Pupil premium strategy statement (primary) 1. Summary information School
Sherborne Primary School, Dorset
Academic Year
2016-17 Total PP budget
Total number of pupils
320
Number of pupils eligible for PP
85 pupils 27%
Date of most recent PP Review
3.10.16
Date for next internal review of this strategy
12.10.16
2. Current attainment Pupils eligible for PP (your school) % achieving Level 4b or above in reading, writing & maths (or equivalent) % making at least 2 levels of progress in reading (or equivalent) % making at least 2 levels of progress in writing (or equivalent) % making at least 2 levels of progress in maths (or equivalent) 3. Barriers to future attainment (for pupils eligible for PP) 1
Pupils not eligible for PP (national average)
In-school barriers (issues to be addressed in school, such as poor oral language skills) A.
Our catchment serves a wide area within our town which incorporate children from a variety of backgrounds, including significant deprivation with the 5 most deprived ward in the whole of Dorset within our catchment. This has a significant impact upon emotional readiness for learning and attendance/lateness for a significant proportion of our pupils, due to: parenting, safeguarding issues, Looked after status and some of our vulnerable families which experience drugs, alcohol and domestic violence.
B.
37% of the children on the SEN register are identified as having a special educational need in the area of speech, language or communication needs including Autism, with a further 15% displaying emotional, social and mental health issues. Of the pupil premium children, 19% experience either/and emotional, social and mental health issues or speech, language or communication needs including Autism.
C.
x % of children did not meet the national expectation in reading, writing and maths
th
External barriers (issues which also require action outside school, such as low attendance rates) D.
18 months ago one of the local preschools closed and this had a significant impact on the baseline levels of our pupils starting school in Reception . In the academic year 2015 – 2016 over 70% of pupils entered the school (Reception) below expected levels in reading, writing (even lower) & PSED
4. Desired outcomes (Desired outcomes and how they will be measured) To ensure children across the school are displaying a greater readiness to learn
A. Measuring tools
Success criteria Less low-level behaviour in the classroom Less recorded incidences needing time in the reflection room
Behaviour logs Improved attendance Reflection room record Improved self-esteem through ELSA intervention
Attendance monitoring
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ELSA intervention target setting and case studies
Improved parental engagement
PSA questionnaires
B.
To ensure children across the school improve their social, communication and language skills in order to be respectful citizens
Less serious incident logs Greater percentage of pupils giving positive feedback in the pupil questionnaires and interviews
Early Years Foundation Stage profiling British Picture Vocabulary Scale assessments (Foundation Stage)
Improved social communication skills through targeted intervention
Behaviour logs Reflection room record
Improved speech and language skills through targeted intervention
Speech and Language intervention target setting and case studies Social Communication intervention target setting and case studies ELSA intervention target setting and case studies
C.
To ensure a greater number of children are achieving at least the national expectation in reading, writing and maths Individual provision mapping in teams and across the whole school SPTO target setting linked to teachers performance management Booster groups of targeted intervention across reading, writing and maths
5. Planned expenditure
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% of children reaching the national expectation in reading, writing and maths
● Academic year
2016-2017
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?
To ensure children are taught in the smallest class size
Additional teacher and TA to maintain smaller class sizes
The children will receive more individual attention in the most effective learning environments
At 320 on roll the school could have large KS2 classes but an 11th teacher and TA are within are team specifically to keep classes small.
Headteacher
Annually linked to numbers on roll,increased intake and popularity of the school
To embed consistent approaches to behaviour management across the extended school day
Whole school behaviour management training
As Education Endowment Foundation states: “Evidence suggests that behaviour interventions can produce large improvements in academic performance along with a decrease in problematic behaviours” TADSS is Dorset County Councils response to sharing best practice between Specialist Teachers and mainstream schools. Consistently in training and approach is crucial to the success of any behaviour management approach.
