2016-17

Plantation

 

PUPIL PREMIUM ALLOCATION 2016 - 2017

 

Background:

*Schools receive a payment, or Pupil Premium, for each child who is registered for free school meals (FSM) and for those who have been in continuous care for six months or more. From April 2013, the Pupil Premium was extended to include children who have been eligible for FSM at any point in the last six years. Schools also receive a payment for pupils whose parents are serving in the armed forces.

It is for school management to decide how the Pupil Premium is spent, as they are best placed to assess what additional provision should be made for individual children at their school.

(DfE website)

 

2015-16 Allocation

Number of pupils on roll in January 2016

595 (YN – Y6)

Total number of pupils eligible for PP grant (see above*)

167

Percentage of pupils eligible for PP grant (see above*)

28%

Pupil Premium Grant Allocation

 

£226,916

Enriching the Curriculum / learning resources

 

Educational Visits

 

Learning Resources

Budget

 

£1,245

 

£1,910

Targeted support (contribution)

 

Intervention group with L3 Teaching Assistant

 

Deputy Head, one day per week focusing on PP children

 

SENco, one day per week focusing on PP children

 

Learning Mentor

 

Teaching Assistant support throughout KS1 & KS2

 

 

 

£19,728

 

£10,032

 

£7,258

 

£36,395

 

£125,949

Extended school support

 

Children’s University

 

After School Club subsidy

 

Out of Hours Assistant to support pupils in Holiday Club

 

Out of Hours Assistant to support pupils in Breakfast and After School Clubs

 

 

£3,000

 

£109

 

£3,940

 

£7,500

Attendance Service Level Agreement

Educational Pyschologist Service Level Agreement

£4,850

£5,000

 

Approximately 28% of pupils at Plantation Primary School received FSM in one or more of the 15/16 year or the six years previously, or were a looked after child, or a child of service personnel parents.

 

We were allocated a total of £226,916

 

This allocation supported:

 

Targeted support:

Intervention work by teachers / teaching assistants (contribution)

 

IMPACT: we were able to offer a programme of targeted support and specific intervention programmes which enabled groups of children ie SEN / FSM to receive additional teaching to meet their needs.

 

Extended School support:

After school clubs / Children’s University, educational and residential visits for PP children Out of Hours Assistants to support PP pupils

 

IMPACT: children experienced sports, activities and surroundings that they would otherwise not be able to access for financial reasons. There was also an impact on physical, social and/or spiritual development as children challenged themselves and succeeded in a variety of activities beyond the classroom.

 

Learning Mentor

Social and Pastoral support, for example with CP needs and wishes – Pupil Voice. Attendance and lateness monitoring. Parental support for PP children with issues beyond the classroom; enabling parents to better support their children and nurturing aspirations for families.

 

IMPACT: the work of the Learning Mentor augmented the targeted support work within school. It enabled groups of children and individuals to develop social skills, learning skills and self-confidence which all impacted on educational attainment and progress. Support extended to families where necessary, a total of 28 pupils and 22 families have been supported through early help this year.

Attendance and punctuality has been identified as a barrier to regular access to school based interventions for PP children. Initiatives to challenge poor attendance and celebrate improvements/regular attendance are in place and targeted at PP children. Weekly attendance monitoring for groups of children, including FSM and PP, are in place and checked with all senior staff on a weekly basis.

 

Learning Assistant Level 3

Specific social, emotional and behavioural support for PP children. Academic interventions beyond the normal class support for PP children to diminish differences in attainment when compared to non-PP children.

 

IMPACT: It enabled groups of children and individuals to develop social skills, learning skills and self-confidence which all impacted on educational attainment and progress.

 

Learning resources

Specific resources have been purchased to target attendance and engagement for PP children. These have included the organising resourcing of the sensory room, attendance awards and initiatives, resources to support emotional well-being

 

IMPACT: It enabled groups of children and individuals to develop social skills, learning skills and self-confidence which all impacted on educational attainment and progress.

 

 

Deputy Head

Specific behavioural support for PP children. Academic and pastoral interventions beyond the normal class support for PP children to diminish differences in attainment when compared to non-PP children.

 

IMPACT: It enabled groups of children and individuals to develop social skills, learning skills and self-confidence which all impacted on educational attainment and progress.

 

 

SENCO

Specific social, emotional and behavioural support for PP children. Academic interventions beyond the normal class support for PP children to diminish differences in attainment when compared to non-PP children.

 

IMPACT: It enabled groups of children and individuals to develop social skills, learning skills and self-confidence which all impacted on educational attainment and progress.

 

 

Attendance SLA

The SLA enables parental engagement for PP children with issues beyond the classroom; enabling parents to better support their children and nurturing aspirations for families. Enables us to signpost parents to other professionals and organisations and to coordinate and liaise for better outcomes for families.

