Pupil Premium

This is the Ocean Academy Pupil Premium Strategy Statement for 2017-18

Pupil Premium Strategy Statement 2017/18

 

1.    Summary Information

School

Ocean Academy Poole

Academic Year

2017/8

Total PP Budget

£66,440

Date of most recent review

September 2017

Total number of pupils

271

Number of PP pupils

53

Date for internal review of this strategy

July 2018

 

 

 

Current Attainment

 

Pupils eligible for PP Year 3

End of KS1

(16)

Non PP Year 3 (in school)

End of KS1

(75)

Pupils eligible for PP Year 4

End of

Yr 3

(15)

Non PP  Year 4 (in school)

End of Yr 3

 

Pupils eligible for PP Year 5

End of Yr 4 (22)

Non PP  Year 5 (in school)

End of Yr 4

 

Disadvantaged National End of KS2 2016

Non PP National end of KS2 (2016)

ARE Reading

 

12/16 75%

79%

93

95

87

90

53

72

ARE Writing

 

9/16 56%

70%

73

90

70

87

64

79

ARE Maths

 

10/16 63%

75%

73         

90

87

87

58

76

Greater Depth Reading

 

1/16 6%

24%

33

40

13

38

10

23

Greater Depth Writing

 

1/16 6%

22%

20

22

9

23

8

18

Greater Depth Maths

 

1/16 6%

21%

13

23

9

36

9

20

                     

 

All school data is above end of KS2 National data for PP and non PP pupils. Smallest difference being at greater depth in maths.

Year 3 data shows difference between disadvantaged and others is greatest in writing, mirroring national data, with reading being the smallest difference. Greater depth in all subjects is one pupil only. This could be a target area.

Year 4 data shows considerable improvements for all pupils including at greater depth with reading showing the least difference.

Year 5 data shows better than National data across the board with the smallest difference in Maths at greater depth. This will continue to be an area of focus with this cohort. There is now no difference between PP and non PP children in maths in this cohort.

 

 

 

2.    Barriers to future attainment (for pupils eligible for PP incl high ability)

A.

Knowledge of all practitioners – who is disadvantaged and how are they doing in R,W,M?

B.

Attendance rates for PP children

C.

Emotional resilience, anxiety

D.

Pupils not attaining “greater depth” – are all pupils being challenged? Is there sufficient number fluency/reasoning for GD?

E

Social care involvement/CP needs – chaotic lifestyle (organisational skills, attendance, parental support)

F.

Additional Special Educational Needs and/ or additional language needs- are we addressing all needs?

 

3.    Outcomes

 

 

Desired outcomes and how they will be measured

Success Criteria

 

A.

 

Increased focus on Pupil premium pupils and progress

Increase whole staff awareness and responsibility for progress by pupil premium children.

Continued raised awareness of this group by all practitioners including class teachers, support staff, middle leaders, pastoral staff, after school activity leads, music and sport leaders.

 

B.

 

Improved attendance for Pupil premium eligible group

Reduce the number of PAs among pupils eligible for PP from 4% to 0%.  Overall attendance for this group to improve in line with other pupils (95.2%)(Currently 86.5%)

 NB. Progresso gives FSM report not PP

 

C.

Improved emotional resilience/self- regulatory behaviours

 

By using teacher assessments identify individuals improvements in social and emotional markers, improved growth mindset.

 

D.1

 

Improve mental maths and number skills of all pupils

By providing afternoon booster maths sessions and the use of CPA methods of Inspire Maths. Focus on times tables across the school to improve number fluency.

 

D 2

Improve percentage of disadvantaged pupils attaining greater depth in R,W,M.

By having a clear focus on pupils currently at ARE and challenging them. By all staff having a better understanding of greater depth.

 

E.

Improve parental engagement in learning for all pupils

 

By providing Marvellous Me app for all families and training staff to use app to involve parents/carers in learning.

Run workshops in maths.

 

F.

Improve SEN pupil progress

 

By further assessment of needs by external agencies and training to improve practice (eg dyslexia friendly classrooms)

 

4.         Planned expenditure

Academic year

2017/8

 

i.              Quality 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

Improved mental maths and number skills for LA and MA and more challenge for HA in Maths

 

Times Table Rock Stars- promote to all and run competitions internally.

Home learning too.

 

Booster sessions for year 5 pupils. Year 3 and Year 4 number fluency sessions. Lower ability pupils supported to fill gaps in learning by additional teacher, enabling class teacher to accelerate learning of those working at ARE and GD.

Impact in other schools of TTRS

 

 

 

Local Good practice

CY will monitor its usage.

