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St Nicholas C of E Primary School, Kenilworth

St Nicholas C of E Primary School, Kenilworth
Inspiring, educating, developing

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Pupil Premium Funding 2019/20

School

 

Academic year

2019 - 20

Total PP budget

£23,420

Date of this plan

Oct 19

Total no on roll

412

Number of pupils eligible for PP

17

Date of most recent PP review

 

 

 

 

 

Date for next internal review

Feb 20

Disadvantaged data to be published by Government Dec 2019

End of KS1 data 2018 – 19 (provisional)

Reading – School data

National data

 

Writing – school data

National data

 

Maths

National

data

 

 

 All children Expected standard+

73%

75%

65%

69%

67%

767%

 

Disadvantaged

 

 

 

 

 

 

 

All children GDS

23%

25%

12%

15%

18%

22%

 

Disadvantaged GDS

 

 

 

 

 

 

 

End of KS2 data 2018 – 19 (provisional)

Reading – School data

National data

Writing – school data

National data

 

Maths

National

data

Combined

National data

SPAG

National

data

All children Expected standard+

74%

73%

86%

78%

81%

79%

67%

65%

84%

78%

Disadvantaged

 

 

 

 

 

 

 

 

 

 

All children GDS

41%

27%

12%

20%

28%

27%

10%

11%

40%

36%

Disadvantaged GDS

 

 

 

 

 

 

 

 

 

 

 

 

School

Disadvantaged

National

Reading progress

1.94

 

0.03

Writing progress

0.24

 

0.03

Maths progress

0.25

 

0.03

 

Barriers to future attainment

In school barriers

A

Those more vulnerable may have limiting factors including financial,  to engage with a full range of experiences within the curriculum and extra-curricular

B

To develop teaching and learning to ensure this group access quality first teaching with focus on Reading skills and promote access to quality texts.

C

Some children do not have fully developed necessary skills and/ or minimal confidence to work independently. Some struggle to articulate their needs and frustrations with learning, responding with conflict, anger or with frustration. They need support to address inappropriate patterns of behaviour, develop the ability to self-regulate and build good mental health, confidence and/or self-esteem 

D

Interventions for all groups of disadvantaged pupils (low, middle and high ability) need to provide effective and timely support to close attainment and progress gaps.

External barriers

E

Some vulnerable children, due to a limited experience of different contexts and challenges, need support to raising their aspiration and increase ambition for themselves, with limited experience of different contexts and challenges.

F

A proportion of parents struggle to support their children due to curriculum expectations and/ or personal challenge and circumstances, and are disinclined to engage with school effectively.

 

Desired Outcomes

Success Criteria

A

To support and improve access to activities which enhance the curriculum and extra-curricular activities for this group.

 

This group of children have been supported to access experiences and extra-curricular activities when and where appropriate.

Pupil voice.

Records of engagement with activities/ trips/ extra-curricular activities such as music.

PP children are able to access these experiences.

 

B

Reading skills show improved progress for PP children. Improved access to quality texts to support Reading progress.

 

Improved Quality First provision and effective support and intervention supporting improved rates of progress and pupil confidence with Reading through CPD

Disadvantaged pupils have access to a range of texts of varying complexity as well as greater access to a variety of texts, encouraging a wider love of reading.

Gaps in attainment and progress are closing – for example Project X

Improved reading provision and environment including enhancement of text provision.

 

C

Mentoring and targeted support impacts effectively on PP children with challenges around behaviour, emotional wellbeing and self confidence

Pupil voice and monitoring shows impact of support from effective teachers and support staff (CPD)

Lunchtime additional provision supports effective integration of pupils into unstructured play and social activities

Attitudes to work and challenge show positive impact of support.

Provision of interventions such as Boomerang to support development and maintenance of good mental health and wellbeing.

Impact of counsellor

 

D

Interventions are baselined and assessed effectively to ensure effective provision has a positive impact on progress of PP children.

Intervention data shows positive impact and/ or effective reflection and evaluation of intervention to improve effectiveness.

CPD supports effective interventions for all staff.

Gaps between progress of PP children and others are narrowed.

 

E

PP children are able to access a range of experiences, including trips, to raise aspiration, improve self-confidence.

PP children have experienced a range of activities and experiences where elements and aspects of those experiences can be transferred to classroom practice.

Pupil voice and parent views show greater awareness of potential opportunities and wider range of experiences and options available.

Self confidence amongst this group of children is raised and similar to peers.

F

A greater number of parents who need support engage more effectively with the school, in different aspects of school life. This may be a short focused piece of support or a longer piece of work as appropriate.

Support is offered as appropriate, either on request or when needs is identified by school. Support is effective and has impact. Parents feel supported alongside work with child. More effective engagement with school is clear.

 

Planned Expenditure 2019 - 20

1)       Quality of Teaching and targeted academic support

Objectives

Desired outcomes

Action

Staff Lead

Evaluation

Review date

Provide timely and relevant bespoke CPD for staff

All eligible pupils will benefit from Quality First teaching in all curriculum areas, with an emphasis on Reading, Phonics and progress for the PP children tracked regular and evaluated.

