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Pupil Premium Strategy 2020-2023

1. School Overview

School

Plympton St Mary’s

Duration of Plan

2020-23

Strategy published

June 2020

No. on Roll

131

PP Grant  2020-21

£15,019

Strategy reviewed

July 2020

No. Disadvantaged* (%)

11%

PP Grant  2021-22~

£15,019

Headteacher

Suzie Ottewell

No. Dis. with SEND* (%)

3%

PP Grant  2022-23~

£15,019

PP Lead

Yasmin Atkinson

No. of PP+* (%)

1

Total PP Grant*

£45,057

PP Governor

Sarah Woolven-Allen

*numbers below 5 have been suppressed            ~estimated based on current figures

 

Additional Information

 

 

4. School Priorities 2020/23                                           Summary

Priority

Success Criteria
by the end of this plan

 Total Cost

Year 1

Year 2

Year 3

Total

1 Reading, Vocabulary,

Language and Oracy.

  • Develop and embed consistent teaching approach to early reading (RWI).
  • Embed targeted support and engagement in fluency through intervention (pre/post).
  • Ensure that Oracy is used as a tool to secure a depth in knowledge and understanding.

£2399

£2399

£2399

£7197

2 Writing

  • Further develop experiences for richer writing opportunities through a language-rich culture approach (hooks to engage).
  • Ensure targeted support through use of target walls and personalised learning journeys.
  • Ensure that conferencing is teacher-led and consistent across all year groups.

£1399

£1399

£1399

£4197

3 Maths

  • Ensure consistency and frequency around the teaching and delivery of pre-teach (teacher-led).
  • Further develop the targeted support offer for instant post-teaching (keep up) and bridging gaps in basic number skill.

£1399

£1399

£1399

£4197

4 Engagement and Enrichment

  • Monitor and review attendance of Early Years and Year 1.
  • Develop a sense of security and belonging within the school setting and wider community.
  • Personalise invites and opportunities to extend and improve parental engagement.

£7020

£7020

£7020

£21,060

5 Multiple Vulnerabilities

  • Directed targeted support linked to curricular gaps and/or learning behaviours.

£2801

£2801

£2801

£8403

 

 

Total

£15,018

£15,018

£15,018

£45,054

               

Priority 1                                                                                                                                                                                         

Issue

with evidence of need (qualitative and quantitative)

Barriers to Success

including internal and external factors

Success Criteria

by the end of this plan

Rationale

evidence base for this approach

Links to other plans

including strategic planning

Reading, Oracy, Vocabulary and Language.

Consistent approach used across both schools, particularly around new staffing as there are a significant number of new starters.

Early language development and early talk opportunities to secure depth in knowledge and understanding.

Develop and embed reading model across all year groups, in both schools. Introduce and embed the use of RWI in order to further develop specific phonetic skills and reading understanding and increase participation and engagement in reading.

Consistency became much more transparent in some year groups in the Spring Term of this academic year (19-20).
Meta-cognition and self-regulation approaches show clear progress (EEF).

KS2 PPG plan – priority 1.
Reading action plan and progression document (YA).
Oracy progression (YA/YM).

Oracy and language and reading action plans and progression map (Oracy and Reading leads).
 

 

Implementation Process*

including specific actions and timescales

Lead post holder

Monitoring

who, when, how?

Resources / Costs

Evaluation

Vocabulary and Oracy CPD used to develop approaches around creating a language-rich environment and embedding talk to secure a depth in knowledge and understanding.

YA/YM/SH

YA/YM/SH – termly monitoring through pupil voice, teacher conferencing and learning walks.

CPD + monitoring time
£700

 

INSET time to develop and embed approaches such as RWI. Ensure Quality First Teaching, including the monitoring and reviewing of specific reading skills.

SH/JB/all staff

SH/JB
weekly monitoring of AR.

Read, Write, Inc.
£1000

 

 

Resources, CPD sessions, monitoring and assessment cycle in line with RWI scheme. 

