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Middlefield Community Primary School

Middlefield

Community Primary School

Pupil Premium

For a downloadable pdf, click the Pupil Premium 2017-18 Spending Review link on the right. 

Pupil premium strategy statement

1 Summary information

School

Middlefield Community Primary School

Academic Year

2017-18

Total PP budget

£282,400

Date of most recent PP Review

July 2017

Total number of pupils

314(R-Y6)

Number of pupils eligible for PP

213

Date for next internal review of this strategy

January 2018

 

2 Current attainment (16-17 Key Stage 2 SATS)

 

All Pupils (school)

Pupils eligible for PP (school)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

65%

64%

67%

Progress in reading

3.10

2.32

0.33

Progress in writing

0.81

0.54

0.18

Progress in maths

-2.49

-2.34

0.28

 

3 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.

Low attendance

B.

Home Learning Environments/ Parental support and aspiration

C.

Attainment in Mathematics by the end of Key Stage 2

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

D.

Many children typically enter Early Years with development which is considerably below age related expectations and the development of peers nationally.

4 Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.

Increased attendance for PP children.

Overall PP attendance rate to improve by minimum of 1%, and minimum reduction of 4% PA rate for PP children.

B.

Raised attainment in Maths

Attainment in Maths to at least match local averages in 2018 and to at least match national average by 2019. PP attainment  and progress rates to move in line with non PP at Middlefield in all year groups.

C.

Increased parental involvement and engagement in children’s progress.

Continued and successful Parental Events ie Reading Café, Family Maths Events. Engagement in homework.

Evidenced through attendance at events and through parent surveys.

D.

More PP children complete Early Years with an overall Good Level of Development.

5% increase in number of pupils achieving GLD at the end of EYFS, including proportionate improvement for PP group.

 

5.  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 implemen-tation?

Raised attainment and progress in Maths in all year groups, for all pupil groups.

New Subject Lead

Raising attainment in Maths plan designed and implemented, supported by SLT

CPD/Leadership qualification for Subject Lead

Potential new schemes purchased

Potential new resources purchased

Attainment in Mathematics by the end of Key Stage 2, and progress from Key Stage 1, remain the school’s key area for development. PP group are proportionately effected.

Maths manager supported/monitored by SLT to meet the demands of the Raising attainment in Maths Plan

HT acting as mentor during CPD

Pupil progress Meetings

Data collection

Mr Lymath

January 2018

Continuous improvement in outcomes in Key Stage 1

Deployment of AHT to support English and Maths in Year 2.

Teacher-Pupil Ratio of 1:15. Overall Adult-Pupil Ratio of 1:7.5

 

This approach has led to a significant upward trend in KS1 outcomes for all pupil groups over the past 2 years

Pupil progress Meetings

Data collection

Mr Potter

Mr Harrop

Termly

Continuous improvement in outcomes in Key Stage 2

Deployment of AHT to support English in Year 6

Teacher-Pupil Ratio of 1:11  Overall Adult-Pupil Ratio of 1:7.2

 

This approach has led to Reading and Writing outcomes that are above or significantly above National averages in the past 2 years.

Pupil progress Meetings

Data collection

Mr Potter

Mrs Crichton

Termly

Continuous improvement in outcomes in Key Stage 2

Deployment of Reading Recovery teacher to deliver Year 6 English lessons with 6 identified lower attaining pupils (all PP)

Teacher-Pupil Ratio of 1:15. Overall Adult-Pupil Ratio of 1:7.5

This approach has led to a significant upward trend in KS1 outcomes for all pupil groups over the past 2 years

In 2016-17, 3 out of 6 children from similar group met expected standards in Reading, whilst 2 achieved the expected standard in Writing. Children’s prior KS1 data indicated that this was highly unlikely.

 

Pupil progress Meetings

Data collection

Mr Potter

Mrs Price

Termly

Improved EYFS environments resulting in more effective continuous provision and high quality child initiated learning.

2018: 5% increase in all of the 17 areas leading to a minimum of 5% increase in children achieving GLD from 2017.

