Access Keys:

 
 
Turves Green Primary School, Birmingham

Pupil Premium

Pupil Premium Strategy Document

2019-20

Summary Information

 

Total number of pupils

386

Number of pupils eligible for PP

157

Total PP Budget

£207,240

Current Attainment

 

End of KS2

Pupils eligible for PP

(TGPS)

Pupils not eligible for PP

(TGPS)

National Average (All pupils) 2018/19

% achieving expected standard or above in reading; writing and maths

39

60

65

% making at least expected progress in reading

54

78

73

% making at least expected progress in writing

61

87

79

% making at least expected progress in maths

54

83

79

End of KS1

     

% achieving expected standard or above in reading; writing and maths

64

84

65

% making at least expected progress in reading

68

97

75

% making at least expected progress in writing

64

84

69

% making at least expected progress in maths

79

94

76

Year 1 Phonics

     

% achieving the expected standard

91

94

82

EYFS

     

Good Level of Development

50

81

71

Literacy

50

81

73

Maths

64

81

79

Barriers to future attainment for disadvantaged pupils eligible for Pupil Premium funding

Poor language and vocabulary development

Lack of good start to the day, lack of healthy breakfast for some pupils impacting on the ability to focus and concentrate

Lack of opportunity for life experiences, visits/trips

Limited access to support independent learning, computers, paper, pens

Desired outcomes

Success Criteria

In EYFS 80% to achieve GLD eligible for pupil premium

GLD for pupil premium pupils to not be below 79%

 75% pupils to be on green level Read Write Inc

To raise attainment in KS1 in all subjects for pupils eligible for pupil premium

In Yr1 sustained % of children eligible for the pupil premium to meet expected standard in phonics check (Not drop below National Average of 82%)

In KS1, for Reading, Writing and Maths, for pupil premium children to be in line with the average for all children nationally.

To raise attainment in key stage 2 in all subjects for pupils eligible for pupil premium

Pupils make rapid progress.  Pupil premium achieve in line with national age-related expectations in all subjects. Scaled scores are positive.

39% to 65% combined RWM

Whole school attendance target of 96% is achieved for all groups.  Persistent absence figures are no greater than the national figure of 9%

Overall attendance of disadvantaged pupils increases from 93.5% to 96%

% of pupils who are PA and PP dropping from 15.6% to 9%

To further improve behaviour across school

Improved confidence and self esteem

Greater sense of belonging to school team, reward afternoons, hot chocolate Friday

Reduction in number of fixed term exclusions – currently 2.8% of pupils have one or more fixed term exclusions. 

Planned Expenditure

  • Quality of Teaching for All

Desired outcome

Chosen action/approach

Estimated cost

What is the evidence and rational for this choice

How will you ensure it is implemented well

Staff lead

Improved language and vocabulary for all in order to raise attainment in all subjects so that it is in line with national figures.

Oracy project

KS2 whole class reading

Speech and language – Wellcomm etc.

Curriculum activities

Language rich learning walls

£18,000

Increase children’s exposure to a rich and diverse vocabulary raises language development.  The end of KS2 SATs question analysis showed that marks were lost where pupils had to infer from vocabulary or understand vocabulary. 

Monitoring planning

Learning walks

Children’s books

CPD

DH

GH

DW

LA

HB

Raise attainment in maths across the school so that it is in line with national figures.

Development of maths journals to show more variety in journaling understanding

£8,000

Disadvantaged pupils do not do as well as all pupils nationally at the end of EYFS and KS2 in maths.  This has been analysed to be due to a paucity of language of problem solving.

Monitoring maths journals

Learning walks

CPD

DM

KB

DH

To raise attainment in EYFS & maintain KS1 reading and writing attainment so that it is in line with national figures.

Use of Read Write Inc in EYFS and KS1. 

Regular development days.  

Ruth Miskin consultant. 

Read Write Inc fortnightly training, all staff

£800

Since introducing Read Write Inc, phonics screening has shown a three-year trend increase with 93% of pupils achieving standard in 2019. 11% above national average.

Regular CPD

External support from RWInc

Regular monitoring

Rigorous tracking

Quality use of achievement data

DW

To raise attainment in KS2 in all subjects for pupils eligible for Pupil Premium so that it is in line with national figures.

Additional teacher for Year 6 initially intervention.

Small group teaching in year 5 after SATs

£18,000

Small group teaching with a focus on Pupil Premium eligible children will support attainment progress.

CPD

Coaching and monitoring of teaching

Peer support

Careful and rigorous tracking of PP children

HR

DH

To raise attainment in KS2 reading and writing so that it is in line with national figures.

Talk 4 Writing: SKE for all teachers

£500

Gap between PP and non-PP in reading and writing at end of KS2 increased at the end of 2019

CPD

Coaching and monitoring of teaching

Peer support

Careful and rigorous tracking of PP children

GH

HR

To raise attainment across all subjects through the delivery of the wider curriculum

Training for teachers

Visitors to school

Wow starters and celebration endings

£16,500

Disadvantaged children have fewer opportunities and life experiences outside of school.

