2018-2019

1. Summary Information

School

Billesley Primary School

Academic Year

2018 – 19

Total PP budget

£421, 080 (est)

Date of most recent PP review

Curriculum review

Summer 2018

No of Pupils

639 (including 39 FTE Nursery)

No of pupils eligible for PP

284 (+ 2 CLA)

45%

Date for next review

EY focus Autumn 2018



2. Current attainment

 

Pupil eligible for PP

National – all pupils

End of KS2 2018

2018

Reading

87%

75%

Writing

89%

78%

Maths

74%

76%

GPS

90%

78%

RWM Combined

73%

64%

Reading progress

0.32

0

Writing progress

0.49

0

Maths progress

-0.15

0

End of KS1 2018

2018

Reading

75%

75%

Writing

68%

70%

Maths

80%

76%

RWM Combined

64%

65%

Phonics

2018

Year 1

89%

83%

Year 2

98%

62%

EYFS GLD

2018

 

70%

72%



3. Barriers to learning (for pupils eligible for PP)

In school barriers

A

Poor language skills on entry to school, whether in the EYFS or at another point in school.  This may be due to lack of parental knowledge at home on how to develop communication skills, parents who may have little English themselves or families are newly arrived

B

Lack of wider experiences in terms of vocabulary development eg. access to reading books, visits to places of cultural interest, sporting activities

C

Lack of access to resources eg. IT, books or excessive access to materials that are not necessarily supportive to education eg. long periods of time watching TV, games etc

External barriers

E

Attendance is a major barrier to learning for PP children at Billesley.  Parents have struggled to find a school place near to their home, they are allocated a place at Billesley but may have a long journey and so sometimes struggle to attend regularly

F

Complex family needs – children may not have an adequate diet, regular sleep patterns, regular exercise or home may be chaotic and lack routines.  They may have exposure to domestic violence.

G

Parents and families want to support their children but do not know how to and do not have experiences themselves of the ‘wider world’



4. Desired outcomes

Success Criteria

A

To raise standards of attainment to diminish differences in attainment of PP children and all children nationally

See overall school targets and outcomes (SIP 2018)

RWM combined

B

To ensure accelerated progress of PP children so that any differences in attainment are reduced swiftly/children are able to catch up

See overall school targets and outcomes (SIP 2018)

RWM combined

C

To ensure PP/SEN children make swift progress in achieving the expected standard in Y3 - 5 in Reading and then to continue support for wider reading skills so that they have the necessary skills to support their progress in all other subjects

Improved progress in Y3, 4 and 5 in order to achieve higher attainment Reading 2018-19 for SEN/PP group

D

To provide support and challenge for disadvantaged boys to ensure that they achieve the expected standard or higher at the end of KS2, with a particular focus on GDS

Improved progress measure for the more able PP boys

E

To provide more targeted support to vulnerable families and so enable parents to support their children at home through a more varied range of workshops and resources, including the use of Google and interactive resources

At least 95% of parents and carers in the target group report that they feel better able to support their child at home



Planned expenditure

Academic Year

2018 - 19

A. Quality of Teaching for all

Outcome

Action

Evidence/rationale

Led by

Reviewed

To raise standards of boys/PP achievement in Maths, Reading and Writing at the end of Y6

To sustain and further develop  the peer to peer pedagogical approach to teacher development with a focus on the high quality coaching

Feedback to teachers is most effective when it is immediate and shared through modeling and practical examples.  LPs will focus on supporting all staff to ensure that teaching is effective and targeted to the needs of the most disadvantaged/those who are vulnerable to underachievement

KR

Fortnightly

To raise standards of boys/PP achievement in Maths, Reading and Writing through improved progress

To teach Year 6 in targeted groups with highly skilled subject specialist staff supporting the most and least able children

This has been the most successful approach and made the most impact in previous years as children are able to access support and feedback swiftly and ensure that any gaps in learning are addressed.

KR

Half termly

To raise standards of achievement for SEN/PP group into Y3/4/5  

To ensure that Y3/4 children, including the newly arrived are taught in differentiated groups at an appropriate pitch to provide catch up support for reading and to develop wider reading skills

Teaching in small groups, at a swift pace with a multi sensory approach has shown at Billesley that children with low levels of language competency or who are new to English are able to catch up swiftly whilst the more able are able to progress to spelling and grammar at their own pace.

