Pupil premium strategy statement: Summary information

School Banstead Infant School

Academic Year 2018/19 Total PP budget £26,400 Date of most recent PP Review June 2018

Total number of pupils 266 Number of pupils eligible for PP 21 Date for next internal review of this strategy June 2019

Attainment Attainment for: 2017-18 (Y2 12 children) Pupils eligible for PP (your school) Pupils not eligible for PP (BIS/national Y2)

% achieving expected standard or above in reading, writing and maths 62% Not Measured

% achieving expected standard or above in reading 62% 78%/78%

% achieving expected standard or above in writing 62% 69%/73%

% achieving expected standard or above in maths 69% 87%/79%

Barriers to future attainment (for pupils eligible for PP, including previously high attaining) In-school barriers (issues to be addressed in school, such as poor oral language skills)

A. Social and emotional intelligence – vulnerable children

B. Speech and language difficulties which impact on communication and learning

C. Additional needs – developmental delay, ADHD, sensory needs

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

D. Lack of routine (sleep, food, homework,) Parents find it difficult to support children at home with reading. Children tell us that they watch films or play on tablets before bed. 1 of Y2 PP child, 1 Year 1 PP and 1 reception child are on Child Protection Register

Desired outcomes

Desired outcomes and how they will be measured Success criteria

A. Children can talk about their feelings in a controlled way and acknowledge problems can be solved. Children retain more friendships and are happy.Fewer behaviour incidents recorded in the behaviour log

B. Continue to improve oral language and communication skills across the school Children eligible for PP make progress by the end of the year so that they are achieving in line with non-PP children with the same starting points and where possible meet age related expectations, providing there is no other additional need

C. PP children with additional needs achieve in line with peers PP children make progress in RWM as shown on individual windscreensPP children achieve at least in line with non-PP children who began at the same starting point

D. Improve support for parents Parents confident to supportParents signposted to support services e.g. Parenting Puzzle, Family Support, Early Help

Planned expenditure Academic year 2018/19The 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 allDesired 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?

Children can talk about their feelings in a controlled way and acknowledge problems can be solved.

PHSE lessons weekly using The Nurturing Programme

The Nurturing Programme helps children understand and manage feelings and behaviour and become more positive and nurturing in their relationships with each other. It encourages an approach to relationships that gives children and an emotionally healthy start for their lives and learning.PSHE allows a child to share anything on their mind and seek support or advice from children and adults in the room. It creates an emotionally safe ethos in the classroom and the children will always feel happy to share their thoughts/fears/worries. This will mean the teacher is aware of concerns early on before they become a catalyst for anger.

Conversations with children in the classroom, during assembly and in the playground show that they can identify their feelings and link them to how they feel.Children use the worry monsters to communicate their feelings.All staff trained in delivery of The Nurturing Programme

Heather Nicoll

June 2019

Improve oral language and communication skills across the school

Books celebrated through imaginative, stimulating book cornersChildren have access to high quality and a wide range of texts in classrooms as well as in the school library

Use of Lending libraryChildren are encouraged to read ‘real’ books as soon as they are able to develop language skills

Children who have stories read to them and who read a wide range of texts for enjoyment have a greater range of vocabulary which they can include in their writing.Teaching assistants working alongside speech and language therapists enables specific individualised programmes in place

Talk is essential to children’s thinking and learning, and to their productive engagement in classroom life; evidence shows that high quality classroom talk raises standards in the core subjects (‘Improving oracy and classroom talk in English schools: Achievements and challenges’ Robin Alexander 2012)

MIT cognitive scientists have now found that conversation between an adult and a child appears to change a child’s brain, and that this back-and-forth conversation is actuallymore critical to language development than the ‘word gap’ (A landmark 1995 study found that children from higher-income families hear about 30 million more words during their first three years of life than children from lower-incomefamilies.) “Back-and-forth exchanges boost children’sbrain response to language” MIT February 2018

Data collated at termly progress meetings. Children’s progress monitored closely through windscreens and discussion with class teachers.

Training for teachers in the use of ‘puzzling images’ as a way of promoting conversation between children and children and adults as a whole class, across the school. (Staff meeting 26.11.18)

MIT research shared with parents

Ann Henwood

June 2019

PP children with additional needs achieve in line with peers

Early identification and intervention for those children whose progress is causing concern.