The INSET day in January 2017 is allocated to this training
Assistant headteacher/ SENCO
Following training via staff questionnaires, meetings, pupil questionnaires and interviews
To use the latest technology to enhance
Whole school IT training
A server less system will be utilised to enable access for all and the latest
Staff meeting training and team meeting reviews
IT coordinator
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pupil’s enjoyment of reading, writing and maths across the school
technology will enhance pupil and staff enjoyment of teaching and learning
IT coordinator to monitor as a part of the coordinator role
To ensure all children have effectively learnt and can apply their timetables
Whole school timetable IT initiative
Not knowing times tables significantly slows children down when calculating. Rapid knowledge and accurate recall of facts helps build confidence throughout mental and written calculations
Times table testing Monitoring through displays Morning trails
Maths coordinator
Reviews to be embedded into provision mapping
To ensure effective coverage of National Curriculum maths key objectives across the whole school with a clear sense of progression of skills
Whole school maths scheme
In order to give all children outstanding teaching and learning opportunities a scheme is used to best enhance coverage and progression
Staff meeting training and team meeting reviews
Maths coordinator
Reviews to be embedded into provision mapping
To ensure children are at least meeting national expectations in reading
Extend collection of KS1 and KS2 Guided Reading packs
A wider range of texts are needed to motivate children who may be feeling dissatisfied with reading and an extended range of lower reading ages with higher interest levels
Staff meeting training and team meeting reviews
English coordinator
Reviews to be embedded into provision mapping
To ensure targeted intervention is delivered to tackle personal learning gaps
Senior TAs to be allocated to each team to support teaching and learning
Since introducing the new role of Senior SEN TAs we have seen the positive impact on learning. As the Educational Endowment Foundations states: Evidence indicates that one to one tuition can be effective, on average accelerating learning by approximately five additional months’ progress.
The Assistant head/SENCO monitors the work of the Senior TAs through reviewing their termly assessments and follow on target setting, target reviews and case studies
Assistant headteacher/ SENCO
Twice per term or six times per years.
Maths coordinator to monitor as a part of the coordinator role
English coordinator to monitor as a part of the coordinator role
New targets are set in September, January and April and reviewed in December, March and July. Reviews to be embedded
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into provision mapping
To ensure pupils with more complex behavioural, social or emotional needs are observed in class and the class teacher follows recommendations from an advisory teacher
Behaviour Support Advisory Service (Dorset BSS)
To ensure pupils with specific learning difficulties are formally assessed and programmes of work are devised and reviewed by an advisory teacher
Specialist Educational Needs Support Service (Dorset SENSS) 30 hours of support per year
Annual pre and post intervention questionnaires demonstrate the positive impact for pupils and families receiving this specialist support. Benefits include: less social exclusion, increased academic engagement and greater understanding of needs
The Assistant head/SENCO has termly planning meetings with the BSS advisory teacher to review progress and identify needs
Assistant headteacher/ SENCO
Last academic year, six pupils completed full diagnostic assessments; three were diagnosed with dyslexia and three with visual discrimination difficulties. All children engaged in a regular programme of work with a TA and when reviewed all had progressed beyond the actual months in their new reading and spelling ages
The Assistant head/SENCO has termly planning meetings with the SENSS advisory teacher to identify needs and plan assessments.
Assistant headteacher/ SENCO
Reviews to be embedded into provision mapping
Reviews are then completed after 6 months. The Assistant head/SENCO delegates the programmes of work to the Senior TAs or SEN TAs. This is then reviewed through termly target setting and target reviews
Total budgeted cost ii. Targeted support
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Termly planning meeting with BSS advisory teacher
Termly planning meeting with SENSS advisory teacher Reviews to be embedded into provision mapping Targeted children also complete Salford and SWST assessments every three months in line with the assessment cycle
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?