SH

Weekly

To raise standards at the end of KS1 for the disadvantaged group

To develop assessment and feedback processes with a focus on Y2 to ensure that the quality of teaching is improved through appropriate pitch and challenge

Following further adaptations to teaching in Year 2, the results overall for KS1 were positive.  However, there is still a gap for the PP group in Reading. Our phonics results show that direct teaching by skilled staff at a fast pace has a strong impact.  This will now be developed across Year 2 and into Year 3 this year led by the English Leader and modelled to other staff.

SH

Half termly

To raise standards of achievement in basic skills in the EYFS i.e. communication, phonics and number

To implement a programme of quick intervention in the Early Years from Nursery upwards of small group teaching for the most and least able disadvantaged in core areas

Our end of Reception data shows that children who attended our Nursery were considerably more likely to achieve a GLD than those who had not.  We, therefore, need to implement further focus on basic skills in the Nursery and ensure ‘catch up’ in Reception for those children joining us later in the year.  

AI

Half termly

B. Targeted support

Outcome

Action

Evidence/Rationale

Led by

Reviewed

To identify specific strategies through dialogue with the children which will raise their achievement overall

To implement and sustain specific small group activities, based on the needs of the children, to raise their aspirations and engagement at school as well as impact on standards eg. Boys Reading Club, visit to the Brighouse for coaching and mentoring

Following on from the success of Boys Writing Club and Library Club, this now needs to be developed with Key Stage 1 and widened into Reading so that PP boys enjoy reading more widely.

MT

Half termly

To ensure achievement of PP children is improving consistently across the school compared to all children nationally

To implement specific interventions eg precision teaching led by teachers and TAs based on the needs of vulnerable children identified at Pupil Progress meetings

Research evidence shows that TAs make the most impact when working with specialist programmes and are highly trained.  Our previous interventions and target teaching led by specialist teachers and TAs show that this has made the greatest impact.

EK

Half termly

To raise standards in Reading and Writing for children in the ASD base and across the school with ASD

To provide additional emotional and well-being support for children with ASD and who are also PP in the Resource Base and across the school through mentoring support and coaching using ICT

This approach was highly successful last year but there it now needs to be tailored further so that it is used more regularly in mainstream classes.  The Chrome Books are fully implemented into the Resource Base and now need to be embedded for children with SEN/PP. Lead staff from the base have timetabled capacity to support children and advise staff across the school.

EK/SH

Half termly

C.  Other approaches

Outcome

Action

Evidence/Rationale

Led by

Reviewed

To ensure that children are ready and fit to learn from the start of the day

To extend the opportunities available before and after school and to provide a greater range of out of hours activities, including reading clubs at different times.  To have spare uniform, kit and also supply food as needed for vulnerable children.

Our previous actions have shown that ensuring children are fit and ready to learn have been successful.  Behaviour tracking information shows that, although there was an increase in exclusions for a specific reason, the incidents relating to the PP group fell from 12 lunchtime incidents + 3 after school last year to 3 lunchtime and 1 after school.  As these were from vulnerable families and, therefore, it is our intention to provide greater support for this group before and after school.

AG/EK

Termly

To provide support and challenge for parents in getting their children to school every day

Further develop the role of the mentor for attendance and family support, re-structure the Inclusion Team to allow greater time for the Senior Mentor to work with vulnerable families and additional family support work initially with an external agency

Our previous actions in 2017 – 18 have showed that this rigorous level of analysis and persistence when challenging poor attendance is successful.  Attendance improved overall to 96.5% but there is still a lag for the PP group.

DL/EK

Half termly

To provide additional opportunities for PP vulnerable children who would benefit from additional support for vocabulary development, life skills and wider experiences

To provide additional out of school activities and residentials for children where support is needed to develop focus, engagement and determination to achieve, which is particularly important where life outside school may be an issue.  This includes a subscription cost to a local residential centre for at least 20 days per year.