CPD

Coaching and monitoring of teaching

Peer support

HB

SLT

 

  • Targeted Support

Desired outcome

Chosen action/approach

Estimated costs

What is the evidence and rational for this choice

How will you ensure it is implemented well

Staff lead

To raise attainment in Early Years and KS1 in reading and writing so that it is in line with national figures.

Use of RWInc Phonics in EYFS and KS1

Fortnightly master classes for all Read Write Inc trained staff.

£800

Since introducing Read Write Inc there has been a rise in phonics scores year on year to above national average (2019: 93%). with 90% RWInc comprehension to bridge gap between RWInc and Whole Class Reading to improve standards.  KS1 reading (2019:  68%) to be in line with national average.

Regular drop ins

Team teaching

Coaching from Read Write Inc lead

End of half term assessment data analysis

SLT

DW

DH

To raise attainment in Key Stage 2 in all subjects for all pupils eligible for Pupil Premium Grant so that it is in line with national figures.

Year 6 teacher to work each morning with year 6 group allowing for smaller group tuition.

Move to specific interventions in Year 5 after SATs

Year 6 Pupil Premium writing intervention after SATs

£15,000

Due to the increase in gap between disadvantaged and non across all three subjects.

Data analysis.

Monitoring planning

Book Scrutinies

Subject leaders

SLT

Improve reading outcomes at Key Stage 2 so that it is in line with national figures.

Implement and monitor impact of SKE for Reading

Carry out reading interventions with Year 6 PP children

£20,000

Increased gap in reading for PP to non-PP children from -13% in 2018 to -25% in 2019

Data analysis

Monitoring planning

Book Scrutinies

Team teaching and regular drop ins

GH

SLT

To raise outcomes for children with SEND throughout the school and across all subjects

Teacher and TA support and training

Interventions for children with SEND

£75,000

57% of children with SEND are also eligible for the PPG.  These children benefit from quality teaching and targeted interventions.

Data analysis

Book Scrutinies

Team teaching and regular drop ins

LA

  • Other Approaches

Desired outcome

Chosen action/approach

Estimated cost

What is the evidence and rational for this choice

How will you ensure it is implemented well

Staff lead

To improve behaviour across school

To have self-evaluated PD and B&A as securely Good with many Outstanding features.

The number of fixed term exclusions to be below 2%

Outstanding behaviour expectations to be used across the school to raise awareness of expectations.

Learning Mentors to support early intervention of any poor behaviour to prevent it escalating.

Learning mentors to offer one to one or small group sessions with children who display dysregulated actions.

£24,000

Currently PD and B&A are judged to be Good

Fixed term exclusions last academic year were 2.86%

Consistent approach to behaviour policy evidenced through questionnaire and pupil voice

Behaviour incidents data analysed termly, and support put in place for vulnerable children

PD and B&A evaluated termly

Learning mentor appraisal linked to improved behaviour

HR

All children have access to all aspects of the curriculum

Staff training

Visits and visitors

Subsidised trips

£10,100

Disadvantaged children have fewer opportunities and life experiences outside of school.

Book and learning monitoring

Pupil voice

HB

Support vulnerable children with family routines, a good breakfast, uniform, book bags, pastoral support, trips and visits, homework

Provide breakfast club free to PP children

Provide financial support for the Y6 residential visit, Visits to the Young Engineers Academy and Forest School

Provide free uniforms and book bags as needed

Provide pastoral manger support for vulnerable families

Provide access to the SEAL room and its staff for vulnerable children

Provide before school mathletics club

£15,000

With regard to Maslow’s hierarchy of need children are unable to focus well on learning if they are hungry.  Research shows that early intervention to support families can prevent further harm.  Research shows that positive attention boosts self-esteem and thus one’s ability to learn.

Attendance of vulnerable children will be monitored daily

Pupil voice from trips and visits to be collected

Appraisal of Pastoral Manager will ensure role is carried out effectively

Support offered by learning mentors will be monitored

HR

Whole school attendance target of 96% is achieved for all groups.

Persistent absence figures are no greater than the national figure of 8.7%.

Weekly attendance strategy group to focus on attendance of individuals

Daily monitoring of attendance by Pastoral Manager and office staff.

£15,800

Early intervention will mean less impact of lost learning for vulnerable learners

Weekly monitoring will ensure that trends are prevented and swift actions (e.g. meetings, letters, phone calls, agency involvement, Fast Track) occur.

LB

The tracking of PP children is accurate and efficient and accessible to all staff.  Teachers’ knowledge of how to support the children will be improved.

Use of O’Track assessment tools/provision planning to accurately track and monitor interventions and attainment/ progress of PPP

£1,200

Teachers will be able to ensure children’s gaps in learning are easily identifiable and targeted provision can be implemented quickly

Termly Pupil Progress Meetings held with each teacher highlight any concerns and areas for improvement for disadvantaged children.

Subject leaders

DH

HR

Total amount allocated

£238,700

Total Pupil Premium Grant Allocation

£238,000

 

February 2020 review of impact

 

Desired outcomes

Chosen action/Approach

Measured Impact of Outcomes