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Pupil Premium Provisions at Rivermead Primary School

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Pupil Premium Provisions at Rivermead Primary School Pupil Premium Leaders’ Network Meeting 26th February 2015 Agenda • Closing the gap through extended services - Cat Allen (Extended Services Co-ordinator, Wokingham Town East) • Developing pupil premium provision at Waingels College – Tracy Lucas (Assistant Headteacher) • Pupil premium provisions at Rivermead Primary School – Brian Prebble (Headteacher) and Gemma Sloan (Deputy Headteacher) • ‘Effective pupil premium reviews ’ – Barbara Hunter, West Berkshire LA Extended Services ‘The most successful schools ensure that pupils catch up with the basics of literacy and numeracy and offer support, where necessary, to improve pupils’ attendance, behaviour, confidence and resilience. ‘ (‘The pupil premium: an update’, Ofsted, July 2014) Wokingham Town East Cluster Extended Services Cluster Co-ordinator Cat Allen St. Crispins’s Secondary School Southfield Secondary School WokinghamWescott Infant School Town East Cluster Westende Junior School All Saints Primary School Primary Saints All Keep Hatch Primary School St Teresa’s Primary School What are the aims? • Schools - variations within the cluster schools • All clusters are very different with different issues arising, such as location, EAL, T ravellers • Level of problem being addressed • All round approach – who is targeted • Why do events across a cluster? • Community links Events • Parenting • Oakwood • JAC • Swimming lessons • Foundation Orchestra • Author Visit – Jeremy Strong • K’Nex • Free Swimming • Kickz and Cheerleading – free for year 6 and above • G&T / Enrichment • Playscheme – summer holidays Case Studies JAC: Just Around the Corner – emotional literacy work with horses -primary and secondary -group and individual work Impact on educational attainment Waingels College ‘Every effort is made to ensure that pupils eligible for the pupil premium have access to the best teachers and are supported by skilled and well- trained additional adults . These schools ensure that the work of additional adults is closely monitored and thoroughly evaluated.’ Waingels College Use of Support staff In 2012 we restructured our support staff- new system. Keyworkers. IIPs–English coursework/exam skills/ revision skills. IIPs–maths trios/1-2-1/before school /drop ins. IIPs–assigned to departments- subject skills development – intervention/dept meetings. IIP training – data/understanding progress. Pupil Premium bank – Barriers to learning. Tracking through RAP meetings –fortnightly by SLT lead. Careful data tracking sheets Provision map. Individualised programmes. 90% attendance target. Parental engagement. Careful overview of who is teaching which groups. Right teachers with right groups. Students in right groups. Careers advice and guidance. Young lady- during year 10 developed depression and anxiety due to being attacked on the bus to school. Poor attendance issues arose due to mental health issues ,wanted to attend school but too afraid to use the bus, parent did not drive. School paid for a taxi for her to come to school when she was well enough, 1-2-1 tutoring and counselling. She achieved 6 A*- C grades and is now out college doing Level 3 health and Social care. Young lady – came to the school in year 7 as a refugee. Her english was not good. By the end of year 11 she achieved 11 A* - C grades and is currently in our 6th form and will be going on the university. The key support was EAL intervention in Ks3 and work with Wellington College around aspiration. Parent had weak english. Progress in maths - L3 on entry + L5s English progress – L4cs and L3s Value added /APS – Foundation subjects Progress 8 / EBACC Focus on progress in Ks3 – use of GL assessments to track carefully. Strengthened support for PP- 5 year plans – yearly cycle – ‘holistic approach’ - keyworkers / IIPs/ tutors. Option choices at Ks4 – in house course development. Strengthen support for our most challenging students of which many are PP – intensive / flexible support. Focus on foundation subjects and PP progress – intensive support at key times. Mixed ability at KS3. IIP training – impact measures. IIP training around Progress 8. Rivermead Primary School ‘There is very little difference in the types of spending reported on in the best schools compared with those that are judged as requires improvement or inadequate. However, the major differences are the extent to which leaders ensure that the funding is very carefully targeted at the types of activities that best meet the needs of their pupils, and the rigour with which these activities are monitored, evaluated and amended. ’ Pupil Premium Provisions at Rivermead Primary School Pupil Premium Network meeting Brian Prebble and