School ethos of growth mindset, learning habits and Learning without Limits’ provides strategies for children to become successful learners and promotes high self-esteem. The approach helps children to see themselves as learners, to challenge themselves and to make choices about their next steps. There is an expectation that all children want to learn and be partners in their learning. Learning without Limits research shows that this approach can raise attainment in all children.

Progress meetings will review intervention given and progress made.Drop ins will show school ethos in action – children will be keen to learn Twice yearly learning review meetings will allow children to identify their next steps and talk about their

Ann Henwood

June 2019

Improve support for parents

Parents informed of support that is available to help them at home

Teachers meet with parents to ensure they understand the importance of supporting their children at home.

Often parents are unsure about how best to support their children and some find it difficult to set clear and consistent boundaries which can make parenting more challenging.

It is essential that parents feel supported and not judged by the school.

Class teachers provide clear and supportive communication

Parents offered support via outside agencies such as Family Learning or Family Support as well as in school through meetings with teachers, becoming a parent helper (use of Emotional Wellbeing and Mental HealthIntervention Support Pack from CAMHs)

Andy Burbidge

June 2019

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?

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

ELSA group 1:1 or small group

Lego Build2 Express

The ELSA (Emotional Literacy Support Assistant) project was designed to enable schools to support the emotional needs of their children from within their own resources. It recognises that children learn better and are happier in school if their emotional needs are also addressed.

Using Lego helps children to relax and talk about any issues they may have.‘Talking and drawing’

Emotion Coaching helps staff to understand how the brain reacts in given situations and provides strategies for talking to children about how they are feeling.

Trained ELSA running group once a week. Regular meetings with HT/SENCO to monitor progress

Emotion Coaching training attended by all staff 1.9.17 and catch up training during 18/19

Three teaching assistants trained in Lego Build2ExpressJuly 2017. Children will be monitored in class following sessions. Feedback at progress meetings.

Andy Burbidge

Natasha Mayor

Ann Henwood

June 2019

Improve oral language and communication skills for children eligible for PP

Intervention 1:1 with a trained speech and language teaching assistantIntervention by teaching assistants to improve phonics and sight vocabulary Regular reading (at least 3 times a week) with a focus on language and comprehension skills i.e. the meaning of wordsUse of carefully selected texts to provide an effective, but not overwhelming, challenge.

EEF evidence suggests that children achieve better outcomes being taught 1:1 or in very small groups of less than 6.Combining phonics with comprehension skills enables children to self-correct and to make sense of what they are reading.

SENCO weekly meetings with support team to discuss progress of childrenPP lead liaises with support team termly following progress meetingsPP lead has open door policy for staff to communicate re: PP children

Ann HenwoodBarbara Tucker

June 2019

PP children with additional needs achieve in line with peers

1:1 or small group and in class support provided to reduce barriers to learningSpecialist advice sought for specific needs

Precision teaching strategies to provide targeted support for selected children

EEF research suggests that early years’ intervention is essential. On average, early years interventions have an impact of five additional months' progress, and appear to be particularly beneficial for children from low income families.

Precision teaching has been shown to have high rates of success for children who need ‘over learning’. It is delivered in short bursts and children do not move on until they have mastered what has been taught.

SENCO weekly meetings with support team to discuss progress of childrenPP lead liaises with support team termly following progress meetingsPP lead has open door policy for staff to communicate re: PP children

Andy BurbidgeBarbara TuckerAnn Henwood

June 2019.

The support for home learning improves

Year group teams identify resources to support interactive home learning

Use of cloud based resources to support home learning has resulted in improved participation. Parents report that they prefer this kind of approach as the children are more engaged and willing to complete tasks.

Involvement and engagement of parents is crucial to children’s progress. Support at home ensures that children are given every opportunity to learn.

Book Swap event to enable all families to have access to new reading material to share with their children

Discussion with teachers at termly progress meetingsDiscussion with children Feedback from parents

To promote a love of reading for all

Ann Henwood - All teachers

June 2019

Review of expenditure Previous Academic Year 2017-18 £30,200

i. Quality of teaching for allDesired outcome Chosen

action/approachEstimated impact: Lessons learned Cost

Children can talk about their feelings in a controlled way and acknowledge problems can be solved.

