Meadow View JMI School
Aim - Aspire - Achieve

Pupil Premium

 Link to Pupil Premium Impact Statement 

 

 

 

 (Document form of information below here)

                                                                                                                              

 

Pupil Premium Action Plan

2017-2018

 

 

 

Actions

Impact

Lead Staff

Monitored by

Time scale

Cost

Training implication

1. Raise the profile of the Pupil Premium funding across the school so that all staff are aware of their role and are effective in ensuring improvements in the performance of disadvantaged pupils across the school.

Pupil premium policy reviewed and implemented.  Ensure that PP impact statement is shared with staff and governors.

 

Lead governor for Pupil Premium involved in the planning, monitoring and evaluation of Pupil premium activity through a termly meeting with PP lead.

 

Governing Body receives termly updates as PP becomes a standing agenda item.

 

All staff can identify Pupil Premium children in their year group and can use data & assessment criteria effectively to plan and deliver appropriate support across the three waves.

 

As part of whole school group identification processes, books relating to Pupil Premium children across school to be identified through use of a blue sticker.

80%+ of disadvantaged pupils make accelerated progress across the 6 assessment checkpoints.

 

Target % disadvantaged pupils working at the expected standard by the end of Year 2 based on FFT 50 Predictions:

Reading - 81%

Writing - 71%

Maths - 81%

 

End of KS1 predictions based on FFT 20:

Reading - 87%

Writing - 80%

Maths - 88%

 

Target % disadvantaged pupils working at the expected standard by the end of Year 6 based on FFT 50 Predictions:

Reading - 66%

Writing - 69%

Grammar, Punctuation & Spelling - 72%

Maths - 67%

 

End of KS2 predictions based on FFT 20:

Reading – 74%

Writing – 78%

Grammar, Punctuation & Spelling - 79%

Maths – 75%

MW

 

PP Gov.

 

HT / DHT / AHTs

 

 

To be in place from

September 2016.  Final review of impact

Autumn term 2017.

 

Monitoring of

interventions to be

completed at half

termly checkpoints / Pupil Progress Meetings.

Percentage of Leadership salaries to plan, monitor and evaluate PP activities, to coach and mentor staff and governors as required and to split teaching in Year 6 to reduce class sizes in Maths.

 

Percentage of Teaching Salary Cost:  £52,768

Staff update following completion of PP impact statement.

 

Target 1 Evaluation:

 

 

 

 

 

 

 

 

 

 

 

Actions

Impact

Lead Staff

Monitored by

Time scale

Cost

Training implication

2. Diminish differences between disadvantaged pupils and their non-disadvantaged counterparts by the end of EYFS (Reception).

2a - Increase the percentage of disadvantaged pupils achieving a good level of development at the end of Reception.

-       Based on assessment data, provision refined to meet the needs of pupils.

-       Early identification of children ‘at risk’ of making less than expected progress and relevant support / interventions implemented.

-       Early identification and adaptation to interventions with limited progress impact.

-       At the end of 2017 cycle, 67% of disadvantaged pupils achieved a GLD.  71% of other pupils nationally achieved their GLD, which gives a difference of 8%.  Although this has reduced by 8%, there is still a 4% gap to be closed.

-       Progress of disadvantaged learners maximised.

AA / MW

(PP Meetings)

AA / MW / TR / CC

 

EYPP interventions tracked and monitored by MW.

Resources / Interventions identified.

 

Budget allocation spent by March 18.

NURSERY - £604.20 through intervention costs and resource purchasing to support interventions / activities / resources designed to diminish learning gaps.

 

RECEPTION - £7,920 through intervention costs and resource purchasing to support interventions / activities / resources designed to diminish learning gaps.

Intervention training as required.

2b - Increase the percentage of disadvantaged pupils achieving the expected standard in Maths at the end of Reception (2017 cohort attainment – 66.7% reached the expected standard)

-       Based on assessment data, provision refined to meet the needs of pupils.

-       Early identification of children ‘at risk’ of making less than expected progress and relevant support / interventions implemented.

-       Early identification and adaptation to interventions with limited progress impact.

-       Pupils provided with a firm foundation for their future learning in Year 1.

-       Reduced amount of time spent consolidating skills in intervention groups.  Disadvantaged pupils benefit from whole class, wave 1, quality first teaching.

-       Progress of disadvantaged learners maximised.

2c – Increase the percentage of disadvantaged pupils achieving the expected standard in Reading and Writing at the end of Reception. (2017 cohort attainment – 66.7% achieved the expected standard)

-       Based on assessment data, provision refined to meet the needs of pupils.

-       Early identification of children ‘at risk’ of making less than expected progress and relevant support / interventions implemented.

-       Early identification and adaptation to interventions with limited progress impact.

-       Pupils provided with a firm foundation for their future learning in Year 1.

