0191 200 7911 |  hazlewood.primary@northtyneside.gov.uk

Pupil Premium

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What is Pupil Premium?

 

This is funding from the Government that is additional to main school funding.

‘The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.’DFE

Hazlewood’s Pupil Premium Vision

We ensure that teaching and learning opportunities meet the needs of all of the pupils. In relation to pupil premium children:

  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

Provision

The range of provision Hazlewood may consider making for this group include:

  • Providing small group work with an experienced teacher and/or teaching assistant.

  • 1-1 support and intervention.

  • All our work through the Pupil Premium will be aimed at accelerating progress moving children to at least age related expectations. Initially this will be in Numeracy and Literacy.

  • After school clubs.

  • Trips, including residential trips where appropriate.

  • Other opportunities that facilitate pupils accessing the curriculum or were felt to enrich their experience in school.

  • Nurture group at lunchtimes.

Reporting

It will be the responsibility of the Headteacher and the Senior Leadership team to produce regular reports for the Governing Body. This will include:

  • The progress made towards narrowing the gap, by year group, for socially disadvantaged pupils.

  • An outline of the provision that was made since the last meeting.

  • An evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision.

 

1. Summary Information

School

Hazlewood Community Primary School

Academic Year

2017 -
2018

Total PP budget

£74,960

Date of most recent PP Review

September 2017

Total number of pupils

210

Number of pupils eligible for PP

77

Date for next internal review of this strategy

September
2018

 

2. Current Attainment

 

Based on 2017 results at the end of Key Stage 2

 

Pupils eligible for PP (school) (national average)

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

% achieving expected standard or above in reading, writing & maths (RWM Combined)

 

22% (47%)

 

38% (67%)

% achieving expected standard or above in reading

33% (59%)

38% (77%)

% achieving expected standard or above in writing

56% (66%)

88% (81%)

% achieving expected standard or above in grammar, punctuation and spelling

33% (66%)

63% (81%)

% achieving expected standard or above in maths

44% (63%)

50% (80%)

Average scaled score: reading

95.7 (101.3)

99.3 (105.3)

Average scaled score: maths

97.6 (101.6)

100.4 (105.2)

 

3. Current Attainment

 

Based on 2017 results at the end of Key Stage 1

 

Pupils eligible for PP (school) (national average)

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

% achieving expected standard or above in reading, writing & maths (RWM Combined)

 

38% (49%)

 

65% (67%)

% achieving expected standard or above in reading

50% (63%)

90% (79%)

% achieving expected standard or above in writing

38% (54%)

65% (72%)

% achieving expected standard or above in maths

63% (62%)

80% (78%)


4. 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)

A.

School Context of Deprivation: Our school context of deprivation means that there are a number of families facing social and economic challenge. Our school deprivation indicator (IDACI) is 0.13 (decile 6). We have an IMD of 6 (score: 14.9). Many of our families live outside of decile 6.

B.

Social Care Needs: Our school has a number of families supported historically or currently by outside agencies including social care and family support workers. Some of our families need support from school to support them through TAF’s and issues that they encounter outside of school such as housing, health and finances. A lot of our families do not support their children with homework tasks and reading outside of school.

C.

Attainment on Entry: Attainment on Entry: Around one third of our children enter FS1 with knowledge and skills that are below age related expectations in the Prime Areas and a small proportion are significantly below age related expectations. One third of our current FS1 are below age related expectations in Communication and Language and 14% of children are under SALT. We also need to focus on writing in the EYFS as it is the lowest score out of all areas at the end of FS2 for disadvantaged and non-disadvantaged pupils.

 

 

 

D.

SEND: Raise OnLine 2017 identified 9% of pupils receiving SEN support against a national average of 14.4%. Currently the percentage of pupils across the school (FS2-Y6) with identified SEND remains at 9%. We have 1 high needs top up in place. The majority of SEN children are in KS2 and predominantly in Year 3.

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

E.

Attendance: Overall absence in half terms 1-4 in 2016-2017 showed FSM6 pupils at 5.1%, this was inline with LA and National average . In the school context they were the second highest group with overall absence in half terms 1 - 4 in 2016 - 2017. 14% of FSM6 pupils were Persistent Absence (PA) pupils across half terms 1-4 in 2016-2017. They were the second highest group in school behind SEN K, overall in the past 3 years the school as a whole has a decreasing trend in persistent absence. Poor attendance rates for PP pupils reduces their school hours and causes them to fall behind on attainment.


5. Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.

Improve attainment and progress in reading, writing, maths and GPS in our current Y6 class for pupils eligible for PP, including more able disadvantaged pupils. (Our current Y6 class has a 64% PP entitlement).

Pupils eligible for PP in Y6 make rapid progress so that most pupils eligible for PP meet age related expectations by the end of Key Stage 2 and all have made at least expected or better progress from their starting points.

B.

To improve attainment and progress in reading, writing and maths across the school for pupils eligible for PP, including more able disadvantaged pupils. Particularly focusing on the current Year 2 gap in reading progress for disadvantaged pupils and the progress gap in writing for current Year 6 disadvantaged pupils.

Pupils eligible for PP across the school make rapid progress so that most pupils eligible for PP meet age related expectations at key benchmarks and all have made at least expected to good progress from their starting points.

C.

Continue to ensure that teaching, learning and assessment across the school is at least good with a large proportion outstanding and that this is impacting on PP achievement in all classes.

Teaching, learning and assessment across the school will be be good to outstanding overtime ensuring that most pupils eligible for PP across the school will meet age related expectations at key benchmarks and all have made at least
expected to good progress from their starting points.

 

 

 

 

D.

Increase attendance rates for pupils eligible for PP across the school ensuring that the number of pupils eligible for PP who are Persistent Absence (PA) decreases.

Overall attendance rates for pupils eligible for PP will improve to in line with national and comparable with other pupil groups. There will be a decrease in the number of persistent absentees among pupils eligible for PP to in line with national and comparable with other pupil groups.

 

6. 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?

A.
Improve attainment and progress in reading, writing, maths and GPS in our current Y6 class for pupils eligible for PP, including more able disadvantaged pupils. (Our current Y6 class has a 64% PP entitlement).

Employ a TA to directly support the Year 5 / 6 class teacher, allowing teacher, TA and current TA to focus on small group activities with year 6 pupils only throughout the morning. (part
funded by pupil premium).

Our Key Stage 2 results were below the national average in reading, writing, maths GPS, and RWM combined.

Progress for our current Year 6 at the end of Year 5 indicated that PP pupils were making significantly less progress in writing than non PP pupils. PP pupils were also making slightly less progress in maths and reading

Regular lesson observations on key focus areas.

Regular focused learning walks and drop-ins by Headteacher.

Regular book scrutinies.

Regular moderation of pupils’ work in school and externally.

Termly data input and analysis.

Mr S Bommel (HT)

Mr L Hall (DHT)

Mrs L Pattison (KS2 Lead)

Termly pupil progress meetings with Headteacher

Termly data input and analysis

Termly pupil progress meetings with pupils

July 2018 final review

 

 

64% of the current Y6 cohort are entitled to PP. Implementing more staffing allows group sizes to be small to enable more intensive teaching. by the class teacher.

Termly pupil progress meetings with the Headteacher.

Termly pupil progress meetings with the class teacher and all pupils and parents..

 

 

 

B.
To improve attainment and progress in reading, writing and maths across the school for pupils eligible for PP, including more able disadvantaged pupils. Particularly focusing on the current Year 2 gap in reading progress for disadvantaged pupils and the progress gap in writing for current Year 6 disadvantaged pupils.

Continue to implement RWI across EYFS and KS1 and any Year 3 children who have not completed the program.

Use of reciprocal reading program in KS2 and training of staff.

Appointment of 2 HLTA’s to support cover across school during PPA and management time.

Continue to use Talk for Writing across school.

Offer enrichment activities for children throughout school eg. France, theatre, cookery, sport.

All children for 2 years running have left KS1 with 100% pass rate in phonics. Year 1 phonics data in 2017 was above national average however, was a slight dip for the school after 5 years of consistently high results in the 90’s.

End of Key Stage 1 results showed significant gaps in attainment in all areas between PP children and non PP children. Although progress only showed a slight difference in reading between the 2 groups and PP children making better progress in maths and writing than non PP children.

Across Key Stage 2, non PP children made more progress than PP children except in reading in Y3 and Y4 where, PP pupils progressed slightly more than non pp pupils.

Across the school, on average progress was expected in all areas with progress being good in Year 4 writing. The proportions of children achieving ARE in the new curriculum from their starting points is

By maintaining small EYFS classes and targeted intervention pupils progress from their starting points is increased and ensures that we close the gaps in attainment and progress.

