Ash Hill Pupil Premium Strategy Statement

1. Summary information
School Ash Hill Primary
Academic Year 2017-18 Total PP budget 105,600 Date of most recent PP Review Internal July 16
Total number of pupils 210 Number of pupils eligible for PP 80 Date for next PP Strategy Review January 2018

2. Current attainment - KS2 2017

Pupils eligible for PP at Ash Pupils not eligible for PP
Hill (national average)

2016 2017 2016 2017

%achieving the expected standard in Reading, Writing & Maths combined 36% 50% 60% tbc

% achieving the expected level or above in Reading 43% 58% 72% tbc

% achieving the expected level or above in Writing 64% 75% 79% tbc

% achieving the expected level or above in EGPS 50% 75% 78% tbc

% achieving the expected level or above in Maths 43% 67% 76% tbc

Progress score - Reading -1.3 0.2 0.3 tbc

Progress score - Writing 0 3.0 0.1 tbc

Progress score - Maths -1.3 0.1 0.2 tbc

 3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers
A. The percentage of pupils working at age related expected standards and above in Reading is the lowest of the core subjects at the end of KS2 and
also KS1. The attainment gap between PP pupils and non-PP pupils was large at KS1 in 2017 (17%).

B. Many pupils in Early Years and KS1 have poor language and communication skills. A language first approach must form the basis of our teaching
and learning, with explicit teaching of language skills and oracy across the curriculum.

C. Poor emotional resilience, self-regulation skills and limited aspiration 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 90% is much higher for PP pupils than non PP (12% difference). Home factors such as poor health
and poor routines are inhibiting good attendance in some cases.

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 reading at the end of EYFS, End of Key Stage outcomes are higher
KS1 and KS2. in 2018 than 2017. 80% of PP pupils
will meet the expected standard for
reading.

B. Diminish the differences in early literacy skills. Attainment as measured by GLD,

phonics screening and KS1 teacher
assessment will be at least equivalent
for PP and non-PP pupils in areas of
Communication and Language or
Reading.
 C. Remove the barriers for specified individual pupils. Build emotional resilience and aspiration for all through Individual personalised plans are in
the values curriculum and Ash Hill learning philosophy. place for high risk pupils. Monitoring of
outcomes show that success criteria
for these have been met.

D. Improve attendance figures for PP pupils. Ensure that there are fewer PP pupils with less than 90% Attendance for PP pupils improves
attendance than in previous years. from 94.3% and will be at least in line
with the school average. The
Support parents in promoting healthy lifestyles at home. percentage of PP pupils with
attendance below 90% is reduced from
19% to less than 10%.

