The John Bamford Primary School

The John Bamford Primary School

Learning for Life
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How are we using the Pupil Premium?

 

 Pupil premium strategy statement (primary)

1.   Summary information

School

The John Bamford Primary School

Academic Year

2018-19

Total PP budget

£60,300

Date of most recent PP Review

November 2018

Total number of pupils

324

Number of pupils eligible for PP

66

Date for next internal review of this strategy

November 2019

 

2.   Current attainment

 

 

Pupils eligible for PP (our school)

Pupils not eligible for PP (our school)

National Averages (all pupils)

% achieving standard in reading, writing and maths

National PP data

70% EXP standard

12% higher standard

100% (0% Higher Standard.)

 

85% ( 21% Higher Standard.)

64% ( 10% H.S)

% reaching standard in reading

National PP data

80% EXP standard

33% higher standard

100% (100% Higher Standard.)

 

 

88% ( 67% Higher Standard.)

75% (28% H.S)

% reaching standard in writing

National PP data

83% EXP standard

24% higher standard

100% (17% Higher Standard.)

 

88% ( 33% Higher Standard.)

76% (18% H.S)

% reaching standard in maths

National PP data

81% EXP standard

28% higher standard

100% (0% Higher Standard.)

 

88% (27% Higher Standard.)

76% (24% H.S)

 

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

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

A.    

A high proportion of children receiving the pupil premium in Y6 have specific learning and behaviour needs which affect academic progress (Y6 PP 14/ 49 = 29%).

B.    

Significant proportions of our children enter our nursery with a very low Communication and Language Baseline due to issues surrounding speech and speaking. In Reception 50% of our disadvantaged pupils are below expected attainment in Communication and Language. Their literacy on entry baseline (Sept 2018) shows 75% of disadvantaged pupils is below expected attainment.

 

C.

Low levels of self-esteem, confidence and aspiration are typical amongst our children receiving the pupil premium.

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

D.

High proportions of children in receipt of the pupil premium funding have life circumstances which affect academic progress and require involvement with external agencies (such as: social services; local support team; CAMHS).

4.   Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

Internal data shows improved rates of progress for pupil premium children in Y6 who have specific learning and behaviour needs.

·    Timetabled intervention strategies (both groups and 1:1 sessions) are effective and making impact on learning

·    SENCO’s tracking of SEND chn shows at least expected progress for focus children

·    Fewer behaviour incidents recorded for focus children (without changing recording practices or standards)

B.    

Children entering Early Years develop quickly in their Communication and Language. Opportunities to develop speech and speaking result in accelerated progress, bringing disadvantaged pupils broadly in line with their peers by the time they enter KS1.

·    Children with below expected speech and language are identified quickly on entry to Nursery or reception

·    TA’s with specialist training in Speech and Language intervention are timetabled to work with identified children regularly

·    Interventions have SMART targets at their core and outcomes are monitored by class teacher and phase leader for effectiveness

·    Impact is measured and interventions adjusted in response to impact statements

C.    

Boxall profiles of vulnerable pupils along with pupil discussion show that self-esteem, confidence, expectations and aspirations are raised within PP children.

·    Pupils across the school talk about themselves in terms of Growth Mind-set; of not being able to do things ‘yet’.

·    The school value ‘Resilience’ is reflected in stakeholders’ understanding that talent is not the main dictator of success rather effort and application of skills

·    Forest school philosophy underpins the strengthening self-confidence amongst our PP children

 

D.    

Children in receipt of the pupil premium receive systematic and effective support in a variety of ways from school and outside agencies so that internal and national data shows that academic progress is unhindered.

·    All referrals and renewals are successful due to high quality of information gathered

·    For those pupils in receipt of pupil premium, progress across the curriculum at least as strong as it is for other children

·    PP children experience a full entitlement to enrichment activities compared to other children in the school

·    School / parent communication systems have improved parent participation and engagement with hard to reach parents

 

 

 

5.   Planned expenditure

 

Academic year

2018-19

 

    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

Next review

 

Those children with low self-esteem and a lack of confidence who have previously developed strategies to ‘opt out’ of learning are being identified and challenged through the use of Formative Assessment techniques which adapt teaching.

 

All PP children are making improved progress.

 

Staff embedding Formative Assessment techniques through the continued development of Dylan Wiliam’s Teaching Learning Community

 

Typical examples of techniques include no hands up classrooms; hinge point questioning; whole class response systems and teacher/pupil learning indicators

Dylan Wiliam’s Teacher Learning Community is an empirically tested strategy for pedagogical improvement.

 

Many of the Formative Assessment techniques are designed to bring to the teacher’s attention those ‘hidden’ children who are not making progress.

