Ash Hill Pupil Premium Strategy Statement

1. Summary information
School Ash Hill Primary
Academic Year 2016-17 Total PP budget 117,480 Date of most recent PP Review Internal July 16
Total number of pupils 208 Number of pupils eligible for PP 82 Date for next PP Strategy Review April 2017

2. Current attainment
Please note that at the time of writing, progress measures for 2016 data Pupils eligible for PP (your Pupils not eligible for PP
have not yet been published. school) (national average)

2016 % achieving the expected standard in reading, writing & maths 36% 60% (All pupils national 53%)

2015 % achieving Level 4b or above in reading, writing & maths (or 73% 85%
equivalent)

2015 % making at least 2 levels of progress in reading (or equivalent) 100% 92%

2015 % making at least 2 levels of progress in writing (or equivalent) 100% 95%

2015 % making at least 2 levels of progress in maths (or equivalent) 100% 91%

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers
A. The percentage of pupils working at age related expected levels and above in maths are lower in every year group for PP pupils than non PP.
Percentages of PP pupils making expected progress in maths last year was lower in every year group than for non PP peers.

B. Many pupils in Early Years and KS1 have poor language and communication skills. Reading Recovery and language intervention are key and need
to continue.
C. Poor emotional resilience and self-regulation skills impact on many pupils ability to work collaboratively and to accept a degree of challenge in their
learning.

External barriers
D. The percentage of pupils with attendance below 95% is much higher for PP pupils than non PP.

4. Outcomes (Desired outcomes and how they will be measured) Success criteria
A. Increase the proportions of PP pupils working at and above expected levels in maths. Improve rates of Percentage of PP pupils making
progress in maths for all PP pupils. expected or accelerated progress in
maths is greater than peers.

B. Early gaps in literacy skills are closed. Attainment as measured by GLD and
KS1 teacher assessment should be at
least equivalent for PP and non-PP
pupils in areas of Communication and
Language or Reading.

C. Self-regulation skills continue to be developed through the use of the Lets Get Smart behaviour system. A Behaviour for learning improves,
common language of learning is developed which promotes the Growth Mindset philosophy. evidenced by 20% fewer visits to the
Ready to Learn Station by the end of
the Autumn term.
D. Improved attendance figures for PP pupils. Fewer PP pupils with attendance less than 95%. Attendance for PP pupils improves
from 94% to be at least in line with the
school average. The percentage of PP
pupils with attendance below 95% is
reduced.
 5. Planned expenditure
A Academic year 2016-17
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 / What is the evidence and How will you ensure it is Staff lead When will you review
approach rationale for this choice? implemented well? implementation?

A Extensive in-house CPD We want and need to improve maths teaching Monitoring cycle: learning walks and book KN January 2017
to launch new maths for all across the school as it has not been a scrutiny. 42% of PP pupils across the
curriculum in Sept. focus so far. The 2015 NFER report is clear that school made double the
Triads and team teaching high quality teaching for all is fundamental to expected steps of progress in
the Autumn term. Only 27% of
to share good practice. supporting the attainment of disadvantaged
non-PP peers did this.
A clear system for pupils.
teaching times tables and Next review April 2017
number bonds is being
launched.

B Employment of a second We want to improve speech and language skills Monitoring cycle. Tool has internal ML & SS January 2017
EYP in Reception every for all pupils. This tool allows an individualised assessment progress measures.
day (3 staff, ratio 1:10) programme to be set for each child. The EEF Development of
Teaching and Learning toolkit shows that oral communication skills in the
Systematic use of language interventions have a highly positive Foundation Stage continues to
language screening and impact on learning and future outcomes. be the primary focus.
targeted teaching tool in
Reception. Next review April 2017
C The Lets Get Smart
behaviour system was
introduced in 2015-16 but
now needs to be
embedded and refined.
Growth mindset principles
have also been introduced
but now need further
strengthening.
ii. Targeted support
Desired outcome Chosen action /
approach
A Academic mentoring in Y6
from AHT to ensure high
quality feedback to pupils.
1:1 teaching and tutoring
for pupils with significant
gaps in their maths
learning.
New intervention
programme.
Many of our pupils have social and emotional Monitoring of class behaviour files, number KN January 2017
needs that impact on their ability to work with of visits to RtL/RtP, token totals and There were 142 visits to RtL in
others, to deal with disappointment and to exclusion data. Aut 1 compared to 119 in Aut
persevere with challenging tasks. It is the aim of 2. This is a reduction of 16%.
the SLT to change the culture of the school and Pupil voice surveys and learning walks.
to help all pupils develop as well-rounded Next review April 2017
confident lifelong learners regardless of their
background or circumstances.
A huge amount of CPD time during the
academic year 2015-16 was spent on building a
shared understanding of the LGS system across
the school community. The NFER report
highlights addressing behaviour and providing
strong social and emotional support as key
building blocks to raising the attainment of
disadvantaged pupils.
Total budgeted cost 56,516
What is the evidence and How will you ensure it is Staff lead When will you review
rationale for this choice? implemented well? implementation?
Many different evidence sources including the Monitoring cycle including session ML January 2017
EEF Teaching and Learning toolkit suggests that observations and half termly data analysis. 42% of PP pupils across the
feedback is a very effective way to impact school made double the
learning. expected steps of progress in
the Autumn term. Only 27% of
1:1 or small group tuition, although costly, is also
non-PP peers did this.
shown in the toolkit to accelerate learning. We Progress of PP pupils was
will be using experienced teachers and where better than peers in all 3
possible these will be working in the classes classes that received the bulk
where supported pupils are drawn from to of intervention in the Autumn
term.
ensure maximum linking with the everyday
Next review April 2017
classroom teaching.
B Employment of a Reading
Recovery teacher to target
Y1children.
Read, Write Inc sessions
in small ability groups led
by teachers and LAs.
Language interventions
such as Talk Boost.
These approaches were all successful last year Monitoring cycle including session ML January 2017
(see below) and need to continue. We will observations, progress measures and pupil TC for R, W Inc Language interventions set up
expand provision so that additional children can voice. JL for RR in Reception and additional
be targeted in small groups for reading in Y1 as action research project to
the time demands of full RR mean that not all start.
pupils will be able to access it. 4 children from have had
Reading Recovery and
progressed from being non-
readers to reading at the
expected level.
In-school assessments show
that over half of Y1 have
already developed a sound
application of phonics.

