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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

 

 

Shoreside Primary Pupil Premium Strategy Statement

  1. Summary information

School

Shoreside Primary School

Academic Year

2017/18

Total PP budget

£42,204

Date of most recent PP Review

14.07.17

Total number of pupils

204

Number of pupils eligible for PP

33

Date for next internal review of this strategy

October 2017

 

  1. Current attainment

 

Pupils eligible for PP (your school) 2016

Pupils not eligible for PP (national average) 2016

% achieving expected level or above in reading, writing & maths (oequivalent)

17%

53%

% achieving expected level or above in reading

67%

66%

% achieving expected level or above in writing (teacher assessment)

50%

74%

% achieving expected level or above in mathematics

33%

70%

Progress score in reading

0.13

103.8

Progress score in writing

-4.02

 

Progress in score maths

-3.42

104.1

  1. Barriers to future attainment (for pupils eligible for PP)

In-school barriers

  1.  

Ensure quality-first teaching in all year groups

  1.  

Matching provision more closely and effectively to individual and group needs

C.

Timetabling staffing more effectively to target identified children.

D.

Setting individual targets for pupils to raise expectations and measure the impact of teaching / learning / interventions.

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

E.

Improve attendance and punctuality for eligible pupils.

F.

Ensure that eligible pupils have the opportunity to complete homework and to a good standard.

  1. Desired outcomes (Desired outcomes and how they will be measured)

Success criteria

A.

Improved attendance and punctuality for identified children leading to improved attainment and progress (implementation of revised attendance policy – rewards and sanctions)

The attendance of eligible pupils is better than national figures (weekly monitoring).

 

involve rewards

B.

All staff are deployed effectively to ensure intervention has maximum impact on attainment and progress.

 

Children are achieving challenging targets set.

Half-termly evaluations lead to improvements in outcomes for eligible pupils (evaluation of teaching and learning / interventions).

Interventions timetabled outside English and maths lessons.

 

C.

Children engaging in homework tasks either at home or through provision in school.

Children are achieving challenging targets set.

D.

All pupils, and especially eligible pupils, have access to quality-first teaching.

Children are achieving challenging targets set.

Eligible pupils are attaining in line with their non-eligible peers nationally.

           

 

 

  1. Planned expenditure

Academic year

2017/18

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

  1. 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?

Children are achieving challenging targets set.

Eligible pupils are attaining in line with their non-eligible peers nationally.

Emphasis on writing across the curriculum in foundation subjects.

Learning walk (July 2017) reveals room for improvement in practice / capacity for all children to achieve objectives at greater pace.

Reinforcement and practice of English work.

Implementation of our new Monitoring and Evaluation Policy and evaluation of its effectiveness.

DT / ST

Termly

As above.

Regular opportunities for all children to use and apply mathematical skills in lessons and in other subjects.

Work scrutiny outcomes show that improvements in practice have taken place. Need to embed practice and ensure appropriate challenge for all pupils.

As above. Work scrutiny and lesson observations.

DT / HB

Termly

As above.

Emphasis upon accuracy for all children in handwriting, grammar, spelling and punctuation.

Outcomes of writing show that, although the content of writing is often good, errors in grammar, spelling, punctuation and inconsistencies in handwriting prevent pupils from achieving the expected standard / working in

greater depth.

As above. Work scrutiny and lesson observations.

DT / ST

Termly

As above.

Review of teaching and learning in order to achieve outstanding TLA.

OFSTED inspection (July 2017) highlighted inconsistencies in the quality of teaching and learning. This is also recognised in school monitoring.

As above.

DT / LP

Termly

Total budgeted cost

General Staffing Budget

Pupil premium children also receive support from class-based TA’s

according to need both in planned and reactive support.

 

  1. Matching provision more closely and effectively to individual and group needs / Timetabling staffing more effectively to target identified children / Setting individual targets for pupils to raise expectations and measure the impact of teaching / learning / interventions.

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?

Children are achieving challenging targets set.

Improved attainment and progress at the end of KS2 in reading, writing and maths for pupil premium children

Regular review (half-termly) of eligible pupils against set targets. Adapting teaching and learning approaches and evaluating the effectiveness of intervention in light of these reviews.

Attainment outcomes on Section 2 show that interventions are not ensuring acceptable levels of attainment and progress.

Regular monitoring of provision, pupil interviews and regular book scrutiny for targeted pupils

AC

Half-termly reviews

As above.

Interventions eligible pupils to take place outside English and Maths lessons to avoid the missing of key teaching in these subjects. Interventions linked to work in other subjects wherever possible in line with principles in section 1 above.

Lesson observations and feedback from teachers confirm that teaching and learning is disrupted by withdrawal from core subject lessons.

 

DT / LP / AC

July 2018

Total budgeted cost

£26,207

  1. Improved attendance and punctuality for identified children leading to improved attainment and progress (implementation of revised attendance policy – rewards and sanctions) / Children engaging in homework tasks either at home or through provision in school.

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?

The attendance of eligible pupils is better than national figures (weekly monitoring).

 

Implementation of revised Attendance Policy – Clear rewards and sanctions

School attendance tracking and Raiseonline shows that the attendance of some pupil premium children is having a negative impact on attainment and progress

Daily and weekly monitoring of attendance.

DT and Admin staff.

Weekly monitoring of attendance.

Improved attainment and progress by ensuring eligible pupils have the opportunity to complete homework tasks at home or through provision in school.

Facilities made available for pupils to complete work in school with appropriate support.

Feedback from staff indicates that Not all children have the opportunity to complete homework task with a good level of support that ensures opportunities to practise and consolidate learning.

Monitor the attainment and progress of identified pupils through tracking, book scrutiny and pupil interviews

.

DT

July 17

Total budgeted cost


From general staffing Budget as necessary.


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