Harrowgate Hill Primary School Primary School

Pupil Premium Strategy Statement 2017 - 2018

Quality of teaching for all

Targeted support - PPG Attendance

Equality of Opportunity for all pupils

PPG children - support for learning, emotional, behavioural and social needs.

Summary information

School Harrowgate Hill Primary School

Academic Year 2017 - 2018 Total PP budget £256,494 Date of most recent PP Review September 2017

Total number of pupils

625 pupils including Nursery

Number of pupils eligible for PP

184 – 29.44%

Date for next internal review of this strategy March 2018 July 2018

Current attainment

Pupils eligible for PP (your school) Pupils not eligible for PP (national average)

% achieving age related expectations in reading, writing and maths 33% 57%

% achieving age related expectations in reading. 63% 73%

% achieving age related expectations in writing. 81% 91%

% achieving age related expectations in maths. 44% 65%

% achieving age related expectations in GPS. 59% 72%

KS1 – KS2 progress in reading + 0.51 + 0.2

KS1 – KS2 progress in writing + 1.77 + 2.1

KS1 – KS2 progress in maths -1.22 -0.8

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)

On-entry to School, children enter Nursery (F1) & EYFS (F2) with skills and abilities that are below those typical for their age The gap for disadvantaged pupils continues to widen for GPS, reading and maths at the end of KS2, KS1 and EYFS. The gaps at the end of EYFS are not as significant as the gaps formed at the end of KS1 and KS2. Reading difficulties – pupil premium pupils are more likely to enter school with reading skills below those expected for their age. Phonic knowledge is often also below expected. Mathematical recall and fluency. Social, Emotional, Mental Health and Behaviour needs can have a negative impact on progress. A significant proportion of children in school eligible for pupil premium face a range of challenges which result in a higher proportion of social and emotional issues than their peers.

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

Deprivation - The school serves a community which reflects some social and economic challenges. The socio economic profile of the area in which our pupils reside continues to fluctuate. The IDACI Average Rank is 43.8. and the School Deprivation Indicator is 0.2. Attendance for PP children continued to be lower than other children leading to under achievement. The percentage absent for 10% or more sessions in 2017 was 11.6% for FSM Ever 6 (PP) and 5.9% for those not FSM Ever 6 creating an in-school gap of 5.7%. Lack of parental involvement/engagement with pupils eligible for PP - encourage parental engagement in school so that parents feel welcome in school and able to seek support. Low Aspirations for those pupils and families eligible for Pupil Premium. Lack of opportunity and wider life experiences to link to learning in school. Lack of creativity within the curriculum. Mental Health. Concerns regarding safeguarding and the protection of children.

Desired outcomes

Desired outcomes and how they will be measured Success criteria

A. Vulnerable children are identified early within the EYFS, so that differences do not widen as they move through School.

PP children in the EYFS achieve and progress in line with other children.

B. Pupils receive appropriate and targeted interventions as required to support them to achieve age related expectations and increase progress levels.

Raised standards and improved outcomes. PP children progress in line with other children.

C. Attendance is above national expectations for PP children. Disadvantaged children attend school regularly; access the curriculum which supports improved attainment, aspirations and well-being.

D. Equality of Opportunity for all pupils PP children have equal access to school visits and access to all additional enrichment experiences to enhance the curriculum.

E. Vulnerable PPG children and their families access internal and external support for learning, emotional, behavioural and social needs.

Disadvantaged children with SEND / social/emotional/behavioural needs progress in line with other children. Social, Emotional and mental health barriers are minimised enabling pupils to achieve their full potential.

1. Planned expenditure

Academic year 2017 - 2018

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

Vulnerable children are identified early within the EYFS, so that differences do not widen as they move through School.

Maintaining staffing levels to provide inclusion support for pupils and targeted intervention this includes teaching assistant support across all year groups. Early Speech and Language Intervention Early Help Assessments Introduction of CPOMs to track vulnerable pupils and staff fully trained in using this.

Communication and language skills are an issue for many pupils in school, particularly on entry to Foundation Stage. The proportion for those eligible for PPG are as follows: F1 – Nursery - Of those currently accessing interventions 16.6% are PP. F2 (Reception) Of those identified as having speech and language issues, 21.42% are PP. This additional support will enable teachers to quickly give support to pupils on entry to school. Children present with low levels of speech, language and communication on entry to school. Families supported by the school and signposted to other agencies to improve outcomes. All staff use CPOMs to record incidents and concerns.

