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Pupil Premium Grant

 

Pupil Premium Plan 2018-2019 in response to reports from the Education Endowment Foundation and Sutton Trust, the following provision is planned.

Allocation £32280 (comprising free school meal, looked after and service).

Barriers to learning include attention, self-esteem and rural isolation.  

 

 Pupil Premium Strategy Statement 2018-2019 and the following 2 years (NYCC  achievement unlocked conference)

 1.   Summary information

School

 Gargrave CE Primary School

Academic Year

2018/19

Total PP budget

£32 280

Date of most recent PP Review

July 2018- see last years report

Total number of pupils

118

Number of pupils eligible for PP

19 @£1,320 per child

3@ £2300 per child

1@£300 per child

23 funded in total

18 ppp September 2018

Date for next internal review of this strategy

Dec 2018

   

2.   Current % attainment and progress 2015-2018 of disadvantaged pupils

 

KS2 (12 pupils)

KS1 (8 pupils)

% achieving the expected standard or above in reading

66%

75%

% achieving expected standard or above in writing

66%

38%

% achieving expected standard or above in maths

75%

63%

% making at least the expected levels of progress in reading

75%

100%

% making at least the expected levels of progress in writing

83%

75%

% making at least the expected levels of progress in maths

83%

88%

  

3.   Barriers to Future Attainment (for all pupils eligible for PP including the high prior attainers)

A.    

Language and vocabulary

B.    

Self-belief

C.

Engagement and relationships

D.

Ambition/ desire

 External Barriers (issues which also require action outside school, such as low attendance rates)

E.

Rural Isolation/ community support mechanisms

  

4.   Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

Vocabulary

Pupil premium children are tracked and discussed at staff meetings. Evidence of expected progress.

Lesson observations show pupils engaged and vocabulary expanding.

Pupils eligible for PP are tracked to meet age related expectations. Pupils have a wider range of activities.

Target Tracker is used by all staff to track progress.

NFER TESTS termly show improvement for pupil premium pupils, and for every pupil. Compare the two groups. At least equal.

B.

Self-belief    

Pupils talk confidently about their strengths and weaknesses

Pupil like reading

Pupils name their strengths and how school has helped develop these. Pupils can describe what they need yo do to improve their wok.

C.    

Relationships

Pupils are supported in their learning

Parents and pupils know what they need to do to support learning.

D.    

Ambition

Pupils can describe what are their ambitions and have some idea what they need to do to improve- governor monitoring

Display of future jobs and past pupils experiences

E.     

Isolation

Pupils access out of school activities

SELFA monitoring

Club registers

Pupils have access to SELFA activities.

Activities engage learners

Triangle Club supports homework and gaps in knowledge

 

5.  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

Review date and impact

Pupil premium children are tracked and discussed at staff meetings. Evidence of expected progress.

Lesson observations show pupils engaged and vocabulary expanding.

Staff to bring books for pupils at weekly staff meeting.

Staff to discuss the progress of these as benchmark for progress of the cohorts.

Whole class guided reading- word level.

Identify non-reading at home and follow up in school

Quality books purchased

Planning and delivery of English lessons.

 

Quality First Teaching is the key to progress for all pupils.

Time for pupils to respond to marking.

 

Mastery for all.

ASP showed word level and inference weakest aspects. Visits to schools have shown successful approach.

 

High profile of talk

Staff meeting agenda and minutes.

Monitoring records

 

 

 

Subject lead time and monitoring of lesson and planning.

Sarah Peel

 

 

 

 

 

 

Nicola Hesleden

 

Pupils talk confidently about their strengths and weaknesses

Pupil like reading

(Reading is school and PP widest gap)

Time to review learning in class, especially next steps. ‘Learning conversations’

Reading challenge

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Metacognition approach in classes.

 

Daily reading improves progress

 

Visit each others classes to view pace and relationships.

Subject lead time

Sarah Peel

 

 

Nicola Hesleden

 

Pupils are supported in their learning

System for supporting pupils in lessons is rapid.

Pupils need quick bursts of support then time for their effort.

Lesson observations

Sarah Peel

 

Ambitions

Worship led by past pupils and also future ambitions display.

Relevant adults who have been to the school relate well to our pupils.

‘Learning conversation’

Learning walk

Sarah Peel

 

Total budgeted cost

£20000

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

Review date and impact

Progress of pupils

Lesson observations show pupils engaged and vocabulary expanding.

Intervention Plan Discussion with staff

ELSA groups

Nurture Groups

1:1 English

1:1 maths

First Class at Number

Group maths

Reduced the amount of interventions in school.

Interventions research and school experience show these have been positive.

Termly, review of the impact of the interventions with teacher and TA at pupil progress meeting, but also whole staff meeting.

Sarah Peel

SENCO

 

Pupil like reading

Reading intervention

 

Proven positive approach

Start and finish assessment

Joanne DeVille

 

Pupils are supported in their learning

Staff to have focus pupils and families

NYCC report on tackling disadvantage

Vulnerable pupil list

Sarah Peel

 

Pupils access out of school activities

 

Targeted activities for the pupils less able to access the opportunities

Music Opportunities

Opportunity will develop self-belief and I can culture

 

 

 

Sharing of the opportunities through letter and discussion.

 

Peri and Mrs Turvey lessons

Sarah Peel

Joanne DeVille

 

 

Sarah Peel

 

 

Homework Club

Research is mixed on homework (our parents like homework), but pupils who are given it and don’t complete are demotivated.

Triangle Club

Mrs Wild to oversee

 

 

£9000

 

 

 

Total So far (QTfA +TS)

£29000

 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?

 Self-esteem

Pupils in year 4 all swim

Pupils need to swim, we live next to a canal and a river.

All access swimming weekly in year 4.

Mrs Chadwick

 

Self-esteem

Uniform

Pupils who don’t look the same are more likely to be targeted for bullying.

Termly check of uniform and support as required. Especially PE clothing.

Mrs Peel

 

 

Access to tennis club

This is a local facility with a small nurturing atmosphere.

Staff link

Ji Mukergee

 

 

 

 

 

 

 

Total budgeted cost

£2200

Total (QTfA +TS+OA)

£32200

             

 

 

This plan will be reviewed with chair of governors termly.  

 

 

2014/2015 and 2015/2016 Reports  are available here.

2016/2017 Report is available here

2017/2018 Report is available here

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