1. Summary Information |
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School Wellesley Primary |
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Academic Year |
2020-21 |
Total PP Budget |
£26,840 |
Date of most recent PP Review external Date of most recent audit internal |
Oct 2020 |
Total Number of pupils |
208 |
Number of pupils eligible for PP |
18 |
Date for next internal review of this strategy |
Oct 2021 |
2. Current Attainment |
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Outcomes by subject 2019 for PP pupils school and (PP pupils national in brackets) Reading % Writing % Maths % |
5 pupils eligible for PP (3 SEN) - Wellesley |
Pupils not eligible for PP National/Similar Schools |
% achieving in reading, writing and maths |
Reading - 40% Writing - 40% Maths 40% Combined - 40% |
Reading - 78%/62% Writing - 78%/68% Maths - 84%/67% Combined - 71%/51% |
progress in reading |
-2.83 |
0.32/-0.62 |
progress in writing |
-0.36 |
0.27/-0.50 |
progress in maths |
1.14 |
0.37/-0.71 |
3. Barriers to future attainment (for pupils eligible for PP, including high ability) |
|
In-school barriers to be addressed |
|
A. |
Children not being ready to learn due to emotional wellbeing and lack of self-esteem |
B. |
Poor communication and language skills. |
C. |
Lack of wider opportunities in order to increase life-experiences and raise aspirations. |
D. |
Not having equipment and necessary school uniform. |
External barriers (issues which also require action outside school, such as low attendance rates) |
|
E. |
Attendance and broken weeks. |
F. |
Lack of parental engagement and support for home learning. |
G. |
Lack of money for extended school opportunities. |
H. |
Lack of support networks to help parents cope with parenting difficulties eg. behaviour outside school |
4. Desired Outcomes |
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|
Desired outcomes and how they will be measured |
Success criteria |
A. |
Children being ready to learn and engaged in lessons first thing in the morning.
|
|
B. |
Whole school approach to improving children's communication and language skills.
See Oracy Action Plan
See English action plan. |
|
C. |
Ensure children are given opportunities to increase their life experiences and have high aspirations.
|
|
D. |
Ensure provision for children with multiple vulnerabilities
|
|
E. |
To ensure attendance and broken weeks stays below national.
|
|
F. |
To increase parental awareness of ways to support their child at home.
|
|
G. |
For children to be able to benefit from extended school opportunities.
|
|
H. |
For parents to understand the support available to them through school.
|
|
5. Planned expenditure |
Financial Year: 2020-21 |
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 stategies. |
i. Quality of teacher for all |
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Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead & Cost |
When will you review the implementation? |
Effective 1:1 feedback. See Pupil Premium Action Plan. |
For teachers to give individual input and next steps to support learning. |
Quality first teaching providing for individual needs. Teachers report that they find this the most effective way of supporting and challenging children. |
1:1 feedback given by the class teacher. Notes monitored by LHA Pupil Conferencing. Learning Walks |
LHA
Supply teacher 2x mornings per week & DH time
£7,665 & £1,173 |
December April July |
Children speaking clearly in fully formed sentences. See Oracy Action Plan |
For teachers to model, repeat back correctly if wrong, expect children to respond in sentences. For teachers to provide schema for children to use such as how to greet a visitior to class. |
Some children are unable to speak in fully formed, grammatically accurate sentences. This can hinder their ability to explain their thoughts and talk about their learning. |
Training for staff in the use of language and oracy. Research projects into best ways to support language development. Teachers to trial different ways to develop the use of language. Create a consistent set of sentence sttems for use across the school, developing as the children get older. Pupil Conferencing. |
HS
Staff meeting time x 5
Appraisal time x 4
£310.00 |
Staff meetings December February May July Appraisal review meetings. |
Wider vocabulary being used in school. See Oracy Action Plan |
Teachers to focus on language and extending and enriching vocabulary in English lessons.
Curriculum review to include key language for all subjects.
Develop children's general knowledge so that they can speak knowledgeably about a wider range of subjects.
Increase the amount of singing in school, particularly linked to topics and units of work as this can develop language in a really enjoyable way.
|
Many children are using limited unadventurous language. They also do not challenge the meaning of words they hear and read, asking for explanations.