Regular lesson observations on key focus areas.

Regular focused learning walks and drop-ins by Headteacher, Key Stage Managers and subject leaders.

Regular book scrutinies.

Regular moderation of pupils’ work in school and externally.

Termly data input and analysis.

Termly pupil progress meetings with the Headteacher.

Termly pupil progress meetings with the class teacher and all pupils and parents individually.

Mr Bommel (Head Teacher)

SLT

All teaching and support staff

Termly pupil progress meetings with Headteacher

Termly data input and analysis

Termly pupil progress meetings with pupils

July 2018 final review

 

C.
Continue to ensure that teaching, learning and assessment across the school is at least good with a large proportion outstanding and that this is impacting on PP achievement in all classes.

Maintain focused leadership and management time to continue to raise standards across the school.

CPD training of staff to impact on teaching and learning, for example: Reciprocal Reading and RWI.

Teaching over time is good to
outstanding as evidenced in pupils’ books and the school’s assessment information.

In 2016-2017, almost all of the lessons observed were graded good or better.

Regular book scrutinies for English and Maths confirm at least good teaching and learning across the school.

Focused Leadership and Management time for Key Stage Manager to drive standards and impact on teaching and learning across their KS and school.

Regular lesson observations on key focus areas.

Regular focused learning walks and drop-ins by Headteacher, Key Stage Managers and subject leaders.

Mr Bommel (Head Teacher)

SLT

All teaching and support staff

Termly pupil progress meetings with Headteacher

Termly data input and analysis

Termly pupil progress meetings with pupils

July 2018 final review

 

 

100% of our parents/carers in the November 2015 questionnaire agreed that teaching is good. (79% strongly agreed)

Regular book scrutinies.

Regular moderation of pupils’ work in school and externally.

 

 

 

 

All teachers and teaching assistants have been trained to a high level and implement strategies in a consistent manner. As a result there is a smooth progression in learning for all pupils.

Termly data input and analysis.

Termly pupil progress meetings with the Headteacher.

Termly pupil progress meetings with the class teacher and all pupils and parents individually.

 

 

 

 

 

Targeted CPD linked to individual staff needs and whole school development areas.

 

 

Total budgeted cost

£ 40, 500 approx

 

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?

A.
Improve attainment and progress in reading, writing, maths and GPS in our current Y6 class for pupils eligible for PP, including more able disadvantaged pupils. (Our current Y6 class has a 64% PP entitlement).

Continue to implement targeted booster / intervention sessions in Key Stage 2 with outstanding Deputy Head and an appointed booster teaching assistant and HLTA aimed at closing the gaps and maximising achievement.

In 2017 attainment for PP pupils was below national average and non PP pupils outperformed PP pupils in all areas. Consequently the need to focus on high quality teaching and learning as well as rapid intervention on a daily basis is imperative.

Appointment of teaching assistant to support the teacher with targeted intervention with specific children.

Focused Leadership and Management time for Deputy Head to drive standards and impact on teaching and learning across KS2 and Y6.

Regular lesson observations on key focus areas.

Mr Bommel (HT)

Mr Hall (DHT)

Termly pupil progress meetings with Headteacher

Termly data input and analysis

Termly pupil progress meetings with pupils

July 2018 final review

 

To implement instant intervention / challenge based upon daily assessment and next steps in Key Stage 2.

 

Regular focused learning walks and drop-ins by Headteacher.

Regular book scrutinies.

Regular moderation of pupils’ work in school and externally.

 

 

 

 

 

Termly data input and analysis.

 

 

 

 

 

Termly pupil progress meetings with the Headteacher.

 

 

 

 

 

Termly pupil progress meetings with the class teacher and all pupils and parents individually.

 

 

 

B.
To improve attainment and progress in reading, writing and maths across the school for pupils eligible for PP, including more able disadvantaged pupils. Particularly focusing on the current Year 2 gap in reading progress for disadvantaged pupils and the progress gap in writing for current Year 6 disadvantaged pupils

Maintain and fully fund RWI programme and development days in EYFS and Key Stage 1.

Speech and language blast session and 1:1 speech and language sessions in Reception and Nursery.

Continue to implement targeted intervention sessions in KS1.

Continue to implement targeted intervention sessions in KS2.

Continue to implement targeted sessions in EYFS.

