Pupil Premium
1. Summary information |
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School |
Southville Primary School |
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Academic Year |
19-20 |
Total PP budget |
£223,080 |
Date of most recent PP Review |
Sept 19 |
Total number of pupils |
651 |
Number of pupils eligible for PP |
169 |
Date for next internal review of this strategy |
Sept 20 |
2. Prior Attainment 2018 - 2019 |
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Pupils eligible for PP Southville 2019 |
Pupils not eligible for PP Southville 2019 |
% achieving a good level of development at the end of EYFS |
? |
72% |
% achieving the required standard in the Y1 Phonics |
82% |
67% |
% achieving standard in reading, writing and maths at end of KS1 |
54% |
70% |
% achieving the expected level in reading in KS1 |
75% |
77% |
% achieving the expected level in writing in KS1 |
67% |
75% |
% achieving the expected level in maths in KS1 |
63% |
83% |
% achieving standard in reading, writing and maths at end of KS2 |
31% |
59% |
% achieving the expected level in reading in KS2 |
46% |
70% |
% achieving the expected level in writing in KS2 |
57% |
80% |
% achieving the expected level in maths in KS2 |
37% |
80% |
3. Barriers to future attainment for pupils eligible for PP |
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Academic barriers |
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A. |
Low attendance for some vulnerable pupils. |
B. |
Language barriers |
C. |
Poor mental health leading to poor behaviour for and readiness for learning, and affecting engagement and ability to access the curriculum |
Additional barriers |
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D. |
Complex social barriers. Vulnerable children with high level of ACES. Mental health difficulties. |
E. |
Challenging behaviour |
F |
Low attendance amongst vulnerable families |
4. Planned expenditure - Academic year - 2019-2020 |
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i. Quality of teaching for all |
Cost |
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Strategy |
Intended outcome |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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Introduce Maths Mastery – Maths No Problem |
Improve staff pedagogy. Increase engagement, attainment and rapid progress across KS1 and KS2. |
Teaching and Learning Toolkit – ‘’mastery approaches are effective…low attaining pupils may gain one or two months more progress than high –attaining students’’. |
External staff training to introduce Maths No Problem. Opportunities for key staff to visit other schools. Ongoing CPD for staff. |
Julie Spikings (+Sarah Neillis) |
Ongoing monitoring. Full review Summer 2020. |
20,000 |
Participation in Let’s Talk Together programme. |
A continuous programme of support and CPD to enable staff to become skilled at promoting children’s early language. |
A programme funded by Hounslow Early Years to support, encourage and inspire early language development of all children. |
Two staff nominated as LTT as champions – supported by EY lead. |
EY lead |
Termly monitoring visits from lead SLT therapists. Review Summer 2020. |
1,000 release |
ii. Targeted support |
Cost |
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Strategy |
Intended outcome |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
Reading Recovery KS1 and Targeted reading support KS2. |
Accelerate progress for vulnerable learners. |
Report carried out for IoE - The effects of the programme are substantial’’ In our experience, children make accelerated progress and engagement and enjoyment increase. |
Ongoing CPD for RR teacher. Close monitoring and tracking of selected children. |
TR/JS - SENCO |
Ongoing and annually via Performance Management. Review Summer 2020. |
KS1 34,865
KS2 57,405 |
Volunteer Reader |
Increased enjoyment of and engagement with reading. |
Volunteer skilled at engaging disaffected learners. |
Informal monitoring |
JS |
Ongoing Review summer 2020. |
600 |
SALT – commissioned Speech Therapist |
Early identification, assessment and provision planning for chdn with identified language barriers to learning. |
A high proportion of our children join us with delayed speech and language, as well as social communication difficulties. |
Close working relationship with SALTherapist and SENCO. |
TR |
Progress of children tracked at least termly. Review 2020. |
3,375 |
Trish Kerswell – Learning Support/ Assessment |
Specific learning needs identified early via skilled assessments. Also targeted 1:1 support.
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We need this highly skilled expertise to help us to identify and diagnose specific barriers to learning. So that appropriate support and provision can be sought. . |
Close working relationship with SENCO(s). |
JS/TR |
Ongoing. Annual reviews for children with EHCP. |
3,300+ |
EAL support – Rajinder Arora |
To support EAL beginners to be able to access the curriculum. |
We know that our EAL children generally achieve well with quality first teaching. However, new arrivals and beginners benefit from additional support. |
Monitor via observations and outcomes |
SLT |
Review Summer 2020. |
11,041 |
Y2 SEN Support – Janna Habes |
To increase the % of children at ARE end KS1. |
We know that vulnerable learners are ready for focussed intervention by Y2, and respond well to skilled, targeted support. |
Monitoring via learning walks, work scrutiny and pupil progress meetings. |
Y2 lead/TR |
Progress meetings termly. Ongoing and annually via Performance Management. |
2/3 of salary 22,113 |
Year 6 Booster interventions and therapies |
To increase the % of children at ARE end KS2. |
Vulnerable learners need additional intervention to meet the demands of KS2 assessments. Gaps need to be filled and revisited. |
Overseen by Y6 lead. Weekly meetings to discuss key marginal. |
Y6 lead /RM |
Summer 2020 |
3,000 TA 6,000 T |
iii. Support for behaviour/wellbeing/emotional/mental health |
Cost |
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Strategy |
Intended outcome |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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ELSA
1:1 mentoring and group activities. |
For our ELSA to build positive relationships with our most vulnerable pupils, to maximise pupils engagement with learning. |
Research shows significant impact on
Teaching and Learning Toolkit.
