Pupil Premium Expenditure

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Pupil Premium Strategy 2018/2019 Evaluation

Updated April 2019

Funding allocation for 2018/2019: £111,00 – £1,320 per pupil 

Main barriers faced by disadvantaged pupils in receipt of Pupil Premium funding:

  • Lower entry data in all subjects than peers
  • Lower attendance figures than peers
  • Less support from the home in some cases
  • Higher proportion of social, emotional and mental health difficulties

 

Main spending during 2018/2019 with approximate costs:

 

Resources, access and CPD:                  £4,320

Specialist and focused intervention: £48,500

Additional Support:                               £63,000

Total                                                         £115, 820

 

  • Inclusion Hub developed to ensure effective support for learners academically and with Social, Emotional and Mental Health (SEMH)
  • Family links to provide positive parenting support (Senior Inclusion lead 1) -including in Inclusion Lead 1
  • Access to Counselling (Senior Inclusion lead 2) £700
  • Access to Art Therapy (Inclusion lead) £700
  • Jigsaw: mindfulness programme and resources purchased for whole school £4000
  • Senior Inclusion leader 1 to focus on attendance and parental engagement of disadvantaged pupils £12,000
  • Senior Inclusion leader 2 to focus on social and emotional support for vulnerable disadvantaged pupils £11,000
  • Inclusion lead to support pupils with emotional literacy and emotion coaching £7000
  • After school tuition for identified pupils, to close gaps in learning in English and Maths in Y5 and Y6 £2,500
  • Additional interventions specifically in Maths and Reading, designed to close gaps between disadvantaged pupils and ‘others’ £15,000
  • Additional TA in cohorts with a high proportion of disadvantaged pupils £63,000
  • Better Reading Programme (BRP), to develop reading skills and comprehension in Year 2 to Year 6 £5000
  • Talk Boost to develop speaking and listening skills in KS1 £5000
  • Funding for residential trips, school trips, clubs and school uniform £1000

 

Impact of spending evidence:

 

Attachment Aware School status

 

Staff were trained in ‘Emotion Coaching, on a whole school inset day 4th September, this high-quality session reviewed theoretical background behind Attachment Adjustment Strategies and how these learners can be best supported on a day to day basis with Emotion Coaching, again feedback from the training was overwhelmingly positive and had a high impact, as all staff are now aware of how to best support these learners. The Inclusion Hub have observed Teachers and Learning assistants use these strategies on numerous occasions since. ARC community membership continues, the online audit and development gave clear next steps in our continued journey to be an Attachment Aware school.  The Deputy headteacher has completed the first NASENCO assignment focused on attachment and made significant changes to SEMH provision based on this.

 

Parent support sessions

 

All parents that have participated fully in the 10-week course showed an increase in knowledge and confidence within a range of 16% – 44% – average increase was 26%.

 

A sample of parent evaluations:

  • Staying calmer definitely works – Time in is great!
  • I have tried a different approach with my daughter – nurturing her personality rather than dismissing or undermining it.
  • Great to meet other parents: realise you are not on your own.

The uptake for the full year has been excellent and includes a number of families identified as being ‘in need to support’ at this time. Engagement, in an open and honest manner, is high in all sessions.

 

The Inclusion Hub

 

The restructure and creation of the Inclusion Hub in 2017 has had a huge impact on vulnerable families at Priory, as we now have the capacity to offer more time and support than ever before.

 

Senior Inclusion Leader 1

 

The Inclusion Leader offers a wide range of support to vulnerable families, year a large amount to time has been spent with the families of pupils with significant and complex medical needs at this time that are impacting on all areas of their lives. The Inclusion leader also supports other Disadvantaged families through Early Help and Family Links.

 

Attendance monitored and addressed by the Inclusion Leader, for Pupil Premium has been an area of development, with the gap between them and Non-Pupil premium at -1.9 during 2017/2018, increasing from -1.7 during 2016/2017. This is due to 1 persistent absentee, referred to EWO, and 7 others with significant ill health, they now have Early in place or have been referred to the Heath hub. This is significantly below the absence rate for PP pupils Nationally and is a strength of the school.

 

In addition, early signs for this academic year are very positive, as the gap between PP pupils and others closes further. At the end of the Autumn term the gap between PP and non-PP was -1.3, a reduction of 0.6 on the end of year figure, (the PP group includes 5 pupils below 80% – 4 of whom have significant health issues).  

