Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

The information can also be accessed from the PDF document below.

Pupil premium strategy statement – Weyford Infant School and Nursery

Summary information
School	Weyford Infant School and Nursery
Academic Year	2016/17	Total PP budget	£37,860	Date of most recent PP Review	n/a
		Predicted spending	£44,602.13
Total number of pupils	171	Number of pupils eligible for PP	31	Date for next internal review of this strategy	Jan 2017

Current attainment (EoY data) 2015-2016 cohort

Pupils eligible

for PP

Pupils not eligible

for PP(national average)

% making Good Level of Development

60%

69.3%

% Reading at least expected levels in reading

60%

74%

% Reading at least expected levels in writing

50%

66%

% Reading at least expected levels in mathematics

50%

73%

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.

Oral skills in Nursery and Reception are lower for pupils eligible for PP than other pupils. This slows writing progress in subsequent years.

B.

Emotional, wellbeing and social needs, children have a poor social skills and difficulty forming relationships this impacts on their readiness to learn.

C.

Poor levels of resilience and this impacts learning and becoming independent learners.

D.

Low level literacy skills on entry including knowledge of phonic sounds impacting on reading.

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

E.

Attendance rates for pupils eligible for Pupil Premium are 92% (below the target for all children of 96%)

Authorised absences, unauthorised absences and lateness are higher than that all children.

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

Success criteria

1.

Improved oral language skills for children eligible for PP impacting positively on writing skills.

Pupils eligible for PP make rapid progress and at least meet ARE by end of KS1.

2.

Children being ready to learn and have positive attitudes to learn. Children make positive attachments at school.

Children settled into school, class and are able to access learning effectively.

3.

Children achieve greater independence, confidence and stamina in writing and reading so that they at least meet end of KS expectations.

Pupil Premium children make rapid progress in reading and writing and close the gap.

4.

Children’s phonic knowledge makes rapid progress and is developed so they are able to apply and use sounds in reading and writing.

All children eligible for PP pass phonics screening test Y1 (retakes in Yr2) and achieve ARE in reading and writing.

5.

Effective support for children’s wellbeing and emotional needs. Good communication to make important and sustain links with parents. Working with outside agencies to provide the level of support to enable children to thrive.

Parent and child feedback in structured, open conversions. Reading and homework completed regularly. Children to make good progress and reach ARE by the end of KS1.

1. Planned expenditure
· Academic year		2016/17
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?
Improved oral language skills for children eligible for PP impacting positively on reading and writing skills	Screening of all children by SALT LSA to assess areas of need. Targeted intervention 1:1 or small groups. The “Keep On Talk” programme in reception classes. SIDNEY programme *The Narrative approach to talking and writing. SIDNEY programme (3 days SENCo £582.63/ 12 days LSA (£490.80))		Children with language difficulties can also experience difficulties with reading and writing. These evaluated programmes have shown to be effective in previous years and in other schools.	Time for the SENCO/ LSA to assess all reception children. Organise timetables to ensure staff are aware of when the interventions are happening. Ensure planning has KOT or Talk for writing planned for. SENCO monitors impact of programmes and ensures implementation.	NP / SR SLT	October 2016 Reviewed half termly throughout the year.
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?
Children achieve greater independence, confidence and resilience in writing so that they meet at least age expected.	Children working towards ARE, clearly identified and their next steps known by all teaching staff. Quality first teaching to engage and support independence in writing is happening in all classes. RWI ideals and catch phrases are being used i.e hold a sentence. Age appropriate Key Skills cards are being used daily. Editing and “purple penning” is allowing children to respond to marking and given time to respond. (LSA £14,012)		Using “hooks” and “purpose for writing” to develop the children’s interests and raise attainment in writing. Staff understanding children’s next steps and support is delivered in class by either in small group or 1:1 support which enable children to make progress. Reference to our Learning Heroes so that children become independent and resilient learners.	Ensure all teaching staff are confident in recognising and supporting teaching skills. Designated time to work with an adult on targeted intervention programmes in small group. Interventions programmes are reviewed to ensure impact of support. Monitoring and conferencing of pupils to ensure that they are aware of their next steps and feel confident in their learning journey.	NP/SLT	October 2016 Reviewed half termly throughout the year.
Children’s phonic knowledge makes rapid progress and is developed so they are able to apply and use sounds in reading and writing.	Daily phonic small RWI group which teaches to children’s gaps of knowledge and understanding. (SENCo £245.40/ LSA £7,006)		Data collection 2015/16 has shown a positive impact from the extra phonic support given during Year1 and for the Year 2 re-takes.	Regular half term assessment of children’s phonic learning and moved to new groups accordingly. In January, Year 1 children and Year 2 children who are to re-sit phonic test to be assessed and an individual programme to be delivered either 1:1 Or to small group by class LSA .	LR/SR SLT	January 2017 Reviewed half termly throughout the year.
Total budgeted cost						£ 22, 336.83
ii. Targeted support can
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?
Children being ready to learn and have positive attitude to learning. Children make developmental progress against areas of need.	Timetabled nature intervention groups with children identified as needing emotional needs. Support with social interaction in small groups “Fun Friends?” programme. Weekly PATHS sessions in Reception to facilitate the development of self-control, emotional awareness and interpersonal problem-solving skills. ELSA extra and individual provision when needed. Breakfast club for pupil premium children free for charge run by ELSA LSA . (ELSA time £4,670.67)		Research has shown that anxious children can show attachment difficulties can find it difficult to access above 20% of their learning. Nature groups has been proved to be successful in identifying areas where children need emotional support allowing children to deal with these issues in a safe non-threatening environment and then enabling them to access learning once their anxiety has been reduced.	Nurture was established with the support of an educational Psychologist a couple of years ago and follows an established programme. The programme is reviewed and planned weekly by the ELSA who regularly attends ELSA local cluster training/meetings.	NP/PM	October 2016 Reviewed half termly throughout the year.
SEN children make accelerated progress with specific areas of identified need.	1:1 or small group interventions which will work alongside SEN support to address a specific need e.g SIDNEY, first class @ number etc. (LSA £14,012, SENCo time £582.63)		All interventions have been independently evaluated and have been effective in children making rapid progress when used in school.	All interventions are delivery by trained teaching and support staff and are reviewed regularly by the SENCO.	NP/SLT	October 2016 Reviewed half termly throughout the year.
Total budgeted cost						£19,265.30
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?
Effective support for children’s wellbeing and emotional needs. Good communication to make important and sustained links with parents.	Family support through DSLs, SENCO, class teachers, newly appointed home-school link worker through personalised support, parents meetings. Meetings with parents advising how parents can support their child’s learning at home		The school has successfully supported families with a wide range of concerns including behaviour needs, communication, attendance, support with literacy and external agencies.	Through briefing with SENCO, intervention LSAs and class teachers to discuss impact and progress.	NP/SLT	October 2016 Reviewed half termly throughout the year.
sustained links with parents. Working in partnership with outside agencies to provide the level of support to enable children to thrive.	Children’s learning at home. Financial support for trips and breakfast club.		Through supporting PP children through Breakfast club and trips we have ensured they have equal access to all learning opportunities.
Total budgeted cost						£ 3000

