Hall Green Infant and Nursery School Pupil premium strategy statement.
Metric |
Data |
School name |
Hall Green Infant School |
Pupils in school |
412 |
Proportion of disadvantaged pupils |
20.14% |
Pupil premium allocation this academic year |
£85,760 |
Academic year or years covered by statement |
2018-19. |
Publish date |
1st December 2019 |
Review date |
1st November 2020 |
Statement authorised by |
Janice Wood |
Pupil premium lead |
Rose Alyas |
Governor lead |
Mr R Connelly |
|
Meeting expected standard |
Achieving high standard |
EYFS GLD |
47% |
|
KS1 Reading |
73% |
32% |
KS1 Writing |
55% |
23% |
KS1 Maths |
82% |
45% |
KS1 Combined |
59% |
18% |
KS1 Phonics |
95% |
Measure |
Activity |
Priority 1 |
Reading: Focus on developing secure early reading skills and improving phonic knowledge and skill. Supporting the acquisition of vocabulary for our target children. |
Priority 2 |
Writing: Focus on building secure grammatical accuracy, handwriting and spelling for our target children. |
Barriers to learning these priorities address |
We have a high number of children who have English as an additional language and struggle with both vocabulary, grammar and writing. Home reading for our target children is not consistent and there is currently an in house attainment gap between our PP and non PP children reaching ARE in reading and writing. |
Projected spending |
£9,200 |
Aim |
Target |
Target date |
Progress in Reading |
Narrow the gap by 10% between school and national ARE levels. |
Sept 2020 |
Progress in Writing |
Narrow the gap by 5% between school and national ARE levels. |
Sept 2020 |
Progress in Mathematics |
Narrow the gap by 10% between school and national ARE levels. |
Sept 2020 |
Phonics |
Narrow our in-house gap by 10% |
Sept 2020 |
Other |
Broaden the wider opportunities for our PP children through our curriculum. |
Sept 2020 |
Measure |
Activity |
Priority 1 |
Tailored CPD for all staff and volunteers around reading interventions and developing positive learning behaviours around reading for children. Small group interventions delivered for targeted children. TA support to lead additional small reading groups. Additional adult support to 1:1 readers. Parent workshops to support home learning. Research into new reading initiatives, community projects and new pedagogy to ensure creative teaching approaches. CPD around storytelling to support practitioners in building engagement and excitement around stories and support creative practice. |
Priority 2 |
Review and close monitoring of writing progress for our targeted children. Review of intervention timetabling. Consistent use of the new handwriting scheme and effective small group implementation. TA support to run small target group intervention. Parent writing workshops and 1:1 meeting for target children to support early writing. |
Barriers to learning these priorities address |
Skilled staff are available to teach small targeted groups. Target children can take ownership of their learning and feel confident in their reading and writing skills. Children with physical difficulties or delayed fine motor skills have access to targeted intervention to support good progress. Parents will know how to support early reading and writing at home. Children will have access to good models of reading and have more opportunities to explore wider vocabulary. |
Projected spending |
£62,660 |
Measure |
Activity |
Priority 1 |
Inclusion lead to support families with attendance issues through early help. Continue to provide financial support for targeted children to engage them in enrichment activities such as: trips, clubs, music lessons and wrap around care support. |
Priority 2 |
Enhance the curriculum opportunities through buying in theatre workshops, play leaders, lunch time MFL club and specialist whole class music sessions to target children who don’t take up after school activities. |
Barriers to learning these priorities address |
Exposure to the arts and building aspirations around the arts is limited for some of our children. |
Projected spending |
£13,900 |
Area |
Challenge |
Mitigating action |
Teaching |
Maintain good practice and continue build on new pedagogy. |
Quality CPD around research and creative systems that have a positive impact on the teaching of key reading and writing skills. |
Targeted support |
Developing volunteer and TA expertise to ensure quality provision for all groups. |
Ensure high quality induction for all support leaders of small groups including volunteer helpers. |
Wider strategies |
Engagement with target families and enhanced pupil engagement with wider school experiences. |
Inclusion lead in place to support families. Provision mapping in place to monitor. Financial assistance planned for and in place with the school business manager. |
Aim |
Outcome |
TA / Teacher Specialist Intervention Targeted Support To continue to close the gap for attainment in core subjects with small targeted groups. |
Out target groups made good progress and were more confident in class. |
Employment of Pastoral Support/PP Strategic Lead Continue to report to stakeholders about PP provision, progress and attainment ins school. To monitor and analyse impact of Teaching and Learning for PP children. To identify pupils not making good progress and put provision in place. Continue to support improving attendance for PP pupils |
More focused tracking ensured that interventions were targeted which positively impacted on progress and engagement. All stakeholders have had an accurate strategic summary of PP children’s provision, progress and attainment in school across the year. |
LAC/POST LAC Pupils Continue to support POST LAC/LAC pupils and their families with resources and interventions which support academic progress and attainment and SMSC development. |
Pupils showed increased confidence levels and felt happy and safe in school. Nurture and friendships groups had a positive impact on target children’s well-being. |
Enabling Enterprise Visit Continue to support PP pupils in developing practical enterprise, leadership and teamwork skills and experience.
|
Improved communication, teamwork and leadership skills. Evidence of risk-taking ability which impacted on children building a positive view of themselves as learners.. |
Paid Clubs for PPG pupils Continue to give all PP pupils the opportunity to access extracurricular activities and develop secure personal, social and emotional skills.
|
PP pupils and their families feel supported as part of the school community and enabled to have equal access to enrichment opportunities in school. |