Pupil Premium at Hartside Primary School

2016 - 2017

Area for development		Strategy	Cost	Evaluation	Impact
To increase the number of children in receipt of PP funding reaching the GLD in EYFS.		By reviewing the EYFS home learning policy/approach and then providing structured support sessions to parents to ensure they are engaged.	£50.00 (refreshments)
Barrier	The lack of high quality support from home effects the children’s learning in school. Speech and language needs impact on the starting points and ability of children to make progress.
		Increase opportunities for learning in school through tuition and classroom provision.	N/A
Proposed Impact	To close the gap to within 10% of the National Average. (Currently -38.5% against -18%)
		By employing an additional teaching assistant and increasing the number of children accessing the school’s nursery provision.	£18,849 - AM
		By training staff members in the delivery of speech and language intervention strategies to accelerate progress of disadvantaged children	£650.00
		By funding EYFS breakfast club for PP children.	500.00

Area for development		Strategy	Cost	Evaluation	Impact
To increase the number of children, in receipt of PP funding, making expected progress in reading by the end of key stage two.		Increase parental involvement in school for children in receipt of PP funding.	N/A
Barrier	Attitude to learning and engagement with reading. Lack of high quality support from home and/or involvement in school.		N/A
		Introduce Growth Mindset resources and lessons to the KS2 curriculum.	N/A
		Continue to subscribe to Accelerated Reader software to increase engagement of children.	£7,053.00??
Proposed Impact	All children in receipt of PP funding will make at least expected progress against their end of KS outcome. Some children will make better than expected progress.		£7,053.00??
		Purchase SuccessMaker Resources to provide additional support for vulnerable disadvantaged children	£950.00
		Create a school Reading Den to engage children and develop a passion and love for reading.	£500.00
		By purchasing a new reading scheme to support the teaching of phonics more effectively.	£787.20
		By engaging more children to read (especially boys) by broadening the selection and types of book that are available.	£299.00 (First News) £500.00 Contribution for new library books and Micro Librarian
		By providing 1:1 tuition after school for Y6 PP children in the run-up to SATs.	£1,000.00 (Split between RWM targets)

Area for development		Strategy	Cost	Evaluation	Impact
To increase the number of disadvantaged children reaching age related expectations in maths.		By releasing a senior teacher to enhance the quality of maths learning across Key Stage Two.	£44,365 FT
		By enrolling maths lead onto the NCTM programme and ensuring training is disseminated across the school and also supporting her through the NPQSL to complete her maths project.	£850.00
		By purchasing Success @ Arithmetic intervention programme, ensuring staff are trained and that delivery is effective.	£900.00
		By purchasing Successmaker resources to accelerate progress for vulnerable children.	£950.00 (Split with Reading above) £1,000.00 (Split between RWM targets)
Barrier	The current long term curriculum plan does not develop fluency for children resulting in a lack of confidence. Intervention strategies have not sufficiently accelerated learning for disadvantaged children in maths. Children lack knowledge of number facts to support their learning.	By providing 1:1 tuition after school for Y6 PP children in the run-up to SATs.
Barrier		By contributing to the schools expenditure on teaching assistants to ensure that full time support is available to every class teacher and more importantly is used to accelerate learning and close the gap.	£3000.00
Proposed Impact	The % of disadvantaged children reaching the expected standard is within 10% of National average (currently -33%)	By ensuring that PP children have the opportunity to have a good healthy breakfast and a good start to their school day.	£1,000.00 Contribution to the school breakfast club.

Area for development		Strategy	Cost	Evaluation	Impact
To increase the % of disadvantaged children reaching the expected standard in writing.		By funding school trips for disadvantaged children.	£1,000.00
Barrier	Spelling weaknesses Lack of creativity, real life experiences and knowledge and understanding of the world. Handwriting standards of PP children reduce capability to reach higher levels.	By funding school trips for disadvantaged children.	£1,000.00
		By developing a more text based approach to writing.	£500.00 (Class novels) £300.00 – Helen McGonigal Visit
		By increasing the number of moderation meetings and the sharing of outstanding practice.	N/A
Proposed Impact	8/10 Year Six children in receipt of PP funding reach the expected standard. (National Average is 79%) PP children in all classes to reach NA % for writing.		N/A
Proposed Impact		By purchasing a new handwriting scheme, ensuring it is delivered and then followed by all children.	Nelson £712.00
		By supporting one middle leader to complete the NPQML course with a focus on raising standards of spelling	Tim £525.00
		By providing 1:1 tuition after school for Y6 PP children in the run-up to SATs.	£1,000.00 (Split between RWM targets)

2015 - 2016 Evaluation and Impact

Click here to download the 2015-16 information as a PDF document.