-       Reduced amount of time spent consolidating skills in intervention groups.  Disadvantaged pupils benefit from whole class, wave 1, quality first teaching.

-       Progress of disadvantaged learners maximised.

Target 2 Evaluation:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Actions

Impact

Lead Staff

Monitored by

Time scale

Cost

Training implication

3. Maintain the diminished difference between disadvantaged pupils in school compared to other pupils nationally in the Year 1 and Year 2 phonics screening check.

Review phonics teaching in EYFS and Year 1.  Refine and personalize RWI lesson sequences in order to fully meet the needs of the pupils through wider application of skills.

 

Develop and implement a robust system for tracking progress in phonics.  Explore potential development of O-Track system to enable Phonics assessment tracking.

 

Provide additional teaching staff within Year 1 to ensure that relevant interventions are carried out and gaps are diminished (x 3 PM sessions)

 

Provide additional teaching staff within Year 1 AM English Sessions to ensure that Smaller and flexible teaching groups across the classes continue to effectively meet children’s needs.

Phonics attainment maintained at 100% for Year 1 (No Y2 retakes for current year 2 pupils)

 

Good practice shared and consistency between phases refined.

 

Y1 Staff alongside SLT

 

 

 

 

 

 

 

 

 

 

 

VB

 

 

 

 

 

VB

AA / MW

 

 

 

AA / MW / DR

November 2017

 

 

In school checks in

November 2017

February 2018

April 2018.

June 2018

Release time incorporated into school development.

 

Percentage of teaching salary cost: £31,384

Support for phonics lead to implement & analyse tracking

system.

Evaluation:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Actions

Impact

Lead Staff

Monitored by

Time scale

Cost

Training implication

4. Diminish differences at the End of Key Stage 1 (End of Year 2)

READING IN KS1

  • Review guided reading systems and processes in school. 
  • Create additional times dedicated to guided reading within KS1 timetables.
  • Early identification of reading support in pupil progress meetings.
  • Further develop use of Reading OWLs and APE within Key Stage 1 for pupils to begin developing foundations for higher level reading skills.
  • Ensure LSAs are deployed effectively to ‘split teach’ (Wave 1).
  • Ensure LSAs are deployed to deliver appropriate interventions (Wave 2 & Wave 3).

80%+ of disadvantaged pupils make accelerated progress across the 6 assessment checkpoints.

 

Target % disadvantaged pupils working at the expected standard by the end of Year 2 based on FFT 50 Predictions:

Reading - 81%

Writing - 71%

Maths - 81%

 

End of KS1 predictions based on FFT 20:

Reading - 87%

Writing - 80%

Maths - 88%

 

 

MW / AA / DR / SA

MW / AA / DR / SA

Reading Owls reviewed November 2017.

 

Ongoing supplement of

LSA interventions for PP pupils.

 

Percentage of LSA salary for Interventions (2 x sessions per week x 30 weeks):

-       Year 1 = £903

-       Year 2 = £903

Sharing of good practice between Teachers and LSA’s.

WRITING IN KS1

  • Review use of writing criteria and develop text based learning model to promote writing related to known reading material.
  • Review Success Criteria with teaching staff, drawing on the use of skills within written pieces.
  • Access additional training from outside agencies / sources to develop text based learning.
  • Ensure LSAs are deployed effectively to ‘split teach’ (Wave 1).
  • Ensure LSAs are deployed to deliver appropriate interventions (Wave 2 & Wave 3).

MW / AA / DR / JW and English Team

MW / AA / JW / DR

October 2017

 

November 2017

 

 

May 2017

 

 

Ongoing (Rushall Inclusion Services)

  • 1 x Training session from L. Morris (Twilight) £150

Sharing of good practice between Teachers and LSA’s.

MATHS IN KS1

  • Further refine use of Abacus framework to enable curriculum provision to be tailored to meet the needs of the learner.
  • Supplement learning with additional resources and opportunities to apply skills within reasoning tasks.  / Mastery level.
  • Ensure LSAs are deployed effectively to ‘split teach’ (Wave 1).
  • Ensure LSAs are deployed to deliver appropriate interventions (Wave 2 & Wave 3).

AA / MW / DR / JW and Maths Team

AA / MW / DR / JW

Ongoing

 

Book monitoring and planning monitoring carried out half termly

 

Sharing of good practice between Teachers and LSA’s.

Evaluation:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5. Diminish Differences at the End of Key Stage 2 (End of Year 6)

READING IN KS2

  • Review guided reading systems and processes in school. 
  • Create additional times dedicated to guided reading within KS1 timetables.
  • Early identification of reading support in pupil progress meetings.
  • Further develop use of Reading OWLs and APE within Key Stage 2 to enable pupils to secure higher level reading skills.
  • Ensure LSAs are deployed effectively to ‘split teach’ (Wave 1).
  • Ensure LSAs are deployed to deliver appropriate interventions (Wave 2 & Wave 3).