Individual children
C
targeted for 1:1 support
from learning mentor or
groups to develop
emotional wellbeing and
resilience. Priority will be
given to PP pupils with
most need.
Nurture group will continue
and a new one will start.
Play therapist employed
by the school initially for
one term to allow us to
support the emotional
wellbeing of individual
pupils.
Some of our pupils need a more individualised
approach to support their social and emotional
needs. The EEF toolkit studies show that effect
sizes are larger for targeted interventions
matched to specific students with particular
needs or behavioural issues, than for universal
interventions or whole school strategies.
Monitoring cycle including session
observations and pupil voice. Monitoring of
class behaviour files, number of visits to
RtL/RtP, token totals and exclusion data.
ML, KN Next review
January 2017April 2017
There were 142 visits to RtL in
Aut 1 compared to 119 in Aut
2. This is a reduction of 16%.
The exit Boxall, pupil voice
and teacher ratings all show
that the Nurture Group had a
hugely positive impact on the
participants.
Next review April 2017

Total budgeted cost 101,512

iii. Other approaches

Desired outcome Chosen action / What is the evidence and How will you ensure it is Staff lead When will you review
approach rationale for this choice? implemented well? implementation?
D Families targeted with Poor attendance leads to gaps in learning and Half termly reports form support worker on ML January 2017
regular attendance must be addressed. Some of our families have a individual cases. At the end of the Autumn term
meetings. Several families long history of poor attendance. Internal case Regular meetings with attendance officer to 10 PP pupils had attendance
are now in the system for studies demonstrate that meetings to discuss monitor attendance rates and figures. below 90% (12%) Whilst this is
fining by the local and address issues can make a significant a slight reduction from last
authority. difference, as can ultimately the threat of fines. year this is still a higher
Family support worker However some families are in need of support percentage than non PP peers
employed by school but dont meet criteria for local services. If we (9%).
initially for one term to employ our own support worker then we can See action plan for additional
address family issues choose how to deploy her and ensure a swift actions
which may be impacting response to issues that arise.
on attendance. Next review April 2017

