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Compass Primary School

Pupil Premium

 Peckover Primary School Pupil premium strategy statement

   1. Summary information

School

Peckover Primary School

Academic Year

2019/20

Total PP budget

£135,000

Date of most recent PP Review

July 2019

Total number of pupils

374

Number of pupils eligible for PP

115

Date for next internal review of this strategy

December 2019

 

    2.

     3. Current Outcomes

2019 Outcomes

Pupils eligible for PP (Peckover School)

Pupils eligible for PP – SEND
(Peckover School)

All Pupils (national average)

% achieving in the expected standard or above in reading, writing and maths

67%

90%

65%

% achieving expected standard or above in reading

67%

90%

73%

% achieving expected standard or above in writing

72%

100%

78%

% achieving expected standard or above in maths

72%

90%

79%

 

   4. Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers

A

Lack of oracy and vocabulary leading to less Pupil Premium children reaching the Greater Depth Standard in Writing compared to Non-PP children in some year groups.

B

Current Year 3 Pupil Premium children underperformed Non-PP children across the board. A third member of staff has been placed in Year 3 to help to target key children next year, ensuring they make the expected progress.

C

Social, Emotional and Mental Health issues leading to behaviour which impacts on some PP children’s learning.

D

Many current Year 5 PP boys have SEND, which led to poor attainment during 2018/19. An extra member of staff will be doing precision teaching with these target children throughout 2019/20.

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

E

Lack of exposure to high-quality vocabulary and communication skills, due to living in an area of high deprivation

 

Chaotic and turbulent home lives leading to trauma, often relating to safeguarding and resulting in SEMH

 

Neglect at home, making attendance and school readiness difficult for some PP children

  1. As part of your full strategy you will also wish to consider results for specific groups of pupils (such as particular year groups or minority groups) as well as the headline figures presented here. If you have very small pupil number you may wish to present 3 year averages here.

    Data sources that can help you identify barriers to attainment  in your school include: RAISEonline; the EEF Families of Schools database; FFT Aspire; staff and pupil consultation; attendance records; recent school Ofsted reports; and Ofsted guidance.

    72 %( National 70%

    It is not essential to identify four desired outcomes; focusing on fewer aims in more depth is encouraged.

    Identify barriers that need to bressed in-school, as well as external issues such as poor home learning environments and low attendance.

    Use measures that replace levels.

    An illustrative example of a completed primary template is available at: http://tscouncil.org.uk/resources/guide-to-effective-pupil-premium-reviews/

    5. Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

A

Where the gap exists in Year 3 and Year 5, narrow the gap between PP and Non-PP, by using additional staff to work with targeted children to ensure they make expected progress. Measured via assessment windows and teacher judgement.

End of Year 2018/19 EXS or above combined gaps:

Year 3 PP – 40%

Year 3 Non-PP – 66%

Year 5 PP – 37%

Year 5 Non-PP – 58%

Targeted gap for 2019/20: <20%

 

B

Increase percentage of PP children achieving Greater Depth in Writing, measured by teacher assessment and external moderation. Quality First Teaching, focus on vocabulary and reading.

Current GD PP in Writing in most year groups, less than 10%.
Target GD PP Writing – broadly in line with Non-PP GD writing

 

C

PP SEMH children, including non-arrivals at non-standard starting points are supported to be successful in all areas of school life and ready to learn.

Measured via Boxall profiles, pastoral support observations and records. CPOMS records.

Increase % of children who believe that behaviour is good at ‘my school’ by 15%
Forest Schools – entry and exit data Boxall profiles

Bespoke nurture groups

Reduction of Fixed Term Exclusions

 

 

D

Ensure PP children are ready for school and feel safe in the school environment.

Provide PP children with opportunities which they may not be able to experience at home.

PP children to have the correct school uniform and be fed ready for school (Breakfast Club, Free School Meals, Free milk).

 

 

Best practice is to combine professional knowledge with robust evidence about approaches which are known to be effective. You can consult external evidence sources such as: the Teaching and Learning Toolkit, the NfER report on supporting the attainment of disadvantaged pupils, Ofsted’s 2013 report on the pupil premium and Ofsted’s 2014 report on pupil premium progress.

You may have more than one action/approach for each desired outcome. 

   6. Planned expenditure

 

Academic year

£135,000

 

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

Cost/When will you review implementation?

 

Where the gap exists in Year 3 and Year 5, narrow the gap between PP and Non-PP.

Extra teacher in Year 3, as well as a HLTA for 21.5 hours per week to target those who have fallen behind, including PP children.

 

An extra teacher leaves room for further interventions and targeted support for the children in this year group. This will hopefully enable the children who are behind their peers to make good progress this year and therefore achieve better at the end of the year, ready for moving up to Year 4.

 

 

Monitor interventions in Year 3 by observing and discussing with class teachers and Teaching Assistants.