 

IMPACT: Tracking of groups and individual cases demonstrates impact through increased attendance and parental engagement with support agencies.

 

 

Ed Pysch SLA

Specific social, emotional and behavioural support for PP children. Signposting academic interventions beyond the normal class support for PP children to diminish differences in attainment when compared to non-PP children. Where appropriate signposting to ongoing referrals, e.g. ASC Pathway and supporting documentation for EHCP applications.

 

IMPACT: It enabled groups of children and individuals to develop social skills, learning skills and self-confidence which all impacted on educational attainment and progress.

 

 

Educational Visits

Providing contributions or matched funds contributions for children to go on educational visits.

 

IMPACT: It enabled PP children to attend activities and events which enriched the curriculum and helped support the engagement of children’s learning.

 

 

2016-17 Allocation Plan

Number of pupils on roll in January 2017

586

Total number of pupils eligible for PP grant (see above*)

172

Percentage of pupils eligible for PP grant (see above*)

29%

Pupil Premium Grant Allocation

£231,490

 

 

Budget

Enriching the Curriculum / learning resources

 

Educational Visits

 

Learning Resources

 

 

£521

 

£1021

Targeted support

 

Intervention group with L3 Teaching Assistant

 

Deputy Head, one day per week focusing on PP children

 

SENCO, one day per week focusing on PP children

 

Learning Mentor

 

Teaching Assistant support throughout KS1 & KS2

 

 

 

£19,292

 

£10,032

 

£5966

 

£39,564

 

£129664

Extended school support

 

Children’s University

 

Out of Hours Assistant to support pupils in Holiday Club

 

Out of Hours Assistant to support pupils in Breakfast and After School Clubs

 

Holiday Club Subsidy

 

Breakfast and After School Clubs subsidy

 

 

£3000

 

£3940

 

£7500

 

 

£2330

 

£485

 

 

 

Attendance Service Level Agreement

 

Educational Pyschologist Service Level Agreement

£3175

 

£5000

 

 

 

Pupil Premium Strategy Statement (December 2016)

 

1. Summary Information

School

Plantation Primary School & Nursery

Academic Year

2016/17

Total PP budget

£231,490

Date of most recent PP review

03/17

Total number of pupils

586

Number of pupils eligible for PP

172

Date for next internal review of this strategy

07/17

 

2. Current attainment as at July 2016

  • Ofsted Oct 2014: Disadvantaged pupils who are supported through the pupil premium make the same good progress as their classmates. Teachers are very aware of their needs and track their progress carefully. The extra support they are given is highly effective and, as a result, they achieve as well as other pupils. The 2014 results show that there are no gaps between this group and other pupils in the school or other pupils nationally and this continues to be the case.
  • Disadvantaged KS2 pupils’ progress was not significantly below national ‘other’ overall or for any prior attainment group in any subject.
  • KS1 attainment was well below the national figure for expected+ or greater depth in at least one subject for the groups: disadvantaged emerging, disadvantaged expected, girls expected, girls exceeding, boys expected
  • Attendance was low for the groups: FSM, SEN with EHC/statement (in the lowest 10%)
  • Persistent absence was high for the groups: FSM, SEN support (in the highest 10%)

The proportion of disadvantaged pupils that met the expected standard in phonics was above the national figure for other pupils in year 1

 

Pupils eligible for PP

All Pupils

% achieving expected or above in reading, writing & maths

40% (National 60%)

48% (National 53%)

Progress score for Reading

-0.50

-0.03

Progress score for Writing

3.20

3.68

Progress score for Maths

0.26

0.25

 

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers

A

Regular attendance and punctuality.

B

Poorer social skills including self-confidence and resilience in some PP children.

C

The need to raise expectation of achieving higher scores for those PP children who are more able.

D

Lower baseline in reading, writing and phonics for some PP children.

External barriers

E

FINANCIAL: difficulty paying for visits, extended hours activities etc.

F

Parental engagement and aspirations for their children.

 

4. Desired outcomes

Success criteria

A

To ensure exceptionally high achievement for all PP learners through enhanced curriculum opportunities and support.

Disadvantaged pupils in EYFS will be supported to achieve at least in line with children of their own chronological age.

 

Disadvantaged pupils in KS1 will be close to or in line with the national average for other pupils in all subjects including Phonics (expected levels of attainment) i.e. difference from national will be no more than -1 as evidenced in Ofsted Inspection dashboard data.

 

Disadvantaged KS2 pupils’ progress will not be significantly below national other overall or for any prior attainment group in any subject i.e. progress will be expressed as a positive value in the Ofsted inspection dashboard data.

 

More able disadvantaged children will achieve the higher scores in the same proportion as non- disadvantaged children.

B

To develop learning opportunities for pupil premium pupils through the use of social and cultural experiences.