The additional activities offered in the previous year led by the PP Lead teacher clearly had an impact in terms of a consistently positive attitude to learning from the group, low rates of behavioural concerns and improved attitudes to Writing.  This now needs to be widened. It is clear that the new national assessments have higher expectations in both Reading and Writing and PP children need further support in developing resilience, confidence and also vocabulary to achieve the expected standard and higher.  

MT

Termly

Total Budgeted cost

£450, 000



Review of expenditure

Previous academic year

£372, 240  56% est

A Quality of teaching for all

Outcome

Action

Impact

Lessons learned

Cost

Year 6 in 2017-18 were a vulnerable group due to high mobility and they were the first cohort at 90.  In all areas bar Maths, PP children out performed all pupils. In Reading, more PP children achieved the higher standard than all children.  

Focus on the quality of teaching: additional expert teachers focusing on vulnerable groups in Y6 and across the school. Additional support for mental well-being.

End of KS2 achievement, see overall SIP outcomes p.5; diminishing differences in attainment against all children nationally.  Three year trend overall of improved achievement.

Overall there is still a need to improve reading achievement for PP boys across the school.  More low prior attaining children need to achieve the expected standard and the rate of progress for PP who are new to the school needs to be tracked closely.  

£250, 000 salary contributions

B. Targetted support

Outcome

Action

Impact

Lessons learned

Cost

Diminishing differences for boys PP and all children across the school (Nursery to Y6)

Programme of targeted interventions and small group teaching with Assistant Principals and TAs

Whole school Reading: PP: 75% at age related compared to the whole school at 74% Reading expected.  


Whole school Writing: PP: 70% age related with whole school at 71%.

Overall success rates are high with this approach.  Still some areas to improve in terms of consistency – Y5 progress and achievement was lower than expected; this year group had some issues with mobility and initially assessments needed to be moderated.  

£200, 000 salary contributions (see above)

Improved achievement at the end of Y1 and Y2 phonics for PP children

Almost all TAs were allocated groups in Y1 after lunch every day.  

PP children’s phonics rose significantly this year to 89% PP (from 81% in 2017) and 98% at the end of Year 2 (95% in 2017)   

This strategy was clearly successful with children who needed to catch up receiving swift support as needed.  Further support will now be needed for the new Y2 PP who did not achieve the expected standard and the current Y4 where there are still a very small number who struggle with phonics.

£46, 000 TA costs

Diminished differences and greater engagement/positive attitudes to learning for Y5 and 6 PP boys

Engaging after school activities eg. Writing Clubs and Library visits led by the PP Champion teacher

Incidents for the PP group decreased overall.

Behaviour tracking information shows that, although there was an increase in exclusions for a specific reason, the incidents relating to the PP group fell from 12 lunchtime incidents + 3 after school last year to 3 lunchtime and 1 after school.

£4, 500 TLR2b for lead teacher

£2, 500 contribution to buy ‘life long’ ownership share plus £1000 annual maintenance charge

C. Other approaches

Outcome

Action

Impact

Lessons learned

Cost

Differences removed for children attending full time Nursery by the end of the EYFS

Full time free Nursery places available for all families, including a high proportion of PP children and families

By the end of Reception in 2018, 71% of all children achieved a GLD and the difference was very small in terms of the PP group at 70%

This strategy has clearly made a successful impact and ensures that children have the best start to their early education.  This however is no longer financially viable.

However, vulnerable families will be offered a free full time Nursery place to ensure they have the best start according to specific criteria  

£40, 000 additional contribution

£25, 000 staffing costs

Differences in attendance rates for all children and PP children are small but still evident

Senior mentor has taken on broader management role and has improved systems for referral and court action   

Attendance for all children aged 5 and over was 96.5% and PP 94.3%

Close tracking and swift interventions with attendance is clearly an effective strategy.  There are still some hard to reach families plus children in the ASD provision which need support to improve.  The lower attendance for this group is attributable in part to specific cases but needs to improve further.

Breakfast Club

£5000 salary contribution

£1000 food costs

£1000 uniform costs

£1000 resources


Attendance team

£12, 00 salary contribution

£6000 family support worker contribution



7. Additional Information

Overall, the school has a strong vision of ‘inspire, create, achieve’ and a belief that all children can achieve the highest standards if they are inspired and engaged by learning.  There is a strong ‘can do’ ethos across the school underpinned by rigorous structures which focus on challenging staff to have the highest expectations for vulnerable children and careful targeting and allocation of resources.

