01246 850349

North Wingfield Road, Grassmoor, Chesterfield, S42 5EP

info@grassmoor.derbyshire.sch.uk

Grassmoor Primary School

Pupil Premium

 

 

Pupil premium strategy statement: Grassmoor Primary School 2019 - 2020

1.   Summary information

School

Grassmoor Primary School

Academic Year

2019/20

Total PP budget

£117,140

Date of most recent PP Review

n/a

Total number of pupils

247

Number of pupils eligible for PP

89

Date for next internal review of this strategy

January 2020

 

2.   Current attainment

Attainment for: 2018-19

Pupils eligible for PP (your school)

Pupils not eligible for PP

% achieving expected standard or above in reading, writing and maths

67%

 

% achieving expected standard or above in reading

73%

 

% achieving expected standard or above in writing

80%

 

% achieving expected standard or above in maths

93%

 

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.     

Children enter nursery with poor oral language and poor early vocabulary and literacy skills

B.     

Children have a high proportion of social, emotional and mental health needs

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

C.

 

Lower attendance rates

4.   Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

A.     

All children in receipt of pupil premium make expected progress in reading, writing and maths

Expected progress is 6 points per year

 

B.     

All children with barriers to learning are supported through interventions and support within school to ensure that they achieve expected progress

Children are identified

Children are given appropriate provision

Provision is tracked and monitored

 

C.     

Children in receipt of pupil premium are support to attend school so that the attendance rate of children in receipt of PP is in line with the national average for all pupils

96% attendance

 

 

5.   Planned expenditure

Academic year

2019/2020

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

     i.    Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

High quality first teaching for all

Organised  each class to ensure they have a teacher and teaching assistant to keep the teaching consistent and stable

 

 

Some classes had inconsistent experiences due to staffing issue

 

By keeping the TA with a specific class, they will know the children and will be able to incorporate any ‘interventions’ into the curriculum in class

Staffing put in place

Any changes in staffing are reviewed and changed to keep consistency and stability particular in vulnerable classes

SJ

When any changes

Class teacher responsible for ensuring progress is good for all children in reading, writing and maths

Organised the PPA cover to be from within the school by teachers that know the children – Also organised all PPA to be afternoon so that all classes have their class teacher for English/Maths

To ensure that the teacher is wholly responsible for English and maths to ensure that the quality of provision is high and consistent

 

To ensure that when the class is being covered by another teacher, that the quality of teaching is equally as good

 

 

Staffing put in place

If PPA teachers are absent, then ensure regular supply teacher is used or cover in house (no one-off supply teachers unless an emergency)

SJ

October 2019

Improvement in GAPS

outcomes

Organised training on spelling for all teachers

 

Also changed timetable to ensure 3 spelling lessons per week

GAPS outcomes were well below average in year 2018/19

Whole school CPD

New teacher resources

KK

January 2020

Consistency of provision for all pupils

Implemented some whole school strategies to improve consistency:

 

Working walls in English and maths

Approaches to reading eg guided reading daily by teacher while TA takes others to Tai Chi in EYFS/KS1

Approaches to writing same in all classes

Approaches to spelling same in all classes

WALT and WILF the same in every class

There were different approaches in different classes which were sometimes counter productive

 

In writing, teachers were following an approach that they didn’t believe in so we jointly wrote an approach which all agreed with

 

The teachers all agreed on following cornerstones curriculum for their classes in pairs so that they can plan and share resources together instead of working in isolation

 

Monitoring timetable each term

 

SLT and subject coordinators to monitor their own subjects and report back

 

Regular staff meeting time

SLT

 

Ongoing

Total budgeted cost

£60,000

   ii.     Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

That children in receipt of PP make good progress in reading, writing and maths

Each teacher has a provision map for their class with details of what they are getting in addition to the first quality teaching

Each child in receipt of PP will be assessed termly to ensure that they on track to make good progress

These will be tracked and monitored by the head every half term.  If not making good progress the intervention will be reviewed or changed.

SJ

Every half term

Total budgeted cost

£40,000

III.  Other approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To ensure that any child with a barrier to learning is supported to reduce or eradicate the barrier to enable the child to be happy and succeeding in school

A menu of interventions for any child with SEMH.  The items on this menu are:

Forest Schools

Learning Mentor

P4YP family support

Learning Mentor

Lunchtime club

Grasshoppers nurture

 

Any child who is identified will receive one of the above

We have a lot of children with SEMH and we wanted to provide different types of pastoral support which matched children’s needs.

This is tracked and monitored by SJ and HA

 

There is a provision map for this which is reviewed termly

 

The impact of the provision map will be discussed at the half-termly teacher progress meetings

SJ and HA

Termly

Children in receipt of PP’s attendance is high (96% or above)

Careful monitoring of attendance and identify early intervention

Children whose attendance is low, links to low achievement.

HT to monitor with the pastoral manager

SJ and HA

Termly

Total budgeted cost

£17,140

 

6.     Additional detail

 

 

Pupil premium information can be found on our website www.grassmoor.derbyshire.sch.uk

 

The impact of the pupil premium funding in 2018/19 was that the attainment at the end of Key Stage 2 was mostly in line with national outcomes, with the exception of the Grammar and Punctuation Test.