Children cannot always hold conversations because they have a limited general knowledge. |
Planning will show language to be developed. Learning Walks Homework jigsaws show activities to develop areas of general knowledge. Assembly plans show how general knowledge will be developed. Planning will show wider use of singing lined to topics and units of work. Pupil Conferencing. |
SB/MM
Monitoring time
£310.00 |
December April July |
Improved reading outcomes throughout the shcool. See English Action plan. |
Revised guided reading sequence and a focus on inference approach throughout the school. Good use of quality text and emersion in quality texts. |
Lower results in EXS in reading at both KS1 and KS2 in 2018-19 |
Lesson observations Pupil results |
SB/MM
£310 |
April July |
Phonics See Phonics Action Plan |
Review Teaching and Learning in Phonics in EYFS and KSA to ensure effective, pacy teaching.
Ensure reading books match children's phonic ability. |
Lower results in Y1 phonics check 2018-19 |
Lessons observations Pupil results Reading with pupils. |
CT
Time for monitoring
£155.00 |
February May |
For children to have focused support to enable them to access the KS tests. |
To provide targeted support in Year 2 and Year 6 to allow children access to the key stage tests. |
Focus group work that enables children to overlearn skills.
Focusing on children's strengths as well as weakenesses allows for the child to recognise their own skills and improve their understanding. |
Pupil feedback Teacher to plan individualised curriculum. |
£9345 on 2 teachers providing support to targeted children.
|
Terms 4 & 5 |
To help vulnerable children cope with the pressures of growing up and home life. |
Small group and 1:1 group intervention focusing on children's wellbeing and emotional and social mental health, e.g. Anxiety Gremlin, Sand Tray therapy, Talk time. |
Children need to be supported in developing the skills they need to manage the challenges in life such as anxiety and relationships. They need to learn how to look after their own wellbeing. |
Monitoring of groups and impact on individuals. |
SJ LHA
£4,000 |
Ongoing |
Total budgeted cost £23,586 |
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i.i Other approaches |
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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 the implementation? |
Pupils are ready to learn at the beginning of school day both emotionally and physically |
For all children to have access to Breakfast Club. |
For children to be ready to learn at the start of the school day. |
Pupil conferencing. |
TL DP SN
£400.00 |
Ongoing |
Pupils are ready to learn at the beginning of school day both emotionally and physically. |
For all children to have access to Jellybeans - an additional breakfast club to enable children to have a calm time and time to chat at the start of the school day. |
For children to be calm and ready to learn at the beginning of the school.
For children to talk through their worries and have a balanced and healthy breakfast.
|
Staff feedback Pupil conferencing |
DP LHA
TA Time - £800 |
Ongoing |
Ensuring disadvantaged children get the opportunity to complete their homework with the support of a teacher. |
After-school homework club. |
For children to have access to the internet and resources with support from an adult to complete homework tasks. |
Pupil conferencing. Parent feedback. |
HS |
Ongoing |
Children have access to extended schools and enrichment opportunities. |
Assistance for families with funds for attending clubs and trips. |
Pupils can engage with trips and benefit from a range of extra-curricular activities. |
Pupil conferencing. Parental feedback. |
HS
£300 |
Ongoing |
Parents are supported in handling issues such as behaviour management and accessing support in the community such as housing.
Targeted support for vulnerable families. |
Assistance for families through our parent support worker. |
Parents are supported with paper work, advice and information to help them support their child at home and outside of school. |
Parent feedback. |
HS
£2,050Parent Support
£100 uniform/meals |
Term 6 |
Total budgeted cost for all areas £26,840 |
5. Planned expenditure |
Financial Year: 2019-20 |
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 stategies. |
i. Quality of teacher 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 & Cost |
When will you review the implementation? |
Effective 1:1 feedback. See Pupil Premium Action Plan. |
For teachers to give individual input and next steps to support learning. |
Quality first teaching providing for individual needs. Teachers report that they find this the most effective way of supporting and challenging children. |
1:1 feedback given by the class teacher. Notes monitored by LHA Pupil Conferencing. Learning Walks |
LHA
Supply teacher 2x mornings per week & DH time
£7,665 & £1,173 |
December April July |
Children speaking clearly in fully formed sentences. See Oracy Action Plan |
For teachers to model, repeat back correctly if wrong, expect children to respond in sentences. For teachers to provide schema for children to use such as how to greet a visitior to class. |
Some children are unable to speak in fully formed, grammatically accurate sentences. This can hinder their ability to explain their thoughts and talk about their learning. |
Training for staff in the use of language and oracy. Research projects into best ways to support language development. Teachers to trial different ways to develop the use of language. Create a consistent set of sentence sttems for use across the school, developing as the children get older. Pupil Conferencing. |
HS
Staff meeting time x 5
Appraisal time x 4
£310.00 |
Staff meetings December February May July Appraisal review meetings. |
Wider vocabulary being used in school. See Oracy Action Plan |
Teachers to focus on language and extending and enriching vocabulary in English lessons.