Refurbishment and reconfiguration of Reception classrooms to provide a stimulating, accessible environment.

Previous layout of classrooms did not provide opportunities for children to access areas of learning. Resources were not always accessible or of high quality.

 

 

 

 

Pupil progress Meetings

Data collection

Learning Walks and Lesson Obs will focus upon child initiated learning within the continuous provision.

Mrs Warner

Mr Potter

Termly

Improved EYFS attainment and Progress through staff development.

An on-going programme of CPD for Staff, delivered by SIL, including:

Block Play;

Early Mark Making;

Head Teacher Monitoring;

Improving Outcomes in Writing;

New to EYFS

 

All Children, including pp, will benefit from the best possible start to their educational journey.

Pupil progress Meetings

Data collection

 

Mrs Warner

Mr Potter

January 2018

Create and implement a whole-school homework scheme which engages all stakeholders in enhancing learning at home.

Purchasing new homework bags for all pupils

Purchasing new homework, reading record and spelling/phonics books.

Purchasing new Maths homework scheme

A consistent approach which contributes to the curriculum and engages parents, particularly those of disadvantaged.

New, branded resources to increase appeal and raise profile of learning at home.

Evidenced by uptake/returns of homework

Pupil Voice

Parental Voice

Mrs Crichton

January 2018

P4C

Enhance educational attainment and personal/social development of students, especially disadvantaged pupils

Participate in the NFER research project over next 3 years.

3 designated INSET days for all teaching staff Support from S.I.L/Sapere throughout the year Compliance with Year 4 control group tasks and deadlines.

It is well documented that P4C has an impact on children's cognitive, social and emotional development. P4C is about getting children to think and communicate well; to think better for themselves.

 

Children increasingly demonstrate the attributes of P4C evidenced in: Learning Walks, Pod Books, Planning, Pupil Voice, Display. SAPERE award at end of Year 1

Mr Harrop

Termly

Opportunities for children to access an en enriched curriculum through visits from theatre companies, mobile farms, drama experts etc

Chatterbox units begin with sessions from drama expert (Chris Ball)

 

Other visits to include Fisher Mobile Farm, Mad Science Show etc

An enriched curriculum enhances children’s experience and offers a cultural entitlement.

SMSC floor books

Pupil Voice

Mrs Crichton

Termly

Continued high outcomes for all pupil groups in Reading and Writing

Replenish and supplement Middlefield Chatterboxes and Traditional Tales with a range of high quality resources

Middlefield Chatterboxes continue to be the core of our curriculum offer, driving high standards and progress for all pupils.

Continued high standards of attainment and progress in writing from Y1 to Y6- evidenced through SLT monitoring cycles. Evidence of engagement during learning walks/obs.

Mrs Crichton

Mr Potter

Termly

Diminished differences to in-school, local and national variations in outcomes in Maths by the end of Key Stage 2

Support the success of the school’s Maths Action Plan 2017-2018, including the purchase of new resources ie Numicon and potential new schemes.

Standards and progress in Maths at the end of Key Stage 2, is the schools key area for improvement.

The attainment of all groups, including pp, is not at the standard of Reading and writing in school. It is also behind local and national measures.

Compliance with school’s Maths Action Plan 2017-2018

Mr Lymath

Mrs Crichton

Mr Potter

Termly

Total budgeted cost

£ 1200 Teacher Leaders,  £61950  Proportion of salary costs for time spent in additional teacher roles for SATS year groups, £6000 Reception classes refurbishment and resources, £1452 Homework resources,£1600 P4C fee, £6000 Curriculum enrichment , £1025 Early Years CPD, £17,000 English (Chatterbox) budget allowance, £ 17,456 support in successfully delivering the school’s Maths Action Plan 2017-2018.

 £114,383

  1. 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 implement-tation?

