Ppg report 15 16

Hertford Infant and Nursery School Pupil Premium Grant (PPG) Expenditure Report for 2015/16 This report outlines how Hertford Infant and Nursery School has utilised its Pupil Premium Funding during the financial year (1st April 2015 -31st March 2016) Pupil premium funding is targeted at:  Children from low income families who are known to be eligible for free school meals (FSM)  Children who are, or have been, in receipt of free school meals in the last 6 years (ever 6 FSM)  Children whose parents are currently in the armed forces  Children who have been Looked after for one day or more, and including children who have been adopted from care or leave care under a special guardianship or residence order – “Pupil Premium Plus” (PPG+)  Children who are identified as disadvantaged by the school but do not fit in to the above categories In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged. We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.

We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged. This allocation of funding aims for positive outcomes for all children.

We have referenced the Education Endowment Foundation -Teaching and Learning Toolkit to help us make effective decisions about the use of the PPG funding https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z

Overview of the school - Information based on January 2015 Census figures Total number of pupils on roll (plus nursery)

176

Total number of pupils eligible for PPG

62

Total number of pupils eligible for PPG+

2

Total number of pupils eligible for EYPP (from Sept 15)

3

Amount of PPG received per pupil

£1,320

Amount of PPG+ received per pupil

£1,900

Amount of EYPPG received per pupil

£300

Total amount of PPG received

£81,840

Total amount of PPG+ received

£3,800

Total amount of EYPPG received

£900

TOTAL

£86,540

Expenditure – (% for PPG pupils) Assistant Head – % of time to provide support for 75% of Early Help, CP and CIN Pupil Premium families , supervision of Interventions,

£22,101

Level D Literacy Learning Mentor (60% of supported pupils were PPG)

£10,558

Level C Maths Mentor - First Class @ Number/Talking Maths 40% of supported pupils were PPG (Sept 2015 - April 2016)

£2380

Level C Inclusion Mentor (55% of supported pupils were PPG)

£12,000

ECAR Teacher – (50% of supported pupils were PPG - April-May)

£1,320

BRP – 50% of supported pupils were PPG

£858

Counselling - 60% of supported pupils were PPG

£5732

School Start – 33% of supported pupils were PPG

£572

Training for Talking Maths Intervention and resources

£150

Fine Motor Skill Groups throughout sch - 50% of supported pupils were PPG £1126 % of 2x full time INA

£2,600 2

Yoga and Mindfulness Training (Inclusion Mentor)

£650

Breakfast Club

£2636

Family Wild Wood

£1,200

Milk

£772

School Trips

£128

School Clubs

£800

Resources for Nursery Finger Gym (Fine Motor skills)

£210

Enrichment teacher for: transition: early writing support group: Family Learning: Dads Group : Song writing and Music teaching

£17,103

PPG+ (training, assessments, resources, breakfast club, after school clubs, trips)

£3,800

Total spending

£86 696

Summary and Evaluation of PPG spending 2015-16: Parental Support and Involvement 

This academic year (from September 2015) we have restructured the Senior Leadership Team to take account of the increasing number of Child Protection, Child in Need and Early Help cases in the school. The Assistant Head teacher now spends at least 50% of her 0.8 week focusing entirely on supporting these families. This has enabled the school to understand more about potential barriers to learning for these children, to support the families to overcome these issues and to make positive steps towards closing the gap between the outcomes for PPG pupils and Non-PPG pupils.

1:1/Small Group Tuition 

An analysis of the outcomes of our Literacy intervention programmes over the previous 3 years, in terms of maintained progress in reading and writing and phonics test scores showed that ECAR was not delivering as good value as FFT for our pupils 60% of which were PPG this year. To support the specific English needs of identified pupils of which 50% are PPG, we have restructured our literacy support by upgrading to a Level D TA:  to lead on Literacy interventions across the school  to focus entirely on Literacy support programmes (no longer maths )  to take up the time allocated to ECAR previously for more FFT 3

 to train other TAs in delivery of BRP  to assess children pre and post interventions and analyse outcomes 

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After discussion with our linked junior school we discovered that a large percentage of our PPG pupils who have accessed interventions in our school go on to require further Maths Interventions in the juniors. Analysis of the problems related to understanding the language of maths and being able to apply their maths learning to real life situations. Since September 2015 we have invested some of the PPG to fund a new post of a Level C TA to deliver a new maths intervention, ‘Talking Maths’ which is aimed at overcoming these barriers. This TA also delivers the 1st class @ number intervention. We have partly funded this using Pupil Premium money.

Two PPG children require 1:1 support from INAs, partly funded by Pupil Premium

Targeting Behaviour and Social and Emotional learning 

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Approx. 60% of the children who have received counselling in school this year were PPG. As a school we value the role the counsellor plays to support those children whose emotional issues are a barrier to learning. The Assistant Head liaises closely with the counsellor to refer children from CP/CIN/Early Help and then to feedback outcomes to families and network meetings and core groups etc (Dialogue Counselling School report) Over the year approximately 55% of the children supported by our behaviour mentor have been PPG. They have been supported with their behaviour and social skills (pre and post scaling tool evidence) One of our Learning Mentors undertook a training course for a yoga and mindfulness teaching support. Unfortunately she then left the school so we have not been able to make full use of this opportunity.

PPG children and their families were targeted for involvement in a Wild Wood project to support family relationships and the wellbeing and learning of pupils.

