Christ Church Streatham

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Pupil Premium

Christ Church C of E Primary School

Pupil Premium Strategy 2019- 2020

 

How was the pupil premium allocation spent in 2018-19?

In 2018-19 the Pupil Premium allocation was spent on the following:

  • Experienced senior teacher to support and monitor TA intervention groups in literacy, maths and social skills
  • Targeted interventions taught by experienced senior teacher, focusing on closing the attainment gap for identified individuals and groups of children, in literacy and maths
  • Experienced and outstanding teacher providing high quality PPA, support and cover in KS2.
  • Additional support teacher to work alongside class teachers to increase conferencing, intervention marking and support for individuals and groups of children, particularly in KS2.
  • Early intervention to support early reading and progression in phonics led by TA
  • Booster classes and revision clubs for Y6 in literacy and maths. Summer school for PP children
  • Mentoring and social skill groups for targeted children
  • Additional MMS to provide behaviour and social skills support in the playground, lunch hall and library
  • Membership of the Windmill Cluster and funded offer of activities through the Windmill Cluster Targeted activities within the cluster eg therapeutic horse riding, reluctant writers’ and able writers’ workshops More Able maths and English booster sessions
  • Inclusion manager support for PP children and their parents
  • Additional professional support from EP and SALT
  • Workshops and support for parents
  • INSET and training
  • Updating resources

 

What was the effect of the expenditure on eligible and other pupils?

  • Monitoring indicates quality first teaching for high needs pupils and improved teaching and learning across the school.
  • Target groups were supported in class – increasing conferencing, live marking and feedback to accelerate progress.
  • Small group support for high needs pupils led to increased concentration and intensive support to accelerate progress
  • Monitoring indicates improved behaviour and attitudes for learning
  • A group of high needs pupils were supported through social skills groups, mentoring and conferencing
  • Pupils were supported effectively during transition point eg from nursery to reception and transfers from other schools
  • Data was analysed effectively to ensure leadership is effective and governors and parents fully informed of progress
  • Effective support from Inclusion Manager ensured good progress of pupils
  • The additional MMS ensured smooth transitions between class, the hall and play. The level of supervision and support for pupils in the playground and hall increased
  • Targeted PP pupils took part in a range of engaging activities improving motivation, self-esteem and positive attitude to learning
  • Targeted pupils attended booster clubs and summer school and accelerated progress was reflected in outcomes
  • Small group support for high needs pupils led to increased concentration and intensive support to accelerate progress.

  

1. Summary information

 

 

 

School

Christ Church Streatham C of E Primary School

 

 

 

Academic Year

2019-20

Total PP budget

£84,480

Date of most recent PP Review

September 2019

Total number of pupils

200

Number of pupils eligible for PP

64

Date for next internal review of this strategy

November 19


 

 

Year group

(total in year)

Reading (%)

Writing (%)

Mathematics (%)

Combined (%)

Age related

Greater depth

Age related

Greater depth

Age related

Greater depth

Age related

Greater depth

Y6 (30)

83

30

93

33

87

20

77

13

Y6 PPG (13)

69

31

85

46

77

15

62

15

Y5 (27)

85

30

85

30

85

44

85

30

Y5 PPG (8‚Äč)

88

0

88

13

88

25

88

0

Y4 (30)

80

33

84

27

90

27

80

27

Y4 PPG (10)

90

40

80

30

90

20

80

30

Y3 (29)

70

30

67

23

73

23

67

23

Y3 PPG (13)

92

54

85

39

92

46

85

39

Y2 (27)

83

30

83

30

83

30

83

30

Y2 PPG (6)

83

33

83

33

83

17

83

17

Y1 (30)

87

27

87

27

87

23

87

23

Y1 PPG (9)

67

22

67

22

67

33

67

22

Reception (30)

76

20

76

20

93

26

76

20

PPG (4)

50

0

50

0

75

0

50

0

 

Headline Data Summer End 2019
  

4. 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.  

54% EAL and PP

Development of English oral and written language skills

B.  

Low starting upon entry to EYFS

Accelerated progress required to close the gap with National

C.  

Lack of enrichment opportunities outside of school compared to non-pp children due to financial constraints at home or the lack of opportunities made available to them.

D.  

PP children can suffer from low esteem and have other social, emotional and behavioural issues that need to be addressed. These issues can have a detrimental effect on their academic progress and that of their peers

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

E.  

Above 32% of pupils eligible for Pupil Premium. Higher deprivation than the National Average

F.  

Unsettled family arrangements. Care of younger children by older siblings (e.g. whilst parents at work). Many families living in difficult environments (overcrowding/ potential lack of appropriate housing).  Increased levels on insecurity (temporary employment, no recourse to public funds)

G.  

Poor nutrition. Many children come to school having not had breakfast. Potential to result in reduced concentration and focus within the school day.

H.  

The majority of children reside in the local area including the Tulse Hill Estate which has some of the highest levels of deprivation in London. High incidences of gang violence, gun and knife crime.

I

Poor English literacy levels for a few SEN/ EAL parents resulting in inability to support homework tasks.