SH/JB

SH/JB

Read, Write, Inc

 

Develop pre/post-teach strategies to specific reading skills.

SH/all staff

SH/YA

Staff salary

 

Enhance parental engagement for reading in order to impact upon reading for pleasure, for example, parent tutorial video sessions around targeted support (RWI).

JB/SH

All – engagement in reading diaries and through Dojo.

Release time/resources
£700

 

*ensure balance between quality first teaching for all, targeted support and other strategies

Total

£2399

 

 

Priority 2                                                                                                                                                                                      

Issue

with evidence of need (qualitative and quantitative)

Barriers to Success

including internal and external factors

Success Criteria

by the end of this plan

Rationale

evidence base for this approach

Links to other plans

including strategic planning

Writing - attainment and progress is generally lower in this area.

Provision of writing experiences.

Consistent teacher-led feedback through writing conferencing and instant feedback.

Meta-cognition and self-regulation.

Exposure and approach to language choice – language-rich culture and built curiosity around new vocabulary.

Secure approach to writing conferencing that is consistent and frequent in the planning and assessment cycle.

Build experiences for writing which focus on language-specific vocabulary (tier 2).

Provide challenge, support and feedback through blank level questioning.

Quality feedback has been shown to be powerful (in school and EEF) and previous practice shows that pupil conferencing maximises impact.

Progress is most effective when targets build upon prior success.

KS2 PPG plan – priority 1.
Writing action plan and progression map – writing experience, vocabulary and conferencing.

Teaching and Learning plan – effective precise feedback.

Writing and reading action plans and progression maps (English leads).

SEN action plan

 

Implementation Process*

including specific actions and timescales

Lead post holder

Monitoring

who, when, how?

Resources / Costs

Evaluation

Further develop and embed approach that is consistent and frequent to teacher-led feedback and ensure that this builds upon prior success.

HH/SH/YA

HH/YA/SH termly – pupil voice, teacher conferencing and learning walks

CPD + monitoring time
£199

 

CPD around writing sequencing to ensure that experiences are provided to ensure writing is rich and relatable.

HH

JB/HH/SH termly book reviews around sequencing

Babcock Teaching Sequences 
£1000

 

Monitor the impact of vocabulary within writing.

YA/SH/JB

Pupil voice, book reviews.

Monitoring time
£100

 

Training for teaching/support staff around precision teaching strategies and RWI.

JB/SH

JB/SH

CPD + monitoring £100

 

*ensure balance between quality first teaching for all, target support and other strategies

Total

£1399

 

 

Priority 3                                                                                                                                                                                      

Issue

with evidence of need (qualitative and quantitative)

Barriers to Success

including internal and external factors

Success Criteria

by the end of this plan

Rationale

evidence base for this approach

Links to other plans

including strategic planning

Maths - attainment and progress is generally low in this area.

Basic number skill.

A lack of participation and a fear of ‘being wrong’ results in a lack in confidence to persevere and have a go.

Ability for children to articulate their own learning journey in line with each small step of learning within the White Rose scheme.

Develop the quality of teaching and learning in line with mastery principles, focusing on depth and checking for understanding (use of concrete resources, talk time, collaborative mixed-ability learning and pre-teach/post-teach approaches (teacher-led).

Consistent approach in the teaching of basic number skill through No Nonsense Number Fact.

Oracy link and instant feedback and questioning (blank level questioning).

Mastery programmes attended by RJ, YA, JB, HC and CM show the impact of bridging the gap in basic number skills.

Mastery approaches (EEF) are in keeping with the 2014 curriculum and pupils make better progress when key concepts are secured before moving on. Teachers must plan for understanding rather than task completion.

Receptive language is poor within the setting.

Targeted support in bridging gaps – KS2 PPG plan – priority 3.

Maths action plan and progression documents (Maths leads).

Oracy action plan and progression document.
Infant Language Link – EYFS plan.