% uptake for visits, clubs etc. will be equal to or greater than % uptake for non-disadvantaged children.

C

To ensure the quality of provision for personal development and welfare continues to be outstanding for all pupils, including PP pupils.

Records kept by learning mentor and class teachers demonstrate that appropriate actions have been planned, undertaken and evaluated with the result that PP pupils develop resilience, social skills, behaviour for learning skills and that the children are safe and happy.

 

Where necessary, parents are supported by workshops, individual support and referral to external agencies.

D

To ensure PP learners attendance and punctuality is improving over time.

PP children’s attendance is improving over to come in line with whole school attendance figures and continues to diminish the difference.

 

Lateness for PP children is at least in line with whole school figures.

 

Regular attendance and punctuality improves educational outcomes through regular access to specific intervention work and other support in school.

 

Attendance meetings with families are better attended on a termly basis and lead to improvements for specific children. Better engagement as a result of SAS home visits leading to improvements in attendance e and punctuality.

 

5. Planned expenditure

Academic Year

2016/17

i. Quality of teaching for all

Desired outcome

Chosen action/approach

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To ensure exceptionally high achievement for all PP learners through enhanced curriculum opportunities and support.

All classes supported with Learning Assistant support for targeted interventions.

Half termly work scrutiny.

Lesson observations at least twice a year.

Termly subject leader monitoring.

Link Governors for specific subjects and departments.

Termly summative assessments and PPMs.

Ongoing formative assessment.

SH

At end of each term

ii. Targeted support

Desired outcome

Chosen action/approach

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To ensure exceptionally high achievement for all PP learners through enhanced curriculum opportunities and support.

Additional Learning Assistant non-class based to provide additional pastoral and academic support.

 

After school tutoring sessions provided by CTs for specific PP children.

Half termly work scrutiny.

Lesson observations at least twice a year.

Termly subject leader monitoring.

Link Governors for specific subjects and departments.

Termly summative assessments and PPMs.

Ongoing formative assessment.

SH

At end of each term

To develop learning opportunities for PP children through the use of social and cultural experiences.

Ensuring PP children are not excluded from clubs, trips and visits due to financial constraints by either supplementing costs or provided these whole.

Register checks for activities and clubs to ensure PP children are being supported.

Target PP children for particular activities/clubs that will benefit the needs of the child.

Discussion at SLT level with Learning Mentor to agree on specific support.

JF

In advance of each term to plan and at end of term to review.

To ensure the quality of provision for personal development and welfare continues to be outstanding for all pupils, including PP pupils.

Flexible and scheduled access to Learning Mentor and other school based services, e.g. Relax Kids.

Access to external agencies support, e.g. counselling services through Oak Leaf.

Organisation of and attendance at meetings such as TAF.

Termly reports and meetings with PP Governor and in school PP Champion (PPC).

JF

Link Gov

PPC

At end of each term

To ensure PP learners attendance and punctuality is improving over time.

Weekly monitoring of punctuality and attendance.

Half termly key action meeting with School Attendance.

Termly Late Gate days.

Attendance panel letters and meetings with children and parents.

Inclusion in whole school attendance rewards system and additional attendance rewards activities for PP children.

Weekly reporting of attendance performance for groups to SLT.

Termly reports to SLT and Governors.

JF

SH

Weekly and at the end of each term.

iii. Other approaches

Desired outcome

Chosen action/approach

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To develop learning opportunities for pupil premium pupils through the use of social and cultural experiences.

Planned allocation of funding for known trips and visits – communicate to parents (£500).

Actively encourage PP children to take up places on trips and visits / clubs where these are optional.

Monitor records of PP spending.

Monitor uptake of PP children in optional events and clubs etc.

SBM

At end of each term

To ensure the quality of provision for personal development and welfare continues to be outstanding for all pupils, including PP pupils.

Employ Learning Mentor to work alongside SENCO and SLT.

Plan and deliver structured activities to enhance social and emotional development.

Work with parents / carers and outside agencies when necessary to enhance child’s well -being and development.

Learning Mentor records of activity and outcomes.

Case reviews held regularly with class teacher and SLT.

Class Teacher / SENCO / Learning Mentor.

Termly at least

 

6. Review of expenditure 2016 - 2017 (to be completed in April 2017)

i. Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

To ensure exceptionally high achievement for all PP learners through enhanced curriculum opportunities and support.

All classes supported with Learning Assistant support for targeted interventions.

Assessment information shows that in most Years PP learners are diminishing the difference with their non PP peers. In one Year this is not the case and this coincides with a long term absence of the Learning Assistant.

Where Learning Assistant support is evaluated by the school as particularly effective, PP children were either in line with or exceeding their non PP peers.

Enhance Learning Assistant support through development using EEF publication ‘Making Best Use of Teaching Assistants’.