Improved rates of progress in Maths in lower Key Stage 2

Children targeted for ‘Success @ Arithmetic- Number Sense’ Intervention Programme

Some children’s progress in Maths in Y3/4 is not as rapid as school expects and is not in line with the ‘expected’ progress from Key Stage 1

 

Lead Teacher and LSA provided with ongoing training, resources and support from SIL with diagnostic testing, baseline and end of programme assessments.

Mr Lymath

Mrs Keogh

Termly

Improved rates of progress in Maths in Year 5

Children targeted for ‘Success @ Arithmetic- Calculation’ Intervention Programme

Currently, some children finish Year 5 having not made the ‘expected’ progress from Key Stage 1

Lead Teacher and LSA provided with ongoing training, resources and support from SIL with diagnostic testing, baseline and end of programme assessments.

Mr Lymath

Miss Ashworth

Termly

Targeted individuals to make accelerated progress to move in line with age related expectations in Reading

Reading Recovery teacher working with targeted individuals including those in receipt of Pupil Premium funding.

In 2016-17, 10x PP children working below age related standard were targeted. All met or exceeded targets and are now at age related standard.

Reading Recovery teacher has ongoing CPD (6 sessions) through SIL

Provision map

Pre and Post data

Pupil Progress Meetings

Data Collection

Mrs Price

Mrs Crichton

Termly

Targeted individuals to make accelerated progress in Maths in Key Stage 1 to move in line with age related expectations. 2 groups of 4, 3 times a week half-termly

Learning Support Officer delivering ‘First Class @ Maths’ intervention programme to targeted pupils including those in receipt of Pupil Premium funding

In 2016-17, 6 out of 7 PP target children in KS1 met targets. 1 child did not due to extended holiday. More PP children to be targeted in17-18.

Provision map

Pre and Post data

Pupil Progress Meetings

Data Collection

Miss Wheelhouse

Mrs Crichton

 

Termly

Targeted individuals to make accelerated progress to move in line with age related expectations in Reading

Funding 3 groups of children to take part in the ‘Beanstalk’ reading programme. 9 targeted PP children.

All children targeted in 2016-17 made accelerated progress and completed the end of the school year at age related standards.

Provision map

Pre and Post data

Pupil Progress Meetings

Data Collection

Mrs Crichton

Mr Potter

Termly

Reception and Year 1 support staff develop a deeper understanding of how children begin learn to read and write at the beginning of their literacy journey.

Training in and delivery of Read Write A2Z reading and writing small group sessions in  Reception and Year 1 over 6 weeks.

Children, especially pp children, learn to read and write 30 high frequency words.

Children use full stops and capital letters in full sentences.

Children read 24 booklets.

Pre and Post assessment

Observations

Pupil Progress Meetings

Data Collection

Mrs Warner

Ms Hunter

January 2018

Year 1 support staff develop deeper understanding and knowledge of Phonic progression and pedagogy to enable more children in Year 1 to succeed in Phonics.

LSA’s to attend SIL training session for increased subject knowledge, pedagogical approaches and ideas for games and multi-sensory activities.

LSA’s will be more confident and empowered to deliver planned sessions which impact upon pupils progress, including pp children.

Observations

Pupil Progress Meetings

Data Collection

Ms Hunter

Mrs Crichton

January 2018

School continues to offer exceptional pastoral care to all children through the employment of 2 learning mentors to assist targeted individuals.

Targeted children enabled to overcome a range of barriers to learning including: attendance, welfare, behaviour, esteem and confidence issues.

Learning Mentors play a crucial role in ensuring our children are effectively supported to overcome a range of barriers to their learning.

Effective line management of the Pastoral team from AHT.

Evidenced through Provision Map

Mr Harrop

Mrs Robinson

January 2018

Further develop the use of the school provision map so that it more effectively evidences impact and supports our pupils

School to use EDUKEY provision map- training for staff. SENCO, DSL, Attendance Lead, AHT etc, align record keeping to Provision map. All teachers update map to reflect interventions, concerns etc Provision map linked to Tracking system to reflect attainment and progress Provision Map continuously monitored to ensure effective support is in place for vulnerable pupils.