 

 

 

 

CY and EH evaluate progress of least able pupils. Query? Should extra teacher take booster sessions four afternoons per week in year group to do instant catch up?

Clare Yates (CY)

End of academic Year and beyond

 

July 2018

 

Improve teacher understanding of greater depth in reading and writing

 

 

Improve teacher understanding of greater depth in maths

 

 

 

 

CPD and book scrutiny by experts in the field. Action plans drawn up as a result. (Michele Rendall)

 

Role modelling of lessons to improve writing and achieving greater depth. )Jane Considine)

 

Role model lessons illustrating greater depth in maths (Lead INSPIRE school via IRIS)

Moderation locally and cross Trust.

Good practice and SATs knowledge. Moderation experience. Experience across Dorset schools.

 

 

Experience of outcomes and research.

 

 

 

 

Experience of good practice in achieving good outcomes.

Writing weakest subject nationally and greatest gap for PP pupils.

 

 

 

Evaluate CPD and impact on progress and attainment at GD.

 

 

 

Evaluate CPD and impact on progress and attainment at GD

EH and VW evaluate CPD and impact on progress. 2nd book look Feb 2018.

 

 

 

CY and EH

Feb 2018

 

Improved whole school inclusive practice

 

 

 

 

 

CPD in dyslexia friendly, autism friendly, sensory friendly classroom and practice.

CC Lilliput Infant

MO Montacute Outreach

 

Good practice and CPD delivery.

EH evaluate CPD and impact via teachers’ feedback

EH Review feedback Feb.

Feb 2018

 

Improve SEN pupil progress

 

 

 

 

 

Case Study SEN pupils

 

Intervention Plan

 

Impact review 6 weekly

 

Assessment of specific barriers to learning for pupils not making progress, by external agency/expert

Action plan as a result

Good practice

 

External expertise: Wendy Joy, Total Children’s Therapy; Marci Osborne Montacute Special Outreach; Rachel Thynne Longspee Outreach; Katie Al Soufi, independent assessor. Etc.

Pupil Progress meetings 6 weekly. HCS review IEPs with teachers individually.

RR monitor impact records from support staff.

RR/HCS

Half termly

Increase parental engagement in learning

Purchase a subscription to Marvellous Me, provide training for staff and roll out to parents/carers

Experience of Jewell Academy Bournemouth and others.

Ensure all parents are signed up via personal contact with non users. Use data analysis sent weekly to ensure app is being utilised to best.

EH

Termly and July 2018 to renew subscription.

Total budgeted cost

£56,000 approx

 

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

Reduce number of PAs

Improved attendance for PP pupils.

 

Monthly print out (JB) of attendance below 95% (all pupils and PP pupils); Analysis (RR); Discussion (Pastoral team); standard letters to targeted families re missed learning etc (JB).

Meetings set for PAs (ACS and EH)

National data.  Attendance Forum/ Practice of other local schools.

If children not in school they cannot be taught/ learn!

Attendance rates improve and number of PAs falls – with specific focus on PP children as well as on all pupils.

Whole School target 96%.(PP pupils currently 85% - need 11 %point improvement.

Reduction of PAs by 50% and reduction of PA PP pupils by 75%.(From 4 to 1)

Rachel Richardson (RR) Alex C-Simpson (ACS)/Jane Burry (JB)

April 2018

 

Improve emotional resilience of Pupil Premium children

See whole school above….

Benchmark attitudes and retest termly.

Susan Watts suggested resilience measure.

Improve from baseline

EH

July 2018

Improve emotional resilience of Pupil Premium children

 

Pastoral Care Worker to deliver targeted programmes and to give priority to PP pupils in group membership.

PCW trained in various programmes now needs to deliver to groups and target PPs in each group.

Observation and attainment shows positive impact

ACS and class teachers

Termly at the end of a therapy course

Improved focus on PP pupil progress and attainment

Data page per class identifies PP

Stickers on books identify PP

Marking- PP pupils books first

Monitoring – work scrutiny PP pupils first

Class Action Plan – PP pupils as focus group

Audit extra curricular activity for PP pupils (pay for one club for one year if not attending clubs)

Class roles and responsibilities for PP pupils

Case Studies of PP pupils

Parents of PP pupils to be specifically invited to workshops, events and targeted more frequently with Marvellous Me.

Local Good Practice Study (Heatherlands) showed increased awareness by all staff and increased parental involvement led to improvement in attainment for PP pupils.

EH to collect data - for evidence file – analyse for impact.

Check PP books for stickers

Record monitoring of these books

Sign M and E sticker

Teachers display list of roles and responsibilities in class Observe impact

EH to discuss at Pupil progress meetings half termly starting with PP pupils

EH collect case studies Feb and July to monitor impact

Marvellous Me records

Workshop records of attendance

EH and HCS

Half termly at pupil progress meetings.