5. Planned expenditure
A Academic year 2017-18
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 SIP focus on improving
the teaching of reading
including:
New resources with
emphasis on
progression of skills
(PIXL)
CPD focus
Development of
reading corners in
each classroom
Individual reading
entitlement model
B Employment of a second
EYP in Nursery every
morning (3 staff, ratio 1:8)
in order to allow adequate
focus on developing
language skills.
B Employment of a second
EYP in Reception every
day (3 staff, ratio 1:10)
Systematic use of
language screening and a
language rich curriculum
in Reception.
We want and need to improve the teaching of Monitoring cycle: learning walks, planning, English leader January 2018
reading for all across the school as it has not observations, reading records (Phase
been a focus under the schools new leadership leaders to review these every half term)
team. The 2015 NFER report is clear that high
quality teaching for all is fundamental to
supporting the attainment of disadvantaged
pupils.
Many of our pupils enter school with a very Curriculum framework and progressions EYFS leader January 2018
limited range of speaking and listening skills. We agreed by EYFS leader and SLT Phonics leader
want to develop a Language First approach
throughout the school developing language and Monitoring cycle: planning, learning walks,
communication skills. In Nursery this will start ongoing assessments.
with emphasis on early literacy skills including
speaking and listening skills, rhyming, and
phonics.
We want to improve speech and language skills Curriculum framework and progressions EYFS leader January 2018
for all pupils. The screening aspect of this tool agreed by EYFS leader and SLT IL leader
allows the teacher to generate class and group
profiles of strengths and needs and set an Monitoring cycle. Tool has internal
appropriate curriculum. The EEF Teaching and assessment progress measures.
Learning toolkit shows that oral language
interventions have a highly positive impact on
learning and future outcomes.
C SIP focus to maximise
opportunities for pupils to
develop their independent
learning and collaborative
skills.
AHTs deliver the values
and PSHE curriculum
across the school to
ensure it has the highest
profile and is consistently
high quality.
D SIP focus on improving
attendance across the
school.
Curriculum focus on
healthy eating and launch
of new policy.
Time and resources
dedicated to promoting
healthy lifestyles in school
and at home.
ii. Targeted support
Many of our pupils have social and emotional Pupil voice surveys and learning walks. AHT1&2 January 2018
needs that impact on their ability to work with
others, to deal with disappointment and to
persevere with challenging tasks. It is the aim of
the SLT to continue to change the culture of the
school and to help all pupils develop as well-
rounded confident lifelong learners regardless of
their background or circumstances.
The NFER report highlights addressing
behaviour and providing strong social and
emotional support as key building blocks to
raising the attainment of disadvantaged pupils. It
also recommends using the best teachers for the
pupils most in need.
The DfE document Improving Attendance in Appraisal targets for the attendance officer ML January 2018
School (DfE, 2012) makes it clear that and IL
Headteachers should see attendance as one of
their most important responsibilities and, to Agenda item at SLT and phase meetings.
improve it, they need to be prepared to spend
both time and money. Healthy Movers programme delivered in EYFS leader
Nursery and Reception, led by YT and LC
Healthy Movers is a Youth Sport Trust resource with groups in school, workshops for parents
programme to develop physical development and resources for parents.
and fine & gross motor skills.
Parent workshops and courses (healthy movers
and curriculum). Exploit opportunities to promote
and signpost community resources e.g. Healthy
Start vitamins.
Termly drop in sessions
Family Resilience groups on site.
Total budgeted cost 73,373
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 Employment of a Reading The Evidence for Impact database provides Monitoring cycle including session IL January 2018
Recovery teacher to target strong evidence that Reading Recovery is observations, progress measures and pupil
Y1children with PP pupils effective for struggling readers. Last year we voice.
given priority. targeted a number of SEN pupils for this
provision so progress was slower than usual but
we still believe it is the most effective tool for
teaching non-readers.
An experienced teacher has release time to Phonics Lead
EEF is clear that phonics teaching needs to be deliver individual sessions and to monitor the for R, W Inc
Read, Write Inc daily delivered systematically using effective quality of teaching and learning across the (2 afternoons
phonic sessions in small pedagogy in order to have the most impact. programme. each week)
ability groups led by We will use a range of teaching styles delivered
teachers and LAs. through both small groups and 1:1 sessions. The
system is set up, modelled and monitored by an
experienced teacher to ensure this systematic
and consistent approach.

A Cross-age reading
buddies for PP pupils.
The EEF toolkit finds extensive evidence on the The IL will train the tutor buddies and set a IL to set up and January 2018
benefits of cross-age peer tutoring. Some structure for the sessions. The sessions will maintain the
studies have found that a two year age gap is happen in classrooms or with adult systems
most effective and that intensive blocks of supervision to ensure that time is spent
tutoring (4-10 weeks) are more effective, relative productively. Pupil voice will be sought.
to longer programmes. Studies have identified
benefits for both tutors and tutees and some
studies suggest disadvantaged students benefit
the most.

