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Pupil premium strategy statement for Fylingdales C of E VC Primary School.

  1. 1.  Summary information

School

Fylingdales C of E VC Primary School

Academic Year

2016-17

Total PP budget

£13,726

Date of most recent PP Review

Sept 16 16

Total number of pupils

77

Number of pupils eligible for PP

9

Date for next internal review of this strategy

Jul 17

 

  1. 2.  Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving “Expected +” in reading, writing and Maths.

No children eligible for PP in Y6 Summer 2016.

60%

% making at least expected progress in reading.

0.33

% making at least expected progress in writing.

0.12

% making at least expected progress in maths.

0.24

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

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

  1. A.   

Higher rates of progress in Reading for pupils eligible for PP.  

  1. B.   

Higher rates of progress in phonics for pupils eligible for PP.

  1. C.   

Improvement in speaking and listening skills for pupils eligible for PP. 

  1. D.   

Development of problem solving skills in Maths for pupils eligible for PP. 

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

D.

Poor support at home/ home learning environment

E.

Lack of resilience/ poor self-esteem.

 

 

F.

Pupil’s aspirations are low and some do not venture far beyond the locality. 

  1. 4.    Desired outcomes (Desired outcomes and how they will be measured)

Success criteria

  1. A.    

Attainment in Reading is in line or above national.

  • Pupils eligible for PP will improve attainment and progress in reading.
  • Younger pupils will make good progress in phonics and achieve the expected pass mark for the phonics test.     
  • Pupils will have a good understanding of inference and can apply this in their work.
  • Pupils have a wide vocabulary which enhances their understanding of texts. 
  • Parent support contributes to significant improvements in reading. 
  • Measured by assessment results, teacher assessments, progress meetings with SLT members and regular moderation across the school as well as with other schools in cluster groups. 

 

 

 

of infer

  1. B.    

Improvement in speaking and listening skills for pupils eligible for PP. 

  • Pupils eligible for PP will improve attainment in EYFS statements for Communication and Language. 
  • Pupils successfully complete the Talk Boost intervention programme. 
  • Measured by assessment results, teacher assessments, feedback from the teaching assistant leading the intervention and moderation of assessments with other schools in cluster groups.
  1. C.    

Development of problem solving skills in Maths.

  • Pupils apply recall of strategies such as times tables and number bonds with confidence to problem solving problems. 
  • Teachers link Maths problem solving activities to other areas of the curriculum and to real life situations to develop children’s skills. 
  • Measured by assessment results, teacher assessments, progress meetings with SLT members and regular moderation across the school as well as with other schools in cluster groups. 
  1. D.    

Pupils have opportunities to go on visits outside of the immediate area of Fylingthorpe, Robin Hood’s Bay and Whitby.

  • Pupils have wider experiences of what is available beyond the locality which raises their interest in achieving well, thereby increasing their desire to accelerate their rate of progress.
           

 

 

 

 

  1. 5.   Planned expenditure

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?

Ability to use inference in reading for comprehension activities improves.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Training Day with English consultant on reading for teachers and teaching assistants.

 

New resources for reading comprehension “Reading Between the Lines” and CGP Comprehension resources and quality texts to improve development of vocabulary. 

 

Intervention for reading comprehension development- using Whatmuff resources. 

 

Teachers have termly progress meetings to evaluate progress of all pupils including eligible pupils.

We want to ensure that PP pupils can make rapid progress alongside non PP pupils EEF Toolkit research confirms that reading comprehension strategies prove to be low cost, high impact methods of improving progress and attainment. 

 

Resources in school are outdated and are impacting on the provision in school for teaching reading. 

 

 

 


Any concerns about progress can be picked up quickly so that provision is judged as effective or not and a review can take place with new actions where required.  This reduces the risk of pupils falling behind. 

Up to date training for all staff on strategies to develop the teaching of reading and the improvement of inference strategies.  Monitoring of reading demonstrates that strategies are being implemented and are successful.

 

Audit and evaluation of resources will show increased involvement by children and staff in reading comprehension activities- ultimately impacting on children’s ability to tackle inference type questions.

 

Pupil progress meetings are planned and teachers share progress information including achievements and impact on reducing barrier (including where new barriers might be identified).  Regular evaluation of support and communication will determine how effective the support is.

CB

 

 

 

 

 

 

 

CB

 

 

 

 

 

 

CB and all teachers

Easter 2017

 

 

 

 

 

 

 

July 2017

 

 

 

 

 

Termly, with actions implemented in light of evaluations.

 

 

 

 

 

 

 

 

 

TOTAL BUDGETED COST

£800

Quality daily phonics sessions being taught to improve children’s success in phonics and reading. 

Teachers and teaching assistants to attend up to date training in phonics.

