Streatham Wells

Pupil premium strategy statement 2016/17

 

1.   Summary information
School Streatham Wells Primary
Academic Year 2016/17 Total PP budget £89,760 Date of most recent PP Review n/a
Total number of pupils 240 Number of pupils eligible for PP 68 Date for next internal review of this strategy Jan 2017

 

2.   Current attainment
  Pupils eligible for PP (your school) Pupils not eligible for PP (national average  2016)
% achieving in reading, writing and maths 71% KS2 53%
% making progress in reading 75% KS1 74% KS2 66%
% making progress in writing 70% KS1 65% KS2 74%
% making progress in maths 76% KS1 73% KS2 70%

 

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.     Progress in writing is slightly lower for pupils eligible for PP than for other pupils.

 

B.     The school is not getting enough high ability pupils who are eligible for PP or middle prior attainment pupil converting to high attainment in KS1 and KS2.

 

C. This year 6 cohort is historically lower achieving year group compared to national (7 disadvantage pupils 2 of them are on SEN register).

 

External barriers (issues which also require action outside school, such as low attendance rates)
D. Attendance rates for pupils eligible for PP are 93% (slightly below the target for all children of 97%). This reduces their school hours and causes them to fall behind on average.

 

 

 

4.   Desired outcomes  
  Desired outcomes and how they will be measured Success criteria  
A.     Improve progress in writing as it is slightly lower for pupils eligible for PP than for other pupils. Pupils eligible for PP in all classes make progress by the end of the year so that all pupils eligible for PP meet age related expectations.  
B.     Higher rates of progress across KS1 and 2 for middle attaining pupils eligible for PP and more disadvantaged pupils achieving higher attainment. Pupils eligible for PP identified as high/middle ability make as much progress as ‘other’ pupils identified as high ability, across Key Stage 1 and 2 in maths, reading and writing. Use school pupil tracker and new PUMA maths and PIRA reading test in December, March and July track standardised scores through the year and target intervention to middle high disadvantage to raise their score.  
C.     This year 6 cohort is historically lower achieving year group compared to national (7 disadvantage pupils 2 of them are on SEN register) address.( ‘diminish the differences’) Two early morning session (8-9am boosters) a week for whole class with 3 teacher and 3 TAs teaching small groups.  
D.     Increased attendance rates for pupils eligible for PP and increase parental engagement in school events and activities. Reduce the number of persistent absentees among pupils eligible for PP to 10% or below.  Overall PP attendance improves from 93% to 96% in line with ’other’ pupils.  
         

 

5.   Planned expenditure
Academic year 2016/17
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 implementation?
A. Improve Writing progress in writing as it is slightly lower for pupils eligible for PP than for other pupils

 

B. Higher rates of progress across KS1 and 2 for middle attaining pupils eligible for PP and more disadvantaged pupils achieving higher attainment.

 

Staff training on high quality feedback.

 

 

We want to invest some of the PP in longer term change which will help all pupils. Many different evidence sources, suggest high quality feedback is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school. Course selected using evidence of effectiveness.

Use INSET days to deliver training (9TH Jan inset).

 

Lessons from training embedded in school feedback policy.

SLT Jan 2017
B. Higher rates of progress across KS1 and 2 for middle attaining pupils eligible for PP and more disadvantaged pupils achieving higher attainment. CPD on providing stretch for high attaining pupils. High/middle ability pupils eligible for PP are making less progress than other higher attaining pupils across all Key Stages and nationally in all areas. We want to ensure that PP pupils can achieve high attainment as well as simply ‘meeting expected standards’. We want to train teachers in practices to provide stretch and encouragement for these pupils.

 

 

 

 

Course selected using evidence of effectiveness.

Use INSET days to deliver training.

Carry out termly assessments to track standardised scores and provide intervention opportunities.

Headteacher/SLT Jan 2017
Total budgeted cost £5,000
   ii.   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 implementation?
A. Improve Writing progress in writing as it is slightly lower for pupils eligible for PP than for other pupils

 

B. Higher rates of progress across KS1 and 2 for middle attaining pupils eligible for PP and more disadvantaged pupils achieving higher attainment.

 

Weekly small group sessions in maths for high-attaining pupils with experienced teacher, in addition to standard lessons. Using sports specialist to take class for PE while class teacher works with focus group (mid/high disadvantaged). Some of the students need targeted support to catch up. This is a programme which has been independently evaluated and shown to be effective in other schools.

 

Daily intervention for children in Reception and Year 1 so they can achieve above threshold in phonics screening check at the end of the year

Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time.

 

Consult other schools (NEXUS) which has used the PIRA and PUMA assessments

Inclusion manager/SLT Jun 2017
B. Higher rates of progress across KS1 and 2 for middle attaining pupils eligible for PP and more disadvantaged pupils achieving higher attainment.

 

Weekly small group sessions in maths for high-attaining pupils with experienced teacher, in addition to standard lessons. We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff have been shown to be effective. .

 

Extra teaching time and preparation time paid for out of PP budget, not sought on a voluntary basis.

 

Impact overseen by maths co-ordinator.

Teaching assistant (TA) CPD for TAs supporting the sessions.

 

Engage with parents and pupils before intervention begins to address any concerns or questions about the additional sessions.

 

Inclusion manager Mar 2017
Total budgeted cost £54,000
 iii.   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 implementation?
D. Increased attendance rates for pupils eligible for PP and increase parental engagement in school events and activities.

 

Learning Mentor to work with families on issues related to achievement –attendance, learning and family support.

 

Coaching for children who need support to develop social and emotion skills needed to learn

School journey cost for socially disadvantaged pupils

For the Learning Mentor to work with families to ensure they are able support learning at home and have good attendance. Thorough briefing of support worker about existing absence issues.

LM, Inclusion manager, head etc. will collaborate to ensure new provision and standard school processes work smoothly together.

 

LM/SLT Jan 2017
C. This year 6 cohort is historically lower achieving year group compared to national (7 disadvantage pupils 2 of them are on SEN register) address. Two early morning session (8-9am boosters) a week for whole class with 3 teacher and 3 TAs teaching small groups.

 

This year 6 cohort is historically lower achieving year group compared to national and evidence from previous year that early morning booster sessions are more valuable than after school.

 

 

Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time. New form of assessment will track the progress. Year 6 teachers Jun 2017
Total budgeted cost £30,760

 

 

6.   Review of expenditure
Previous Academic Year 2016/17  
    i.   Quality of teaching for all
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
         
   ii.   Targeted support
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
         
 iii.   Other approaches
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
7.    Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.

Our full strategy document can be found online at: www.aschool.sch.uk

 

School Information

Contact Information

Streatham Wells Primary School
50 Palace Road
London
SW2 3NJ

Tel: 020 8674 3742

Fax: 020 8674 9154

School Opening Times

Morning Nursery:9:00am - 12:00pm

Afternoon Nursery:12:30pm - 3:30pm

School & full-time Nursery:9:00am - 3:30pm

School Leadership

Headteacher:Louise Salewski

Deputy Headteacher:Bob Wade

Chair of Governors:Bridget Byrne