SLT will monitor the impact of this support through lesson observations and learning walks. Regular Team Around the Child reviews to monitor targets and agree next steps to help with additional needs e.g. attendance or emotional. SLT to monitor CPOMs with weekly meeting to identify impact and actions.

HT/Early Years Lead DSL SLT

Pupil Progress Meetings Termly TAF Meetings Weekly CPOMs Meetings

Pupils receive appropriate and targeted interventions as required to support them to achieve age related expectations and increase progress levels. (Focus on Reading and Maths)

Introduction of pupil progress meetings. 1:1 tuition and skills groups for pupils in Year 6 with the expectation that all pupils attend – this includes books and resources to support booster in year 6. Maintain staffing levels to provide inclusion support for pupils and targeted intervention. Comprehension/Guided Reading taught weekly. Maths Mastery training (5 days) to boost the teaching of maths across the school – CPD Talk for Writing ethos adopted to replace the previous scheme to create enjoyment of writing. Implementation of EYFS Learning Journals and implementation of a creative approach to teaching in EYFS. Purchase Reading Eggs/Mathletics to be used across the school. Homework Help resources provided for all year groups across school.

AGE RELATED AT or ABOVE EXPECTATIONS 2017 termly data - Reading EYFS AUT PP – 0% SPR – 21.4 SUM – 61.5% YEAR 1 PP AUT -– 0 % SPR – 16.6% SUM –83.3% YEAR 2 PP AUT – 11.1 % SPR -37% SUM – 70.3% YEAR 3 PP AUT – 12.5% SPR –25% SUM –62.5% YEAR 4 PP AUT -– 25% SPR – 45% SUM –80% YEAR 5 AUT PP - 13.6% SPR –22.7% SUM –68.1% YEAR 6 AUT – 48.6% SPR –54.3% SUM -74.3 2017 termly data - Writing EYFS PP AUT – 0 % SPR –7.1% SUM –53.8% YEAR 1 PP AUT - 0 % SPR –5.5% SUM –83.3% YEAR 2 PP AUT - 0 % SPR –18.5% SUM – 77.7%

SLT will monitor the impact of this support through lesson observations and learning walks. Book scrutinies will also show the progress of all pupils and evidence of the interventions received when they have not met the success criteria of a lesson. Governor monitoring Evidence of attainment and progress of PP children in line with peers and national. Differences diminished. Evidence of accelerated progress. Disadvantaged pupils develop a love for reading and read well, whilst enjoying and accessing mathematics.

HT/SLT Pupil Progress Meetings Termly or ½ termly for key year groups.

Implement a formative approach to assessing all pupils in maths, reading and writing. Provide teachers with an accurate picture. Review of current marking and feedback policy by the SLT. Provide time allocated in staff meetings for the marking and feedback training. Complete refit of ICT across the school including new smart boards in every classroom to enhance teaching and learning.

YEAR 3 PP AUT–12.5% SPR – 12.5% SUM – 37.5% YEAR 4 PP AUT – 10% SPR – 10% SUM – 80% YEAR 5 PP AUT – 18.1% SPR – 18.1% SUM – 40.9% YEAR 6 PP AUT – 45.7% SPR – 51.4% SUM – 65.7% 2017 termly data - Maths EYFS AUT PP– 0% SPR – 0% SUM – 61.5% YEAR 1 PP AUT - 0% SPG – 5.5% SUM – 88.8% YEAR 2 PP AUT - 0% SPR-18.5% SUM –70.3% YEAR 3 PP AUT – 6.3% SPR –12.5% SUM –25% YEAR 4 PP AUT -25% SPR-35% SUM –80% YEAR 5 PP AUT – 18.1% SPR – 31.8% SUM – 68.1%

YEAR 6 PP AUT– 34.3% SPR – 51.4% SUM – 68.6% This data shows that pupil premium children in most settings are significantly below age related expectations in both aspects of literacy and maths. To counteract this the school funds a range of support in classes: Level 2, 3, HLTA and UQTs with the aim to support teaching with targeted intervention. This additional support will enable teachers to quickly give support to pupils that are not meeting success criteria in lessons. Through this these pupils will be less likely to fall behind in their learning. The above PP data justifies the costs associated with the Maths Mastery training and Talk For Writing approach to teaching literacy. Evidence shows that quality feedback has very high impact for very little cost but identifies individual needs and£ provides support for those needs. Effective use of ICT in all classrooms to engage learning.