To close the reading and writing gap
Fischer Family Trust
Fischer Family Trust is a highly effective individualised reading and writing intervention delivered by an trained member of staff. Research shows an APS gain of 4 - 5 points over 20 weeks
The SENCO will be delivering this intervention; following a three day training course and purchasing of specialist resources. Children will all be assessed using Salford and SWST to see gains in reading and spelling ages across the 20 weeks
Assistant headteacher/ SENCO
Reviews to be embedded into provision mapping
To raise the enjoyment and profile of writing
Year 5 and 6 Girls’ writing club
Following the enthusiasm and success of last years Boys’ writing club this initiative will be introduced to promote a passion for writing amongst the Year 5 and 6 girls
Deputy head and TA to work together to plan fresh and exciting ideas.
Year 6 TA
Reviews to be embedded into provision mapping Before and after intervention questionnaire
Feedback sought regularly from children
Intervention Case Study To raise the enjoyment and profile of writing
Year 3 and 4 Boys’ writing club
Following the enthusiasm and success of last years Boys’ writing club this initiative will be continued to promote a passion for writing
Deputy head and TA to work together to plan fresh and exciting ideas.
Deputy head
Reviews to be embedded into provision mapping
Key Stage One Team Leader
Reviews to be embedded into provision mapping
Feedback sought regularly from children To improve the pencil control and handwriting of the children
KS1 daily Fine Motor Skills package
Several children have been identified on the September 2016 provision mapping as having poor fine motor skills which is impacting on handwriting style, presentation, speed and enjoyment of written tasks
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Key Stage One team leader to select resources from Building Blocks for Learning: Occupational Therapy Approaches book by Jill Jenkinson
Before and after intervention samples of
writing Intervention Case Study To extend the Emotional Literacy support in the school
Third TA to become an ELSA
Our two ELSAs are well respected and regarded in the school by children, parents and teachers. The ELSA intervention is continuing to have a measurable success both in class and in sessions. The demand for need outweighs the availability of ELSA sessions therefore another member of the team is needed
The Assistant head/SENCO has termly planning meetings with the ELSAs following referrals from class teachers, the PSA or Children’s Services. Targets are identified and pre and post questionnaires are completed by children and teachers
Assistant headteacher/ SENCO
Following referrals and preintervention questionnaires new targets are set in September, January and April and reviewed in December, March and July. Teacher and pupil questionnaires are also translated in progress score and tracked. Some case studies are also written following ELSA Reviews to be embedded into provision mapping
To extend the Speech and Language support in the school
Second TA to deliver Speech, Language and communication intervention including Lego Therapy.
Our Speech and Language TA is well respected and regarded in the school by children, parents, teachers and the NHS link therapist.. The intervention is continuing to have a measurable success both in class and in sessions. The demand for need outweighs the
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The Assistant head/SENCO has termly planning meetings with the Speech and Language TA. This is to plan the caseload using information from NHS SALT programmes and inschool assessment tools. Targets are identified and resources are either
Assistant headteacher/ SENCO
New targets are set in September, January and April and reviewed in December, March and July. BPVS is completed with the Reception children and
availability of Speech and Language sessions therefore another member of the team is needed. This is particularly necessary now that our assessment tools have been extended to include BPVS, Narrative Therapy assessments and the TALC.
sought from SALT or purchased.
other identified children in September and June. Narrative Therapy assessments (Peter and the Cat/ The Squirrel) are completed termly. Some case studies are also written following intervention. Reviews to be embedded into provision mapping
To extend the children’s access to Learn to Move. Move to Learn trained staff in the school
Second TA to become Learn to move. Move to Learn trained and deliver Cool Club intervention
The current member of staff assesses identified children using the ABC Battery of Movement skills. This identifies a high need for gross motor skills intervention. The demand for intervention in this area is greater than current availability. Children who participate in the intervention gain better spatial awareness skills and learn to control their movements more effectively. Case studies show the positive impact in the classroom and on the playground.
The Assistant head/SENCO has termly planning meetings with the Learn to Move. Move to learn trained TA. This is to plan the caseload using information from teacher referrals and the ABC Battery of Movements assessment tool. On occasions children have an occupational therapy care plan where this is relevant recommendations and resources are embedded Targets are identified.