Gemma Sloan 26.2.15 Background • School philosophy – achievement and success for all: social, emotional and academic. • Happy child, happy learner • Maslow’s hierarchy of needs • School’s hierarchy Action Planning • How do we measure progress of all pupils? • What actions and outcomes are successful? • What could be improved , developed and implemented further? Action Planning • Overcoming barrier • Using data to identify areas • Evidence based support and interventions Teacher and TA training and professional responsibility • Accountability – Making more than expected progress • Performance management • Pupil progress meetings • Staff training and CPD • Learning walks and feedback • Planning • Subject leader action plans • Governors – Pupil premium lead governor – link visits, S & A committee. Transition • Pupil profiles • Interviews and meetings • Observations • Hand over of wave 3 interventions and support • Inset day • Autumn term review Planning personalised provisions • Pupil profiles • Data • Attendance • Team planning meeting • Provision overviews - support and interventions - Considering the whole child, • Duration, frequency, adult, ratio = cost • Additional support – trips, clubs, uniform, breakfast etc Tracking impact of provisions • Target setting – data, scaling • Session content and outcome evaluated. • Cost of intervention • 6 week review • Evaluation of outcomes - 1, 2, and 3 - evidence based. • Continue and/or change. • PP profile pages termly • Termly intervention evaluation collated • Interventions average, • Individuals • Subject leaders • Cost effectiveness • Maths • Reading • Writing • Phonics • Memory • Sensory • Social and communication • Emotional • Parental engagement Area, wave, intervention, ratio, staff, length and frequency. Analysis of Pupil premium data • Termly –Cohort • PP Vs NPP – % working below, at and above expected. • PP Vs NPP - points progress during the year/ since KS1 • Average points progress PP Vs NPP • Data used to inform PP Summary for website • Governors – S & A • Ofsted Pupil voice • Transition • Questionnaires • Termly interviews • Focused daily check-ins – Tracked, register • Learning walks and observations Parental engagement • Provisions and support shared • Support at home • Feedback about in school support • Achievement for all – Adopted successful elements of the programme • Structured conversations Summary • Training • Transition • Effective evidence based interventions and support • Tracking and evaluating – progress, data, finance • Whole child – Emotional, social and academic needs. ‘Effective Pupil Premium Reviews’ NCTL/TSC – ‘Effective Pupil Premium Reviews’ About the Guide q Rigorous and tested six-step framework q Use of an evidence-based approach to assess how a school is spending its PP funding and identify the most effective interventions and overall strategy q Self evaluation (step 2) should be undertaken by leaders at the school before the reviewer visits and is an integral part of the review Who is it for? q Pupil premium reviewers q School leaders of schools receiving a review recommendation q School leaders of schools already raising attainment for disadvantaged pupils, who either want to commission a review to improve their strategy or undertake their own self- evaluation without commissioning a review. Taking an Evidence-based Approach q Whilst it is true that each school is unique, it is equally true that outstanding teaching and leadership and a relentless focus on improvement will make a real difference – whatever the context of, or degree of challenge within, the school. q We know this because there is compelling evidence which demonstrates that high quality teaching and leadership are vital in raising attainment . 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 change their practice. A six-step process q Planning and Preparation q Self-evaluation q School Visit q Analysis and Challenge q Action Plan q Follow-up visit School Visit q Supporting the school to look more closely at the evidence which has led to the selection of each strategy as well as any evidence of positive impact, to identify where improvements can be made. q The visit can also be an important opportunity to gain cross-school buy-in to a renewed drive to make more effective use of the school’s pupil premium funding. Self Evaluation 6 Areas; q Focus q Barriers to Learning q Desired Outcomes q Success Criteria q Chosen Strategies q Evaluation of Impact Focus What is the current position at your school? q Where are the current gaps both within your school and compared to national levels?; use evidence of what works; focus relentlessly on quality teaching and learning What are the barriers to learning for disadvantaged pupils in your school? q Only when all of the barriers are known and understood,
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