2017-18

Plantation

 

PUPIL PREMIUM ALLOCATION 2017 - 2018

 

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)

2016-17 Allocation

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 A+B

A (Apr 2016 – Aug 2016) = £96,454

B (Sept 2016 – Mar 2017) = £134,850

£231,304

 

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

 

One-to-one tutoring

 

 

 

£19,292

 

£10,032

 

£5966

 

£39,564

 

£128278

 

£1200

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

 

Approximately 29% of pupils at Plantation Primary School received FSM in one or more of the 16/17 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 £231,304

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 and Holiday 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 10 pupils and 6 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.

 

 

2017-18 Allocation Plan

Number of pupils on roll in January 2018

552

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

173

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

31%

Pupil Premium Grant Allocation A+B

A (Apr 2017 – Aug 2017) = £96,322

B (Sept 2017 – Mar 2018) = £133,210

£229,532

 

 

Budget

Enriching the Curriculum / learning resources

 

Educational Visits

 

Learning Resources

 

 

£1500

 

£1500

Targeted support

 

Intervention groups with 2x L3 Teaching Assistant

 

SENCO, targeting PP children

 

Learning Mentor

 

Teaching Assistant support throughout KS1 & KS2

 

 

 

£38,000

 

£6000

 

£24,357

 

£130,000

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

 

£4000

 

£7500

 

 

£4000

 

£1500

 

 

 

Attendance Service Level Agreement

 

Educational Psychologist Service Level Agreement

£3175

 

£5000

 

 

 

Pupil Premium Strategy Statement (December 2017)

 

1. Summary Information

School

Plantation Primary School & Nursery

Academic Year

2017/18

Total PP budget

£229,532

Date of most recent PP review

03/18

Total number of pupils

552

Number of pupils eligible for PP

173

Date for next internal review of this strategy

07/18

 

2. Current attainment as at July 2017

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.

 

KS1

Reading

The percentage of disadvantaged students achieving the expected standard in reading is 2.2% lower than the non-disadvantaged students’ average, and 10.7% more than the national Disadvantaged average. The school gap has narrowed by 13.2% since last year.

Writing

The percentage of disadvantaged students achieving the expected standard in writing is 13.1% less than the non-disadvantaged students’ average and 10.8% more than the national disadvantaged average. The school gap has narrowed by 15.2% since last year.

Maths

The percentage of disadvantaged students achieving the expected standard in maths is 8.7% less than the non-disadvantaged students’ average, and 7.2% higher than the national disadvantaged average. The school gap has narrowed by 3.2% since last year.

 

KS2

Reading

Progress: The reading Overall Progress Score for disadvantaged students is 1.01 more than the non-disadvantaged students average, and 0.69 higher than the national disadvantaged average. This group is outperforming the non-disadvantaged students’ average by 1.76 more than last year.

Attainment: The percentage of disadvantaged students achieving the expected standard in reading is 9.2% higher than the non-disadvantaged students’ average and 19.1% more than the national disadvantaged average. This group is outperforming the non-disadvantaged students’ average by 17.4% more than last year.

Writing

Progress: The writing Overall Progress Score amongst disadvantaged students is 1.51 lower than the non-disadvantaged students’ average and 1.44 lower than the national disadvantaged average. The school gap has widened by 0.74 since last year.

Attainment: The percentage of disadvantaged students achieving at the expected standard in writing (TA) is 5.4% less than the non-disadvantaged students’ average, and 8.3% less than the national disadvantaged average. The school gap has narrowed by 7.3% since last year.

Maths

Progress: The maths Overall Progress Score for disadvantaged students is 1.16 less than the non-disadvantaged students’ average and 1.80 less than the national disadvantaged average. The school gap has widened by 1.19 since last year.

Attainment: The percentage of disadvantaged students achieving the expected standard in maths is 7.7% lower than the non-disadvantaged students’ average and 9.4% more than the national disadvantaged average. The school gap has widened by 4.2% since last year.

Disadvantaged

Other

(non PP)

% achieving expected or above in reading, writing & maths

55% (National 67%)

61% (National 67%)

Progress score for Reading

0.43

-0.58

Progress score for Writing

-2.25

-0.74

Progress score for Maths

-1.17

-0.01

 

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

In-school barriers

A

Regular attendance and punctuality.

B

Poorer communication and 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 proportionately equal to the % 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(e.g. behaviour logs) 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

2017/18

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.

Maths and English Leaders

 

Department leaders

At end of each term

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

 

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

 

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

 

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

Employment of 2x L3 Learning Assistants, coordinated by SENCO to provide alternative provisions and therapies on a timetabled and ad hoc basis.

 

Alternative provisions to include use of outdoor provision, sensory room, Relax Kids, Sensory Circuits, peer massage and lunchtime clubs.

Half termly review with SENCO.

Pupil feedback.

Termly reports to governors and SLT.

SENCO

August 2019

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.

Maths and English Leaders

 

Department leaders

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.

SH & 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

SH & JF

Link Gov.

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.

SH & JF

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.

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 2017 - 2018 (to be completed in April 2018)

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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