 

Senior Inclusion Leader 2

 

The Inclusion Leader continues to offer a wide range of support to our vulnerable families. This term she has also led on the implementation, along with the headteacher, on the Enjoyable Lunchtime project, which has resulted in a 50% decrease in the number of incidents at lunchtime. She regularly trains the Priory PALs and LTS to provide support for our most vulnerable pupils during unstructured times. 

 

The Inclusion Lead also has regular 1:1 session with vulnerable pupils and their families, to support them with a wide range of issues at school and at home – the impact of which has been huge for these children and their families. She also facilitates a number of Initial Early help and Early help meetings and attends CIN meetings, to ensure that families can access support that they need. She also takes part in monthly supervisions with our school allocated social worker, as part of the Better Together project. The Inclusion lead works with the Deputy head to assess and submit data termly on our most vulnerable pupils (most of whom are disadvantaged), as part of this project.

 

Through the Opportunity Area Project and with the support of the Inclusion Leader, who is training to be a Forest School Practitioner, disadvantaged pupils from across KS2 have had the opportunity to take part in a block of Forest Schools learning (one session per week) and Adventure days, facilitated by Time for Sport. The aims of these sessions are to:

  • Increase Confidence
  • Be Motivated and inspired
  • Develop resilient, persistence and grit
  • Improve problem solving skills
  • Be tolerant and respectful
  • Develop leadership skills
  • Teamwork – Be honest, demonstrating integrity and dignity

Sessions have been very well received and thoroughly enjoyed by the pupils who took part.

 

Inclusion Lead

 

The Inclusion Lead has supported a wide range vulnerable disadvantaged pupil across the school. Part of this was targeted towards a disadvantaged pupil who had a ‘wrap around plan’ in place, meaning that he needed significant additional support for his wellbeing in school. the Inclusion Lead has also provided a nurturing and CBT based learning approach for a group of pupils, the majority of whom are disadvantaged, which has been very successful and resulted in significant improvement in both learning and social skills.  The IL continues to develop improved communication with vulnerable families, provide daily meet and greet for pupils, support emotional literacy, emotion coaching and input support to help the learners, to focus on the learning opportunity. She is also now supporting other practitioners to develop their skills to support pupils by providing therapeutic behaviour support training, attachment awareness and facilitating a number of team around the child meetings to implement the SUCCESS behaviour model for key pupils.

 

She also supports several families where they have requested support with the behaviour of pupils at home, she provides advice on routines, use of visuals, boundaries and mindfulness and relaxation techniques.

 

 

Reading intervention – The Better Reading Programme

 

BRP, which now links to the Accelerated Reader system, has again been very successful. As a group the  pupils improved an average of 10 months during the 10 week programme, their average standardised score moved from 91 to 95 and their oral fluency improved by 21 points.

 

Where pupils engaged best, read widely at home and took quizzes often, the increase over the 10 week programme was around 2 years.

 

Rapid Maths

 

When taking part in the Rapid Maths intervention,  pupils made an average of 36% increase in skills developed over the course of the sessions and of the 24 pupils who took part in the intervention, 70% made a significant improvement to their in-class arithmetic scores, showing that they have been able to apply their skills into another context.

 

Art Therapy – after school session

 

Targeted after school art therapy club started with 6 pupils at a time began in September – the impact of the Art Therapy CPD has been that the children have opened their minds to expressive arts. It has been beneficial to use as a technique for the children to use as part of restorative practice and emotional wellbeing development, improving pupils’ overall wellbeing. It was been so successful with some individuals that it has been added to their SEND provision and runs as an intervention in school during the afternoon.

 

Additional TA in cohorts with a high proportion of disadvantaged pupils

 

As a group, Disadvantaged pupils across the school are making better than typical progress in Reading and Maths and typical progress in Writing. This has increased in the last year in Reading and Maths, as they made typical progress in all areas during the last academic year.

 

Disadvantaged pupils in Nursery, Reception, Year 1, Year 2 and Year 4 pupils are making more progress than their peers.

 

Spending moving forward 2019/2020:

 

  • Attachment Awareness Year 2 – focus Emotion coaching
  • Family Links
  • Forest Schools
  • Counselling practitioner CPD
  • Inclusion Leader – focusing on improving attendance and positive parenting
  • Inclusion Lead- focusing on supporting the most vulnerable pupils + providing support for Priory Staff and families
  • Inclusion Leader – focusing on providing support through Early Help, counselling, enjoyable lunch project and Forest schools
  • BRP intervention – previously high impact
  • Talk Boost – previously high impact
  • Rapid Maths – previously high impact
  • After school tuition – previously high impact
  • Additional support from Learning Assistants
  • Additional Writing intervention to be added, based on data thread

 

Next Pupil Premium Strategy update September 2019

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