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Rear South View, Houghton Le Spring, Tyne And Wear DH4 4QP

Tel: 0191 3852701

Office@shineyrow.org.uk

Shiney Row Primary

Shiney Row Primary School Website

Pupil Premium Information

The Pupil Premium was introduced in April 2011 and in 2012-2013 individual schools were allocated funding for children from low-income families who were eligible for free school meals, looked after children and those with families in the armed forces. The funding is allocated for each financial year, but the information we publish has to refer to the academic year.

On our website you will find:

  • Our pupil premium allocation for the current academic year
  • Details of how we intend to spend our allocation
  • Details of how we spent our previous year’s allocation
  • How it made a difference to the attainment of disadvantaged pupils


Pupil Premium Strategy Statement
: Review of 2018/19. Planned expenditure 2019/20

1. Summary information 2018/19 review

Academic Year

2018/19

Total PP allocation

£123,660

Total number of pupils

224

Number eligible for PP

96 (43%)

 

 

 

 

 

2. Current attainment: School provisional 2019 outcomes, National 2018 outcomes

 

 

School PP (18)(17)

National all

National other

Reading, maths, writing (teacher assessment) (% expected standard +)

64% (76%) (59%)

64%

70%

Reading (% scaled score 100+)

64% (71%) (71%)

75%

80%

Writing (% expected standard 100+)

 73% (82%) (65%)

78%

83%

Maths (% scaled score 100+)

 73% (88%) (65%)

76%

81%

Current progress

School PP

National all

National non

Reading

+1.8 (-1.73) (-0.44)

0.0

0.31

Writing

+2.5 (+1.15) (-0.60)

0.0

0.24

Maths                               

+2.0 (+1.34) (-2.16)

0.0

0.31

11 children eligible, 4 with SEND each child is 9%. 36% of PP are SEND

 

 

 

 

 

 

3. Review of 2018/19 expenditure

i.                    Quality first teaching

Expected outcome

Action

Evidence/rationale for action

Impact

Increased numbers of children achieving age expected outcomes by the end of each year group.

Introduce non-negotiable curriculum content and standards for core subjects

2017/18 analysis of practice. Question level analysis of assessment/tests. Outcomes of planning and work scrutiny. Improved subject and pedagogical knowledge and understanding of assessment have the biggest impact on outcomes.

Very good. Continue with refined set of non-negotiables

Accelerated progress in Autumn/Spring Terms. Improved PP and other data.

Improve staff to pupil ratio in Y3 and Y5. AM sessions <20

2017/18 analysis of practice. Sutton Trust Research. Ofsted findings. Effective teachers in group sizes less than 20 has significant impact on outcomes

 

Very Good. Discontinue as used as short term strategy.

Increase leadership capacity to improve effectives of CPD, staff training and impact on outcomes for learners.

Retention of leadership staff and re-structuring of the leadership team

Effective, accurately focused leadership priorities has had the most impact on outcomes for learners. Focussed and personalised CPD for staff has evidenced good gains in effectiveness of teaching and learning. Instructional leadership has measurable impact in terms of outcomes for learners.

Very good. Continue and focus on CPD, coaching and reading

ii. Targeted/additional support

Expected outcome

Action

Evidence/rationale for action

Impact

Attendance of targeted children improves

Improve the attendance and pastoral support of targeted PP – 0.5 NCB Deputy Head Teacher role

DfE briefing for school leaders Nov 2015, addressing behaviour and attendance and analysis of school behaviour logs confirms improved confidence and attitudes to learning for more vulnerable learners

Limited. Continue DHT role, by additional private provider support.

Provision plans identify additional targeted support for PP+SEND pupils.

0.8 non-class based SENDCO to focus on PP+SEND MPA/LPA

Analysis of school performance data 2016-2018. Sutton Trust research. Overall, the largest impact on pp outcomes are additional SEND issues.

Limited/good. Continue with sep. support for high needs SEND.

Improve self-confidence/attitudes to learning. Team building, cooperation and social skills

0.4 HLTA provision to extend PE and sport provision

Participation of vulnerable groups/individuals. Participation in family learning activities. Evaluation of 2015/16 provision evidenced positive impact on attitudes to learning and confidence.

Good. Continue. Increase staff capacity for PE expertise.

iii. Other approaches

Expected outcome

Action

Evidence/rationale for action

Impact

Sustain high participation rates in extra-curricular PE/sport

Continued purchase of PE kits and additional HLTA funding

 

Research regarding positive impact of cardio vascular fitness on memory and academic performance. School evidence of positive impact on attitudes, motivation and engagement 2016/17.

Good. Continue to remove barriers to participation. Extend to uniform.

Improved fluency in reading, improved vocabulary and increased frequency of reading per week

Reading + software

Research into case studies and visits to local schools to share good practice

Good. Continue with curriculum focus.

Improved fluency in reading, improved vocabulary and increased frequency of reading per week

Lexia software

Research into case studies and visits to local schools to share good practice. Staff CPD

Limited/non. Discontinue, poor evidence base.

Improved rates of progress and levels of attainment in reading and writing throughout school.

Read Write Inc training EY, KS1, Y3

Review of research literature. Links to local school.

Moderate. Impact on phonics tests but not fluency.

Improved frequency of reading.

Hardware tablets

Review of research literature. Links to local school. Curriculum provision review. Links to research regarding accessibility to reading material and preferred reading styles of groups of learners.

Good. Continue with re-emphasis.