Total budgeted cost

£5000

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

Increase parental engagement in learning

 

Use of Marvellous Me and Website, subject questionnaires

Use Marvellous Me data analysis to look for increased opportunities for improvements eg class teacher using notices more often than badges.

Experience of Jewell Academy Bournemouth and other Bournemouth schools

Ensure 100% sign up to Marvellous Me (staff competition)

EH

Weekly use of data supplied by Marvellous Me

Increase parental engagement in learning

 

Parent questionnaire re How we can help parents support maths

As a result run workshops or one to one sessions depending on need/requests.

(Specific invites for PP parents)

Good practice evidence

Questionnaire replies

Workshop attendance

CY

Feb 2018 and July 2018

Improve maths learning progress and confidence in maths

Maths lead to run booster/catch up sessions as needed:

For those who start the year low on maths confidence.

For those who need support to keep pace with their peers on a lesson by lesson basis.

Local evidence of daily maths boosters supporting progress (see Poole PP Good Progress)

Pupil Voice

Parent Voice

Assessment data

Clare Yates (CY)

Half Termly

Total budgeted cost (all in above) Leaving £5,440 to purchase maths resources for new year group.

                     

Review of 2016/2017 pupil premium strategy

 

1.     Review of expenditure

 

Data at the end of 2016/17 shows significant progress, particularly in maths. By the end of the academic year there were 89 pupils in year 3 and 84 pupils in year 4. Of those ten were confirmed as PP in year 3 and 23 in year 4. The data is therefore for 33 pupils out of 173 non PP pupils. There was significant turbulence including of pupil premium pupils.

 

Reading ages improved significantly during the year. A teacher led CodeX intervention in the Spring term for year 3 boys had particularly good impact. See data for year 3 reading progress in M and E file. There has been particularly good progress in year 3 more able pupils. Whilst both PP and non PP pupils in this group made significant progress, more non PP pupils reached greater depth thus the gap has not closed and at ARE has increased from 1 to 2%. Whilst disappointing this is significantly better than national figures.

In year 4 both PP and non PP made steady progress with the gap remaining the same.

In writing non PP Year 3 pupils made 7% progress-  the gap has closed from 22% to 13%

In year four the gap has diminished from 23% to 17%, therefore an improvement of 6%.

Year 3 maths: A huge improvement from a 35% gap to PP pupils now outperforming non PP pupils by 4%.

Year 4 maths: PP and non PP pupil groups achieved 87% ARE+ ie no gap where previously there had been a 2% gap.

Reading at greater depth increased by 19% for PP pupil group AND for the non PP group. So whilst there has been outstanding progress, the gap remains.

At greater depth in writing and maths, the non PP group have made significantly more progress than the PP group so this remains a specific area of challenge for the coming year in both year groups but particularly in year 4.

 

 

 

 

Pupils eligible for PP Year 3

End of Summer

Non PP Year 3 (in school)

End of Summer

 

Pupils eligible for PP Year 4

End of

Summer

Non PP  Year 4 (in school)

End of Summer

 

ARE Reading

 

(91) 92

94

Progress but gap remains

87

90

Gap remains but better than National figures

ARE Writing

 

(66) 73

86

Progress but gap remains although closed from 22% to 13%

70

87

Progress and gap closed by 6 %

ARE Maths

 

 

(58) 91

87

PP now outdo non PP by 4%

87

87

Gap closed by 2%

Greater Depth Reading

 

 

(8) 27

41

Good progress but gap remains

(4) 13

38

Gap increased

Greater Depth Writing

 

 

(8) 9

18

Progress but gap remains

(0)   9

23

Gap increased

Greater Depth Maths

 

(8) 9

22

Progress but gap remains

(4) 9

26

Gap increased

Review of specific strategies.

Change of curriculum to a CPA approach through Inspire maths.  Raised expectations for all.  Improve “talking about Maths”.

This has been highly successful in improving maths teaching and learning in the school. Pupils are more confident in maths. Three Good Things votes frequently included maths activities and homework. Pupils have enjoyed the increased challenge too. The least confident pupils have made the most progress to the point that PP pupils now outperform non PP pupils!

Assign a playground lead person.  Invest in training and resources to increase creativity (Play pod) and sharpen up behaviour management strategies by all staff.

Pupils have thoroughly enjoyed their creative play times with the PlayPod (see photo evidence of creativity). Behaviour Management training and termly reviews of the behaviour for learning policy has led to improved consistency in practice and reduction in low level disruption in class. All pupils have benefitted from this strategy.