80%+ of disadvantaged pupils make accelerated progress across the 6 assessment checkpoints.

 

Target % disadvantaged pupils working at the expected standard by the end of Year 6 based on FFT 50 Predictions:

Reading - 66%

Writing - 69%

Grammar, Punctuation & Spelling - 72%

Maths - 67%

 

End of KS2 predictions based on FFT 20:

Reading – 74%

Writing – 78%

Grammar, Punctuation & Spelling - 79%

Maths – 75%

 

 

MW / AA / DR / SA

MW / AA / DR / SA

Reading Owls reviewed November 2017.

 

Ongoing supplement of

LSA interventions for PP pupils.

 

Percentage of LSA salary for Interventions (2 x sessions per week x 30 weeks):

  • Year 3 = £903
  • Year 4 = £903
  • Year 5 = £903
  • Year 6 = £903

 

Total KS2 Cost = £3612

Sharing of good practice between Teachers and LSA’s.

WRITING IN KS2

  • Review use of writing criteria and develop text based learning model to promote writing related to known reading material.
  • Review Success Criteria with teaching staff, drawing on the use of skills within written pieces.
  • Access additional training from outside agencies / sources to develop text based learning.
  • Ensure LSAs are deployed effectively to ‘split teach’ (Wave 1).
  • Ensure LSAs are deployed to deliver appropriate interventions (Wave 2 & Wave 3).

MW / AA / DR / JW and English Team

MW / AA / JW / DR

October 2017

 

November 2017

 

 

May 2017

 

 

Ongoing (Rushall Inclusion Services)

Sharing of good practice between Teachers and LSA’s.

MATHS IN KS2

  • Further refine use of Abacus framework to enable curriculum provision to be tailored to meet the needs of the learner.
  • Supplement learning with additional resources and opportunities to apply skills within reasoning tasks. 
  • Split Y6 into 3 discrete teaching groups for Maths (DHT to supplement teaching staff)
  • Further refine use of mastery level resources in order to promote HA disadvantaged pupils meting GDS (110+)
  • Ensure LSAs are deployed effectively to ‘split teach’ (Wave 1).
  • Ensure LSAs are deployed to deliver appropriate interventions (Wave 2 & Wave 3).

AA / MW / DR / JW and Maths Team

AA / MW / DR / JW

Ongoing

 

Book monitoring and planning monitoring carried out half termly

Sharing of good practice between Teachers and LSA’s.

Evaluation:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6. Supplement Curriculum with Extra Curricular Opportunities

Ensure that disadvantaged pupils have access to curriculum based opportunities organised by school that take place outside of the classroom.

Disadvantaged pupils have the opportunity to access extra-curricular opportunities and develop holistic education skills (self-confidence, PSED etc)

MW / AA / LI / LJ / JP

MW / AA / LI / LJ / JP

January 2018 to implement clubs.

 

Trips Ongoing

Extra-Curricular Clubs

-       Each session = £2 x 14 Weeks = £28 per pupil for uptake.  Predicted cost for Year Approx. £1,500.

 

School Trip Allocation: £3,000

 

Evaluation:

 

 

 

 

 

 

 

 

 

 

 

 

 

7. Promote Attendance for PP Pupils

Attendance officer working closely with EWO in order to support PP pupils with attendance.

% of PP attendance maintained at 96%+.

 

Early identification of pupils ‘at risk’ of becoming a Persistent Absentee (PA).  Any pupils ‘at risk’ of becoming a PA receive appropriate intervention and progress maintained.

AA / MW / YD / EWO

AA / MW / YD / EWO

Ongoing

Percentage of Attendance Officer salary: £2,500

 

Evaluation:

 

 

 

 

 

 

 

 

 

 

 

8. Promote wellbeing of PP Pupils

Learning Mentor (LM) working alongside PP pupils in order to promote mental wellbeing.

Disengaged PP pupils develop and maintain a positive outlook towards learning and school life.

 

Use of MyStar outcome training identifies a change in PP outlook towards school.

 

Progress of PP pupils maintained because of LM intervention / coaching.

AA / MW / CP

AA / MW /CP

Ongoing

Percentage of Learning Mentor salary: £8140

 

Evaluation:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PP Allocation Review:

 

PPG allocated to Meadow View JMI (April 2017 – March 2018) – £113,384.20

 

PPG Proposed Spend - £113.384.20

 

Predicted Carry Forward - £0.

 

Meadow View JMI, Frampton Way, Great Barr, Birmingham, B43 7UJ
Telephone: 0121 366 6182 Fax: 0121 366 6184 E-mail: postbox@meadow-view.walsall.sch.uk
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