 

The reason behind them being hidden being their reluctance to openly take part in the whole class session (often due to low self-esteem and a lack of confidence).

 

 

Monitoring by PP lead, Phase Leaders, Deputy Head and Headteacher will look for evidence that techniques are embedded and are a key part of the quality first teaching at John Bamford.

 

Cover will be needed for the release of SLT during management time to conduct the above monitoring.

SLT

Nov 19

 

Aspiration amongst teachers are high for what their children might be able to achieve and of PP children for their own progress.

 

A new vocabulary is embedded in classes which focus on resilience and growing our intelligence.

To embed the language, philosophy and culture surrounding Growth Mind-set within the school community.

Pupil voice through surveys and anecdotal findings through the curriculum show that children within the school community typically have low aspirations.

Research suggests that, pupils with ‘high aspirations or high expectations have higher school achievement than those with both low aspirations and low expectations’ [Khattab, N. 2015)

Research by Dr Carol Dweck supports the use of a Growth Mind-Set approach in raising expectations and aspirations.

Philosophy selected using evidence of effectiveness.

Class displays and displays in communal school areas create a high profile of language and philosophy.

Lesson obs and pupil voice monitor use of language and ethos in practice.

SLT

Nov 19

 

Total budgeted cost

£3600

 

   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

Next review

 

Raised self-esteem amongst our most disadvantaged children.

Increased confidence in an ‘out of classroom’ learning environment transferred to the academic classroom.

Stronger social and interactive skills.

Improved engagement and progress by pupil premium children.

 

Forest School Nurture Sessions

· 1:1 sessions; small group; resources; staffing

Nurture Group Lead counsellor

· Further resourcing, equipping / updating the nurture room

· Using nurture session to help, along with the class teacher, identify and remove potential barriers to achievement. Children referred to SENCO for;

· Lego therapy initiative

· EYFS Lego sessions

· Positive play sessions

· Social skills sessions

 

 

The selected nurture initiatives are all selected using evidence of effectiveness (positive play; Lego therapy; etc).

 

For example, Lego therapy allows ‘children to learn to communicate with others, express feelings, modify behaviour, develop problem-solving skills, and learn a variety of ways of relating to others’.

 

Studies have assessed and found benefits of LEGO play in three measures of social competence – self-initiated social contact, duration of social interaction and reductions in “stereotyped” behaviours.

The Nurture Group Leader will co-ordinate with Head to design programme of nurture across whole school including every child entitled to PP.

They will work alongside SENCo and Designated Safeguarding Person to ensure 1:1 nurture is tailored specific to needs.

Assistant SENCO action plan to implement, review and evaluate impact.

Action plan monitored by SENCO

Assistant SENCO

 

Nov 19

 

Raised self-esteem amongst our most disadvantaged children.

Increased confidence in an ‘out of classroom’ learning environment transferred to the academic classroom.

Stronger social and interactive skills.

Improved engagement and progress by pupil premium children.

 

 

 

 

 

 

Forest School Experience

· Whole class sessions (Y3 & Y6 rolling programme) resources; staffing

· Forest Schools Lead worker and newly appointed Assistant Forest schools/Nurture worker

· Designing a stimulating experience for whole classes with the aim of ensuring that our children can make good progress academically as a result of them having a strong self-esteem and inner confidence

· Creating and adhering to H&S risk assessments to ensure a safe learning environment for all children

 

 

Forest School is an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.

Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education.

Research supports improvements to:

Confidence – this was developed by the children having the freedom, time and space to learn and demonstrate independence.

Motivation and concentration – the woodland tended to fascinate the children and they developed a keenness to participate and the ability to concentrate over longer periods of time.

Newly appointed Assistant Forest Schools/Nurture worker appointed to assist the Forest Schools and Nurture Leader in fulfilling the aims of the programmes.

Assistant SENCO action plan to implement, review and evaluate impact.

Action plan monitored by SENCO

Assistant SENCO

Nov 19

 

To increase the percentage of PP children reaching a higher standard to be in line with national

 

Small Group Greater Depth Intervention

Teachers to be released by support staff to deliver small group sessions aimed at higher level thinking across the curriculum.

 

 

Higher level cognitive thinking needs to be given opportunity to practice in the same way as any other developing skill. Teachers will identify early those who with sustained opportunities can reach a higher level.

 

HT/DHT will monitor the development of these groups through the feedback from Phase leaders.

HT / DHT

Phase leaders

Nov 19

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Equal opportunities are experienced for our PP pupils to access daily quality first class teaching.