Total budgeted cost 10,576

Entire budgeted cost 168,604

 6. Review of expenditure
Previous Academic Year
i. Quality of teaching for all
Desired outcome
To raise standards in writing
To improve behaviour for
learning across the school
To ensure Reception
children have a strong
foundation for learning
2015-16
Chosen action Estimated impact: Did you meet the Lessons learned Cost
/ approach success criteria? Include impact on pupils (and whether you will continue with this approach)
not eligible for PP, if appropriate.
Focus for CPD and Published writing folders containing examples of pupils best Next year the focus will be on maths but the commitment to raising 20,000
monitoring. Introduction writing are of a very high standard and reflect high levels of standards in writing and systems put in place this year to support this, will
of published writing progress over time. continue.
folders and providing Y6 data shows that we are much closer to the national picture
exciting real life events in SPAG and writing than in other subjects. (SPAG Sch: 67%
for the children to write Nat: 72%, Writing Sch: 70% Nat: 74%). The progress score for
about e.g. circus skills, writing is -0.7 which was the best out of the 3 areas. In Y2
Stomp! writing was the strongest subject when compared to other
schools in the local authority with 72% of children achieving at
least the expected standard. This reflects the impact of the
systematic school improvement we have made to engage
children in writing and SPAG learning through our creative
curriculum over the last 12 months this was our highest
priority, and has been successful.
This approach has benefited all children but in some classes
(Y3, Y4 and Y6) progress in writing has been better for PP
pupils than non-PP.
Implementation of whole Lets Get Smart (a positive approach to behaviour, The most important thing about a system such as this is a completely 10,000 EP
school positive implemented in September 2015) has been highly effective in consistent approach throughout the school. We are still working towards
behaviour approach, improving pupils behaviour. Monitoring demonstrates that this and with our new AHT in place we will embed and refine the system. 36,000
pupils are developing greater self-awareness and prosocial
Lets Get Smart. Led by behaviours. 93% of parents agree that behaviour at the school staffing
an Educational has improved since September 2015. 100% of staff believe
Psychologist. that pupils behaviour has improved since September 2015.
See also SEF June 16 for more detail.
Employment of a second 61% of Reception children achieved a good level of We will now employ 3 members of staff in Reception every day and target 10,000
EYP in Reception every development with minimal difference in percentages of PP language and communication skills through small group work.
morning (3 staff, ratio and non-PP pupils. This figure has rapidly improved: in 2014
1:10) only 17% of Reception children achieved GLD.
 ii. Targeted support
Desired outcome Chosen action Estimated impact: Did you meet the Lessons learned Cost
/ approach success criteria? Include impact on pupils (and whether you will continue with this
not eligible for PP, if appropriate. approach)

Accelerated progress for
pupils in Y2 and Y6
1:1 and small group Y6 comparative progress data from KS1 to KS2 is not yet
tutoring by experienced available.
teachers. According to Teacher Assessments, targeted Y6 PP pupils
made expected or accelerated progress this year in greater
proportions than their peers in reading and in writing but not in
maths.
In Y2 support for developing reading skills was highly effective
with PP pupils outperforming non PP in reaching the expected
standards. They also made better progress. The picture was
more mixed for writing and maths with some individuals
making accelerated progress and others not.
Y6: Many children were targeted for maths tuition, not just the PP 1:1 Y6 11,350
pupils which can blur the comparison. However for PP pupils Small group Y6
progress in maths was not rapid enough or sustained enough. We 11,540
will change the approach in Y6 next year by using the AHT to ensure
that strong links are made between classroom practice (ongoing
maths teaching) and tuition.
Targeted support will also be aimed at Y5 and Y4 in the Autumn
term.
We will continue to deploy this teacher in Y2 but will ensure that Y2 support 6,800
provision is better monitored, tracked and linked to ongoing Total: 29, 690
classroom teaching and KPIs.

Ensure early gaps in literacy
rates are closed
Employment of a 8 children have accessed, or at least begun, the Reading We will continue with Reading Recovery with PP pupils having 24,000
Reading Recovery Recovery programme this year. Whilst those children have priority. We will also pay for more of the RR teachers time to work
teacher to target made or begun to make good progress there are still too many with other individuals and small groups in Y1.
Y1children. children working at below the expected level in reading (31%)
and writing (24%). There is however no difference in
proportions of PP and non PP working below the expected
level.

Ensure early gaps in literacy
rates are closed
Read, Write Inc 76% of Y1 children passed the phonics screening with We will continue with Read, Write Inc but next year will ensure the 9,000
sessions in small ability proportions of PP and non PP passes being equivalent. 75% teacher with overall responsibility has adequate time to lead and
groups led by teachers of Y2 children passed the rescreen with pass rates better for monitor provision.
and LAs. PP than non PP (although only 4 pupils in total so percentages
are misleading.)

iii. Other approaches

Desired outcome Chosen action Estimated impact: Did you meet the Lessons learned Cost
/ approach success criteria? Include impact on pupils (and whether you will continue with this
not eligible for PP, if appropriate. approach)
To support the emotional Nurture group, ratio 2:8, The group has been running for two terms so exit Boxall We will continue with the Nurture group to ensure that it has run for a 26,000
and social needs of two afternoons each scores have not yet been taken for comparison. However all year as recommended. We will review the exit Boxalls In December
vulnerable pupils. week. staff and pupil voice surveys have shown that they feel it has and decide whether to run a second group.
had a positive impact on the children both in the sessions and
back in class. 5 out of 7 pupils (1 left the school) made
expected or better progress this year. The 2 pupils that didnt
Learning mentor have SEN.
supporting most
vulnerable pupils with The work of the learning mentor prevented the permanent The work of the learning mentor needs to be more tightly focused
1:1 sessions and regular exclusion of a very disaffected Y6 pupil and improved the with clear outcomes for individuals. Her time was diverted this year
check-ins. persistent absence and lateness of one PP pupil from below by pupils who needed 1:1 support (and eventually had this
88% to be 96% by the end of the year. recognised through EHC plans) and staff absence.

Total budgeted cost 164,690