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Assistant headteacher/ SENCO
New targets are set in September, January and April and reviewed in December, March and July. ABC Battery of Movements assessment is completed with identified children in September and June. Some case studies are also written following intervention. Reviews to be embedded into provision mapping
To enhance positive parental engagement and promote key parenting skills
To promote holistic development alongside cooperation, communication and confidence
Parent Support Advisor
Forest Schools
To encourage children to be in school on time, having had a healthy breakfast with a settled transition period before learning starts
Breakfast club
To provide children with a small structured group setting during lunchtime
Lunchtime club
The EEF highlights “The association between parental involvement and a child’s academic success is well established” We employed a PSA last academic year and her popularity among the families is continuing to impact on engagement and skills. Lack of parental engagement and social deprivation has historically impacted on children’s attainment. This is a cycle we are committed to breaking.
The Assistant head/SENCO has termly six weekly supervision and review meetings with the PSA following referrals from class teachers, Children’s Services deescalation or self referral. Targets are identified with parents in line with pre and post intervention questionnaires.
PSA under the direction of the Assistant headteacher/ SENCO
Following the previous success of Forest Schools and our new Eco School Award, Forest School is a popular initiative that fully utilises our beautiful grounds. Children have a sense of enrichment and become passionate about connecting with nature.
Dorset Forest Schools are a local passionate company who had a significantly positive impact on our children’s development and our environment previously. Lessons are well planned, equipment handling is taught skillfully and risk assessments are thorough.
Assistant headteacher/ SENCO
On the whole children who attended breakfast club last year had a more settled transition into school. In most incidences the breakfast club successfully achieved its goal of reducing lateness.
Teachers refers children to breakfast club as a part of the provision mapping process or children are identified during attendance and lateness monitoring. The TA providing the breakfast intervention will liaise regularly with the class teachers and PSA
A TA under the lead of the PSA and Assistant headteacher/ SENCO
Reviews to be embedded into provision mapping
The introduction of lunchtime club has been a huge successful. It has reduced difficult situations at lunchtime and
The Assistant head/SENCO has termly planning meetings with the TAs delivering lunchtime clubs. Small
A team of TAs under the lead of the
Reviews to be embedded into provision mapping
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Reviews to be embedded into provision mapping Before and after intervention questionnaire Intervention Case Study
Reviews to be embedded into provision mapping Before and after intervention questionnaire Intervention Case Study
Intervention Case Study
to prevent over arousal and to positively build social communication skills
To ensure the school has an accessible safe place where children can be supported by an adult to self-regulate
Sensory Room
actively promotes positive skills including friendships, turn taking, good eating habits and listening to one another. We now have 4 lunchtime clubs across the school: one for Foundation Stage, 1 Lower School, 1 Middle School and 1 Upper School. The multiple groups mean that a range of needs can be catered for and group dynamics can be closely monitored.
budgets are given to each team to resource the time appropriately. The Senior Lunchtime Supervisor is regularly in consultation with the TAs delivering lunchtime clubs if new issues arise.
Assistant headteacher/ SENCO
Intervention Case Study
Following last year’s whole school Attachment Training we set up a sensory room to enable children to use when they need to self-regulate. This area has also proved to be particularly popular for children with sensory processing needs.
One TA has been identified to monitor the resources and source new resources as necessary. Teachers and TAs monitor how quickly children calm after becoming aroused. SLT to continue to monitor the impact it has on serious behaviour incidence across the school
Senior TA
Reviews to be embedded into provision mapping
Total budgeted cost 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?
Weekly toddler group Pupil grants and individual teacher
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Staff lead
When will you review implementation?
budgets
Assessment resources
Termly SEN drop-in
Total budgeted cost
6. Review of expenditure Previous Academic Year
2015 - 2016
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.
ii. Targeted support
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Lessons learned (and whether you will continue with this approach)
Cost
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
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 Desired outcome
Chosen action / approach
7. Additional detail
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In this section you can annex or refer to additional information which you have used to support the sections above.
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