Pupil Premium
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 |
Total Cost |
|||||
Year 1 |
Year 2 |
Year 3 |
Total |
||||
1 Reading, Vocabulary, Language and Oracy. |
|
£2399 |
£2399 |
£2399 |
£7197 |
||
2 Writing |
|
£1399 |
£1399 |
£1399 |
£4197 |
||
3 Maths |
|
£1399 |
£1399 |
£1399 |
£4197 |
||
4 Engagement and Enrichment |
|
£7020 |
£7020 |
£7020 |
£21,060 |
||
5 Multiple Vulnerabilities |
|
£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). |
KS2 PPG plan – priority 1. 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 |
|
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 |
Read, Write, Inc. |
|
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 |
|
*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. 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 |
|
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 |
|
Monitor the impact of vocabulary within writing. |
YA/SH/JB |
Pupil voice, book reviews. |
Monitoring time |
|
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.
|
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 |
|
*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 |
|
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 |
|
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 |
|
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 |
|
Assessment led individual intervention, e.g. 1:1 reading, phonics. |
SH/JB/BC, all staff |
SH/JB/BC |
CPD |
|
*ensure balance between quality first teaching for all, target support and other strategies |
Total |
2801 |
|