A Additional reading This is a low cost way of ensuring PP pupils IL to set up and January 2018
sessions before and after have access to high quality, motivating reading ensure adequate
school for PP pupils using resources. staffing
Bug Club online resources
English leader

B Language and See rationale for language teaching and groups These are set programmes with structured EYFS leader January 2018
communication small above. This support will be aimed at PP pupils resources. Adequate time and staffing must IL leader
groups in N and Rec starting from a low baseline. be allocated. Monitoring of sessions and
PALS in Nursery planning will ensure this.
Groups set according to needs identified by the
Language Link screening tool
B Early writing and language
development workshops
delivered to small group of
PP pupils and parents by
an experienced teacher.
C AHTs to adopt the role of
Raising Standards
Leaders within Y2 and Y6
to ensure that differences
in attainment are
diminished and that pupils
receive high quality
feedback.
Small group after-school
tutoring for Y6 pupils with
significant gaps in their
maths learning.
C SLT members will be
assigned roles as mentors
for vulnerable individuals
and develop clear
personalised plans to
remove barriers to their
learning or emotional
wellbeing.
Individual children may be
targeted for 1:1 or group
support from the learning
mentor 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 therapy sessions will
be organised and paid for
by the school to support
individual pupils.
We want to promote good early literacy habits Joint planning. Feedback forms and Y2 teacher January 2018
with pupils and their families. Small group outcomes. English Leader
sessions with a familiar and experienced
member of staff will hopefully lead to greater
parental engagement than using an outside
provider.
Many different evidence sources including the Monitoring cycle including session ML, HS, KN January 2018
EEF Teaching and Learning toolkit suggests that observations and half termly data analysis.
feedback is a very effective way to impact
learning. Again we are using the best teachers to
address the needs of the most vulnerable pupils.
1:1 or small group tuition, although costly, is also
shown in the toolkit to accelerate learning. We
will be using experienced teachers and, where
possible, these will be working in the classes
where supported pupils are drawn from to
ensure maximum linking with the everyday
classroom teaching.
Some of our pupils need a more individualised Monitoring cycle including session ML, HS, KN January 2018
approach to support their social and emotional observations and pupil voice. Analysis of
needs. The EEF toolkit studies show that effect attainment and progress data. Monitoring of
sizes are larger for targeted interventions class behaviour files, number of visits to
matched to specific students with particular RtL/RtP, token totals and exclusion data.
needs or behavioural issues, than for universal
interventions or whole school strategies.
Total budgeted cost 139,229
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 SLT members will be Poor attendance leads to gaps in learning and Agenda item at SLT ML January 2018
assigned roles as mentors must be addressed. Some of our families have a Half termly monitoring of personalised plans.
for individuals with long history of poor attendance. Internal case Regular meetings with attendance officer to
persistent absence and studies demonstrate that meetings to discuss monitor attendance rates and figures.
develop clear personalised and address issues can make a significant
plans to improve difference, as can ultimately the threat of fines.
attendance and parental However this system was in place last year and
engagement. did not result in the desired improvement in
attendance. This year therefore we need to
supplement this approach by involving the
children more and addressing some of the
factors that are leading to poor attendance in
individual cases.

Total budgeted cost Already included above

Entire budgeted cost 212,602
 6. Review of expenditure
Previous Academic Year 2016-17

As a result of additional provision detailed in this document, progress rates are at least broadly equivalent for PP and non-PP pupils, and for many this has
been accelerated. Disadvantaged pupils progress from KS1-KS2 was above national averages in 2017 and an improvement on 2016.
2016 2017
Reading -1.3 0.2
Writing 0 3
Maths -1.3 0.1

Consequently, the attainment of Disadvantaged Pupils has rapidly improved over the past 12 months and the table below demonstrates how significantly the
gap is closing for these pupils when compared to the schools results in 2016, and other pupils nationally. In 2017 the school was also above
Buckinghamshire averages in all areas.