Each year the school receives a substantial amount of money called the Pupil Premium Grant. This grant provides additional funds to school for each child who is currently or has been at any time in the last 6 years entitled to receive Free School Meals (FSM) and for those children who are ‘Looked After’ by the Local Authority (CLA). In 2015 – 2016 Hartside Primary School received £80,880.00 of pupil premium funding. This was broken down as follows:

Type of Pupil/Need	Amount Received per pupil	Number of pupils	Total Amount Received
Entitled to Free School Meals	£1,300	59	£78,180
Service Children	£300.00	3	£900.00
Looked after by the Local Authority
Total		62	£79,080.00

There now follows a detailed breakdown of funding expenditure and the anticipated impact of the actions.

Targets in the ‘Focus’ column relate to overall aims that are identified in the school improvement plan.
Processes in the ‘Strategy’ column are methods by which targets will be achieved. Some strategies will relate to more than one focus target.
The Success Criteria explain how we will measure the impact of our actions.

Attendance

Focus	Strategy	Cost	Success Criteria
To further improve attendance for children in receipt of Pupil Premium (PP) Funding to reduce the overall gap to other children to less than 1%.	By continuing to provide and subsidise the school breakfast club for children in receipt of PP funding.	£2,500.00	Support is offered to families when issues around attendance arise. Improvement in attendance for families in receipt of PP funding. Gap is closed.
To reduce the number of children who are in receipt of PP funding and are defined as persistent absentees to 4% and to close the in school gap to 3%.	By providing a new after school care facility and subsidising the cost for children in receipt of PP funding.	£2,500.00
To reduce the number of children who are in receipt of PP funding and arrive late to school to less than 40% of the school total.	By working closely with families who are in receipt of PP funding and attendance is an issue and encouraging them to access school wrap-around care facilities.	N/A	Families in receipt of PP funding are offered opportunities to attend school clubs. Children arriving late reduces.
	By monitoring attendance of children who are in receipt of PP funding and arranging meetings and/or support for families when required.	N/A	Children in need of support are identified. Support is offered where required Attendance improves.
	By monitoring the punctuality of children in receipt of PP funding and then offering support through school wrap around care facilities if it is required.	N/A	Reduction in the number of children who are in receipt of PP funding and are arriving late at school to less than 40%. Increase in number of children in receipt of PP funding who are accessing wrap around care facilities. Impact on standards of learning for children accessing wrap around care facilities.
	By continuing to subsidise the cost of all educational visits and residential trips for children in receipt of PP funding.	£1,500.00	No child in receipt of PP funding misses out on a trip due to financial constraints. Evidence in children’s workbooks and in data demonstrates that educational visits improve the quality of children in receipt of PP’s learning experiences.

Behaviour

Focus	Strategy	Cost	Success Criteria
To improve standards of behaviour so that the % of children with behaviour incidents logged and who fall into the PP category reduces to less than 30%.	By providing intensive support to families in receipt of PP funding when the behaviour of a child becomes an issue.	N/A	Weekly tracking by SLT of behaviour incidents logged. The family of any child requiring support will be called into school. Concerns will be addressed and behaviour will be de-escalated. Impact on data
	By purchasing a subscription to SWGfL Boost resources to improve awareness of E-safety and providing online resources to support children with concerns or worries as well as monitor the school’s online presence.	£199.00 (Annual subscription)	Resources installed and link placed on school website. All children made aware of how to react in a variety of situations. All issues resolved appropriately.
	By arranging a Be Safe workshop for children in Y4 and Y6 to develop understanding of online safety, bullying and gang culture.	£75.00	Evaluation of workshop demonstrates impact and improvement of awareness of staying safe.

EYFS

Focus	Strategy	Cost	Success Criteria
To provide an excellent start to children’s time in school and increase the number of children in receipt of PP funding on track on entry Reception class to at least 50%. (0% in 2015 Cohort)	By ensuring that children in receipt of PP funding are given priority in the EYFS unit for 2 year old places.	N/A	All children in receipt of PP funding are given place in EYFS unit as a ‘Rising 3’. Home visits are completed and places are allocated.
	By employing an additional member of staff to support children in receipt of PP funding as they enter the EYFS unit as a 2 year old.	£7,500.00 (Part funded through SEN budget)	Early assessment of learning needs is completed and high quality support is provided. Teaching and learning is monitored through School Self Evaluation (SSE). Tracking of progress through Pupil Progress Meetings. Impact on data and standards on entry to Reception.
	By developing a family learning programme to engage and develop the skills of EYFS parents in supporting their children’s learning.	£300.00	Family learning sessions are provided and attended by PP families. Evaluation shows positive impact of attending sessions. Monitoring shows improvement in standards of learning that are produced. Gap is closed.
	By purchasing Early Talk Boost resources as well as staff training to enhance provision in the EYFS unit to support children with the development of speak and language skills.	£430.00	Staff Training is completed and resources are purchased. Timetabled slots are written into weekly timetables. Children are identified for support. Support is effective as monitored through SSE. Impact on data is measured leading to closure of gap and increase in number of children reaching Good Level of Development.
To increase the number of children in receipt of PP funding who reach the ‘Good Level of Development’ to within 10% of the NA.	By purchasing Talk Boost and resources as well as staff training to enhance provision in the EYFS unit to support children with the development of speak and language skills.	£430.00
To boost standards of attainment in managing feelings and behaviour, exploring and using media and materials and Being imaginative to close the gap for children in receipt of PP funding.	By developing the play equipment in the EYFS garden to provide a more rich and engaging learning environment.	£8,000.00	Increase in the number of children reaching GLD in these areas of the EYFS curriculum.

