Pupil Premium

What is the pupil premium? Introduced in 2011, the pupil premium is a sum of money given to schools each year by the Government to improve the attainment of disadvantaged children . This is based on research showing that children from low income families perform less well at school than their peers. Often, children who are entitled to pupil premium face challenges such as poor language and communication skills, lack of confidence and issues with attendance and punctuality.

Statement of pupil premium strategy – Nunnykirk School 2017-2018

  1. Summary information

School

Nunnykirk

Type of SEN

Sp/Ld.ASD,SEMH

Academic Year

2017/18

Total PP budget

6,380

Date of most recent PP Review

NA

Total number of pupils

48

Number of pupils eligible for PP

 

Date for next internal review of this strategy

April 2019

 

  1. Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP  

% achieving targets in communication   DATA DROP DEC 18

 

 

% achieving targets in maths

 

 

% progress specific to school setting

 

 

 

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

The increasingly complex presentation of SEND makes provision more challenging

 In-school barriers

  1.  

Attendance – a small proportion of pupil with PP grant have difficulties accessing school consistently.

  1.  

The need to provide specialist support for a cohort of pupils with severe and complex needs.

 

Self regulation of behaviour- SEMH cohort new to school and staff ‘knowledge capacity’ requires additional support

 External barriers

D.

Parental involvement in supporting pupil outcomes and aspiration.

 

  1. Outcomes

 

Desired outcomes and how they will be measured

Success criteria

  1.  

Improved PP progress and achievement through an effective personalised curriculum for all eligible pupil, measured by in school tracking data. (Half termly)

Pupils eligible for PP make significant progress in comparison to peers.

Resources support pupil output effectively.

  1.  

Engagement in learning for PP cohort, measured through attendance data, teacher feedback, lesson observations improves in line with targets.

Engagement in learning is measured and followed up by Trustees to ascertain pupil motivation to learn versus progress data measures.

HOS report includes data on attendance and target is met (90%) attendance by end of Spring term.

  1.  

Specialist approaches and support enables pupils with PP grant, SEMH to attend lessons, personalised target agreed ie time in class, outputs in lessons.

Stakeholder views inform priorities, this includes parent’s views on home learning, approaches to enable children to learn and any improvements in pupils behaviour and well being.

Over time SEMH, PP pupils attend more lessons and output is in line with expectations. (Data analysis)

EHCP fit for purpose identifying specific and measurable taregts.

  1.  

Improved well being supports improvements in progress and achievement in line with baseline.

iASEND data tracking tool used effectively to baseline pupils and begin to report upon progress. CPOMS information identifies concerns and action is taken swiftly in support of pupils well being.Triangulation of evidence informs and links to well being, greater resilience, attendance, motivation and application to learning.

School rewards system has been developed to motivate pupils and there is evidence pupils are engaging in this effectively.

Lesson obs and quality of T L and A is analysed in line with pupil target achievement.


 

  1. Planned expenditure

Academic year

 

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 & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

A.All staff have embedded the new approach to de-escalating’ behaviour in support of access to learning, equality and diversity and building ‘knowledge capacity’.

 

 

B.EHCP include up to date detailed information on assessed needs and measurable targets for improvement. This informs schools approach to provision.

EHCP targets are embedded in teacher planning and reported progress is informing next steps in learning.

 

CPD- OT on approaches to managing

 de regulated behaviour.

Policy review and guidance materials re drafted. System for recording and reporting attune with changing culture and analysis of antecedents to any challenging /de regulation of behaviour using a point scale.

Pupil tracking by OT to ensure environment reflects low stimulation, clear visual information and staff adherence to new guidance.

CPD on ASD to reinforce visual timeline

EHCP review and information available at Annual Review.

 

Resource audit and additional specialist equipment utilised.

 

Staff support re management of behaviour for learning identified as a area of development in self evaluation documents for the most vulnerable pupils.

 

New cohort of pupils to NK include children with mental health and emotional social difficulties.