Total budgeted cost Books, Special Projects and Resources - £22,834.24 £199,484.56

Homework Help Resources - £459.25

Curriculum Support Services – £5324.67

ICT Equipment - £39,044.85

CPD Support Services - £2678.40

Additional Staffing - £129,143.15

ii. Targeted support

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

Attendance is above national expectations for PPG children.

Level 3 safeguarding training and Early Assessment training for all Assistant Head teachers. Work closely with PCSO to support with attendance. Home visits to check on continued absence. Reward 100% attendance regularly starting in Early Years. First day calling for pupils.

As part of Early Help Assessments school staff to work with parents and carers to improve the punctuality and attendance of children, particularly those from vulnerable groups. They will support the school on attendance concerns. They will also support families to promote early engagement with the school and their children’s learning. Possibly, engaging the support of other services if applicable. We have chosen this approach as we can’t improve outcomes for children if they are not attending school regularly.

Implementation of Early Help Assessment to support families with attending school. Regular attendance review meetings to ensure early identification of children with attendance issues. Systematic calling for children who have not attended school and home visits where necessary. Parent meetings to promote attendance Regular reviews of attendance data.

HT & SLT Termly attendance report to Full

Governing Body.

Total budgeted cost £674.00

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

Equality of Opportunity for all pupils To ensure that all children have equal access to school visits and access to all additional experiences to enhance the curriculum To provide additional enrichment activities for children to support personal and curriculum development including sport and music. To provide free activities, resources and tuition as part of the Extended Schools Programme. Breakfast Club

Educational visits are part funded via pupil premium funding to ensure all pupils can experience a variety of different visits and visitors into school to enhance teaching and learning. The curriculum is enhanced with themed visits and visitors as well as outdoor learning in the school’s Outdoor classrooms, the Forest Garden and with visits to Adventurous, Outdoor Activity Centres. Wider opportunities as part of extended schools – rock band, recorder group, swimming, boys’ football, girls’ football, football academy, development squad, hi5 netball and athletics (coaches, resources, kit and transport); Educational Visits and Visitors; Provision of Uniform.

Many children have narrow/limited experiences so experiential learning is essential for pupils who may not otherwise have opportunities to develop their knowledge through first-hand experiences: House Singing Competition, Eurovision, Specialist Visitors and School Trips.

Research – Outdoor learning can increase academic achievement. The main effects tend to be on self-confidence, independent learning, organisational skills, motivation and opportunities to develop team work. Theatre visits, such as the ‘Wind in the Willows’ production have seen increased engagement with literature and the Literacy curriculum.

This follows the inclusive ethos of the school – for all children to have the opportunity to participate in these extra-curricular activities.

The school’s investment in the Extended School activities has resulted in improved achievement at regional competitive events. Participation of these groups are celebrated at the end of term Merit Award Assembly.

The visits will be monitored via pupil’s work following educational visits and the impact on learning. Children are able to experience visits that they will be benefit from academically to boost their learning. Monitor the use of the Outdoor Learning and Forest Garden to maintain maximum use/gain.

HT/SLT Summr Term

Total budgeted cost Extended Schools - £20,396.50 £22,661.44

Educational Visits - £2,264.94

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

Vulnerable PPG children and their families access internal and external support for learning, emotional, behavioural

and social needs.

Review the roles of the Unqualified Teachers and adapt this role in supporting vulnerable pupils. This should not have a cost as changing existing roles. To continue to use the Educational Psychology service to assess, monitor and provide reports for vulnerable children. To create a full-time role of a Pastoral and Welfare Lead who will support vulnerable families. To change current role of UQT to become an ELSA (Emotional Literacy Support Assistant). Provision of free school uniform for families of PPG. To introduce the ‘Wilderness School’

A missing layer of support needed to adequately support vulnerable PPG children and their families: An ELSA role will allow the school to build its capacity in supporting the emotional needs of its pupils from within the school’s own resources. Research shows that children learn better and are happier in school if their emotional needs are also addressed. This role will sit within Special Needs and Safeguarding. The Pastoral and Welfare Lead role will allow the school to develop targeted behavioural intervention and other interventions e.g. attendance support/ bedtime routines as identified by the school through Early Help Assessments. The role will be funded by the school’s own resources and will sit within Special Needs and Safeguarding. Measure the impact of the Pastoral and Welfare Lead at the summer review.