Inclusion Support

· 1:1 classroom and lunchtime support for looked after children PP+ and FSM children                  

· 3 members of support staff (up to full time)

· To release teachers to run quality 1:1 and small group intervention

· To support learning through 1:1 and small group reading groups

The EEF Toolkit suggests that targeted interventions matched to specific students with particular need or behaviour issues can be effective, especially for older primary children in KS2.

SENCO action plan to implement, review and evaluate impact.

Action plan monitored by SLT.

 

SENCO

Nov 19

 

Low attaining children receive high quality, subject specific intervention to promote rapid progress in key basis skills.

Small Group/individual precision teaching: Teacher Intervention (Reading, Writing and Maths)

A considered focus on extending TA hours to ensure the release across the school for high quality teacher led intervention which are time-limited, linked to day-to-day teaching and taught by the best qualified teachers across the school ‘plugging gaps in knowledge’ of our PP children in Maths, Reading and Writing.

We want to provide extra support to maintain strong progress for the lower ability children. Small group interventions with high quality staff have been shown to be effective, as discussed in reliable evidence sources such as visible learning by John Hattie and the EEF Toolkit.

Also according to the EEF, 1 to 1 precision teaching can be effective and on average accelerate learning by approximately five additional months’ progress. Short, regular sessions (about 30 minutes, 3-5 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact.

Direct Instruction and Precision Teaching

· Systematic monitoring of all year groups for quality and impact conducted by SENCO

 

SENCO action plan to implement, review and evaluate impact.

Action plan monitored by SLT.

 

SENCO

Nov 19

 

Equal opportunities are experienced for our PP pupils to access daily quality first class teaching.

 

Improved progress for children with specific behavioural needs

Focussed behaviour support Y6 (cohort 29% Pupil Premium)

To assist teaching staff in Year Y6 classes where a small number of the high proportion of PP children require special behavioural support

The EEF Toolkit suggests that targeted interventions matched to specific students with particular need or behaviour issues can be effective, especially for older primary children in KS2.

SENCO action plan to implement, review and evaluate impact.

Action plan monitored by SLT.

SENCO

Nov 19

 

Communication and Language of PP Children in early years is in line with the attainment of other children in the setting.

1:1, 1:2 and small group focussed intervention support provided by specialist trained TA’s supporting speaking and listening needs.

 

ELKLAN Speech and Language NVQ L3 (3-5 year old children) training has been completed by the SENCO as it is a route to becoming a Communication Friendly school.

During SENCO & TA team meetings the SENCO regularly updates and refreshes training to TA’s now that NVQ L3 is achieved.

Additional staff time for training.

 

 

SENCO action plan to implement, review and evaluate impact.

Action plan monitored by SLT.

 

 

 

 

SENCO

Nov 19

 

Total budgeted cost: £38,300

 

 

 

 

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

Next review

 

Self-esteem, confidence and aspiration are increased in PP children.

Equal opportunities are experienced by all pupils enabling them to enjoy the enrichment to the curriculum provided by educational residential experiences.

 

Enrichment (residential)

· Subsidised trips and residential courses e.g. Y5 Chase Water

Governors agreed to meet specific pupil’s needs and have outdoor educational experiences fully funded so that they can attend residential settings with their peers

 

(Chasewater OEC costings - £117 per pupil, there are 16 PP children in Y5 cohort)

 

· Assistant SENCO is completing HOPE (Helping Our Pupils Emotions) training (a series of 4 training days).

It is a low level intervention project aimed at supporting pupils' emotional needs in school. This will be done through 1:1 listening sessions, group activities and whole-school promotion of positive emotional health and wellbeing.

As a school we have total commitment to equal opportunities for all stakeholders. This means that our Governing board is proactive in ensuring enrichment opportunities are equally available to children regardless of their economic circumstances at home.

Residential course prices have increased disproportionally compared to inflation over recent years and become unaffordable for many of our PP children.

Governors’ hold school to account for strategic decisions made. They ensure compliance during annual reviews of allocation of pupil premium funding.

HT

PP Lead

July 2018

 

To give support and deepen home school links with hard to reach families and those provide assistance to those in continuing or short term crisis

Deployment of Family Support Manager Role (SENCO and Assistant SENCO)

· Providing support for pupils and families with The John Bamford Primary School                              

· Proportion of SENCO time allocated to attend D.I.P meetings. These occur 1 morning every half term. This equates to 18 hours of release time across the year.

Within those children who qualify for PP funding, there is a large proportion of children who require additional support to ensure they are regularly attending and accessing the curriculum. These children require the support of specialised, trained school staff to attend and facilitate a wide variety of meetings. In addition large quantities of associated paperwork (with time sensitive deadlines) require the collection of high quality data to improve the chances of the best support being secured.