 

 

 

 

 

Implementation Process*

including specific actions and timescales

Lead post holder

Monitoring

who, when, how?

Resources / Costs

Evaluation

Teacher-led pre-teaching to be consistent in order to ensure impact from increased participation and confidence.

CM, HC and class teachers.

Book reviews and pupil voice with regular pre-teach participants.

Monitoring time £466

 

CPD for support staff providing targeted support around post-teach intervention.

CM, HC and support staff.

CM + class teachers.

CPD + monitoring time £466

 

Enhance the overall maths provision with daily 10-minute maths skill (NNNF).

CM, HC and all staff

Engagement of PPG.

CPD
£466

 

*ensure balance between quality first teaching for all, target support and other strategies

Total

£1399

 

Priority 4                                                                                                                                                                                      

Issue

with evidence of need (qualitative and quantitative)

Barriers to Success

including internal and external factors

Success Criteria

by the end of this plan

Rationale

evidence base for this approach

Links to other plans

including strategic planning

Engagement and enrichment

Attendance – particularly around lateness.

Parental engagement.

Monitor and follow up on attendance (attendance officer) to ensure that children are ‘ready’ to learn.

Support families through a breakfast designed club with an incentive linked to attendance. 

A breakfast designed club enables children and parents the opportunity to gain 1:1 support/talk time with a familiar adult before the school day begins. This also impacts on late attendance because the club is designed to begin before the school day begins.

Class Dojo is a positive form of communication which provides accessibility – ensure 100% engagement through personalised invites.

 

 

Implementation Process*

including specific actions and timescales

Lead post holder

Monitoring

who, when, how?

Resources / Costs

Evaluation

Embed ‘I can’ attitude through as self-regulation approach which can be applied in all areas to ensure resilience and individual success.

SH, all staff

Pupil voice – sense of belonging.

Wider provision
£4918

 

Ensure parental engagement on key form of communication (Class Dojo) and ensure that key opportunities and learning experiences are accessed regularly.

All staff

Termly – engagement with current learning.

Class Dojo
£703

 

Regular attendance monitoring

Attendance officer/JB

 

Attendance officer

 

*ensure balance between quality first teaching for all, target support and other strategies

Total

£7020

 

Priority 5                                                                                                                                                                                      

Issue

with evidence of need (qualitative and quantitative)

Barriers to Success

including internal and external factors

Success Criteria

by the end of this plan

Rationale

evidence base for this approach

Links to other plans

including strategic planning

Multiple Vulnerabilities – SEND/PPG, ACE’s, bereavement, Early help need.

Depth of understanding around individual need.

Develop the impact of targeted support through the use of target walls and provision mapping to address individual need with timely, directed targeted support linked to curricular gaps and/or learning behaviours.

Outside agency support – ELSA

Forest School, WLC’s.

An improved understanding around support being most effective when targets build upon what a child can already do has proven to have a positive impact, particularly around attitudes and learning behaviour.

SEND action plan

 

Implementation Process*

including specific actions and timescales

Lead post holder

Monitoring

who, when, how?

Resources / Costs

Evaluation

Ensure that support staff are involved in the planning process when provision mapping and planning for targeted support.

All staff

BC/SH – provision mapping, progress meetings, pupil voice.

ELSA CPD
£1402

 

CPD to plan and deliver targeted support interventions, particularly in Reading and Maths through pre/post-teach and precision teaching.

SH/JB/BC

SH/JB/BC

CPD + monitoring time
£1199

 

Assessment led individual intervention, e.g. 1:1 reading, phonics.

SH/JB/BC, all staff

SH/JB/BC

CPD
£200

 

*ensure balance between quality first teaching for all, target support and other strategies

Total

2801

 

 

 

Statement

“Let all that you do be done in love” (1 Corinthians 16:14)

Values

Love, Friendship, Thankfulness, Respect, Forgiveness, Perseverance, Trust

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