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1.  Summary information

School

Thurnby Lodge Primary Academy

Academic Year

2017-2018

Total PP budget (based on 2017 Census)

£116,000

Date of most recent PP Review

July 2017

Total number of pupils

251

Number of pupils eligible for PP 2017-2018

87

Date for next internal review of this strategy

March 2018

 

2.  Current attainment  

 

Pupils eligible for PP

Pupils not eligible for PP

% achieving expected or above in reading, writing and maths

57.1%

72.7%

Average steps progress from Sum 2 to Aut 2 data point- reading

2.7

3.0

Average steps progress from Sum 2 to Aut 2 data point- writing

2.9

3.3

Average steps progress from Sum 2 to Aut 2 data point- maths

2.7

3.1

 

 

 

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

 

 In-school barriers

A.   

Our PP children lack enrichment opportunities right across the school which can prevent vocabulary knowledge for children on PP – this is effecting reading and writing attainment and progress

B.   

There is a 22% attainment gap for more able children in Reading across the school previous lack of awareness on the PP children as a group. This could prevent sustained high attainment at KS2.

C.

Overall attainment is too low for our higher attaining children at the end of KS1 & KS2

 

 External barriers

D.

Attendance rates for pupils eligible for PP are 94.7% This reduces their school hours and causes them to fall behind on average.

 

4.  Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

Improved enrichment opportunities for pupils eligible for PP across Key Stage 2.

Improved attainment and progress in reading and writing for PP children across all year groups to match national data, especially in KS2

B.    

Higher rates of attainment and progress across KS1 & KS2 for high attaining pupils eligible for PP

For the attainment gap measured against national to be closed. Pupils eligible for PP identified as high ability make as much progress as ‘other’ HA pupils nationally, across Key Stage 2 in maths, measured in Y 3 4, 5 and 6 by teacher assessments and successful moderation practices established across the multi-academy trust (MAT).

 

C.    

Overall attainment is broadly in line with National at the end of KS1 & KS2 in reading.

Improved attainment and progress in reading and writing for PP children across all year groups to match national data

D.    

Increased attendance rates for pupils eligible for PP.

Overall PP attendance improves from 94.7% to 96%.


 

5.  Planned expenditure

Academic year

2017-2018

    i.   Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

 

We have based much of chosen actions on the basis of research by the Sutton Trust

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved enrichment opportunities for pupils eligible for PP across Key Stage 1 & 2.

Total cost of staffing breakfast club- Breakfast club

Children have the option to purchase breakfast. Children sit at the table together and are encouraged by staff to discuss/talk about topics of interest to them. Games are organised which encourage the children to take turns and develop social communication skills, e.g board games, craft activities.  Children can engage with others that speak the same first language as themselves, thus gaining confidence in their ability at school and their learning of English. 48%of PP attend £3000

 

Subsidised after school clubs

A variety of clubs are on offer for example art and craft, dance and drama, football, cooking and ICT. All clubs focus on the development of social skills including communication. Principles promoted within the classroom e.g active listening is also promoted within clubs. Key vocabulary is used and reinforced linked to the subjects being covered. Children can engage with others that speak the same first language as themselves, thus gaining confidence in their ability at school and their learning of English.  34% of PP that attend £11000

 

Subsidised  trips for all children throughout the school £12800

 

Pupils identified for the Nurture provision to support them in their wellbeing and social skills 70% of PP that attend

Budget see D

Maximising the opportunities within the school days for children to develop their spoken English will enable them to access the wider curriculum.

 

More active conversational input by pupils evident in all aspects of school life

 

Children displaying more confidence in performance and in different social contexts

 

 

CA

 

 

 

 

 

 

SLT

 

 

 

 

ST

JULY 2018

 

 

 

 

 

 

ongoing

 

 

 

 

ongoing

Total budgeted cost

26800

Higher rates of attainment and progress across KS2 for high attaining pupils eligible for PP

Total cost of the Teaching and Learning programme including IRIS.

 

Staff led professional development

Teachers to work with others and identify areas for improvement

Teachers will use this to actively find areas for development

Teacher to coach each other in their areas for development

Teachers to support each other in promoting good practice

Phase leaders to give focuses relevant to the KS

Lead practitioner to offer in coaching support to teachers

Focussed CPD to improve teaching and learning strategies through coaching and peer to peer support to   improve quality First Teaching. 

 3 Data Points to analysis data

 

 

Lesson observations/learning walks/work scrutiny

CA

 

 

 

 

 

SLT

Ongoing 1st session Autumn 2

 

Total budgeted cost

5000

 

 

  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?

Overall attainment is too low for all children at the end of KS2 in reading.

TA to deliver Phonics

Reading Recovery Teacher

Additional TA to support BRWP

 

 

 

 

 

 

Lead Practioner to support across KS2 with the delivery of reading and support through interventions- LW

Focussed CPD to improve reading teaching through coaching and peer to peer support should improve quality First Teaching.

 

Children that receive focussed interventions from highly trained members of staff to ensure that pupils make better progress as this provides focussed quality first teaching

 

4 Data Points to analysis progress and attainment data

 

Pupil Progress meetings

 

Challenge Partner Review Feb 2018

 

RMET School Improvement Consultation

 

Lesson observations/learning walks/work scrutiny by maths/English specialists

 

Reading assessments

 

 

 

 

 

 

 

 

 

JMc

 

 

 

 

CA MM

 

 

 

SLT

 

 

 

 

 

 

SLT/ TRUST

Spring 1

 

 

 

 

Aut 2

 

 

 

Spring 1

 

 

 

 

 

 

 

Ongoing

 

Total budgeted cost

 

 

 

 

 

 

 

54,830

 iii.   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 implementation?

D. Increased attendance rates  

Full time Learning Mentor employed to monitor pupils and follow up quickly on absences. First day response provision.  

Curriculum enrichment

 

Weekly attendance awards

 

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

 

 

Weekly DSL meetings

briefing about existing absence issues and CP related concerns.

All DSL’s will collaborate to ensure pupils are identified and any issues addressed and shared with key staff

 

 

 

CA ST

 

 

Ongoing

Total budgeted cost

29370

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                               

 

 

 

 




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