Appoint and train a Pastoral Care Worker and create a point of contact for children and families to support attendance, emotional resilience and social skills.

The Pastoral Care Worker has been a great addition to the team. Early intervention for pupils and families has meant that focus can return to learning from pastoral matters. The PCW has trained in a number of programmes which have supported PP children, who are frequently from chaotic households. She is the point of contact for anxious children and parents with worries.

Appoint a 0.6 teacher to provide maths boosters, smaller classes, accelerated learning in maths and Code X booster groups in phonics and reading for PP children.

The 0.6 teacher has provided good support for Pupil Premium pupils in maths. From a group of 12 children, 4 have been accelerated and returned to the main class for maths. They were all PP pupils.

Code X teaching was delivered by the year 3 leader with excellent effect. Even wider positive impact in year 3 was achieved by changing from Group Guided Reading to a new Book Talk method. The English lead completed training and disseminated this training to all teachers. Also all children have received library skills training during the year and have had regular access to quality books, stories read to them, extreme reading challenge, book week etc raising the profile of reading for all pupils.  Pupil Premium children have significantly benefitted from these interventions and strategies.

Purchase a subscription to Marvellous Me, provide training for staff and roll out to parents/carers

Marvellous Me has been an excellent addition to the school. We have had many positive comments from parents. We have achieved regular communication about teaching and learning with 94% of parents. Pupils love to have conversations with parents about the Marvellous Mes. It has increased parents awareness of the curriculum. Sadly it is pupil premium families that are less likely to interact with Marvellous Me due to their chaotic lifestyles or lack of Smart phone.

Appoint Pastoral Care Worker to monitor attendance and meet and greet (and follow up absence daily).  Establish a reward system based on days attended and on time to encourage more positive attendance.

PCW does meet and greet daily and is building strong positive relationship with parents. Attendance has been negatively affected by a local media case leading to increased term time holidays despite policy not authorising them. Two fines have been issued and one pupils case has gone to court. PCW has supported three PP families with housing issues.

Train staff in attachment and nurture theory and practice. Use Boxalls to assess emotional and social skills of Pupil Premium children.  Apply nurture theory and other therapies measure outcomes termly.

Due to staff changes/shortages, this did not happen.

BoP inspector suggested a different baseline measurement of resilience for 2017/8.

Baseline phonic knowledge.  Train Teaching Assistants in Code X.  Facilitate phonic/reading booster sessions 3 times a week.  Measure rate progress compared to chronological age.

TAs well versed in strategies and where booster groups ran regularly, good progress was made – see interventions impact data. Unfortunately some TAs were taken from regular booster sessions to cover other classes. Reading Age testing and Phonics testing on entry and at the end of the year show significant progress for all pupils.

Maths lead to run booster/catch up sessions as needed:

  For those who start the year low on maths confidence.

For those who need support to keep pace with their peers on a lesson by lesson basis.

Maths lead ran twice weekly booster sessions in year 4 which ensured pupils did not fall behind. The makeup of the group changed daily as needed and maths confidence grew significantly. As a result the least confident mathematicians made more progress than the most able! PP outcomes better than non PP outcomes.

 

Recommendations for good practice for 2017/8

 

Continue Maths boosters and emulate in other year groups. Maths lead is the best teacher to complete these. She is completing SLE training in the coming year and will spread good practice so impact can be wider in this school and others. CPD on questioning and CPD on CPA methods and cut away teaching required for new teaching staff.

 

Code X has had good impact. A boys group led by a male teacher was particularly successful. Very active teaching methods were used and a system where pupils collected game cards was devised for extra engagement.

 

The PCW has completed training in a number of programmes that could have even more positive impact.

 

Class Action Plans focussing on PP children first was successful – books were marked with a sticker and coded purple for PP and yellow for SEN. These books were marked first and monitored more frequently. Governors also monitored provision for PP children and looked at their books, observing teaching and learning in maths and English. One Governor worked regularly (weekly) with PP pupils, spending time sharing books and reading together. This increased the self-esteem of these children.

 

Resilience measurement not completed.

Behaviour for Learning strategies were successful.

 

2017-8 Rates for eligible pupils

The PPG per pupil for 2017 to 2018 is as follows:

Disadvantaged pupils

Pupil premium per pupil

Pupils in year groups reception to year 6 as recorded as Ever 6 FSM

£1,320

Pupils in years 7 to 11 recorded as Ever 6 FSM

£935

Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority

£1,900

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order

£1,900

 

Service children

Pupil premium per pupil

Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of child pension from the Ministry of Defence

         £300

REVIEW DATE:  July 2018