Staff will be upskilled in classroom pedagogy as appropriate for their career stage.

Behaviour for learning will be effective in all classes to support progress.;

 

Personalised in class coaching for targeted staff to raise standards and enhance behaviours for learning, building staff skills.

Planning trawls, monitoring and pupil views explored and supported planning as appropriate.

 Use of external consultants, training and networks to raise standards in teaching and learning

Moderation at various levels to be undertaken by staff across the school.

Appropriate CPD supporting great teaching e.g. Reading CPD, work around awareness of mental health and attachment.

HT AHT

English Lead

Phonics Lead

Staff questionnaire/ voice

Monitoring

Feedback from consultants/ participants

Behaviour data

Progress data

Termly checks

Overall review June 2020

Enhancement of learning/ reading environment to improve access to more complex texts.

Library and reading resources support effective progress and meet need for access to more complex texts.

Attitudes to Reading are more positive.

Greater range of text types are accessed.

Reading has a higher profile across the school.

Audit, evaluation and enhancement of library and reading scheme stock, beginning with KS2.

Work with external consultant to support improvements and improve opportunities and progress across all school.

HT

English Lead

Reading data

Pupil voice

Parent voice

New scheme embedded and used effectively

June 2020

Upskill all staff to ensure eligible pupils receive timely, appropriate and targeted support to support individual and group learning needs

All eligible pupils will benefit from quality teaching and learning opportunities and targeted interventions to diminish difference between vulnerable children and their peers.

Appropriate interventions are delivered in a timely manner, monitored and tracked by senior leaders. Support staff available to deliver/ support.

After school support for vulnerable children. Support for behaviour for learning – members of staff/ Pastoral team are directed to work with groups/ specific individuals to support the process of diminishing the difference between academic progress of eligible and non-eligible pupils.

 

AHT HT

Intervention data is accurate and used effectively to evaluate and plan next steps.

Pupil voice – attitudes and resilience

Observations & monitoring

Work scrutiny

Governor monitoring

June 2020

Provide enrichment and enhancement programmes, resources and support to raise aspiration, self-confidence and self esteem

Access to experiences, programmes and resources to broaden experience and raise aspiration to improve attitudes to learning and future goals.

Eligible children can experience focussed programmes, activities and experiences to support these aims e.g. Arts Week, residential experiences for Y6, visits to museums, gardens and other places of educational value.

Lunch time Nurture provision to support vulnerable children to access more unstructured play sessions successfully.

HT

Range of experiences have enriched curriculum and been accessed by eligible children.

Nurture provision has supported self-regulation and proved effective in reintegrating children as appropriate into unstructured times of school day.

Half termly from Dec 2019

Provide high quality learning opportunities/ resources to enable eligible children to accelerate progress and diminish the difference against their peers

Maximise % of eligible children making strong progress from their different starting points to diminish the difference against their peers in each year group.

 By the end of year 6 the aim is that vulnerable pupils achieve at least as well as their peers.

Provide targeted resources and opportunities for improving progress for PP children.

Ensure all eligible children have access to all adults working with their cohort as appropriate.

 

 

Leadership Group

AHT

Termly and end of year data for attainment & progress

Pupil voice

July 2020

Targeted Wider Support

 

 

 

 

 

 

Provide all eligible pupils and their families with pastoral support & services as and when needed

Support through Protective Behaviours, mentoring and liaison with external agencies as appropriate.

Vulnerable families will receive advice/ support to enable pupils to attend school and make progress in line with their peers. Families that are hard to reach or reluctant to engage for a variety of reasons are engaged via an alternative to more formal partnerships and home/school partnerships are established and consolidated.

Barriers for learning caused by social and emotional issues are addressed through solution focused support.

 

Pastoral support staff, supported by SLT, providing essential parental links and support, behaviour and self-regulation including training in emotion coaching and resilience work.

 

Counselling – needs identified via staff concerns/ parent concerns/ work with outside agencies weekly sessions

 

HT & SENDCo

Questionnaires to pupils and parents

Feedback

Take up of opportunities provided by staff

Half termly review meetings from Dec 19

End of year review June 2020

Parent feedback shows they feel school supports them with learning and with challenges faced that become barriers to both engagement and children’s learning

Parents are able to feel supported by school and are encouraged to access different opportunities to learn and meet other parents for mutual support

Pastoral focused staff provide personalised support for families through direct approach or referral.

Family events encourage parents and carers to interact and engage with school through learning and social events

 

HT

SENDCo

Data around and feedback from opportunities offered

Parent voice

Termly

All eligible pupils will be supported to access enrichment activities if they choose

Subsidise trips, music lessons and enrichment activities for relevant children on request/ as appropriate.

Pupil voice evidences children enjoy such activities and it broadens the offered curriculum, raising aspiration and extending their life experience.

 

Pupil voice

Surveys to look at take up of extracurricular activities.

Additional involvement of disengaged children reviewed/ evaluated

Termly.

 

 

 

 

 

 

 

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