Numeracy

Focus	Strategy	Cost	Success Criteria
To increase the overall number of children in receipt of PP funding but not SEN who are on track with age group expectations to at least 80%.	By training two teaching assistants to deliver the ‘Catch Up’ Intervention programme to support PP children to close the gap on their peers.	£1,500.00	TAs are trained. Opportunities for delivery of ‘Catch Up’ programme are built into weekly timetable. Quality of delivery and learning are monitored through School Self Evaluation (SSE). Impact of support is measured. Number of PP children on track increases and gap is closed.
	By delivering additional tuition to children outside of school hours to boost learning and close the gap on their peers.	£2,000.00	Additional tuition is delivered for children in receipt of PP funding. Quality is assured through SSE. Impact is measured Number of PP children ‘on track’ increases and gap is reduced.
	By constructing and furnishing two additional teaching rooms to provide a location for delivery of additional support.	£4,000.00	Rooms are constructed and furnished appropriately. Rooms are timetabled and used to support learning. Feedback from staff and children acknowledges benefit and impact of rooms as an additional space for learning.
	By employing additional support staff to work with children in receipt of PP funding.	£10,431.00	Full time TA in each classroom is maintained. SEN TA in each key stage is maintained. TA timetable is monitored to ensure that support is focussed on children in receipt of PP funding. Support is monitored through SSE Impact of support see acceleration of progress and gap closing for children in receipt of PP funding.
To ensure that all children in receipt of PP funding and also on the SEN register make better than expected progress from their own starting points.		£10,431.00
	By purchasing tablet PCs for children in receipt of PP funding to accelerate learning both in and outside of school.	£1,000.00	Tablet PC are purchased and built onto the school network. Agreement is created between school and families in receipt of PP for use of school equipment outside of school. Children in receipt of PP funding use equipment outside of school to support learning and enhance progression. Impact of use is measured and analysed through SSE. Gap is closed.
	By providing family learning programmes to support wider families of children in receipt of PP funding to enhance the quality of support for maths outside of school.	£300.00	Family learning sessions are provided and attended by PP families. Evaluation shows positive impact of attending sessions. Monitoring shows improvement in standards of learning that are produced. Gap is closed.

Literacy – Reading

Focus	Strategy	Cost	Success Criteria
To increase the % of Y1 children in receipt of PP funding passing the phonics to at least 80% to eradicate the gap to the NA.	By organising and inviting parents of children in receipt of PP funding to a phonics workshop to raise awareness, knowledge and understanding of how and why phonics is taught.	£100.00	Workshops are provided and attended by PP families. Evaluation shows positive impact of attending sessions. Monitoring shows improvement in standards of learning that are produced. Children in receipt of PP funding make better than expected progress in phonics.
To ensure that at least 4/5 (80%) of Y2 children in receipt of PP funding pass the phonics screening test resit.	By continuing to employ additional TAs to support children in receipt of PP funding in the classroom and raise standards of learning.	£10,431.00	Full time TA in each classroom is maintained. SEN TA in each key stage is maintained. TA timetable is monitored to ensure that support is focussed on children in receipt of PP funding. Support is monitored through SSE Impact of support see acceleration of progress and gap closing for children in receipt of PP funding.
To increase the % of PP children reaching KS1 age related expectations from 45% (end of EYFS Data) to at least 77% and therefore close the gap to the NA for reading.	By organising a variety of initiatives and school events to engage PP children and their families with reading.	£150.00	School initiatives are attended and enjoyed by families in receipt of PP funding. Prizes are purchased and awarded Feedback from these sessions/initiatives demonstrates enjoyment from both children and families. Impact of sessions shows increase in engagement with reading and consequent raising of standards.
To increase the overall number of children in receipt of PP funding who are not on the SEN register and are on track with age related reading expectations to at least 95%.	By training two teaching assistants to deliver the ‘Catch Up’ Intervention programme to support PP children to close the gap on their peers.	£1,500.00	TAs are trained. Opportunities for delivery of ‘Catch Up’ programme are built into weekly timetable. Quality of delivery and learning are monitored through SSE. Impact of support is measured. Number of PP children on track increases and gap is closed.
To increase the % of PP children reaching age related expectations at the end of Year Six to at least 70% so that the gap to the N.PP children Nationally is reduced.	By purchasing and introducing Accelerated Reader software package to improve overall passion for reading and also raise standards of comprehension to close the gap between PP children and their peers.	£2653.00 (£40.81 per PP Pupil)	Staff training for AR is completed and software is rolled out to children and parents. Enjoyment and engagement of reading is increased. Standards of reading increase for children in receipt of PP funding. Parents of children in receipt of PP funding are shown how to access the software to monitor the progression of their children with reading.
	By purchasing additional books for the school library to encourage children in receipt of PP funding to access the resource more regularly.	£3,000.00	Library usage for children in receipt of PP funding increases. Enjoyment and engagement of reading for children in receipt of PP funding is increased. (measured by number of books taken and also AR test scores)
	By purchasing kindles and tablet PCs to engage PP children with reading and raise standards.	£1,000.00	Tablet PCs and Kindles are purchased and built onto the school network. Agreement is created between school and families in receipt of PP for use of school equipment outside of school. Children in receipt of PP funding use equipment outside of school to support learning and enhance progression. Impact of use is measured and analysed through SSE. Gap is closed.
	By providing additional tuition for children in receipt of PP funding outside of school hours to raise standards of learning.	£2,000.00	Additional tuition is delivered for children in receipt of PP funding. Quality is assured through SSE. Impact is measured Number of PP children ‘on track’ increases and gap is reduced.
	By constructing and furnishing two additional teaching rooms to provide a location for delivery of additional support	£4,000.00	Rooms are constructed and furnished appropriately. Rooms are timetabled and used to support learning. Feedback from staff and children acknowledges benefit and impact of rooms as an additional space for learning.