Monitoring and evaluation activities, e.g. observations, to also include Learning Assistants as a discrete element.

Staffing cost for maintain this form PP budget TBC

ii. Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

To ensure exceptionally high achievement for all PP learners through enhanced curriculum opportunities and support.

Additional Learning Assistant non-class based to provide additional pastoral and academic support.

 

After school tutoring sessions provided by CTs for specific PP children.

Assessment information shows that in most Years PP learners are diminishing the difference with their non PP peers. In one Year this is not the case and this coincides with a long term absence of the Learning Assistant.

Where Learning Assistant support is evaluated by the school as particularly effective, PP children were either in line with or exceeding their non PP peers.

Those children receiving additional tutoring via PP have continued to progress and diminish the difference with their peers.

Enhance Learning Assistant support through development using EEF publication ‘Making Best Use of Teaching Assistants’.

Monitoring and evaluation activities, e.g. observations, to also include Learning Assistants as a discrete element.

Broaden after school tutoring offer to other children to support their learning.

Staffing cost for maintain this form PP budget TBC

To develop learning opportunities for PP children through the use of social and cultural experiences.

Ensuring PP children are not excluded from clubs, trips and visits due to financial constraints by either supplementing costs or provided these whole.

PP children were not excluded from any educational activities due to financial constraints.

PP children were provided with Holiday Club places and also supplemented as appropriate for extracurricular clubs and activities.

Funding for places such as Holiday Club can provide positive experiences for the children; inclusion in activities develops self-esteem and confidence. Develop the offer of activities as the school offer broadens, informing parents through regular reminders on the school website that places may be subsidised for PP children. Develop extracurricular clubs that are designed to enhance the learning and school experience of PP children.

Estimated cost of paying for trips and Holiday Club on annual basis TBC

To ensure the quality of provision for personal development and welfare continues to be outstanding for all pupils, including PP pupils.

Flexible and scheduled access to Learning Mentor and other school based services, e.g. Relax Kids.

Access to external agencies support, e.g. counselling services through Oak Leaf.

Organisation of and attendance at meetings such as TAF.

Learning Mentor deployed effectively to support children, including those who attract the PP. Excellent liaison with external agencies has meant a bespoke and personalised support plan for every child, including the majority who are PP.

Continue with the approach. Monitor costs to look at development of support to extend to additional Learning Assistant support to provide a wider team of staff who are able to support children at regular times and with unforeseen issues.

Cost of Learning Mentor.

Cost of 2xL3 Learning Assistants TBC

To ensure PP learners attendance and punctuality is improving over time.

Weekly monitoring of punctuality and attendance.

Half termly key action meeting with School Attendance.

Termly Late Gate days.

Attendance panel letters and meetings with children and parents.

Targeted PP children offered places in breakfast club to support improved punctuality and engagement at beginning of school day.

Inclusion in whole school attendance rewards system and additional attendance rewards activities for PP children.

Attendance for PP children improved in the final half term and shows that differences in attendance have decreased over time.

 

Whole school schemes to celebrate good attendance continue and are being developed/revamped with items such as OTIS (On Time and In School) and Attendance Bingo.

Learning Mentor costs TBC

iii. Other approaches

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

To develop learning opportunities for pupil premium pupils through the use of social and cultural experiences.

Ensuring PP children are not excluded from clubs, trips and visits due to financial constraints by either supplementing costs or provided these whole.

PP children were not excluded from any educational activities due to financial constraints.

PP children were provided with Holiday Club places and also supplemented as appropriate for extracurricular clubs and activities.

Funding for places such as Holiday Club can provide positive experiences for the children; inclusion in activities develops self-esteem and confidence. Develop the offer of activities as the school offer broadens, informing parents through regular reminders on the school website that places may be subsidised for PP children. Develop extracurricular clubs that are designed to enhance the learning and school experience of PP children.

Target specific activities for PP children with school experiences, e.g. involvement in

Estimated cost of paying for trips and Holiday Club on annual basis TBC

To ensure the quality of provision for personal development and welfare continues to be outstanding for all pupils, including PP pupils.

Employ Learning Mentor to work alongside SENCO and SLT.

Plan and deliver structured activities to enhance social and emotional development.

Work with parents / carers and outside agencies when necessary to enhance child’s well -being and development.

Weekly meetings with Learning Mentor for SLT have proved very positive, supported understanding and lead to more rapid intervention.

Continue with this very good support. Look to strengthen the offer through the development of a team of 2x L3 Learning Assistants to further enhance the package of support and bespoke nature of activities.

Learning Mentor costs TBC

 

7. Additional detail

 

 

Contact the School

Plantation Primary and Nursery School

Hollies Road,
Halewood,
Knowsley,
L26 0TH

Main Contact: Initial enquiries can be made to the School Office

Tel: 0151 487 5678
plantation@knowsley.gov.uk