% achieving the AshHill AshHill Other Pupils Other Pupils

expected standard Disadvantaged Disadvantaged Buckinghamshire Nationally 2016
Pupils 2016 Pupils 2017 2017
EYFS GLD 37.5 66.7 56 N/A
Y1 Phonics 75 77.8 67.7 83
Y2 Reading 88.9 64.3 59.7 78
Y2 Writing 55.6 71.4 48.6 70
Y2 Maths 55.6 64.3 54.9 77
Y6 R/Wr/M 35.7 54.5 38.2 60
Y6 Reading 42.9 63.6 54.4 71
Y6 Writing 64.3 72.7 56.5 79
Y6 Maths 42.9 63.6 52.5 71

i. Quality of teaching for all

Desired outcome Chosen action Estimated impact: Did you meet the success criteria? Lessons learned Cost
/ approach Include impact on pupils not eligible for PP, if (and whether you will continue with
appropriate. this approach)
A Extensive in-house CPD Success criteria: Percentage of PP pupils making expected or accelerated progress The new maths curriculum has evolved over the year 9,291
to launch new maths in maths is greater than peers. and now requires time to embed. The maths leader
curriculum in Sept. will continue to develop maths teaching through
Triads and team monitoring and team teaching. She will ensure that
The KS1 to KS2 progress score in maths for disadvantaged pupils rose from -1.3 in
teaching to share good consistent methods are in place for learning number
2016 to 0.1 in 2017 meaning that progress is now broadly in line with other pupils
practice. facts and calculation methods.
nationally.
A clear system for
teaching times tables
There was a maths attainment gap between PP and non-PP pupils of 21% at KS2
and number bonds is
but a much smaller gap of 5% at KS1 where pupils have had most time to benefit
being launched.
from the new curriculum.

B Employment of a second Success criteria: Attainment as measured by GLD and KS1 teacher assessment The emphasis on developing language has led to 10,926
EYP in Reception every should be at least equivalent for PP and non-PP pupils in areas of Communication improved outcomes for individual children. We now
day (3 staff, ratio 1:10) and Language or Reading. wish to expand this approach and ensure all pupils
are being taught effective speaking and listening
Systematic use of 67% of the Reception PP cohort attained GLD with only a 4% gap with their non PP skills. The high ratio of staff in EYFS will permit
language screening and peers. This is the smallest gap for the last 3 years. teaching through focused language groups. The tool
targeted teaching tool in will be implemented earlier in the year and whole
Reception. class resources will be used to create language rich
topics as well as groups.

C The Lets Get Smart Success criteria: Behaviour for learning improves, evidenced by 20% fewer visits to 2017-18 will be the 3rd year of LGS. It is now 36,299
behaviour system was the Ready to Learn Station by the end of the Autumn term. embedded with all of the school community having a
introduced in 2015-16 consistent understanding of behavioural
but now needs to be Internal and external monitoring measures now consistently rate personal expectations and readiness to learn. We will
embedded and refined. development, behaviour and welfare as outstanding. In-school monitoring of the continue with the system with the AH2 and the
Growth mindset number of pupils needing to visit the Ready to Learn Station demonstrates a Learning Mentor working together effectively to
principles have also downward trend during the 2016-2017 academic year. The average number of visits ensure that pupils are supported in order to be ready
been introduced but now per week: 18 autumn term, 15 spring term and 14 summer term) there is a marked to learn and to play. The vast majority of their time is
need further improvement in the behaviour of pupils with specific behavioural needs e.g. the now spent proactively supporting pupils rather than
strengthening. number of pupils visiting RTL has also reduced from 39 in the autumn term to 26 reacting to behavioural incidents.
pupils in the spring term to 25 pupils in the summer term.
ii. Targeted support
Desired outcome Chosen action Estimated impact: Did you meet the success criteria? Lessons learned Cost
/ approach Include impact on pupils not eligible for PP, if (and whether you will continue
appropriate. with this 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.
Success criteria: Percentage of PP pupils making expected or accelerated progress
in maths is greater than peers.
Both academic mentoring and maths tutoring in Y6 had high impact with 75% or
more of the targeted pupils making expected or accelerated progress and achieving
expected levels.
Small group provision taught by APPs was highly successful in Y2 with 100% of
pupils targeted to meet the expected level achieving this standard. Groups in Y2 and
Y6 aiming for greater depth were less successful with less than 50% of pupils in
each group achieving the standard.
1-1 maths tutoring will continue. Instead of 31,579
using Accelerating Progress Practitioners, the
AHTs will adopt the role of Raising Standards
Leaders within Y2 and Y6 to ensure that
differences in attainment are diminished and
that pupils receive high quality feedback. The
Y2 and Y6 support for pupils working at
greater depth will not be repeated with the
same members of staff.