 

Daily phonics sessions are planned for and taught.

 

 

Careful tracking and pupil progress meetings to evaluate the progress of all pupils including eligible pupils.

EEF shows that moderate progress can be made if the strategy is sustained and developed. 

Regular phonics sessions- booster sessions put in for appropriate children as necessary.

 

Any concerns about progress can be picked up quickly so that provision is judged as effective or not and a review can take place with new actions where required.  This reduces the risk of pupils falling behind. 

Up to date training for all staff on strategies to develop the teaching of phonics at Key Stage 1 and Early KS2.

Monitoring of reading demonstrates that strategies are being implemented and are successful.

 

Pupil progress meetings are planned and teachers share progress information including achievements and impact on reducing barrier (including where new barriers might be identified).  Regular evaluation of support and communication will determine how effective the support is.

 

 

CB to organise training.

 

CB- see monitoring file.

 

 

CB and all teachers

January 2017

 

 

 

January 2017

 

 

 

 

Termly.

 

 

 

 

TOTAL BUDGETED COST

£800

Development of problem solving skills in Maths.

Whole school focus on problem solving. 

 

Teachers have termly progress meetings to evaluate progress of all pupils including eligible pupils. 

Analysis of assessments and learning shows that basic skills (number bonds, table facts) could be improved further to assist mathematical fluency and confidence in problem solving. 

Book scrutiny and pupil conferences demonstrate improvement in problem solving activities.

 

Rapid recall facts assessments demonstrate improvement.

 

Pupil progress meetings are planned and teachers share progress information including achievements and impact on reducing barrier (including where new barriers might be identified). 

 

Online content of Abacus homework monitored by teachers. 

CB and Maths Lead.

 

 

 

All staff

 

 

CB and all teachers

July 2017

 

 

 

 

Termly

 

 

Termly

Total budgeted cost

£600

  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?

Improvement in speaking and listening skills for pupils eligible for PP. 

Talk Boost intervention- training of staff and intervention carried out with EYFS/children.

We want to ensure that PP pupils can make rapid progress in the CCL

Staff delivering intervention to monitor and provide feedback to teachers after each session.  

 

EYFS lead. 

Weekly liaison between teachers and teaching assistants. 

HT and EYFS lead to monitor impact after the 10 week block of intervention. 

Total budgeted cost

£770

 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?

Pupils have opportunities to go on visits outside of the immediate area. 

Several visits throughout the year in every year group.


Residential visits to Boggle Hole and London in Years 3/4 and 5/6 respectively. 

 

Eligible pupils attend at a very heavily subsidised rate. 

Pupils are inspired from their visits to understand more about areas beyond the immediate locality and also have an understanding of what opportunities are available in those areas. 

Pupil responses from such visits are very positive and they can relate well to how it inspires them to think about what they wish to do when they are older. 

CB and KD

At the end of every year based on outcomes of assessments and feedback from pupils. 

 

 

 

 

 

TOTAL BUDGETED COST

£700

 

Opportunity to participate in and graduate from the Children’s University. 

Pupils consciously participate in the scheme affiliated to the University of Hull.

 

If successful, they ‘graduate’ at the University of Hull. 

The scheme encourages pupils to raise their own aspirations and this generates a positive attitude for when they complete Year 6 and start their secondary education. 

 

It helps pupils to believe they can achieve well, whatever their current circumstances. 

Monitoring of where opportunities are taken up by pupils. 

 

Discussion with the Children’s University Lead in school (AR).

 

Feedback from pupils including photos of their graduation. 

AR

At the end of the academic year, following their graduation. 

Total budgeted cost

£100

 

  1. 6.    Additional detail

The difference between the Total Costs for specific Desired Outcomes Above £ 3770 and the Grant Provided £ £13,726 - £9956 goes towards General Support Staff who help eligible pupils within the class settings as part of group intervention and / or support.  Also a sum is set aside to release teachers from class to undergo progress reviews with the HT to ensure that progress of eligible pupils is monitored.  These costs for the release of teachers to ensure quality time is dedicated to evaluating the progress in detail.  Additional money will also be spent on music lessons for 2 pupils that are achieving well and entitled to Pupil Premium. 

Pupil Premium Proposed Expenditure- 2015/16

Number of pupils and Pupil Premium Grant 2015/16
Total number of pupils on roll     79
Total number of pupils eligible for Pupil Premium Grant    10
Percentage of pupils within the school eligible for Pupil Premium Grant    13%
Total Pupil Premium funding for 2014/15    13,600

Number of pupils and Pupil Premium Grant 2015/16

Item/ Project

Cost

Objective/ Description of Activity.

Expected Outcome

Read, Write, Inc lessons (a literacy intervention).

£1600

Differentiated support for children struggling with phonics and reading.

