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Kings Furlong Junior School

Growing and learning together

2017-2018

Kings Furlong Junior School Pupil Premium Plan 2017-18 - Evaluation

 

The key aims of our Pupil Premium Plan are to:

 

  • To further improve the overall quality of teaching and learning in order to accelerate progress for our Pupil Premium children
  • To ensure that additional support and guidance is given to our PP in order for them to make accelerated progress, including having access to activities in and after school.
  • To ensure that the Leadership of the School articulates a clear vision with expectations on the standard of provision and pupil outcomes for PP children.
  • To ensure that our PP parents are communicated with and involved with their child’s learning and progress.

 

Budget allocation: £91,400

Total spend: £98,000

Objective- Teaching and Learning - CPD 

 

To further improve the overall quality of teaching and learning in order to accelerate progress for our PP children.

 

Action/Provision Milestones/Outcomes Evaluation
CPD and monitoring to raise amount of teaching for LA and SEN children The LA/PP children are taught regularly by CTs.

LA children discussed at each teacher’s performance and during progress meetings. New actions set where appropriate.

Spot checks/learning walks indicated children are well targeted through questioning.

Book scrutiny evidence: clear differentiation for LA/SEN children

Action:

Increase consistency of marking code so clear where CTs and LSAs have supported.

SENCO to work with PP/SEN pupils and their teachers to ensure the pupils’ needs are met and their progress gaps are closing.

 

Monitoring: SD.

Evidence: meeting notes, data, book scrutiny

Actions for SEN/PP children in place by December 17.

The needs of children with very challenging behaviour were met through strategies designed by year team, SENCO and HT.

All parents of children with SEN invited to 2 individual teacher meetings. 

Parents of 10 PP/SEND children attended the Summer term meeting.

SENCO drove the provision in place to support children who require bespoke support to manage and regulate behaviour.

Thrive training was led by SENCO to support emotional wellbeing and relationship building with LSAs.

Other training: Lego therapy, Comic Strip conversations

SENCO provided support for the setting and implementation of targets for class teachers.

Transition for vulnerable children into Y3 and into Y6 – which included LSAs visiting with specific children for extra secondary transition sessions. 

Transitional Partnership Agreement meetings including outside agencies and parents took place to aid transition took place.

 

Objective- Intervention and Support

 

To ensure that additional support and guidance is given to our PP children in order for them to make accelerated progress towards closing the gap with their non-PP peers.

 

Action/Provision Milestones/Outcomes Evaluation
Provide additional Educational Psychologist time to determine the more complex learning needs of PP pupils.

 

Monitoring: SD

Appropriate targets and support in place to support SEN/PP pupils. 6 children were assessed across the year.  Relevant actions are in place to support achievement and wellbeing and are monitored regularly.
Provide play therapy sessions for vulnerable PP pupils.

 

Monitoring: LW

Targets met by end of provision. The therapist worked with one child and mother to support emotional and behavioural difficulties.
Provide Pastoral Support and Draw and Talk sessions for vulnerable PP pupils.

 

Monitoring: LW

Evidence: improved Boxall scores, greater engagement with learning.

Targets met by end of provision. 12 PP children benefitted from support such as Draw and Talk and Time to Talk. All children showed improvements on their questionnaires at the end of the course.
Provide additional LSA support in all year groups to support behaviour and the catching up of skills.

 

Monitoring: SD

Evidence: teachers’ planning, LSA records, progress meeting notes.

Children settle quickly into year group, grow in resilience and close gaps in learning by Dec 16.

All class teachers identified and discussed the catch up children as well as low attainers, including use of other adults to support learning in class. 

Monitoring showed LSAs used effectively to support needs within class/across year group.

LSAs given target for the Performance Management to focus on particular children whose reading achievement was an issue.