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.
Success criteria: Attainment as measured by GLD and KS1 teacher assessment The Y1 phonics screening score is high and 42,386
should be at least equivalent for PP and non-PP pupils in areas of Communication compares favourably with the national picture.
and Language or Reading. Having an experienced teacher leading
phonics provision improved the quality of
The Y1 phonics screening showed that 78% of our PP pupils met the expected level. teaching and learning. However staff feel that
This is only 5% lower than other pupils nationally. teaching time was not capitalised during the
Autumn term. We have created a new literacy
The attainment gap between PP and non-PP Y1 pupils is significantly smaller for framework for EYFS and Y1 to ensure that
reading than writing or maths (20%).77% of the Y1 cohort are assessed as working opportunities for teaching and learning
at the expected level. We believe that this is due in part to the extra sessions language skills, reading, phonics are
targeting reading and phonics. capitalised as soon as children are ready.
Data for reading recovery is detailed and compiled separately but shows how 8 Reading Recovery will continue. The progress
pupils have progressed from being non-readers. Several are now reading at or of some individual pupils this year has not
beyond the expected level for Y1. been so rapid, This was because we targeted
several high needs SEN PP pupils whose
KS1 teacher assessment showed a gap between PP and non-PP pupils of 17% in progress, although huge, has not yet helped
reading but in writing the PP pupils outperformed their peers with a positive their reading attainment reach the expected
difference of 3%. level.
C Individual children
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.
iii. Other approaches
Desired outcome Chosen action
/ approach
Success criteria: Behaviour for learning improves, evidenced by 20% fewer visits to Although this has been successful for 27,547
the Ready to Learn Station by the end of the Autumn term. individual pupil there are now a few remaining
pupil/families who could be deemed as hard to
Individual pupils have had pastoral plans which have improved different measures reach. Therefore this approach will be
for individual cases such as playground behaviour, transitions and attendance. There expanded to include SLT putting personalised
has been only 1 fixed term exclusion this academic year compared with 19 last year. plans in place for these pupils to address
barriers to attendance, learning and personal
development. SLT will mentor these pupils and
take ownership for the KPIs on the plans being
met .
Estimated impact: Did you meet the Lessons learned Cost
success criteria? Include impact on pupils (and whether you will continue with this
not eligible for PP, if appropriate. approach)

D Families targeted with
regular attendance
meetings. Several
families are now in the
system for fining by the
local authority.
Family support worker
employed by school
initially for one term to
address family issues
which may be impacting
on attendance.
Success criteria: 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.
Average attendance for PP pupils for the year is 94.3% but this
does not match the school average of 95.4%. The number of
PP pupils with attendance below 90% is too large (19%) and
much higher than non-PP pupils (6%).
We have not had the impact on attendance that we hoped and too 10,576
many PPG pupils have attendance below 90%. Next year therefore
Improving attendance will be a school improvement priority. We will
supplement this approach by involving the children more and
addressing some of the factors that are leading to poor attendance in
individual cases. SLT members will be assigned roles as mentors for
individuals with persistent absence and develop clear personalised
plans to improve attendance and parental engagement.

Total budgeted cost 168,604