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Regular Pastoral Support Team meetings will track this intervention, and will also target children for this support. |
MM |
Summer 2020 |
23,357 |
Staff training on emotional resilience and regulation |
For staff to be trained on recent research into the brain, and how it impacts on behaviour. To learn effective strategies. |
We are implementing an approach to behaviour management that is grounded in relationships rather than a punitive approach. For some staff, this is a change in mindset – this needs to be supported. |
Observations of interactions between adults and staff. |
KK |
Summer 2020 |
9,600 |
Reflective practice for staff |
Staff to be well placed to meet the emotional needs of vulnerable pupils. |
Staff need a safe and supportive space to reflect on relationships with pupils and when dealing with difficult, stressful or emotionally charged situations. |
Feedback from staff. |
KK |
Summer 2020 |
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Whole school wellbeing project |
To survey all members of the school community on well being, and to formulate a plan, and a whole school approach to well being. |
A wealth of research evidence shows that education and health and well being are closely linked. Need a whole school approach.
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Regular SLT meetings with Behaviour Consultant. Pupil and staff consultation. |
KK |
Summer 2020 |
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Drawing and Talking Therapy |
For children with mental health issues to receive early support, to increase on engagement with learning. |
Many of our children show early signs of mental health issues. Drawing and Talking is a child-centred therapy focusing on prevention, early intervention and recovery. |
Regular Pastoral Support Team meetings will track this intervention, and will also target children for this support. |
AB |
Summer 2020 |
11,827 |
Young Carers |
For young carers to feel supported, and for them to have a forum to share concerns. |
We have many children that are young carers, which can affect their health, social life and self-confidence. |
Regular Pastoral Support Team meetings will track this intervention, and will also target children for this support. |
AB |
Summer 2020. |
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Counsellor |
To provide skilful support to children with Mental Health/difficulties |
We are seeing an increase in children with mental health issues. We need external expertise to be dealing with some very specific and sensitive issues. |
Termly meetings between SENCO and counsellor. |
JS |
Summer 2020. |
3,868 |
Parenting Support |
To provide immediate and short term support to parents facing difficulties. |
Our Parent Support Advisor skilfully supports our ‘high need’ families, bringing her experience, expertise and contacts to the school |
Regular Pastoral Support Team meetings will track this intervention, and will also target families for this support. |
MB |
Summer 2020. |
9,750 |
Attendance - |
To reduce persistent absenteeism - in the main PP children. |
Attendance Officer to work through structured and systematic approach to managing poor attendance, and to offer /support to vulnerable families. |
HT/Attendance Officer – regular monitoring of attendance, with support from EWS. |
Attendance Officer |
Summer 2020 |
15,901 |
Pathways |
To provide support to children with challenging behaviour to be able to access the curriculum and to prevent exclusion. |
Woodbridge Park has a history of working successfully to prevent exclusion, by providing outreach, on site intervention and managed transfers. |
Monitoring on a case by case basis. |
Head Teacher |
Summer 2020. |
3,600 subs 4,000 prev |
Lunch Club |
To support children who find lunchtime’s difficult, either because of behaviour or anxiety. |
We know that some children fid the unstructured nature of lunchtime and the vastness of our site difficult to cope with. Lunch club provides an alternative |
Informal monitoring. Feedback from staff. |
Head Teacher |
Summer 2020 |
4,000 |
iv. Access to wider opportunities |
Cost |
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Strategy |
Intended outcome |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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Clubs subsidy |
For all children to be able to participate in extracurricular activities without cost being a factor. |
Many of our families cannot afford for children to attend extracurricular activities without financial subsidy. |
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Admin Team |
Summer 2020 |
3,000 |
Trips subsidy |
For no child to miss a school trip due to unaffordability |
School trips are a central part of a vibrant and rich curriculum, however, without financial support some would not be able to attend. subsidy. |
Monitor attendance of school trips. |
Year Leaders |
Summer 2020 |
10,500 (1,500 R-6) |
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TOTAL SPEND |
£262,102 |