SENCO action plan to implement, review and evaluate impact.

Action plan monitored by SLT.

 

SENCO

Nov 19

 

To increase the levels of engagement for parents from EYFS through to Y6.

· All staff (Y1 – 6) to continue to use Class Dojo to keep parents informed.

· EYFS use the online portal Tapestry.

Chosen initiatives are all selected using evidence of effectiveness.

For example 1 in 3 US pupils aged 5-14 have learned about Growth Mindset and Empathy with ClassDojo which supports our other Pupil Premium initiatives.

The App has ‘tremendous benefits within the classroom...for parents that want to be involved’

 

 

 

External CPD for school lead and internal cascading of training to staff re-Class Dojo.

EYFS action plan to implement, review and evaluate impact.

Action plan to monitored and reviewed by SLT.

 

All staff

Nov 19

 

To identify disadvantaged children who previously have been unidentified by the sch.

Link2ICT

 

 

 

 

 

Evidence from a large group of schools in the LA and Birmingham Authority show significant numbers of children identified.

JB to manage the implementation. ME to monitor effectiveness

JB and PP Lead

Nov 19

 

Total budgeted cost

£18,400

 


6.   Review of expenditure

 

Previous Academic Year

2017-18

 

    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

 

Those children with low self-esteem and a lack of confidence who have previously developed strategies to ‘opt out’ of learning are being identified and challenged through the use of Formative Assessment techniques which adapt teaching.

 

All PP children are making improved progress due to the raised aspiration amongst teachers for what their children might be able to achieve and of PP children for their own progress.

 

A new vocabulary is evident in classes which focus on resilience and growing our intelligence.

 

 

 

 

 

 

 

 

Staff training relating to embedding Formative Assessment techniques through the development of Dylan Wiliam’s Teaching Learning Community (second year of two year programme).

 

Typical examples of techniques include no hands up classrooms; hinge point questioning; whole class response systems and teacher/pupil learning indicators

To implement the language, philosophy and culture surrounding Growth Mind-set within the school community.

 

 

 

 

 

High: The teacher profile* for the whole school increased over the year. The proportion of outstanding elements of teaching which were identified through lesson observations, book scrutinises, pupil discussions and analysing pupil outcomes rose.

Success Criteria Met.

*A judgement of the quality of teaching across the whole school based on 23 elements which relate to teacher standards.

2018-19 will be a year of embedding the TLC strategies and growth mind-set vocabulary. (SLT to ensure new members of staff are aware of the schools policies.

3400

 

   ii.   Targeted support

 

Desired outcome

Chosen action/approach

Estimated impact:

Lessons learned

 

Cost

 

Raised self-esteem amongst our most disadvantaged children.

Increased confidence in an ‘out of classroom’ learning environment transferred to the academic classroom.

Stronger social and interactive skills.

Improved engagement and progress by pupil premium children.

· Forest School Experience

· Small Group Greater Depth Intervention

· Inclusion Support

· Small Group/individual precision teaching: Teacher Intervention (Reading, Writing and Maths)

 

High: On-going evidenced improvements in attitudes to learning from previously disaffected pupils.

The planned expansion to develop a wider range of 1:1 and small group nurture element and strategies to tackle specific issues and needs (e.g. Lego therapy, social skills sessions), has received a large number of referrals. Behaviour support has enabled all children to remain in class and accessing the curriculum.

Success Criteria Met.

We will continue these approaches as our flag ship offering with regard to pupil premium funding as they have a clear benefit to our pupils.

 

£38000

 

iii.   Other approaches

 

Desired outcome

Chosen action/approach

Estimated impact:

Lessons learned

 

Cost

 

To increase the levels of engagement for parents from EYFS through to Y6 and ensure inclusive policy for all children regarding paid trips

· Enrichment (residential)

· Deployment of Family Support Manager Role

· Class Dojo and Tapestry

 

High: Tapestry continues to be fully embedded in EYFS practice and has extended to being used by our integrated wraparound provider to ensure full consistency across the integrated setting. Over the first year of use, increasing proportions of parents interacted with their online learning journeys and by the end of the year 100% had commented on teacher assessments and x% had uploaded evidence themselves from home enriching the quality of the learning.

Class Dojo has been successfully introduced throughout Years 1 – 6, with the majority of year groups having 100% of parents ‘connected’ and therefore increasing the levels of engagement.

Success Criteria Met.

We have learned about the extent and willingness of parents to engage with their children’s learning electronically and their positive attitudes towards such initiatives.

 

2018-19 – those year groups with not 100% connected parents try to increase, and if possible gain 100%.

18000

 

 http://www.education.gov.uk/schools/pupilsupport/premium/b0076063/pp