To raise standards in literacy.

Y6 SATs Boosters- Maths, Grammar and Reading

£2000

Teacher employed to cover teacher to be released for boosters.

Children are extended in their learning and help them reach their full potential. 

Targeted support with a teaching assistant.

£2000

Differentiated support for children in small group or 1:1 teaching, addressing individual gaps in learning and closing overall underachievement.

To raise standards in literacy/ numeracy.

Additional Teaching Assistant support within class to support the needs of Pupil Premium children

£2000

Differentiated support for children in small group teaching, addressing individual gaps in learning and closing overall underachievement.

Support encourages confidence in children to apply skills and knowledge gained from intervention sessions to all areas of work.  0

Marking and feedback

(Closing the Gap)

£200

To develop consistency in marking procedure to impact on pupil progress. Visits to Esk Valley Alliance and partnership schools

Good practice in marking shared, marking policy developed.

 

Relax Kids sessions in school

£900

To support the children in social and emotional aspects in order to promote positive well-being and raise aspirations.

Children respond positively in feedback sessions and there is an impact on children’s confidence and positive self-image.

Children’s University

£100

To support all children to be able to take part in the programme in order for children to take part in learning activities out of school and become life-long learners. 

Most children take part in the programme and successfully complete learning hours outside of school.  Children attend a graduation ceremony at the University of Hull- Scarborough Campus.

Music lessons

£350

Extra-Curricular music to support children who are achieving academically and enhance extra-curricular provision. 

Children’s talents are explored and developed. 

Staff training for Speech and Language.

£200

EYFS/ Year 1 staff trained in up to date strategies for Speech and Language.

Appropriate support can be given to children in Early Years to provide early intervention. 

Staff training for “Foundation for Drawing Therapy”

£200

Teaching assistant to be trained in drawing therapy to support emotional needs etc in pupils. 

Children are supported in dealing with emotion and experiences. 

Purchase of a Maths scheme as a whole school strategy to raise attainment. Training for staff

£1900

A united scheme to teach calculations in the same way throughout classes and provide a stronger basis for Maths planning and progression. Children’s progress can be carefully tracked. 

A rise in attainment in Maths. 

Pupil Premium Expenditure and Impact 2014-15.

Pupil premium is funding received by schools for children who are entitled to free school meals, children who are looked after in care, adopted or have a special guardianship order or for children who have a parent serving in the armed forces. The purpose of the funding is to support these groups of children in their education to ensure their attainment and progress does not fall behind that of their peers.

Objectives of Pupil Premium Spending

The Pupil Premium funding received by the school is used in a variety of ways in order to improve pupil attainment, overcome barriers to learning and ensure all pupil premium pupils at Fylingdales experience a rich, enhanced curriculum. This is done through the employment and deployment of our teaching assistants, our rigorous intervention programmes, providing social and emotional support to pupils and supporting families in allowing all children to attend trips, activities and extra-curricular activities. It is also used to enable pupils to develop high aspirations and understand the value of education in support of life aims and objectives.

Number of pupils and Pupil Premium Grant 2014/15

Total number of pupils on roll 84
Total number of pupils eligible for Pupil Premium Grant 10
Percentage of pupils within the school eligible for Pupil Premium Grant 12%
Total Pupil Premium funding for 2014/15 £13807

Number of pupils and Pupil Premium Grant 2014/15

Item/ Project

Cost

Objective/ Description of Activity.

Outcome

Read, Write, Inc lessons (a literacy intervention).

£1800

Differentiated support for children struggling with phonics and reading.

To raise standards in litracy.

Y6 SATs Boosters- Maths, Grammar and Reading

£2000

Teacher employed to cover teacher to be released for boosters.

Children are extended in their learning and help them reach their full potential. 

Targeted support with a teaching assistant.

£2000

Differentiated support for children in small group or 1:1 teaching, addressing individual gaps in learning and closing overall underachievement.

To raise standards in literacy.

Additional Teaching Assistant support within class to support the needs of Pupil Premium children,

£8007

Differentiated support for children in small group teaching, addressing individual gaps in learning and closing overall underachievement.

Support encourages confidence in children to apply skills and knowledge gained from intervention sessions to all areas of work. 

The impact of the PPG for 2014/15 was:

• 100% of the pupil premium pupils in Year 6 made 2 levels or progress or more in Reading, Writing and Maths teaching assessments and achieved Level 4+ (National Expectations).
• Percentage of children passing the Year One Phonics screening check increased from 50% to 72%.
• Higher percentage of children achieving Level 4+ in Reading, Writing and Maths in KS2 (85%), higher than national average (80%).
• More children achieved level 4+ in the Spelling, Punctuation and Grammar test this year – 69%, with an increase in level 5+ too, rising to 46%.

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