 

Case studies

Teaching staff

 

 

 

 

 

 

 

JJ

Learning mentor - £12,000

Extra teacher in Y3 (%) - £12,000

December 2019

 

Increase percentage of PP children achieving Greater Depth in Writing, measured by teacher assessment and external moderation.

Whole school focus on reading and vocabulary: buying new books; each classroom to have an inviting reading area. Teachers to explicitly plan reading of high-quality texts.

Reading and the development of vocabulary are paramount to children becoming writers.

 

EEF Guide to Pupil Premium – whole school approaches

Liaise with Curriculum Lead, as well as English Leads to ensure that planning includes high-quality texts and time to be exposed to a range of reading materials.

Teaching staff

SLT

English Leads

Quality texts - £3,000

December 2019

 

Ensure PP children are ready for school and feel safe in the school environment.

Provide PP children with opportunities which they may not be able to experience at home.

 

School trips

Creative curriculum

Forest Schools

School uniform

Music lessons

Providing Pupil Premium children with real-life, practical, engaging experiences that they may not have the opportunity of doing outside of school. When children are immersed in their learning, they are much more likely to have a solid understanding and learn a range of skills at the same time.

Observations

Class Teachers

Forest Schools – £5,492

Trips – £2,000

Uniform - £500

Music lessons - £500

December 2019

 

Total budgeted cost

£35,492

 

 

  ii. 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

When will you review implementation?

Where the gap exists in Year 3 and Year 5, narrow the gap between PP and Non-PP, by using additional staff to work with targeted children to ensure they make expected progress. Measured via assessment windows and teacher judgement.

Targeted precision teaching for those behind their peers

 

 

“Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement.”

EEF Guide to Pupil Premium

Monitor interventions records and check that children are making progress during assessment periods. Observe interventions.

HLTA

Learning mentor - £10,000

December 2019

Where the gap exists in Year 3 and Year 5, narrow the gap between PP and Non-PP, by using additional staff to work with targeted children to ensure they make expected progress.

TA’s – targeted interventions across the school to keep the gap closed/narrow the gap where it exists.

“Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement.”

EEF Guide to Pupil Premium

Monitoring and observations

 

Assessments

JJ

TA’s

Learning mentors - £27,000

December 2019

Increase percentage of PP children achieving Greater Depth in Writing, measured by teacher assessment and external moderation. Quality First Teaching, focus on vocabulary and reading.

Teachers to arrange 1:1 writing consultations as part of interventions

“Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement.”

EEF Guide to Pupil Premium

 

Writing consultations have worked very well for children in our school – we see huge progress in a short period of time.

Observations and assessments

Teachers and JJ

Part of daily learning

December 2019

PP SEMH children, including non-arrivals at non-standard starting points are supported to be successful in all areas of school life and ready to learn.

Measured via Boxall profiles, pastoral support observations and records. CPOMS records.

Nurture group

Pastoral support

Sensory circuits

Behaviour support

Eagles

 

“Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support.”

EEF Guide to Pupil Premium

 

Nest records

Nurture group observations

Boxall profiles

Case studies

Lou T

Nicky H

JJ

Inclusion Manager - £33,155

Nurture group - £12,000

 

December 2019

Ensure PP children, who may have difficult home lives are ready for school and feel safe at school.

Provide PP children with opportunities which they may not be able to experience at home.

 

Free Breakfast club

Free School Meals

Provide school uniform where necessary

 

EEF A Guide to Pupil Premium

 

Ensuring the children receive a good meal to start the day improves concentration in lessons and helps the children to feel ready to learn.

 

School uniform is important to ensure that children feel part of the school community and look smart at school; showing they are ready to learn.

 

Children to be offered Free Breakfast Club, Free Milk at break time and Free School Meals.

Funding monitored

Tracey Else

Breakfast club - £4,545

Milk - £943

Total budgeted cost

£86,643

 

At Peckover School, we have a holistic approach to supporting families in receipt of pupil premium funding. We ensure children attend school regularly and are ready to learn by supporting the emotional and social needs of the pupils and their families. Pupil Premium funding is part of the whole school strategy and benefits all.

Each child in receipt of pupil premium funding has a ‘pupil passport’ to ensure there is a consistent approach to meeting their needs across the school. The passport is a bespoke package, which overcomes barriers to learning.

This pyramid shows the levels of support PP children receive and staff responsibilities for these different levels. This is our tiered approach and some levels do overlap:

  1. Review of expenditure

Previous Academic Year

  1.  

  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

Narrow the gap between PP children and non-PP children – allow all children to have the same experiences.

All children to be immersed in the curriculum to expose children to real life experiences. This is particularly important for PP children as they may be less likely to partake in such activities outside of school (according to research).

Curriculum planned based around skills and knowledge that children need to have to be able.

Children to have ‘WOW’ moments (real life experiences) to base their learning on, making their learning more relatable and engaging.

The gap between PP and non-PP children narrowed in most year groups.

PP children made excellent progress in Reading, Writing and Maths.

Children’s vocabulary developed immensely through the use of ‘Mrs Wordsmith’ – specific vocabulary teaching.