The Local Governing Body place a strong focus on achievement for disadvantaged children and ensure that they challenge the Executive Principal, Principal and SLT to achieve the best outcomes for this group as well as all children through Performance Management, a named Governor and regular updates and visits to monitor progress.  


2017-2018

1. Summary Information

School

Billesley Primary School

Academic Year

2017 – 18

Total PP budget

£390, 720 (est)

Date of most recent PP review

Maths review October 2016

No of Pupils

655 (including 39 FTE Nursery)

No of pupils eligible for PP

310 (+ 1 CLA)

55%

Date for next review

Autumn 2017

 

2. Current attainment

 

Pupil eligible for PP

National – all pupils

End of KS2 2016

   

Reading

66%

71%

Writing

76%

76%

Maths

76%

75%

GPS

87%

77%

RWM Combined

66%

61%

Reading progress

-0.39

0

Writing progress

2.2

0

Maths progress

1.59

0

End of KS1 2016

   

Reading

69%

74%

Writing

61%

66%

Maths

67%

73%

RWM Combined

64%

60%

Phonics

 

2016

Year 1

81%

81%

Year 2

95%

91%

EYFS GLD

 

2016

 

78%

69%

 

3. Barriers to learning (for pupils eligible for PP)

In school barriers

A

Poor language skills on entry to school, whether in the EYFS or at another point in school.  This may be due to lack of parental knowledge at home on how to develop communication skills, parents who may have little English themselves or families are newly arrived

B

Lack of wider experiences in terms of vocabulary development eg. access to reading books, visits to places of cultural interest, sporting activities

C

Lack of access to resources eg. IT, books or excessive access to materials that are not necessarily supportive to education eg. long periods of time watching TV, games etc

External barriers

E

Attendance is a major barrier to learning for PP children at Billesley.  Parents have struggled to find a school place near to their home, they are allocated a place at Billesley but may have a long journey and so sometimes struggle to attend regularly

F

Complex family needs – children may not have an adequate diet, regular sleep patterns, regular exercise or home may be chaotic and lack routines

G

Parents and families want to support their children but do not know how to and do not have experiences themselves of the ‘wider world’

 

4. Desired outcomes

Success Criteria

A

To raise standards of attainment to diminish differences in attainment of PP children and all children nationally

See overall school targets and outcomes (SIP 2017)

RWM combined

B

To ensure accelerated progress of PP children so that any differences in attainment are reduced swiftly/children are able to catch up

See overall school targets and outcomes (SIP 2017)

RWM combined

C

To ensure PP/SEN children make swift progress in achieving the expected standard in the Y1/2 phonics check and then to continue support for wider reading skills so that they have the necessary skills to support their progress in all other subjects

Improved progress in Y3 and 4 Reading 2017-18 for SEN/PP group

 

To provide support and challenge for disadvantaged boys to ensure that they achieve the expected standard or higher at the end of KS2

% improvement in ARE end of KS2 for boys/PP

D

To provide more targeted support to vulnerable families and so enable parents to support their children at home through a more varied range of workshops and resources, including the use of Google and interactive resources

At least 95% of parents and carers in the target group report that they feel better able to support their child at home

 

Planned expenditure

Academic Year

2017 - 18

A. Quality of Teaching for all

Outcome

Action

Evidence/rationale

Led by

Reviewed

To raise standards of boys/PP achievement in Reading and Writing at the end of Y6

To implement a peer to peer pedagogical approach to teacher development with a focus on the role of Lead Practitioners

Feedback to teachers is most effective when it is immediate and shared through modeling and practical examples.  LPs will focus on supporting all staff to ensure that teaching is effective and targeted to the needs of the most disadvantaged/those who are vulnerable to underachievement

KR

Fortnightly

To raise standards of boys/PP achievement in Maths, Reading and Writing at the end of Y6

To teach Year 6 in targeted groups with highly skilled subject specialist staff supporting the most and least able children

This has been the most successful approach and made the most impact in previous years as children are able to access support and feedback swiftly and ensure that any gaps in learning are addressed.