Literacy – Writing including Grammar, Punctuation and Spelling

Focus	Strategy	Cost	Success Criteria
To increase the % of children in receipt of PP funding who are ‘on track’ for writing at the end of KS1 to at least 70% and close the gap on the NA for children who do not receive PP funding.	By providing additional tuition for children in receipt of PP funding outside of school hours to raise standards of learning.	£2,000.00	Additional tuition is delivered for children in receipt of PP funding. Quality is assured through SSE. Impact is measured Number of PP children ‘on track’ increases and gap is reduced.
To increase the % of children in receipt of PP funding who reach the age related expectation in writing for the end of KS2 to at least 70% and close the gap to the NA.	By continuing to employ additional TAs to support children in receipt of PP funding in the classroom and raise standards of learning.	£10,431.00	Full time TA in each classroom is maintained. SEN TA in each key stage is maintained. TA timetable is monitored to ensure that support is focussed on children in receipt of PP funding. Support is monitored through SSE Impact of support see acceleration of progress and gap closing for children in receipt of PP funding.
To increase the % of children in receipt of PP funding but not on the SEN register and are ‘on track’ with writing to at least 80%	By raising standards in handwriting across the school, but specifically focussing on children in receipt of PP funding.	£1,000.00	New scheme for delivery of handwriting is acquired. Staff Training is provided and resources are rolled out to the classroom. Improvement in presentation is identified in PP children’s books. Impact on standards of learning is identified through SSE.
To increase the number of PP children who are ‘on track’ at age related expectations in Grammar, Punctuation and Spelling to at least 70% to close the gap to the NA to within 10%.	By introducing spelling guides for children across the school and encouraging children to come up with their own strategies to learn spelling rules.	£200.00	Spelling guides are produced and launched. SSE monitors the progression of children in receipt of PP funding. Targets are identified Staff are held to account for targets. Impact on data sees increase in number of PP children at expected age related stage of development across the school.
	By providing opportunities for parents of children in receipt of PP funding to visit school and learn about strategies to support their child’s learning in grammar, punctuation and spelling.	£300.00	Parent workshops, drop-ins and whole school events are organised and well attended by families in receipt of PP funding. Feedback demonstrates growth in confidence to support children with writing, grammar, punctuation and spelling. Impact on data.
	By training TAs to deliver effective intervention in grammar punctuation and spelling.	£150.00	TAs receive training and are more confident to deliver effective intervention raising standards in writing – vocabulary, grammar and punctuation. Impact on data is identified through SSE.
	By sharing effective and outstanding practice in the delivery of and raising standards in grammar, punctuation and spelling amongst all staff.	N/A	Staff Meetings share best practice relating to Writing – Vocabulary, Grammar and Punctuation. Collaborative culture throughout staff team is evident.

Hartside Primary School

Pupil Premium at Hartside Primary School

2016 - 2017

To increase the number of children in receipt of PP funding reaching the GLD in EYFS.

To increase the number of children, in receipt of PP funding, making expected progress in reading by the end of key stage two.

To increase the number of disadvantaged children reaching age related expectations in maths.