 

 

 

 

 

4. Summary information 2019/20 planned expenditure

Academic Year

2019/20

Total PP allocation

£126,260

Total number of pupils

206

Number eligible for PP

95 (46%)

Barriers to learning and future attainment (pupils eligible for PP)

Reading fluency

Resilience, motivation, engagement in learning

Critical thinking, vocabulary

Additional barriers (including issues which also require action outside school, such as low attendance rates)

Attendance (individual cases)

SEND/High need

 

 

 

 

5. Desired outcomes and measures

 

Outcomes

Measure

1

By end of Key Stage 2 increase the percentage of PP children achieving the expected standard or higher in reading

End of KS2 – close the gap on national other in reading

Y6 – improve performance of children eligible for PP in teacher assessments and test

2

Improve reading fluency (vocabulary) of pp children in all year groups.

Teacher assessments, reading levels and tests evidence good progress of PP groups. Any gaps in reading between groups in different year groups close.

3

Improve the attendance of pp children.

Attendance logs and reports evidence improved attendance for target children and improved punctuality

4

Improve the outcomes for pp children with SEND.

Assessment data evidences children eligible for PP+SEND with MPA/LPA make good progress from starting points.

5

Improve attitudes to learning, resilience and recall of prior learning.

Teacher assessment, observations and discussions with children.

i. Quality first teaching

Expected outcome

Action

Evidence/rationale for action/monitoring

Review

Increased numbers of children achieving age expected outcomes by the end of each year group in reading.

Increase time timetabled for the teaching of reading to practice and improve fluency.

2018/19 analysis of practice. Question level analysis of assessment/tests. Outcomes of planning and work scrutiny. Improved subject and pedagogical knowledge and understanding of assessment have the biggest impact on outcomes.

 

Monitoring: SLT – reading records, books bands, observing practice

End of each half term

Accelerated progress in Autumn/Spring Terms for PP children who may have fallen behind (Reading).

Increase impact of assessment, feedback and marking policy. Intelligent use of data and information to inform teaching and progress reviews.

2018/19 analysis of practice. Sutton Trust Research. Ofsted findings.

 

Monitoring: SLT – monitoring of practice, pupil progress meetings, feedback to staff

 

 

 

End of each half term

Improved teacher subject and pedagogical knowledge (Reading)

Retention of leadership staff and allocation of non-teaching time. CPD, coaching and mentoring of staff.

Effective, accurately focused leadership priorities has had the most impact on outcomes for learners. Focussed and personalised CPD for staff has evidenced good gains in effectiveness of teaching and learning. Instructional leadership has measurable impact in terms of outcomes for learners.

 

Monitoring: SLT – application of CPD in practice

End of each half term

Total budgeted cost

£77485

 

 

ii.Targeted/additional support

Expected outcome

Action

Evidence/rationale for action

Review

Attendance of targeted children improves

DHT to work with attendance team to focus on children with potentially poor attendance to prevent escalation.

Regular attendance improves confidence and attitudes to learning of more vulnerable groups – school analysis of behaviour logs.

 

Monitoring: DHT and external provider

End of each term

PP+SEND pupils make good progress and achieve well

1.5 full-time equivalent staff to manage and lead an additional Resource Class

Analysis of school performance data 2018-2019. Sutton Trust research, Ofsted research. Learners with additional needs benefit from tailored programmes to support good progress.

 

Monitoring: SENDCO – provision map targets, observing practice, external provision feedback

End of each term

Improved teacher subject and pedagogical knowledge for those working with target SEND individuals.

CPD, coaching and training for staff – including thinking skills/alternative forms of recording to support assessment and recall.

High quality teaching is the most effective intervention for those children at risk of falling behind. Sutton Trust, EEF, Ofsted research.

 

Monitoring: SLT – observing practice, monitoring outcomes

End of financial year

Total budgeted cost

£39672

iii.Other approaches

Expected outcome

Action

Evidence/rationale for action

Review

Sustain high participation rates in extra curricular PE/sport

Continued purchase of PE kits and additional funding of HLTA

Research regarding positive impact of cardio vascular fitness on memory and academic performance. School evidence of positive impact on attitudes, motivation and engagement.

 

Monitoring: HLTA – feedback to SLT

End of each term

Peer to peer reading partners,

Purchase additional reading resources. SLT to manage.

Sutton Trust, EEF

 

Monitoring: DHT/AHT – feedback to SLT

End of each term

Retention, recall and understanding of basic core subject knowledge improves

CPD, training- curriculum structure, episodic learning, testing, alternative forms of recording. Pupil review meetings to include a focus on PP separate to children at risk of falling behind

Research, Sutton Trust, EEF, analysis of what works well in school.

 

Monitoring: SLT – observing practice, outcomes, pupil progress meetings, feedback to staff

End of each term

Improved rates of progress and levels of attainment in reading and writing throughout KS1.

Read Write Inc training EY, KS1. Curriculum timetabling for reading to others

Review of research literature. Links to local school.

 

Monitoring: SLT – outcomes, pupil progress meetings, practice

End of each term

Improved frequency of reading in school and at home.

Purchase of 30 iPads. Curriculum timetabling for reading to others. Procedures to support reading out of school.

Review of research literature. Links to local school. Analysis of curriculum and assessment demands, analysis of outcomes in school and published data.

 

Monitoring: AHT/class teachers – daily + weekly monitoring

End of each term

Total budgeted cost

£9103

Additional information:

This pupil premium strategy statement recognises that up to 11% of eligible pupils do not receive free school meals because parents do not claim the entitlement (National Audit Report 2015) and some from low-income backgrounds are not eligible. Also,  there are more likely to be additional needs that can be funded from different sources, and there is a wide variation in contextual aspects for those eligible.