KR

Half termly

To raise standards of achievement for SEN/PP group into Y3/4  

To ensure that Y3/4 children, including the newly arrived are taught in differentiated groups at an appropriate pitch to provide catch up support for reading and to develop wider reading skills

Teaching in small groups, at a swift pace with a multi sensory approach has shown at Billesley that children with low levels of language competency or who are new to English are able to catch up swiftly whilst the more able are able to progress to spelling and grammar at their own pace.

SH

Weekly

To raise standards in Maths for the disadvantaged pupils in gaining ARE at the end of KS 1 and to support transition for this group into Y3

To develop assessment and feedback processes with a focus on Y2 to ensure that the quality of teaching is improved through appropriate pitch and challenge

The previous Y2 cohort have high mobility and a large number of pupils new to the school which has meant they need support to catch up.  In the previous year this group showed they were able to achieve the higher standard in the KS 1 tests but lacked evidence of wider achievement at this level in their work overall.  The target this year, therefore, with the new Y2 who are a more stable group is the improve the % which achieve GDS and then support the new Y3 in maintaining progress.

EK

Half termly

To raise standards of achievement in basic skills in the EYFS i.e. communication, phonics and number

To implement a programme of quick intervention in the Early Years from Nursery upwards of small group teaching for the most and least able disadvantaged in core areas

Our end of Reception data shows that children who attended our Nursery were considerably more likely to achieve a GLD than those who had not.  We, therefore, need to implement further focus on basic skills in the Nursery and ensure ‘catch up’ in Reception for those children joining us later in the year.  

AI

Half termly

B. Targetted support

Outcome

Action

Evidence/Rationale

Led by

Reviewed

To identify specific strategies through dialogue with the children which will raise their achievement overall

To implement and sustain specific small group activities, based on the needs of the children, to raise their aspirations and engagement at school as well as impact on standards eg. Boys Writing Club, Library Club

This year a range of targeted workshops and clubs was led by the PP Champion which were successful in improving engagement and attainment.  Some staff also led additional clubs after school. This now needs to be embedded and extended across a wider staff group.

MT

Half termly

To ensure achievement of PP children is improving consistently across the school compared to all children nationally

To implement specific interventions eg precision teaching led by teachers and TAs based on the needs of vulnerable children identified at Pupil Progress meetings

Research evidence shows that TAs make the most impact when working with specialist programmes and are highly trained.  Our previous interventions and target teaching led by specialist teachers and TAs show that this has made the greatest impact.

EK

Half termly

To raise standards in Reading and Writing for children in the ASD base and across the school with ASD

To provide additional emotional and well-being support for children with ASD and who are also PP in the Resource Base and across the school through mentoring support and coaching using ICT

The use of Google classroom is now embedded by the resource base in the Summer and in-school data showed that there were far fewer behavioural incidents and greater engagement in reading and writing due to the use of Chrome Book.  This is now being further extended this year with the base children using Chrome Books for all of their core lessons. This has also meant that lead staff from the base have greater capacity to support children and advise staff across the school.

EK/SH

Half termly

C.  Other approaches

Outcome

Action

Evidence/Rationale

Led by

Reviewed

To ensure that children are ready and fit to learn from the start of the day

To extend the opportunities available before and after school and to provide a greater range of out of hours activities, including reading clubs at different times.  To have spare uniform, kit and also supply food as needed for vulnerable children.  

Our previous actions have shown that ensuring children are fit and ready to learn have been successful.  There were 3 fixed term exclusions last year which is an improvement on the previous year (1 x 1 day; 2 x 0.5 days) which is low overall.  The 3 were PP children, all 3 were from vulnerable families and, therefore, it is our intention to provide greater support for this group before and after school.

AG/EK

Termly

To provide support and challenge for parents in getting their children to school every day

Further develop the role of the mentor for attendance and family support, re-structure the Inclusion Team to allow greater time for the Senior Mentor to work with vulnerable families and additional family support work initially with an external agency

Our previous actions in 2016 – 17 have showed that this rigorous level of analysis and persistence when challenging poor attendance is successful.

DL/EK

Half termly

To provide additional opportunities for PP vulnerable children who would benefit from additional support for vocabulary development, life skills and wider experiences

To provide additional out of school activities and residentials for children where support is needed to develop focus, engagement and determination to achieve, which is particularly important where life outside school may be an issue.  This includes a subscription cost to a local residential centre for at least 20 days per year.