Access external training for the new role of ELSA. ELSA to provide training for all staff. Families provided with free school uniform to allow children to feel part of school family. Measure the impact of Wilderness School training and the impact on learning outside. Children embark on outdoor learning for 6

Measure the impact of the ELSA and Family Support Worker at the summer review. Performance Management of the new roles. Feedback from families and improved engagement of vulnerable pupils/families. Feedback from pupils and teaching staff.

HT/SLT Summer Term

weeks: 2 literacy, 2 numeracy and 2 science lessons outdoors. Research suggests that this improves the academic mental health well-being of pupils.

Total budgeted cost ELSA training - £4,000.00 Wilderness School - £3000.00

£33,674.00

Educational Psychology Role - £3000.00

Uniform - £674.00 Pastoral and Welfare Lead – 23674.00

Review of expenditure

Academic Year

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

Vulnerable children are identified early within the EYFS, so that differences do not widen as they move through School.

Maintaining staffing levels to provide inclusion support for pupils and targeted intervention this includes teaching assistant support across all year groups. Early Speech and Language Intervention Early Help Assessments Introduction of CPOMs to track vulnerable pupils and staff fully trained in using this.

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Communication and language skills are an issue for many pupils in school, particularly on entry to Foundation Stage. The proportion for those eligible for PPG are as follows: F1 – Nursery - Of those currently accessing interventions 16.6% are PP. F2 (Reception) Of those identified as having speech and language issues, 21.42% are PP. This additional support will enable teachers to quickly give support to pupils on entry to school. Children present with low levels of speech, language and communication on entry to school. Families supported by the school and signposted to other agencies to improve outcomes. All staff use CPOMs to record incidents and concerns.

£199,484.56

Pupils receive appropriate and targeted interventions as required to support them to achieve age related expectations and increase progress levels. (Focus on Reading and Maths)

Introduction of pupil progress meetings. 1:1 tuition and skills groups for pupils in Year 6 with the expectation that all pupils attend – this includes books and resources to support booster in year 6. Maintain staffing levels to provide inclusion support for pupils and targeted intervention. Comprehension/Guided Reading taught weekly. Maths Mastery training (5 days) to boost the teaching of maths across the school – CPD Talk for Writing ethos adopted to replace the previous scheme to create enjoyment of writing. Implementation of EYFS Learning Journals and implementation of a creative approach to teaching in EYFS. Purchase Reading Eggs/Mathletics to be used across the school. Homework Help resources provided for all year groups across school. Implement a formative approach to assessing all pupils in maths, reading and writing. Provide teachers with an accurate picture.

AGE RELATED AT or ABOVE EXPECTATIONS 2017 termly data - Reading EYFS AUT PP – 0% SPR – 21.4 SUM – 61.5% YEAR 1 PP AUT -– 0 % SPR – 16.6% SUM –83.3% YEAR 2 PP AUT – 11.1 % SPR -37% SUM – 70.3% YEAR 3 PP AUT – 12.5% SPR –25% SUM –62.5% YEAR 4 PP AUT -– 25% SPR – 45% SUM –80% YEAR 5 AUT PP - 13.6% SPR –22.7% SUM –68.1% YEAR 6 AUT – 48.6% SPR –54.3% SUM -74.3 2017 termly data - Writing EYFS PP AUT – 0 % SPR –7.1% SUM –53.8% YEAR 1 PP AUT - 0 % SPR –5.5% SUM –83.3% YEAR 2 PP AUT - 0 % SPR –18.5% SUM – 77.7%

Review of current marking and feedback policy by the SLT. Provide time allocated in staff meetings for the marking and feedback training. Complete refit of ICT across the school including new smart boards in every classroom to enhance teaching and learning.

YEAR 3 PP AUT–12.5% SPR – 12.5% SUM – 37.5% YEAR 4 PP AUT – 10% SPR – 10% SUM – 80% YEAR 5 PP AUT – 18.1% SPR – 18.1% SUM – 40.9% YEAR 6 PP AUT – 45.7% SPR – 51.4% SUM – 65.7% 2017 termly data - Maths EYFS AUT PP– 0% SPR – 0% SUM – 61.5% YEAR 1 PP AUT - 0% SPG – 5.5% SUM – 88.8% YEAR 2 PP AUT - 0% SPR-18.5% SUM –70.3% YEAR 3 PP AUT – 6.3% SPR –12.5% SUM –25% YEAR 4 PP AUT -25% SPR-35% SUM –80% YEAR 5 PP AUT – 18.1% SPR – 31.8% SUM – 68.1% YEAR 6 PP AUT– 34.3%

SPR – 51.4% SUM – 68.6%

i. 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

Attendance is above national expectations for PPG children.