Curriculum review to include key language for all subjects.
Develop children's general knowledge so that they can speak knowledgeably about a wider range of subjects.
Increase the amount of singing in school, particularly linked to topics and units of work as this can develop language in a really enjoyable way.
|
Many children are using limited unadventurous language. They also do not challenge the meaning of words they hear and read, asking for explanations.
Children cannot always hold conversations because they have a limited general knowledge. |
Planning will show language to be developed. Learning Walks Homework jigsaws show activities to develop areas of general knowledge. Assembly plans show how general knowledge will be developed. Planning will show wider use of singing lined to topics and units of work. Pupil Conferencing. |
SB/MM
Monitoring time
£310.00 |
December April July |
Improved reading outcomes throughout the shcool. See English Action plan. |
Revised guided reading sequence and a focus on inference approach throughout the school. Good use of quality text and emersion in quality texts. |
Lower results in EXS in reading at both KS1 and KS2 in 2018-19 |
Lesson observations Pupil results |
SB/MM
£310 |
April July |
Phonics See Phonics Action Plan |
Review Teaching and Learning in Phonics in EYFS and KSA to ensure effective, pacy teaching.
Ensure reading books match children's phonic ability. |
Lower results in Y1 phonics check 2018-19 |
Lessons observations Pupil results Reading with pupils. |
CT
Time for monitoring
£155.00 |
February May |
For children to have focused support to enable them to access the KS tests. |
To provide targeted support in Year 2 and Year 6 to allow children access to the key stage tests. |
Focus group work that enables children to overlearn skills.
Focusing on children's strengths as well as weakenesses allows for the child to recognise their own skills and improve their understanding. |
Pupil feedback Teacher to plan individualised curriculum. |
£9345 on 2 teachers providing support to targeted children.
|
Terms 4 & 5 |
To help vulnerable children cope with the pressures of growing up and home life. |
Small group and 1:1 group intervention focusing on children's wellbeing and emotional and social mental health, e.g. Anxiety Gremlin, Sand Tray therapy, Talk time. |
Children need to be supported in developing the skills they need to manage the challenges in life such as anxiety and relationships. They need to learn how to look after their own wellbeing. |
Monitoring of groups and impact on individuals. |
SJ LHA
£4,318 |
Ongoing |
Total budgeted cost £23,586 |
|||||
i.i 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 the implementation? |
Pupils are ready to learn at the beginning of school day both emotionally and physically |
For all children to have access to Breakfast Club. |
For children to be ready to learn at the start of the school day. |
Pupil conferencing. |
TL DP SN
£400.00 |
Ongoing |
Pupils are ready to learn at the beginning of school day both emotionally and physically. |
For all children to have access to Jellybeans - an additional breakfast club to enable children to have a calm time and time to chat at the start of the school day. |
For children to be calm and ready to learn at the beginning of the school.
For children to talk through their worries and have a balanced and healthy breakfast.
|
Staff feedback Pupil conferencing |
DP LHA
TA Time - £1,800 |
Ongoing |
Ensuring disadvantaged children get the opportunity to complete their homework with the support of a teacher. |
After-school homework club. |
For children to have access to the internet and resources with support from an adult to complete homework tasks. |
Pupil conferencing. Parent feedback. |
HS |
Ongoing |
Children have access to extended schools and enrichment opportunities. |
Assistance for families with funds for attending clubs and trips. |
Pupils can engage with trips and benefit from a range of extra-curricular activities. |
Pupil conferencing. Parental feedback. |
HS
£300 |
Ongoing |
Parents are supported in handling issues such as behaviour management and accessing support in the community such as housing.
Targeted support for vulnerable families. |
Assistance for families through our parent support worker. |
Parents are supported with paper work, advice and information to help them support their child at home and outside of school. |
Parent feedback. |
HS
£1,900 Parent Support
£894 uniform/meals |
Term 6 |
Total budgeted cost for all areas £28,880 |