Support Service

HT Monthly meetings with school attendance officer In class support strategies for improving punctuality through reward charts

Provision of extended activity clubs

Provision of wrap around care club

Family Support Worker

Some PP Pupils have low attendance and poor punctuality which impacts their ability to achieve and integrate

 

Monthly tracking of attendance rates Half termly meetings with Attendance Officer

Implementing statutory and school policy

Meeting with Attendance Governor

HT Report to Governors

Head teacher

Office Administrator

Half Termly
Total budgeted cost £12,000

 

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