Level 3 safeguarding training and Early Assessment training for all Assistant Head teachers. Work closely with PCSO to support with attendance. Home visits to check on continued absence. Reward 100% attendance regularly starting in Early Years. First day calling for pupils.

Figure to be reviewed at the end of the Spring Term 2018.

Provision – the provision that an individual child receives must match the needs of that child. From next academic year each class teacher must have their own provision folder. In this provision folder there must be:

A year group provision map

A Class Provision map

Individual provision maps per child

Provision registers filled in

Timetable for adults working with children in the class

All the teachers should know who is in receipt of pupil premium funding. Provision maps to show any time allocation or adult support in ratio/minutes. All teachers to be aware of progress of the children eligible for pupil premium are making in their class compared to their peers and work to close any gaps. Pupil Premium children must be identified on all planning.

£674.00

Equality of Opportunity for all pupils To ensure that all children have equal access to school visits and access to all additional experiences to enhance the curriculum To provide additional enrichment activities for children to support personal and curriculum development including sport and music. To provide free activities, resources and tuition as part of the Extended Schools Programme. Breakfast Club

Educational visits are part funded via pupil premium funding to ensure all pupils can experience a variety of different visits and visitors into school to enhance teaching and learning. The curriculum is enhanced with themed visits and visitors as well as outdoor learning in the school’s Outdoor classrooms, the Forest Garden and with visits to Adventurous, Outdoor Activity Centres. Wider opportunities as part of extended schools – rock band, recorder group, swimming, boys’ football, girls’ football, football academy, development squad, hi5 netball and athletics (coaches, resources, kit and transport); Educational Visits and Visitors; Provision of Uniform.

Many children have narrow/limited experiences so experiential learning is essential for pupils who may not otherwise have opportunities to develop their knowledge through first-hand experiences: House Singing Competition, Eurovision, Specialist Visitors and School Trips.

Research – Outdoor learning can increase academic achievement. The main effects tend to be on self-confidence, independent learning, organisational skills, motivation and opportunities to develop team work. Theatre visits, such as the ‘Wind in the Willows’ production have seen increased engagement with literature and the Literacy curriculum.

This follows the inclusive ethos of the school – for all children to have the opportunity to participate in these extra-curricular activities. The school’s investment in the Extended School activities has resulted in improved achievement at regional competitive events. Participation of these groups are celebrated at the end of term Merit

Award Assembly.

£22,661.44

Vulnerable PPG children and their families access internal and external support for learning, emotional, behavioural

and social needs.

Review the roles of the Unqualified Teachers and adapt this role in supporting vulnerable pupils. This should not have a cost as changing existing roles. To continue to use the Educational Psychology service to assess, monitor and provide reports for vulnerable children. To create a full-time role of a Pastoral and Welfare Lead who will support vulnerable families. To change current role of UQT to become an ELSA (Emotional Literacy Support Assistant). Provision of free school uniform for families of PPG. To introduce the ‘Wilderness School’

A missing layer of support needed to adequately support vulnerable PPG children and their families: An ELSA role will allow the school to build its capacity in supporting the emotional needs of its pupils from within the school’s own resources. Research shows that children learn better and are happier in school if their emotional needs are also addressed. This role will sit within Special Needs and Safeguarding. The Pastoral and Welfare Lead role will allow the school to develop targeted behavioural intervention and other interventions e.g. attendance support/ bedtime routines as identified by the school through Early Help Assessments. The role will be funded by the school’s own resources and will sit within Special Needs and Safeguarding. Measure the impact of the Family Support Worker at the summer review.

Access external training for the new role of ELSA. ELSA to provide training for all staff. Families provided with free school uniform to allow children to feel part of school family. Measure the impact of Wilderness School training and the impact on learning outside. Children embark on outdoor learning for 6 weeks: 2 literacy, 2 numeracy and 2 science lessons outdoors. Research suggests that this improves the academic mental health well-being of pupils.

£33,674.00