As a school we put a high value on having children prepared for learning by being in school on time, well fed and calm before starting their school day. Therefore we have offered free Breakfast club for PPG and other disadvantaged children to support families where mornings can be a struggle. (Case studies) We also value the opportunities that after school clubs can provide for children to widen their experiences and we have used PP funding to provide places for these children (case studies) We have subsidised costs for school trips for some parents who are struggling financially in line with our School Charging Policy when requesting voluntary contributions.

In the Autumn Term of 2015 we used the funding to facilitate an experienced male teacher to run a weekly Dads and Male Carers Group, which has continued since his retirement. A ‘Guide to Dadness’ and an evaluation report were written. The same teacher also used his musical talents to provide Music teaching and song writing experiences for all children with a focus on our disadvantaged culminating in them recording a set of School songs.

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EARLY YEARS INTERVENTION  Linked to our School Development plan to improve writing across the school we have invested money to support children with fine motor skill and in Nursery money has been spent on developing a Finger Gym area with resources.  Class TAs in Early Years deliver the School Start intervention programme to improve the speaking skills of children (One third of the children in the past year have qualified for PPG) Pupil Premium Plus: This money is ring-fenced for the specific use of the pupils to whom it is awarded and has been used in a variety of ways to support those families and children including funding for afterschool clubs, breakfast clubs and school trips.

Following discussions with one of the families some of the money has been spent to train staff in attachment awareness (Sept 2015 INSET). We have also used the money to have detailed observations and assessments done by Yellow Kite (School Support Service) who have then provided us with a valuable information and a support plan which will enable the children to move on positively, overcome barriers and progress in their emotional wellbeing and educationally. http://www.theyellowkite.co.uk/

Total Spend The total Pupil Premium spend is greater than the grant we receive. The extra has been made up this academic year from general school funds.

The Brighton and Hove IDACI (Income Deprivation Affecting Children Index) puts 59.5% of our pupils within the 3 highest bands of income deprived homes with 21.5% in the highest band. (As a comparison with all other infant schools in the authority - 14.8% of pupils are in the highest 3 bands of income deprived homes, with 3.3% in the highest band)

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Closing the Gaps Trend - Disadvantaged pupils from RAISEonline Summary Report based on Validated 2015 data Year 1 – Phonics passes %

2013

2014

2015

School

National

School

National

School

National

All

45

69

49

74

75

77

Disadvantaged

50

57

38

63

75

66

Year 2 Cumulative – Phonics passes % 2013

2014

2015

School

National

School

National

School

National

All

-

-

-

-

87

90

Disadvantaged

-

-

-

-

81

84

Comparison with previous year  

Year 1 phonics data - 75% of PPG children met the standard (2014 - 38%) Year 2 phonics data - 81% of PPG children met the standard (2014 - 43%)

(See SDP evidence 2014-15 and NPQH file)

End of KS1 data

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2015 Summary of Gaps PPG to non PPG 2015 Gaps overall reading school gap -2.0 -1.7 comparison to national gap -1.4 -1.3 difference -0.6 -0.4

writing -2.1 -1.9 -0.2

maths -2.2 -1.0 -1.2

End of KS1 2015 Data Comments The gap in attainment between Disadvantaged pupils and non-Disadvantaged pupils in our school increased last year. Our gap was greater than the gap in attainment between Disadvantaged pupils and other pupils nationally. This gap is greater in maths than in literacy. As a school we have analysed why this has occurred and have put in place actions to close these gaps (see evaluation 2015-16 and ongoing proposals for 2016-17) (Case Study evidence in school)

Year 1 Data – 91.6% of PPG children in Y1 achieved ARE in reading and writing, and 83.3% in maths (cohort 12/56).

Early Years Data 2015 – 63% PPG achieved GLD

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PPG Proposed Actions for 2016-17 School Development Plan - Improving writing is to remain a key improvement focus for the whole school.

The school’s disadvantaged children must be carefully monitored and input differentiated so that the gap between their attainment and that of non-disadvantaged nationally as well as their non-disadvantaged peers within school decreases, particularly at the higher levels/ARE+.

For the academic year 2015-16 we will continue to ensure that Pupil Premium funding is focused on disadvantaged children to ensure they are making good or better progress. 

Training for TAs to build their expertise to provide a language rich environment with open questioning, modelling and conversing with children; recent lesson observations suggest that this is needed.

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To focus on investing PPG funding in supporting writing groups to extend high achieving PPG learners to raise standards the Academically More Able (AMA) – linked to SDP

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Continue to fund staffing to support PPG pupils and families (Assistant Head, Counsellor, Inclusion mentor, INAs, Learning Mentor

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To continue to support literacy and numeracy for lower ability pupils through FFT, BRP, First Class @ Number and Talking Maths

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To develop 2 new spaces within the school one for use as a sensory room and another as a quiet working space for small group work, 1:1 sessions and parent meetings.

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To ensure the maximum progress of disadvantaged pupils by focusing on their attainment and progress during Pupil Progress meetings – key questions proforma

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To focus awareness on holistic needs of PPG pupils by creating Key Group information for class teachers (class at a glance/Venn diagrams) to include attendance issues

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Monitor attendance/lateness patterns of PPG pupils and support improvement

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To upgrade the record keeping for PPG spending for improved analysis

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To analyse the information available to parents/carers regarding PPG funding in order to ensure all those who should are claiming and benefitting from the funding.

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Investigate how small changes in classroom practice eg marking PPG pupils books first might improve outcomes.

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Investment in CPOMS – online system to share information affecting pupils

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Investment in Brighton City Partnership for Education – collaborative working with other schools around inclusion and support.

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