End of Key Stage 1 results showed significant gaps in attainment in all areas between PP children and non PP children. Although progress only showed a slight difference in reading between the 2 groups and PP children making better progress in maths and writing than non PP children.

At the end of Year 1 80% of pp children passed their phonics test. However, 87% of non pupil premium children passed their phonics test. Although a dip in the rising trend for the school the % of pp children passing their Year 1 phonics test was greater than the local authority.

Focused Leadership and Management time for Deputy Head to drive standards and impact on teaching and learning across the school.

Regular lesson observations on key focus areas.

Regular focused learning walks and drop-ins by Headteacher, Key Stage Managers and Subject Leaders.

Regular book scrutinies.

Regular moderation of pupils’ work in school and externally.

Mr Bommel (Head Teacher)

SLT

All teaching and support staff

Termly pupil progress meetings with Headteacher

Termly data input and analysis

Termly pupil progress meetings with pupils

July 2018 final review

 

Fully fund a part time assistant to continue to deliver targeted intervention programs across KS2 such as First Class @ Writing, reciprocal reading and Success @ Arithmetic.

Continue to offer teaching assistants CPD opportunities to develop skills in line with school improvement priorities.

End of KS1 reading results were above national average, they were in line for maths and below for writing and RWM.

Our Key Stage 2 results were below the national average in all areas.

Teachers and teaching assistants collaboratively plan systematically and effectively for the progress of different groups of learners across the curriculum.

Intervention tracking and analysis including entry and exit data.

Termly data input and analysis.

Termly pupil progress meetings with the Headteacher.

Termly pupil progress meetings with the class teacher and all pupils individually.

 

 

Total budgeted cost

£20,000 approx

 

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?

Increase attendance rates for pupils eligible for PP across the school ensuring that the number of pupils eligible for PP who are Persistent Absence (PA) decreases.

Providing funded enrichment activities inside and outside of school eg. Cookery, sports club, access coaching, dance clubs, French club, theatre trips, educational visits.

Curriculum to be engaging and exciting encompassing the whole child and their education.

All children in EYFS have been provided with wellies and waterproofs to experience the outdoor environment.

Our attendance for 2016/17 was 96% which was an increase on the previous academic year and highlights the impact of our targeted action, new attendance procedures and rigorous monitoring.
Attendance continues to be a focus area.

Overall absence 16-17 (Half Terms 1-4) performance for all matched pupils groups was in line with or better than the national average with the exception of SEN (E & S) (1 pupil)

PA absence for 2016-2017 (Half Terms 1-4) was 6.1% placing the school better than national figures. All matched pupil groups also performed better than national with the exception of SEN groups.

Our school varying levels of deprivation for income, health, education and employment. Our school als has a significant proportion of forces children who arrive and leave our school throughout the year.

Regular focused learning walks and drop-ins by Headteacher.

Staff views and discussions. Pupil views and discussions. Parental views and discussions. Weekly review of attendance.
Regular review of attendance data, eg termly, disadvantaged pupils, PA.

Mr Bommel (HT)

Mr Hall (DHT)

Management Team

 

Mrs L Simister (attendance input)

July 2018 final review

 

Attendance incentive provided by external sponsor.

 

 

 

 

 

Weekly, termly and end of year

 

 

 

 

 

 

attendance awards

Maintain focused leadership and management time to continue to raise standards across the school.

 

 

 

 

Total budgeted cost

£10,000 approx.

 

7. Review of expenditure

Previous Academic Year

Please refer to 2015-2016 Impact Statement Document on our website.

i. 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

 

 

 

 

 

ii. 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

 

 

 

 

 

iii. Other approaches

 

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

 

 

 

 

 

 

8. Additional detail

In this section you can annex or refer to additional information which you have used to support the sections above.

  1. We will review our strategy for how we use the premium in June 2018 and will report to the full governing body and relevant committees.

 

  1. Mrs N Robinson has attended Pupil Premium review training.
  1. Information on how we spent last year’s pupil premium and the impact this had on identified pupils attainment and progress can be found on our school website.


Pupil Premium Analysis 2016-2017 
 

Number of pupils and pupil premium grant (PPG) received
Total number of pupils on roll 205
Total number of pupils eligible for PPG 78
Amount of PPG received per pupil  
Total amount of PPG received £61,820 (Need to include Nursery)
Nature of support 2015/16

How the funding was used and the impact on pupils’ learning:

Nurture Room

A new refurbished nurture room has been set up which runs every lunchtime. This room is a designated place where children can feel safe and supported. Children can be referred to the room in order to have 1:1 sessions / group work for a specific issue or they can simply turn up over lunchtime if they feel they need to talk to somebody. The room has 2 adults in at all times.

