Pupil Premium

1.  Summary information

School

Rosedale Abbey Community Primary School

Academic Year

2017/18

Total PP budget

£6600

Date of most recent PP Review

Sept 17

Total number of pupils

19

Number of pupils eligible for PP

Number of pupils eligible for SC

5

0

Date for next internal review of this strategy

July 18

 

2.  Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.   

1 Y6 children at risk of reduced participation in events due to lack of funding (eg residential trips),

 

B.   

1 Y5 child at risk of not achieving ARE in RWM at the end of Y5

C.

1 Y4 child at risk of not achieving ARE in RWM at the end of Y5

D.

1 Y3 child working above ARE in Reading but at in writing and maths

E.

1 Y2 child working above ARE in Mathematics but at risk of not achieving ARE in RW at the end of Y2

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

D.

Reduced participation in events due to lack of funding (eg residential trips), suitable support from home.

 

3.    Desired outcomes (Desired outcomes and how they will be measured)

Success criteria

A.    

PP Children will achieve good levels of attainment with outcomes in line with or better than national.

Attainment will be close to national above.

B.    

PP Children will make good levels of progress compared to national.

Progress measures will be +

C.    

PP Participation in extra-curricular activities will be in line with non PP children.

PP children will participate

       

 

4.  Planned expenditure

·         Academic year

2017/2018  £6600

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

When will you review implementation?

Attainment / Progress

Extra support  for Class 2 children

(7.5 hours per week)

= £3800

 

 

 

 

 

 

Target children at risk of not being ARE and/or not having + progress scores

 

 

 

 

 

Pupil progress monitoring

Assessment tracking of PP children

RD/AR

 

 

 

 

 

Ongoing termly

 

 

 

 

 

Participation in Residential Experience

Individual support for families to participate

=£200

Evidence shows that the impact of participation on self-esteem is directly linked to pupil progress.

Communicate effectively with parents regarding funding arrangements

Analysis of the skills and personal development as a result of the residential

NO/AR

July 2018

Total budgeted cost

£4000

  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?

Attainment / Progress

Identify individual / group interventions for target PPG children

Target children at risk of not being ARE and/or not having + progress scores

 

Lesson observation

Progress of children

Child Observations

NO/JC

Ongoing termly

Total budgeted cost

£2600

 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?

Attainment / Progress

Reward systems

Improve self confidence

When children are confident they are happier to take risks and rise to challenges

Monitoring Good Work Assembly

NO/AR

When children are confident they are happier to take risks and rise to challenges

Participation

Acknowledgments in assemblies

When children are confident they are happier to take risks and rise to challenges

Participation in the life of the school

NO/AR

When children are confident they are happier to take risks and rise to challenges

Total budgeted cost

£0

             

 

Detailed Plan:

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?

Personal development – more positive interactions with peers leading to increased self esteem and confidence

Funded place at Edale Residential

 

Evidence shows that the impact of participation on self-esteem is directly linked to pupil progress.

Analysis of the skills and personal development as a result of the residential

NO/AR

July 2018

Attaining ARE +Progress Score at the end of KS2

Confidence to write independently across the curriculum

Option to stay in classroom if feeling anxious

Paired Writing Intervention

Writing support in class – T/TA

Supervision of Time Out Time

Working below ARE in writing/ at risk of not being + progress score

Lesson observation

Progress of children

Child Observations

Ongoing review between TA/ Teacher

NO/AR

July 2018

Attaining  ARE/+Progress Score at the end of KS2

Cued spelling intervention

 

Working below ARE in writing/ at risk of not being + progress score

Lesson observation

Progress of children

Child Observations

Ongoing review between TA/ Teacher

 

NO/AR

July 2018

Attaining ARE +Progress Score at the end of KS2

Inference training – reading comprehensions skills

Working below ARE in reading/ at risk of not being + progress score

Lesson observation

Progress of children

Child Observations

Ongoing review between TA/ Teacher

NO/AR

July 2018

Attaining ARE +Progress Score at the end of KS2

Confidence to write independently across the curriculum

Option to stay in classroom if feeling anxious

Paired Writing Intervention

Writing support in class – T/TA

Supervision of Time Out Time

Working below ARE in writing/ at risk of not being + progress score

Lesson observation

Progress of children

Child Observations

Ongoing review between TA/ Teacher

NO/AR

July 2018

Attaining ARE +Progress Score at the end of KS2

Confidence to tackle problem solving in mathematics independently

Maths support in class – T/TA

 

Working below ARE in mathematics

Expressing a lack of confidence

Lesson observation

Progress of children

Child Observations Ongoing review between TA/ Teacher

NO/AR

July 2018

Attain above ARE in RWM at the end of KS2

Specific individual target setting in RWM

TA to release Teacher to support 1:1 developing skills and understanding

Attainment gap between Reading and Maths and writing

Lesson observation

Progress of children

Child Observations Ongoing review

NO/AR

July 2018

Attain above ARE in RWM at the end of KS1

Specific individual target setting in RWM

TA to release Teacher to support 1:1 developing skills and understanding

Attainment gap between Maths and Reading and Writing

 

NO/AR

July 2018

Participate in all educational visits and enrichment activities

100% funding of educational visits

Evidence shows that the impact of first-hand experience is directly linked to pupil progress.

Effective communication to parents ensuring understanding that educational visits are funded

NO/AR

July 2018