Impact of support is captured and evidenced. Support is effective and is not duplicated. Pastoral support is ‘joined up’. Vulnerable pupils are identified and supported/challenged

Provision map will be updated and will be used by key stakeholders.

Mr Harrop

Ms Hunter

Mrs Wood

Termly

Total budgeted cost

£3840 Maths Intervention Training and resources, £1000 Reading Recovery SLA, £39949 Proportion of salary costs for teacher time in Reading Recovery, £2000 Beanstalk. £5286 Proportion of salary costs for LSO delivering ‘First Class @ Maths, £27938 x 1 Learning Mentor Salary Costs, £2000 Edukey Provision Map SLA, £2025 Read Write A2Z, £300 Phonics

£84,338

  1. 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 implement-tation?

All children to attend 1 educational trip per term.

Children benefit from curriculum enrichment and have access to wider learning opportunities.

Subsidies for educational trips for each class to enable children to attend visits linked to the schools curriculum.

In 2016-17 Chatterbox trips included Chirk Castle, Chester Zoo, Science Museum etc.

Pupil Voice

Parent Voice

Mrs Rigby

Termly

More children in Years 4 and 6 will have access to planned residentials at ‘PGL’ and ‘Kingswood, Colomendy’.

Subsidies for Residential trips which promote outdoor learning and positive values and attitudes. The development of positive attitudes including: team building, individual responsibility and overcoming challenges through the wider opportunities of outdoor learning.

In 2016-17, Year 4 and Year 6 enjoyed extremely successful trips. Subsidies helped to enable all children to access this experience.

Pupil Voice

Parent Voice

Mrs Rigby

Termly

Mental Health, Wellbeing and Mindfulness: Targeted individuals will receive personalised programmes of support for increased engagement in school. The programmes include: self-esteem, mindfulness and resilience.

To fund the licence fee for ‘A Quiet Place’ educational therapeutics service. This includes regular CPD for licensed staff and access to resources.

100+ children, including 43pp children and their families had support from AQP and/or THETA to meet individual barriers including self-esteem, emotional difficulties and engagement.

Pre & Post assessments of targeted individuals evidence achievements and progress.

AQP provide reports of interventions.

Mr Harrop

Termly

All children from Y1 to Y6 to take part in 1 term of weekly cooking programme.

To deliver S.I.L’s Healthy Eating Programme for 1 school year.

Children will learn how to prepare a range of healthy meals and snacks, enabling them to lead healthier lifestyles. Parents follow up by cooking/baking the products at home.

Evidenced through class SMSC floor books- UKS2 Autumn-LKS2 Spring- KS1 Summer.

Miss Foulkes

Termly

Children have the opportunity to learn how to play a range of musical instruments, to practice the art of performance, including singing and to develop a love of music.

Funding for 3 after-school music clubs on offer to children from Y.2- Y6Children

In 2017-18, 5 pp children attended all 3 lessons, every week. Cultural experiences are extremely important for all young people.

Evidenced through Attendance Registers.

Pupil Voice

Parental Voice

Mrs Niedzwiecki

Termly

Children have the opportunity to refine skills taught through the curriculum in a fun, activity based after-school club.

Funding for after-school French clubs for children from Year 4-6

MFL is a key skill for life. In 2017, 8 pp children attended every week.

Evidenced through Attendance Registers

Pupil Voice

Parental Voice

Mrs Donald

January 2018

Continue to improve behaviour and behaviour for learning

Continue to invest in the schools effective positive behaviour rewards system

Behaviour interventions have produced large improvements in academic performance along with a decrease in problematic behaviours over the past 2 years.

Further reductions in recorded incidents of poor behaviour.

Further reductions in fixed term exclusions.

Mr Potter

Mr Harrop

January 2018

Attendance and punctuality rate for all pupil groups, especially pp, to improve so that it at least in line with local averages in 207-2018.

 

Funding for the Raising Attendance Plan including prizes and events,

 

 

 

 

Good attendance is incentivised and rewarded through daily, weekly and termly prizes at assemblies and celebratory events. This will result in better attendance and improved punctuality. Improved attainment will also result from increased attendance.