The additional activities offered in the previous year led by the PP Lead teacher clearly had an impact in terms of a consistently positive attitude to learning from the group, low rates of behavioural concerns and improved attitudes to Writing.  This now needs to be widened.  It is clear that the new national assessments have higher expectations in both Reading and Writing and PP children need further support in developing resilience, confidence and also vocabulary to achieve the expected standard and higher.  

MT

Termly

Total Budgeted cost

£450, 000

 

Review of expenditure

Previous academic year

£372, 240  56%

A Quality of teaching for all

Outcome

Action

Impact

Lessons learned

Cost

Differences are diminishing between all children at BPS and PP in achievement and more PP pupils achieved the higher standard at the end of KS2

Focus on the quality of teaching: additional expert teachers focusing on vulnerable groups in Y6 and across the school.

End of KS2 achievement, as per table above; diminishing differences in attainment against all children nationally.  Three year trend overall of improved achievement.  

With the changes in assessment nationally, further support is needed for PP boys in developing their reading skills.  More low prior attaining children need to achieve the expected standard and the rate of progress for PP who are new to the school needs to be tracked closely.  

£200, 000 salary contributions

B. Targetted support

Outcome

Action

Impact

Lessons learned

Cost

Diminishing differences for boys PP and all children across the school (Nursery to Y6)

Programme of targeted interventions and small group teaching with Assistant Principals and TAs

Whole school Reading: Boys PP: 64% secure with 71% making expected progress and 41% making accelerated progress.  This compared to the whole school at 67% Reading expected secure.  


Whole school Writing: Boys PP: 63% secure with 71% making expected progress and 30% making accelerated progress.  This compares to the whole school with 69% secure, 76% making expected progress and 41% making accelerated progress.  

Overall success rates are high with this approach.  Still some areas to improve in terms of consistency – Y3 progress was lower than expected; this year group has had high mobility and this has affected progress.  New teacher to be appointed.  

£200, 000 salary contributions (see above)

Improved achievement at the end of YR and Y1 phonics for PP children

Additional TAs allocated to the EYFS/Y1 in order to run small group interventions, both for the less able and the more able in Reading and Writing

At the end of Reception, PP children’s attainment in Reading exceeds that of all children at 80%.  PP children outperformed all children in Writing with 78% at age related compared to 73% all children.  At the end of Y1, 81% PP children achieved the expected standard with 86% of all children at this standard.  However, by the end of Y2, both PP and all pupils achieve a similar standard    

This strategy was clearly successful with children who needed to catch up receiving swift support as needed.  Further support will now be needed for the new Y2 PP who did not achieve the expected standard and the new Y3 SEN group.

£46, 000 TA costs

Diminished differences and greater engagement/positive attitudes to learning for Y5 and 6 PP boys

Engaging after school activities eg. Writing Clubs and Library visits led by the PP Champion teacher

Exclusions fell overall (2 x 0.5 days and 1 x 1 day)

Behaviour tracking information shows that there was a significant difference in low level incidents for Y5 and 6 boys compared to all across KS 2 and, therefore, this strategy clearly impacted on attitudes to learning.

£4, 500 TLR2b for lead teacher

£2, 500 contribution to buy ‘life long’ ownership share plus £1000 annual maintenance charge

         

C. Other approaches

Outcome

Action

Impact

Lessons learned

Cost

Differences removed for children attending full time Nursery by the end of the EYFS

Full time free Nursery places available for all families, including a high proportion of PP children and families

By the end of Reception in 2016, 70% of all children achieved a GLD and the difference was very small in terms of the more able/more able PP

This strategy has clearly made a successful impact and ensures that children have the best start to their early education.  This now needs to be developed further

£40, 000 additional contribution

£25, 000 staffing costs

Differences in attendance rates for all children and PP children are small

Additional family support and attendance mentor employed and role extended.  

Attendance for all children aged 5 and over was 95.56% and PP was 95.18%

Close tracking and swift interventions with attendance is clearly an effective strategy.  There are still some hard to reach families plus children in the ASD provision which need support to improve.