Staff Training

Attachment – All teaching staff have received training from our educational psychologist regarding attachment theory and how this can impact on children’s learning. Staff are putting this theory into practise and have introduced ‘calm boxes’ for individual children.

Solihull Approach – 2 members of staff attended a 2 day training course and then relayed the information back to staff. This has allowed us to develop stronger relationships with parents/carers and also assist and support them with any issues or challenges they may face, particularly in our EYFS.

Social, Emotional and Mental Health – All teaching staff have accessed a session regarding how to support vulnerable children in class. Staff have evaluated their practise and put actions into place to support these children further e.g. the choice of dialogue used and behaviour choices, delivered by Silverdale ARP.

Interventions

Wave 3 - Key Stage 2 teaching assistant trained to deliver success @ arithmetic 4 afternoons per week to boost results and gaps in learning for KS2 pupils.

Wave 2 - RWI – continuation of RWI programme, additional staff trained to deliver the programme and school development days used to analyse data, identify gaps and improve the delivery and quality of teaching and learning for all children in EYFS and KS1. Results clearly show the impact of RWI and 100% of pupils at the end of KS1 in 2016 had passed their phonics screening check and also met the expected standard for reading. 100% Year 1 pupils passed the phonics screening check in 2016.

Teaching assistants were trained in and delivered learning programmes for those pupils assessed and identified as having specific learning difficulties e.g. dyslexia.

 

Interventions, Strategies and Resources 2016/17
English Maths PSHCE Other
Inference RWI Speech and Language Dyslexia Support Narrative Language and Communication Handwriting Writing Interventions Numicon Success @ arithmetic First Class at Number Nurture Fine Motor Skills Additional Ed Psych support Advice and guidance from: Dyslexia team, Speech, language and Communication team, External support - Tyne Gateway family support and locality teams. Links with both Newcastle and North Tyneside children’s services to support any vulnerable children. Contact centre for LAC children and core group meetings.


Pupil Premium expenditure 2016/17 - overcoming barriers to learning.

From our analysis of pupil outcomes 2015/16 and other self-evaluation activities, we have identified the following priorities as a means of helping youngsters overcome barriers to learning.

 Early Years

  1. Closing the Gap in attainment for pupil premium pupils in writing and maths. 
  2. Improving language skills when entering EYFS.

Actions:

  • Full time teaching assistant in Reception.
  • Additional teaching assistant during AM sessions in Nursery.
  • Talk For Writing - Inference and thinking skills using picture stimulus resources.
  • BLAST – Speech and language programme. 

Key Stage 1 and 2

1. Basic skills, arithmetic in maths, reading comprehension leading to writing in English. 
2. End of KS1 results show an attainment gap in writing and maths between pupil premium and non-pupil premium pupils. 
3. Current Year 2 cohort – Y1 data shows gap between progress of pupil premium pupils in reading, writing and maths. 
4. Key Stage 2 data suggests that there is attainment gap in years 4, 5 and 6.

5. Behaviour issues for a small group of Year 6 pupils (mostly eligible for PP) are having detrimental effect on their academic progress and that of their peers.

Actions:

  • Year 2 supported during English and Maths by an experienced TA.
  • Intervention in Year 2 is a priority including teacher’s carrying out precision intervention during break, lunch and assembly times.
  • Continued use of established intervention programmes 
  • Talk for Writing 
  • Precision interventions. 
  • RWI small groups, stage not age lessons, 1:1 support for children regressing or not making progress.
  • Success at arithmetic 3x weekly. 
  • 1:1 support for children on dyslexia programme 3x per week. 
  • Booster breakfast club for Y6 and Y2 children. 
  • Use of TA’s in school, high priority of time to be given to interventions to help close the gaps.
  • Additional Whole School Actions
  • Appointment of part time PPA teacher to ensure that the majority of lessons are taught by a qualified teacher to ensure the effectiveness of teaching and learning across school. 
  • Educational trips paid for children receiving pupil premium funding to allow opportunities to gain wider experiences. 
    Edukey software to digitally create profiles for all children who receive pupil premium, allowing more rigorous monitoring of wave 2 and 3 interventions and the impact and cost.
  • Staff to be trained in the Singapore maths approach