Approach under constant review and individual pupils tracked to ensure staff are utilising the new approach consistently.

 

Planned monitoring agreed with Trustees.

 

Strategic advisor support moderation of evidence

 

HOS to report via Trustees report

 

PP link Trustee to monitor success towards meeting targets.

 

PP cohort EHCP provision reviewed with Ed P and Therapy consultants to ensure pupil receive support in line with expected outcomes.

 

Lesson observations indicate teachers are incorporating EHCP in lessons and tracking progress to inform next steps in learning. (Monitored 3x year)

 

AB/AH

Dec 2018

 

( Update Sept 2018 at Trustees meeting- HOS and Chair ( who attended training)report staff utilising new guidance information, however approach is not yet embedded across school)

 

 

 

 

 

OT- CPD £500

Follow up reports , pupil tracking, Strategic advisor monitoring £500

ASD CPD £300

SALT £300

Ed P £500

4x lap tops £1,200

2x IPADS.£ 400

Total budgeted cost

£3,400

   ii.   Targeted support

Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Measurable increase in PP cohort making expected progress.

iASEND baselines completed.

Planning include iASEND information

Data tracking established.

Cohort data analysed.

Targets  set in line with data information.

Strategic Advisor/HOS/DHT monitor the quality of T,L and A and triangulate evidence in data analysis.

 

HTLA support in each lower school class.

 

 

 

School has no progress and achievement data.

Data analysis and recording and reporting policy implemented.

 

EHCP targets are included in teacher panning and feedback is monitored to ensure teachers are following up points for improvement.( Monitoring Schedule)

 

Trustee visits record evidence of outcomes and impact.

 

Strategic Advisor report to Trustees details progress and achievement

AH/AB

Dec 18.

 

Sept- iASEND data tracking system introduced. 50% of staff have completed baseline information.

 

 

 

 

 

iASEND data tracking for PP pupils £300

 

HTLA employment in support of PP cohort lower school. £2,500

 

Total budgeted cost

£2,800

 iii.   Other approaches (including links to personal, social and emotional wellbeing)

Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved pupil well being impacts upon attendance, resilience, motivation to learn and ultimately progress

Analysis of pupils specific difficulties and approach to improvement agreed and staff carry out interventions consistently. This is tracked as part of monitoring schedule.

Reward system included additional ‘golden time activities’. These are linked to pupils interests.

 

CPOMS linked to data tracking.

Pupil cohorts have changed to include children with social emotional and mental health issues.

All PP pupils experience some difficulties with confidence and self esteem as a result of their SEND.

Attendance requires improvement.( 85%)

A cohort of pupils are persistent non attenders at previous schools.

Cohort of pupils have been excluded from mainstream school and this has impacted upon self worth.

Monitoring data presented to Trustees for analysis, priorities reviewed and improvements recorded in SIP.

 

Attendance improves, data tracking reports upon specifics in relation to schools approach to improving attendance.

 

Trustees monitor support from NCC/ Social care regarding the most vulnerable children.

 

Stakeholder feedback will inform further adjustments to targets and supporting families results in improvements to self esteem and confidence.

AB/AH

Dec 2018

 

Sept 18 Trustees agreed attendance target 90% by end of spring term

 

 

 

 

 

CPOMS £ 200

Enrichment activities ???

Total budgeted cost

 

 

  1. Review of expenditure

Previous Academic Year

NA- This is the first Nunnykirk PP review.

    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

 

 

 

 

 

 

 

 

 

 

   ii.   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

 

 

 

 

 

 

 

 

 

 

 iii.   Other approaches (including links to personal, social and emotional wellbeing)

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

 

 

 

 

 

 

 

 

 

 

 

 

  1. Additional detail

In this section you can annex or refer to additional information which you have used to inform the statements above.

Self Evaluation information.

Previous SDP

Ofsted report

Pupil feedback

Curriculum review

Safeguarding audit

Attendance data.