Review of expenditure
Previous Academic Year 2015/16
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
To improve Quality First Teaching across the school	INSET day – led by HT	Mixed- quality time was spent discuss pupils and their barriers at pupil progress meetings and support/intervention needed to teach to the gaps or extend learning. QFT observed was general good and this has a positive impact on teaching and learning. When reviewed teachers were able to say how the support had impacted on the children’s learning.	Some interventions were effectively implemented but to be more consistent this year, all LSA’s are out of class in the afternoons to deliver interventions. All class teachers have an intervention timetable and time has been schooled carefully so that children are not out of the class environment to often or for too long. Resources to support QFT are now classroom non-negotiable expectations.	£2000
To improve phonic knowledge and outcomes in Year 1	Small group and 1:1 targeted to accelerated progress of children in learning new sounds	Data indicates that PP children passing the phonic screening showed a marked improvement from the previous year.	This strategy enabled children to make rapid progress and achieved a good phonic knowledge in preparation for year 2. This intervention will be continuing this year.	£3000
Targeted support
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
To establish a successful nurture group to address emotional and wellbeing needs.	Trained Nurture teaching staff follow Hampshire programme. Nurture group reviewed regularly. Weekly planning with SENCO and good communication with class teacher.	All PP children who attended Nurture and Fun Friends made progress against the strands. Their anxiety decreased and heir resilience to cope with situations improved. this was evidenced by class teachers, parents and a decrease in incidences.	All teaching staff were positive about ELSA and nurture programme and it’s impact. The strategy was effective in addressing the need within the school and this will continue next year.	£ 2500
Other approaches
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
Interventions or high challenging activities in place to support PP children to make progress.	Paths intervention and KOT in reception. (teacher time 12 days £2,330.52, LSA time £28,024) Support of small groups across Year1 and Year 2 to provide intervention for barriers to learning. (LSA time £28.024)	Children have full access to all opportunities offered by the school including early morning club if needed through our breakfast club.	Next year we will employ a home/school link worker to increase our support of parents and to open more opportunities to work closely with them.	£58,378.52
Total Spend 2015-2016				£65,878.52

Additional detail

Due to the vulnerabilities experienced by other members of the school community, in addition to those who attract pupil premium funding, the decision has been made to enhance the amount spent on this provision.

Governors to meet with HT and DHT to discuss this strategy in detail. Strategy reviewed termly with DHT and SENCO and annually to assess lessons learnt in order to inform future work with PP children.

Pupil Premium Information 2016-2017

Pupil Premium Information Archived