Pupil Premium Strategy Statement 2019-2022
Metric |
Data |
School name |
Plympton St Mary Infants |
Pupils in school |
141 |
Proportion of disadvantaged pupils |
8% |
Pupil premium allocation this academic year |
£23,00 |
Academic year or years covered by statement |
2019-2022 |
Publish date |
October 2019 |
Review date |
September 2020 |
Statement authorised by |
Suzie Ottewell |
Pupil premium lead |
Suzie Ottewell |
Governor lead |
Robert Harris |
Measure Key Stage Progress |
Score |
Reading |
100% |
Writing |
83% |
Maths |
83% |
Measure |
Score |
EYFS GLD |
0% (3 pupils) |
Phonics Y1 |
80% |
Phonics Y2 |
100% |
EXP+ Reading KS1 / GDS Reading KS1 |
83% / 0% |
EXP+ Writing KS1 / GDS Writing KS1 |
66% / 0% |
EXP+ Maths KS1 / GDS Maths KS1 |
83% / 16.5% |
Strategy aims for disadvantaged pupils
Measure |
Activity |
Priority 1 |
To support disadvantaged pupils who have not attained a Good Level of Development to make accelerated progress to catch up. |
Priority 2 |
To maintain above national levels of attainment for disadvantaged and increase the percentage attaining GDS through high quality teaching. |
Barriers to learning these priorities address |
Ensure all staff are aware of disadvantaged pupils in their class and regularly assessing their progress and attainment, using evidence-based interventions to support the children to catch up. |
Projected spending |
£7,500 |
Aim |
Target |
Target date |
Progress in Reading |
To attain national average attainment in EYFS. To increase the proportion of children attaining GDS in all year groups. |
July 2020 |
Progress in Writing |
To attain national average levels in EYFS. To increase the proportion of children attaining GDS in all year groups. |
July 2020 |
Progress in Mathematics |
To attain national average levels in EYFS and KS1. To increase the proportion of children attaining GDS in all year groups. |
July 2020 |
Phonics |
To maintain above national phonics screening results for all groups. |
July 2020 |
Other |
|
|
Measure |
Activity |
Priority 1 |
Refresher training for all staff / new staff on phonics methods |
Priority 2 |
Work with DHT and Maths Lead from OPJA to support teachers to develop mastery planning and delivery. |
Barriers to learning these priorities address |
All teachers trained in proven methods to support children to catch-up |
Projected spending |
£5,000 |
Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.
Measure |
Activity |
Priority 1 |
Establish small group interventions for disadvantaged pupils falling behind, including pre-teach led by teachers. |
Priority 2 |
Provide daily reading for disadvantaged pupils. |
Barriers to learning these priorities address |
Children who are not predicted to reach GLD or are WTS in KS1 are supported to catch up. Higher attaining disadvantaged pupils supported to make accelerated progress. |
Projected spending |
£7,500 |
Measure |
Activity |
Priority 1 |
Monitoring of attendance for all vulnerable pupils including work with EWO, other agencies, families. |
Priority 2 |
Parent information events including coffee mornings, children’s presentation of learning, workshops. |
Barriers to learning these priorities address |
Ensure attendance for all vulnerable pupils improves in line with national. All parents engage with school support and attendance improves. |
Projected spending |
£3,000 |
Area |
Challenge |
Mitigating action |
Teaching |
Ensuring sufficient release time for leaders and teachers to embed new strategies for most vulnerable pupils. |
Use of HLTAs and SLT cover across both schools to enable cross-working and shared good practice, increasing consistency. |
Targeted support |
Ensure timetable has sufficient room for interventions, specifically 1:1 reading and pre-teach. |
Worship moved back to morning slot, freeing up teachers for pre-teach. Flexible start in the morning enables teachers to read with children. |
Wider strategies |
Despite intervention, most vulnerable children may not improve attendance. |
Ensure use of outside agencies including EWO where appropriate, all adults in school build relationships with families. EHATs. |
Review: Last Year’s Aims and Outcomes (2018-2019)
Aim |
Outcome |
For disadvantaged children to make greater progress in writing to ensure that they reach the expected level or above.
|
Increased from 50% to 66% (small cohorts each year). No disadvantaged children attaining GDS in writing in EYFS or Y2 but 20% achieved in Y1. Continue momentum for current Y2 group as others showing promise. |
Enable more disadvantaged pupils to attain Greater Depth Standard in all year groups.
|
This is not yet happening although some children in current Y2 are showing promise due to consistent high quality teaching last year. |
To embed the Maths mastery approach across the school to ensure swift progress and strong outcomes for all.
|
Mastery approach in place and results have improved but not yet in line with national. Elements now introduced in EYFS. Current Y2 will be first year group to have 2 years of consistent mastery approach. This is showing in their outcomes which show improvements in GDS although EXP+ not quite in line with national. |
Children see themselves as learners and have the vocabulary to describe their own progress and next steps
|
This has improved with work on oracy, focused feedback in classes, challenges adopting ‘Even Better If’ approach. Continue to embed. |
Careful monitoring improves attendance for PP children.
|
Attendance improved from 94.76% to 95.28% but remains an area of focus. |