Pupil Premium

Background Information:

- The Breck is a slightly larger than average-sized primary school.

- The proportion of SEN and pupils with a statement supported through school is below average.

- The proportion of pupils eligible for the pupil premium is below average – average 12% - some year groups 17%

- Often, there were classes with high levels of incomers, 40% plus.

- 1/3 Blackpool pupils

- Pupil premium pupils have often trailed behind

• At The Breck you will find:– Planning that is enriching & engaging– Planning linked to individual pupil targets– Marking linked to feedback from earlier marked

work and to targets– Cross curricular links in all books, marked and

linked to targets, including foundation targets– Evidence that would show Foundation levels

and sub levels – mark books– Examples of signed and dated moderation of

work by staff & S.L.T.– Data– Full chronologies of all pupils, and sub levels of

progress,– Detailed Data for all pupils and sub-groups of

pupils– Coordinator Files – detailed and analysed

What we do is good – but never good enough

Pupil Premium

Our Journey

• 2012 onwards • engaged with Beststart• Additional welfare staff

– Provision of extra curricular activities for children both in and out of school

– Children- performing at large public events / theatres

– Extra curricular clubs– External sports / activity classes– Cookery, Salsa, Rock Club, Football, Rugby, Gym

etc.• Workshops for parents & children working together• Weekly group work with parents- enabling pupils,

parents / carers to participate in school educational trips and organising team building events & days e.g. Hothersall Lodge team building day, climbing, pot holing, sailing

• Change4life – health and sports club-invited to attend every morning term time from 8.00am-8.40am

• Change4life continues throughout the whole school every morning impacting on attendance, pupil engagement in extra-curricular activities, all monitored.

• Outstanding teacher to work with pupils on a 1:1 basis

• Excellent TA to work 1:1 & group work support across the school

• Homework Club• All P.P. children offered music lessons, electric

guitars, drums, singing- all taking part• Progress monitored, tracked and moderated by all

staff

Data – not good enough

Pupil premium• Example: 2011 cohort

• Now Year 3- 36 pupils• 1 EAL- 3%• 4 SEN – 11%• 6 PP/Ever 6 – 17%• 16 identified need – 44%• On entry baseline – 20 pupils with a score of

40 or under for phonics – 55%• Needed significant change• Reception – worked hard• Y1 – split 2x18• Y2- Creativity – resilience- breadth of

curriculum

• The whole school team reflected on and evaluated:

• outstanding practise in school focusing on learning outcomes

• Considered external and internal inhibitors to learning

• Evaluated creative work that had taken place over time through small termly blocks of time weeks, fortnights

• We made a conscious decision to enhance provision further by encouraging and engaging an outstanding tem to be risk takers with curriculum delivery, embracing the talent of the staff

We hoped to achieve:• A better way of delivering the curriculum to all

pupils• A more inclusive and creative approach• Dissipate angst of split classes for parents and

children• To impact on our most vulnerable groups

Pupil PremiumWhat we did

Eco Pod & Creative Lab• Talent spotting within the staff team• Staff members given an empty

classroom, 4 walls and a floor• three titles, Rainforest, Arctic /

Antarctica, Deserts• no expectation of how long a topic

would run for• unknown outcomes and measurability• Limited / virtually no budget

The outcomes have been stunning

(Examples of Dina’s Planning for EYFS, Yr1 & Yr2)(PP data, boy girl data)(Scanned data)(EYFS 2 simple data)(Oliver S – writing- scanned)

ResilienceWhat did we learn?

• To take risks• Impact not just about children• Staff development regarding their own

strengths• We have been surprised

• Impact on learning outcomes• Impact on school community, staff

collaboration, dynamics• Breaking down of barriers to mixed aged

classes• School community reflecting on learning

and not ‘formal / traditional’ class setups• Speed of impact• Measurability of impact – hugely measurable in

numerous areas

Aspiration & resilience