Curriculum intent to be based around an immersive curriculum approach for all.

Continue and develop the use of Mrs Wordsmith to enhance children’s vocabulary.

Part of everyday learning

  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

PP children in Year 2 – narrow the gap between PP and non-PP

TA to complete targeted interventions, plugging gaps, picking up misconceptions, personalising the learning to each specific individual.

Gaps between PP and Non-PP

 

Reading

PP – 53% (PP-SEN = 73%)

Non-PP 67%

 

Writing

PP – 47%   (PP-SEN = 55%)

Non-PP – 75% 

 

Maths

PP – 60% (PP-SEN = 73%)

Non-PP – 90%

PP children in Year 3 will need continued specific targeted interventions to ensure that the children make good progress. Year 3 will have 3 teachers and a HLTA to enable more interventions to take place to provide the necessary support for these children.

£10,706

PP children to be no more than 5% below non-PP children in phonics

TA – personalised phonics intervention

PP children outperformed non-PP children

PP – 83.3%

Non-PP – 76.3%

Continue targeted intervention

£15,492

Narrow the gap in EYFS

Learning mentors

69% PP achieved GLD

All children – 65%

Continue learning mentors in EYFS

£10,000

Narrow the gap between PP and non-PP achieving EXS in Year 6

Personalised learning in Y6

2018/19

Disadvantaged Nationals RWM combined – 65%

Our PP RWM Combined – 64%

Our disadvantaged RWM Combined – 60%

 

Dis progress: 0.2

Nat progress: -0.7

 

Reading

Nationals –

Dis – 62%

PP – 72%

Non-PP – 86%

Progress PP +1.18

 

Writing

Nat dis – 67%

PP – 72%

Non-PP – 90%

Progress PP +1.47

 

Maths

Nationals – 79%

PP – 61%

Non-PP 93%

Progress PP +0.53

PP children next year to continue to receive targeted intervention in Year 6 next year.

Maths misconceptions to be picked up the same day or next day where possible.

 

£6,643

Children in Year 2 to secure their phonics knowledge to allow them to make good progress in Reading.

Precision teaching

PP children reading interventions twice per week

2 out of the 3 children made the expected progress in reading.

1 child made good progress, but not quite enough to show the expected level – this child will be targeted next year.

Continue precision teaching next year to ensure these children continue to make good progress.

£3,054

  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

Children to have a good start to the day to enable them to come into lessons ready to learn and able to concentrate.

Free breakfast club for PP children.

 

Milk

 

FSM

 

Children into school early – improved attendance.

 

Children nourished whilst at school.

Continue approach

£4,545

 

 

£943

 

£30,000

 

PP children able to attend school trips along with their peers.

School trips

Children attended school trips along with their peers, therefore then able to complete post-trip work and experience the same as others.

Continue approach.

Ensure that parents know that they are able to talk to us if they are unable to afford a trip, so that we can help them.

£17

PP children to receive quality interventions and quality first teaching to ensure they make good progress.

Leadership – monitoring

RH to begin with

JJ to continue from Jan 2019

2 TA meetings on interventions to show them new resources and ensure they knew their PP children well.

PP children’s books to be stickered so that they can be clearly distinguished.

Drop-ins to ensure the children are receiving the support they need.

Monitoring record-keeping of interventions and bespoke packages which children are receiving from PP funding.

Observing and improving interventions to ensure children make at least good progress.

Liaising with Pastoral manager and SENDCo to ensure that children are receiving the correct SEMH/educational support.

Meet with governors to give them an understanding of how we support children.

Meet with children, get to know them and help teachers to support them.

Continue to record-keep, monitor assessments of PP children, continue to ensure that they are receiving quality interventions and quality first teaching.

£4,397

PP children to improve attendance – less than 10% below 90% for the year.

Pastoral support to both the family and children.

Only 2.8% children below 90%, compared to 12% in the previous year.

 

PP attendance – 96.62%

Teachers to continue to report pupil absences to LT.

Home visits to be completed where necessary.

Rewards for good attendance to continue.

Teachers to liaise with parents about attendance.

LT to support families in ensuring their children have good attendance.

£11,429

Children to receive SEMH support to enable children to be more successful in the classroom

Nurture

Boxall

Children provided with strategies to enable them to cope with their emotions.

Children to receive bereavement counselling if applicable.

Children and families to have LT as a point of contact for support.

Small nurture groups to happen each afternoon to support SEMH.

Teachers and LT to Boxall children to monitor their progress.

Continue

NH also joining team and will be in the Nest (pastoral base), as well as taking Nurture group

£11,429

Reduce the number of behaviour incidences and fixed term exclusions

Sensory circuits

Allowed children to have a calm start to the day.

2017/18 – 40 days of exclusions

2018/19 – 22 days of exclusions

Continue sensory circuits as teachers have noticed when specific children do not attend circuits, it can really negatively impact on their day.

£11,429

 

Core Values