Breakfast Club

£5000 salary contribution

£1000 food costs

£1000 uniform costs

£1000 resources


Attendance team

£12, 00 salary contribution

£6000 family support worker contribution

 

7. Additional Information

Overall, the school has a strong vision of ‘inspire, create, achieve’ and a belief that all children can achieve the highest standards if they are inspired and engaged by learning.  There is a strong ‘can do’ ethos across the school underpinned by rigorous structures which focus on challenging staff to have the highest expectations for vulnerable children and careful targeting and allocation of resources.

The Local Governing Body place a strong focus on achievement for disadvantaged children and ensure that they challenge the Executive Principal, Principal and SLT to achieve the best outcomes for this group as well as all children through Performance Management, a named Governor and regular updates and visits to monitor progress.  


2016-2017

1. Summary Information

School

Billesley Primary School

Academic Year

2016 – 17

Total PP budget

£372,240 (est)

Date of most recent PP review

Maths review October 2016

No of Pupils

624 (including 39 FTE Nursery)

No of pupils eligible for PP

331 (+ 5 CLA)

53.21%

Date for next review

Summer 2017

 

2. Current attainment

 

Pupil eligible for PP

National – all pupils

End of KS2 2016

 
 

Reading

57%

66%

Writing

67%

74%

Maths

74%

70%

GPS

72%

72%

RWM Combined

52%

53%

Reading progress

0.7

 

Writing progress

0.9

 

Maths progress

3.0

 

End of KS1 2016

 
 

Reading

64%

74%

Writing

57%

66%

Maths

64%

73%

RWM Combined

52%

60%

Phonics

 
 

Year 1

76%

81%

Year 2 all

91%

90%

EYFS GLD

 
 
 

62%

69%

 

3. Barriers to learning (for pupils eligible for PP)

In school barriers

A

Poor language skills on entry to school, whether in the EYFS or at another point in school.  This may be due to lack of parental knowledge at home on how to develop communication skills, parents who may have little English themselves or families are newly arrived

B

Lack of wider experiences in terms of vocabulary development eg. access to reading books, visits to places of cultural interest, sporting activities that impact on gross and fine motor skills for writing

C

Children have highly positive attitudes to learning and want to achieve but may want additional support and reassurance from adults that slows the development of their independent learning

D

Lack of access to resources eg. IT, books or excessive access to materials that are not necessarily supportive to education eg. long periods of time watching TV, games etc

External barriers

E

Attendance is a major barrier to learning for PP children at Billesley.  Parents have struggled to find a school place near to their home, they are allocated a place at Billesley but may have a long journey and so sometimes struggle to attend regularly

F

Complex family needs – children may not have an adequate diet, regular sleep patterns, regular exercise or home may be chaotic and lack routines

G

Parents and families want to support their children but do not know how to and do not have experiences themselves of the ‘wider world’

 

4. Desired outcomes

Success Criteria

A

To raise standards of attainment to diminish differences in attainment of PP children and all children nationally

See overall school targets and outcomes (SIP 2016)

RWM combined

B

To ensure accelerated progress of PP children so that any differences in attainment are reduced swiftly/children are able to catch up

See overall school targets and outcomes (SIP 2016)

RWM combined

C

To ensure PP children make swift progress in achieving the expected standard in the Y1 phonics check so that they have the necessary reading skills to support their progress in all other subjects

At least 81% of PP children achieve the expected standard

D

To provide challenge for the most able disadvantaged children to ensure that they achieve the higher standard at the end of KS2

7% improvement in GDS in RWM combined at the end of KS2

E

To provide more targeted support to vulnerable families and so enable parents to support their children at home through a more varied range of workshops and resources, including the use of Google and interactive resources

At least 95% of parents and carers in the target group report that they feel better able to support their child at home

 

Planned expenditure

Academic Year

2016 - 17

A. Quality of Teaching for all

Outcome

Action

Evidence/rationale

 

Led by

Reviewed

To raise standards of achievement in Reading and Writing at the end of Y6

To implement a peer to peer pedagogical approach to teacher development with a focus on the role of Lead Practitioners

Feedback to teachers is most effective when it is immediate and shared through modeling and practical examples.  LPs will focus on supporting all staff to ensure that teaching is effective and targeted to the needs of the most disadvantaged/those who are vulnerable to underachievement

KR

Fortnightly

To raise standards of achievement in Maths, Reading and Writing at the end of Y6

To teach Year 6 in targeted groups with highly skilled subject specialist staff supporting the most and least able children

This has been the most successful approach and made the most impact in previous years as children are able to access support and feedback swiftly and ensure that any gaps in learning are addressed.

