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Pupil Premium

Pupil Premium Strategy 2017-2018


What is our rationale at St Nicholas’ Primary for making decisions about the most effective approaches to improve outcomes for disadvantaged pupils?


There is compelling evidence that high quality teaching and leadership are vital in raising attainment. From research we also know that schools that are most effective in improving outcomes for disadvantaged pupils always use evidence about what makes a real difference.

To improve outcomes our disadvantaged pupils, school leaders will work with colleagues to:
 Make the achievement of pupils eligible for Pupil Premium funding their number one
priority.
 Use research evidence, including The Sutton Trust and the Education Endowment
Foundation (EEF) Teaching and Learning Toolkit to inform spending decisions.
 Take a whole-school approach to quality first teaching, which sets high aspirations for all pupils.
 Recognise that disadvantaged pupils are not a homogenous group and whilst children may face similar challenges, it is vital to identify each individual’s barriers to learning.
 Use different approaches for groups or individuals facing particular barriers.
 Ensure that every member of staff knows who disadvantaged pupils are and takes an
interest in their success.
 Provide personalised support for each pupil following a consultation with their parents.
 Ensure governors understand the role to play in providing constructive challenge to the school’s Pupil Premium Strategy.
 Effectively monitor and evaluate the impact of spending in improving outcomes for pupils.

What do we consider when making decisions about the most effective approaches to improve outcomes for disadvantaged pupils?


School leaders and governors take an evidence-based approach to selecting the most effective approaches to improve outcomes. The following steps are followed:


 How well are our disadvantaged pupils achieving?
Where are the current gaps in attainment and progress both within school and compared to national averages?


 What are the barriers to learning for our disadvantaged pupils?
Only when all the barriers are known and understood can we define outcomes, success
criteria and the approaches which will help overcome them.


 What are our desired outcomes for pupils?
Raised attainment; increased rates of progress; improved attendance; proactive family
engagement; the development of skills and personal qualities to build emotional resilience; and extended opportunities.


 How will success be measured?
For each desired outcome, we will decide how success will be measures and set ambitious targets as well as ensuring that school leaders and governors are committed to the challenge of achieving them.


 Which approaches will produce these outcomes?

To choose our approaches we will use evidence of what works: decide on what staff
training is needed; monitor pupil progress regularly; get the balance right between short-term and long-term approaches, as well as between whole school and targeted strategies.


 Which approaches are effective and which are not?
We will evaluate our approaches by focusing on the success criteria and asking:

Are the chosen approaches impacting on improved outcomes?

Can we make improvements?

What else can be done?

What needs to be done differently?


What are the possible barriers to learning for our pupils?
 Poor communication and vocabulary
 Limited enrichment experiences and opportunities
 Ability to concentrate to manage own emotions and feelings, which sometimes lead to
disruptive behaviour
 Support for children at home e.g. speaking and listening, reading, homework
 In some case attendance and punctuality
 Basic needs not always being met – uniform, sleep, breakfast etc
Funding received: £108,500


Aims:


To develop first quality teaching and raise standards:
 Spelling and Phonics Scheme
 Spelling and phonics training for all staff
 Times tables cds
 Maths Meeting Scaffolds
 Class Novels
 Stories/nursery rhymes and sacks EYFS and Y1
 Singapore Maths scheme
 Time to visit outstanding practice within the school and externally to learn from this
To improve communication and vocabulary
 EYFS training course on developing communication and language, Story Telling and
Maximizing the impact of interactions training
 RWInc training for all staff in EYFS and KS1 and spelling training for ks2
 Investment in whole class core texts, nursery rhymes and class novels. EVERY class reads for at least 20 minutes EVERY day
 Support for EAL pupil premium children
To ensure access to opportunities and for enrichment
 Selected trips and events, after school clubs and tuition to be subsidised and or free
where these have impact
 Develop curriculum further to ensure lots of opportunities
 Free music tuition for all in Year 4
To support management of feelings and behaviour

 TA support as needed AND to deliver short term interventions such as ‘There is a
Volcano in my Tummy’ Nurture/Socially Speaking
 Assistant SENco and H/S link worker time to monitor and track access to intervention
and PP health and well being check especially at break times
To strengthen links between home and school; build better attendance, support and
engagement:
 Home/school Link worker time to ensure basic needs of children are being met (home
visits etc), support with schoolwork and punctuality and attendance support.
 Attendance officer time
To target specific gaps in learning:
TA and teacher hours to support the following interventions:
 Phonics top up
 Maths top up
 Project x code
 1 to 1 maths tuition for identified pupils in year 6
 Reading pre teaching and additional support via ECAR teacher

 

Click on the attachment at the bottom of the page to access the report.

 

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