 

5. Outcomes

 

 

Desired outcomes and how they will be measured

Success criteria  

A.

Continue to Improve progress from starting points for disadvantaged pupils. Ensuring all pupils make at least expected progress and establish this as a long term trend

For data to be significantly above floor targets for writing, reading and maths

 

B.

To continue to improve attainment outcomes for Pupil Premium pupils so that end of key stage data for this group is broadly in-line with national averages, including the performance of pupils working at Greater Depth.

For attainment to be in-line with national averages for writing , reading and maths

Key stage Two target of  85%  to meet  ARE for W, R and M    

Key stage One target of  70% to meet ARE for W, R, M

EYFS 75% target to have GLD

C.

Ensure that there are no wide disparities when comparing the progress of significant disadvantaged school groups.

Termly Data analysis and PPM to show that there is parity between different school groups. Where there are differences to plan strategy to close the gaps.

 

D.

To ensure that the wider curriculum continues to provide the rigour and challenge needed to adequately prepare pupils, for the next stage of their education, with the same intensity as the core subjects.

Successful lesson observations, 90% plus of lessons/ teaching and learning observed to be good or better. 40% outstanding

School floor targets for progress to be met (at least 6 points per academic year).

Positive outcomes observed through monitoring (book scans, learning walks, lesson observations by SIA, middle leaders and SLT)

E.

Children to have access to the life experiences and opportunities available to children in areas that are more affluent.

Educational visits, Tuition outside of normal teaching hours. Evidence of enrichment opportunities.

 

Pupil Premium Action Plan and Intended Expenditure Plan 2019-2020

Action

PP Allocation

Justification/ Expected Effect

Measurable Effect

Justification/ Expected Effect

Person responsible

 for evaluation

Teacher to support and monitor TA intervention groups in literacy, maths and social skills.

 

 

 

 

 

CP 2 hours per week

 

To ensure high quality teaching and learning in interventions

- Analysis of whole school data to identify children

- Measurable, time limited targets set for interventions

- Progress meetings with TAs to monitor provision, to discuss pupil progress.

- Interventions evaluated and adaptations made as necessary.

-New targets set for each group.

To ensure high quality teaching and learning in interventions

NR

CP

 

Targeted interventions taught by experienced teaching assistant focusing on closing the attainment gap for identified individuals and groups of children, in literacy and maths.

2 days per week

 

To ensure high quality teaching and learning focussed on closing the gap in literacy and maths

- Record keeping indicates individual half termly targets are met.   - Data indicates accelerated progress for PP children.

To ensure high quality teaching and learning focussed on closing the gap in literacy and maths

NR

SLT

Experienced, outstanding teacher providing high quality PPA and cover

 

CP 2 days

 

 

To ensure that all children are learning to their full potential during the CT PPA.

Experienced outstanding teacher is able to contribute to the monitoring of teaching and learning of all children

-Planning, evaluations and monitoring show that high quality provision is in place

- Record keeping indicates individual half termly targets are met.   - Data indicates accelerated progress for PP children

To ensure that all children are learning to their full potential during the CT PPA.

Experienced outstanding teacher is able to contribute to the monitoring of teaching and learning of all children

NR

SLT

Additional support teacher to work alongside class teachers to increase intervention marking and support individuals and groups of children

CP 1.5 days

 

 

To increase the frequency of high quality intervention marking

Books indicate a higher level of intervention marking which moves the learning on and supports children to make accelerated progress within the lesson.

To increase the frequency of high quality intervention marking

Class teacher and support teacher

 

 

NR

SLT

Early intervention to support early reading and progression in phonics led by TA x 2

 

Half to PP

 

 

 

To ensure that learners make a good start to reading and sets the foundations for reading success.

Accelerated progress in reading for targeted children in Y1 and Y2

To ensure that learners make a good start to reading and sets the foundations for reading success.

CP

Attendance and lateness (Attendance Officer)

2 days per month

 

Monitor attendance and lateness, writing to parents, arriving attendance panels

Increased attendance and punctuality

Improved attendance and punctuality

SLT

Booster classes for Y6 in literacy and maths/

Easter School

 

 

(Based on 3 classes for 30 weeks)

 

 

To close the gaps for individual learners and enable all learners to reach or exceed ARE

- Provision for targeted children

- Accelerated progress in literacy and maths as evidenced in half termly teacher assessments

 

To close the gaps for individual learners and enable all learners to reach or exceed ARE

Year 6 teacher

SLT

Day allocation of Inclusion Manager time

 

 

 

IM is able to monitor the provision for PP children and discuss progress and adapt provision as necessary.

Focussed data analysis and subsequent provision for learners

- Progress meetings with CP to discuss, monitor and evaluate intervention programmes

- Progress meetings with CTs to focus on the targets for and progress of interventions

-To support PP children through monitoring classroom provision and additional in class support. To review and evaluate provision and adjust as necessary

- maintaining provision map for PP children

- monitoring of provision and data analysis by SLT

IM is able to monitor the provision for PP children and discuss progress and adapt provision as necessary.

