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1. Summary information

School

Southville Primary School

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

 

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

Academic barriers

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

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

 

i.   Quality of teaching for all

Cost

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?

 

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

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.

 

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

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?

 

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

  • Attainment
  • School attendance
  • Social competence
  • Self esteem
  • Pupil attitudes to school

Teaching and Learning Toolkit.

 

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

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.

 

Regular SLT meetings with Behaviour Consultant.

Pupil and staff consultation.

KK

Summer 2020

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.

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

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?

 

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.

 

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)

 

TOTAL SPEND

£262,102
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