Weekly comparisons to 2016-17 figures show increased attendance and reduced PA’s for all pupils and especially for pp group.

Termly figures from LA will demonstrate considerable improvements.

Mr Harrop

Mrs Clarke

January 2018

Children in EYFS and KS1 to have access to Forest School throughout the school year to support a broad, balanced curriculum. Children to enjoy and benefit from alternative learning experiences

Support the continuation of Forest school which will be accessed by 149 children.

Children access outdoor learning throughout the year. Self-esteem, independence and resilience are fostered. Children develop key skills of communication, team-work and the ability to overcome challenges. Children have the opportunity to thrive beyond the classroom.

Children’s success noted in the assessment of other foundation subjects.- Contributes to pupil progress in those areas.

Pupil Voice

MH to map curriculum areas covered by Forest School- eg DT skills.

Ms Hunter

January 2018

Year 3-6  to take part in the Children’s University programme.

Extracurricular programmes to raise aspirations and encourage lifelong learning. Activities carried out during and after school and by parents and families.

This was hugely successful in 106-17. Over 30 children graduated on 20th June 2017, inc 20 PP children.

Ongoing progress recorded in pupils ‘passports’

Parental Voice

Mrs C. Smith

July 2018

‘Anchor Education’ will be running 9 ‘play in a day’ workshops throughout the school year for all age groups.

Supporting the schools SMSC provision through a programme of theatrical workshops and performances which promote British values. Children will work on a theatrical performance which they will deliver to parents at the end of the school day. These will be based upon our core values.

 

Children’s understanding of community and values will be enhanced.

SMSC floor books

Parent Voice

Pupil Voice

Mrs Crichton

Termly

Safeguarding:

Children to have an enhanced provision through a planned programme of events that support their pastoral and welfare care.

 

Support the schools pastoral and welfare care through the provision of workshops, drama etc

Safeguarding team to source, plan and implement a rolling programme of events that meet school needs ie Online Safety, Prevent and other issues as they arise.

Children are aware and empowered to make responsible choices and to stay safe.

SMSC floor books

Pupil Voice

School Website

Mr Harrop

January 2018

School continues to offer exceptional pastoral care to all children through the provision of a THETA group led by an LSO

Children enabled to overcome a range of barriers to learning including: mental health, mindfulness and well-being.

Targeted individuals and groups will receive personalised programmes of support for increased engagement in school. The programmes include: self-esteem, empathy, mindfulness and resilience.

In 2016-17, 70+ ch accessed AQP or THETA support for mental health and wellbeing inc 43 PP ch.

Pre & Post Assessments

Pupil Voice

Parent Voice

AQP annual report

Mr Harrop

January 2018

Healthy Eating impacting upon health and well-being

 School is funding a free salad and fruit bar during lunch service, to those children having school dinners.

The effects of additional healthy food upon well-being, behaviour and concentration are well known.

Monitoring of uptake of additional fruit/salad

Invoices from PFI catering partner- Chartwells.

Mr Potter

January 2018

Children have a healthy and structured start to the school day, enabling them to reach their potential every day.

Continue to offer a free charge breakfast club every morning. As a PFI school, a member of  Chartwells catering team has to be employed to allow the use of kitchen.

The effects of a good, nutritious breakfast are long established. The benefits to health, well-being, concentration and behaviour are enormous.

On average, in 2016-17, over 50 children per day attended Breakfast Club.

Breakfast club register.

Mrs Clarke

January 2018

Total budgeted cost

£4000 trips, £1000 Residentials, £4095 Music Clubs, £1170 French Club, £8000 Healthy Eating Programme , £7800 AQP Licence Fee, £3500 Behaviour incentives, £5000 Attendance, £5000 Forest School, £500 Children’s University,  £3300 Anchor Education, £2500 Pastoral events, £33264 Theta Salary Costs, Fruit/Salad bar £2500, Breakfast Club Salary £2750

£84,379