Focussed data analysis and subsequent provision for learners

NR

 

 

 

 

NR

SLT

 

NR

Learning Mentor to support pupils with challenging behaviour, provision of football skills

Half to PP

 

To support children who find learning and socialising difficult. To ensure children learn effectively and play happily together.

- Decrease in the number of serious incidents

- Improved behaviour at lunch time

- learners sitting with good role models at meal times

- Number of exclusions decreasing

- good communication between home and school

 

To support children who find learning and socialising difficult. To ensure children learn effectively and play happily together.

JD

CP

NR

TA restructure to provide high quality activities for learners during lunch time

 

Purchase of new playground resources

 

To support children who find learning and socialising difficult. To ensure children learn effectively and play happily together

- To support children at lunchtime by offering pavilion as a time-out space (when available)

- Learning mentor to offer social experiences eg indoor games  for children who find playtimes challenging

-To monitor children accessing lunch time support

- Decreasing numbers of PP children involved in lunch time incidents

To support children who find learning and socialising difficult. To ensure children learn effectively and play happily together

NR (IM)

CP

JD

Membership of the Windmill Cluster

 

Funded offer of activities through the Windmill Cluster

Contribution of

Membership

 

Cost of activities offered free to children based on 6 workshops

 

To offer funded places at a wide range of activities. To offer greater range of ‘possibilities’

 

 

- JD to keep a list of activities through the Windmill Cluster, including costs and a list of children participating in activities

- Minutes of meeting from the Cluster forums

- Windmill Cluster Impact tracking sheet

To offer funded places at a wide range of activities. To offer greater range of ‘possibilities’

 

 

JD

SLT

ESCO in place and offering funded places for targeted chn at extra-curricular activities, including holiday clubs run by Premier Sports

 

Estimated budget for funded places at holiday clubs and after school activities

 

To provide safe places for learners to exercise and have fun in the school holiday

To fund places for children who would not be able to afford to take part.

- Named ESCO

- Record of funded places

- Record of participant in extra-curricular activities

- Pupil voice

To provide safe places for learners to exercise and have fun in the school holiday

To fund places for children who would not be able to afford to take part.

JD

SLT

Workshops for targeted groups of parents to facilitate their involvement in closing the attainment gap

workshop x6

 

 

To enable parents to support their children’s learning and development

- Attendance at meetings

- Parent survey

- Analysis of data

To enable parents to support their children’s learning and development

Workshop leader

SLT

Additional support from EP above the SLA agreement for inclusion.

 

 

 

3 additional sessions

 

To ensure all children can access appropriate professional support for SEND. To support behaviour and cognition and thereby support teaching and learning.

Advice from EP implemented in IEPs and agreed with parents. IEPs reviewed regularly and reported to governors.

 

To ensure all children can access appropriate professional support for SEND. To support behaviour and cognition and thereby support teaching and learning.

IM

Governors – resources committee

Provision of an additional Speech and Language therapy

Half to PP

 

To ensure all children can access appropriate professional support for SEND

To support speaking and listening and thereby teaching and learning so that every child reaches their potential

Small group support available for identified pupils

Advice from Speech and Language therapist implemented in IEPs and agreed with parents. IEPs reviewed regularly and reported to governors.

Chn receiving speech and language support 1 day a fortnight.

 

To ensure all children can access appropriate professional support for SEND

To support speaking and listening and thereby teaching and learning so that every child reaches their potential

IM

 

INSET for staff on effective strategies to support PP children

 

Eg Training for IM and PP Manager

 

Practical support and training for CTs and TAS –conferencing, on-line training

 

PP conference and other relevant training for IM/PP manager

 

 

To ensure staff are trained to support the needs of all learners and specifically for PP learners

Impact of CPD records feed into next SDP and priorities for the school

 

Regular reports to governors and committees

To ensure staff are trained to support the needs of all learners and specifically for PP learners

SLT

Governors

Clerical support for administration relating to PP children and communication

 

 

High needs learners need high quality support and a high level of communication. This includes phone calls, letters, copying, filing etc

Records kept

Provision Map updated

Clubs and activities offered, full attendance and payments collected and paid as necessary

High needs learners need high quality support and a high level of communication. This includes phone calls, letters, copying, filing etc

Finance Officer

Admin officer

Governors

Breakfast club places subsidised for PP chn.

Based on last year’s costs

 

 

To ensure that no child starts the day hungry

- PP chn attending Breakfast Club

- chn more alert and engaged in lessons.

Chn are well fed

- Punctuality levels improve for PP chn .

To ensure that no child starts the day hungry

IM

Finance officer

 

TOTAL

 

 

£124,144

 

 

 

 

The date of the next pupil premium strategy review:  

November 2019, February 2020 and July 2020 

The pupil premium strategy is monitored throughout the year by:    

 

Senior Leadership Team monitoring programme

The Inclusion Managers’ Termly Report to Governors

Discussion at the Achievement Committee

Discussion at the Resources Committee

 

The Next annual review of the Pupil Premium Strategy Review will take place in July 2020