PHSE lessons weekly using The Nurturing Programme

Entries in the behaviour log are reducedChildren can solve problems without becoming angryChildren can explain how they are feeling

The children often say all the right things to adults about how they should react and solve problems but the behaviour is not yet imbedded and their actions are still impulsive

£100.00Worry monsters

PP children with additional needs achieve in line with peers

Early identification and intervention for those children whose progress is causing concern.

Children entitled to PP funding achieve in line with their peers

Analysis of end of year data shows that PP children achieve more highly than Surrey and national, except in reading, where it is lower than national

Intervention programmes analysed for effectiveness. Precision teaching and new maths intervention to be used 2017-18 to achieve a better short term focused impact. Growth mind set is taught throughout the school

The support for home learning improves

Teachers meet with parents to ensure they understand the importance of regular readingStrategies to help children to read discussed at parent consultations and termly curriculum meetings.Home learning, where possible is more interactive e.g. spelling, computing, maths games on Purple Mash

Parents support learning at home

This has been a challenge for all families. Parents find it more difficult to give time to home learning.

Home Learning now only focuses on reading so that families can enjoy time together at the weekends and after school without the pressure of ‘homework’. Parents now asked to read every night with their child. Support for this was almost unanimous amongst parents.

New reading guidance for parents to be introduced during 2018-19

ii. Targeted supportDesired outcome Chosen

action/approachEstimated impact: Lessons learned

(and whether you will continue with this approach)Cost

Children can talk about their feelings in a controlled way and acknowledge problems can be solved.Support for children with social, emotional or behavioural difficulties will enable them to feel safe, happy and ready to learn

ELSA trained teaching assistant delivering bespoke sessions for children identified as having social, emotional or behavioural difficulties

Children can play with others without hurting themChildren make friendsChildren respect adults and childrenChildren make progress academically and socially

Fewer incidents recorded in the behaviour log ELSA support very effective in

The impact of emotion coaching training has been very positive. 37.5% reduction in number of incidents recorded inthe behaviour log for the first half of the autumn term compared with first half term of 2016.

Emotion coaching strategies will continue to be embedded by staff and an information evening will be held to help parents to understand the approach.

£3000Emotion coaching training

Improve oral language skills for children eligible for PP

Intervention 1:1 with a trained speech and language teaching assistantIntervention by teaching assistants to improve phonics and sight vocabulary Regular reading (at least 3 times a week) with a focus on language and comprehension skills i.e. the meaning of wordsUse of carefully selected texts to provide an effective, but not overwhelming, challenge.

Specific needs identifiedChildren make good progress; barriers to learning reduced/removedImproved outcomes for individual children

Children with S&L needs seen by school Speech & Language specialist on a 1:1 basis weekly to work on individualised programmes. Phonics and reading intervention programmes implemented. End of year reading results for children entitled to PP: Y2 67% WA+, Y1 43% WA+, YR 50% ELG. Those children who did not achieve the end of year standard all had additional needs or had missed significant amounts of school.

71% (5 out of 7) PP children achieved the phonics threshold

Precision teaching strategies enabled children who could not yet apply their phonic knowledge to begin to be able to read independently. Children made good progress from their starting points but did not achieve the standard.

Accurate assessment and targeted intervention using trained TAs in Y2 resulted in a 9% increase in the percentage of children achieving the end of year standard.

PP children with additional needs achieve in line with peers

1:1 or small group and in class support provided to reduce barriers to learningSpecialist advice sought for specific needs

Specific needs identifiedTraining put in place to meet needsTeachers and teaching assistants feel confident to support specific needs of childrenChildren make good progress; barriers to learning reduced/removedImproved outcomes for individual children

There was a lack of support from the speech and language therapist service due to lack of capacity within the system. This meant that some children were not seen for over a year. This impacted on the school’s ability to assess and set new appropriate targets for the children.

£32,000Additional Needs Team incl. ELSA & S&L/EAL

The support for home learning improves

Provide support for families identified as needing help

Parents and carers engage with school and support learning at home

Further sessions planned for 2018-19. Childcare can be an issue in enabling parents attending

Family Learning sessions are free

Additional detailPP children have clubs funded and where applicable trips, uniform and workshops