In Y3, 4 and 5 46% made accelerated progress, 38% made expected progress.  23% are now at ARE or above. Of the 9 children targeted in Y6, 6 achieved ARE or better.
Provide a subsidy for PP children as needed towards trips, visits, uniform etc. (£80 per child)

 

All PP children included in trips and visits. All PP children attended trips and visits and were able to participate in paid clubs.
Supplement cost of Y6 residential All Y6 PP children participate in PGL. PP children that wanted to go have been supported by PP fund where necessary.
Provide additional support to Year 6 PP pupils through focus groups in maths and English.

 

Monitoring: SD

Evidence: book scrutiny, data, profiles.

PP children securely on track to meet their targets at data collection points throughout year. The groups altered across the year to address the changing needs of the year group and PP children.  See data in ‘Leadership and Management’ below.
Individualised support for children who qualify as ‘post looked after children’.
Wellbeing and achievement of children is supported through a range of appropriate actions. 1-1 tutoring took place to support reading, writing and maths.  Further details available from SD.
Provide ‘Relax Kids’ sessions to help children learn techniques to manage emotions. Improved wellbeing and positivity

35 PP children supported, with 9 accessing the strategy twice.

Teachers support children to use the strategies learnt when they are in a situation that requires it.

 

Objective - Leadership and Management

 

To ensure that the Leadership of the School articulates a clear vision with expectations on the standard of provision and pupil outcomes for PP children.

 

Action/Provision Milestones/Outcomes Evaluation
Regularly discuss targets, gaps and needs of PP children in staff meetings, progress meetings, year group meetings. 

 

Monitoring: SD

Evidence: meeting notes, subsequent actions carried out.

All PP children are securely on track to meet their targets and appropriate interventions and support are in place to ensure this.

In Y3, 62% met reading target, 70% met writing, 92% met maths.

In Y4, 85% met reading target, 75% met writing target and maths target.

In Y5, 64% met reading, writing and maths target.

Where any child did not meet their target, there is clear evidence of barriers which prevented the target being met and the support that was put in place to try to overcome them.  They will be targeted and monitored throughout 18-19.

In Y6, 63% reached ARE for reading, 75% writing and 67% maths.
Monitoring to ensure expectation and progress is planned for and delivered.

 

Monitoring: LH/SR/SD

Evidence: books and planning

Actions and next steps acted upon and checked during next monitoring. Across the year reading journals, learning journey books and maths books and spelling was regularly monitored to ensure that PP children are: on track; scaffolded appropriately; have a balance of support from CTs and LSAs and have appropriate feedback.  Year group outcomes as well as individual feedback was given and was regularly monitored.
 

 

Objective - Parental Engagement 

 

To ensure that our PP parents are supported and involved with their child’s learning and progress.

 

Action/Provision Milestones/Outcomes Evaluation
Employ Family Support Worker to support families with issues around punctuality, attendance, behaviour etc.

 

Monitoring: SD on a termly basis

PP children with family and/or attendance issues have improved wellbeing, attendance and progress. The FSW worked in close liaison with 5 PP families – supporting at home and with outside agencies.  Further details are available from SD.
Pastoral/inclusion support for key families.  Key families are supported by one member of SLT who takes responsibility for overseeing work with outside agencies and maintaining good relationship and communication between school and family.

 

Monitoring: SLT

Children are supported in all ways possible. A number of families have been supported by SLT through liaising with outside agencies, providing and leading bespoke support in school in order to improve attendance, wellbeing, safety and achievement.
Improve and monitor attendance and punctuality of PP pupils (e.g. attendance prizes, release time for attendance manager)

 

Monitoring: SD

Evidence: attendance data

PP attendance closing gap with non PP attendance.

9 PP children have ended the year with less than 90% attendance.  5 of these children have issues around progress.  5 of the children have support from other agencies. 

Action:

For those children who will be with us next year, early monitoring of attendance and achievement will take place.
Termly parent workshops on developing basic skills so that they know how to support their children.

 

Monitoring: SD

PP parents attend workshops.

18 PP families were represented at the workshops and many more at project outcomes. 

Action:

Consider approach to inviting parents to workshops/events.

 

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