JC

Half termly

To raise standards of achievement in the Y1 phonics check

To ensure that Y1 children, including the newly arrived are taught in differentiated groups at an appropriate pitch using the synthetic phonic approach

Teaching in small groups, at a swift pace with a multi sensory approach has shown at Billesley that children with low levels of language competency or who are new to English are able to catch up swiftly whilst the more able are able to progress to spelling and grammar at their own pace.

SH

Weekly

To raise standards in Maths for the most able disadvantaged in at the end of KS 1

To develop assessment and feedback processes with a focus on Y 2 to ensure that the quality of teaching is improved through appropriate pitch and challenge

Last year showed that this group were able to achieve the higher standard in the KS 1 tests but lacked evidence of wider achievement at this level in their work overall.  

EK

Half termly

To raise standards of achievement in basic skills in the EYFS i.e. communication, phonics and number

To implement a programme of quick intervention in the Early Years from Nursery upwards of small group teaching for the most and least able disadvantaged in core areas

Our end of Reception data shows that children who attended our Nursery were considerably more likely to achieve a GLD than those who had not.  We, therefore, need to implement further focus on basic skills in the Nursery and ensure ‘catch up’ in Reception for those children joining us later in the year.  

AI

Half termly

B. Targetted support

Outcome

Action

Evidence/Rationale

 

Led by

Reviewed

To identify specific strategies through dialogue with the children which will raise their achievement overall

To implement and sustain specific small group activities, based on the needs of the children, to raise their aspirations and engagement at school as well as impact on standards eg. Boys Writing Club, Library Club

This year a range of targeted workshops and clubs was led by the PP Champion which were successful in improving engagement and attainment.  Some staff also led additional clubs after school. This now needs to be embedded and extended across a wider staff group.

MT

Half termly

To ensure achievement of PP children is improving consistently across the school compared to all children nationally

To implement specific interventions eg Project X, Toe by Toe, Precision Teaching, Wave 3 Maths led by teachers and TAs based on the needs of vulnerable children identified at Pupil Progress meetings

Research evidence shows that TAs make the most impact when working with specialist programmes and are highly trained.  Our previous interventions and target teaching led by specialist teachers and TAs show that this has made the greatest impact.

EK

Half termly

To raise standards in Reading and Writing for children in the ASD base and across the school with ASD

To provide additional emotional and well-being support for children with ASD and who are also PP in the Resource Base and across the school through mentoring support and coaching using ICT

The use of Google classroom was piloted by the resource base in the Summer and in-school data showed that there were far fewer behavioural incidents and greater engagement in reading and writing due to the use of Chrome Book.  This is now being further extended this year with the base children using Chrome Books for all of their core lessons. This has also meant that lead staff from the base have greater capacity to support children and advise staff across the school.

EK/SH

Half termly

C.  Other approaches

Outcome

Action

Evidence/Rationale

 

Led by

Reviewed

To ensure that children are ready and fit to learn from the start of the day

To extend the opportunities available before school and provide additional resources for Breakfast Club.  To have spare uniform, kit and also supply food as needed for vulnerable children.  

Our previous actions have shown that ensuring children are fit and ready to learn have been successful.  There were 4 fixed term exclusions last year (3 x 1 day; 1 x 6 days which is low overall.  3 of the 4 were PP children, 2 of which were from vulnerable families and, therefore, it is our intention to provide greater support for this group before and after school.

http://us8.campaign-archive1.com/?u=cb569f99caaaedff117cdc74c&id=8f22e81bed&e=[UNIQID]

AG

Half termly at Pupil Progress

 
 

To provide support and challenge for parents in getting their children to school every day

Further develop the role of the mentor for attendance and family support, re-structure the Inclusion Team to allow greater time for the Senior Mentor to work with vulnerable families and additional family support work initially with an external agency

Our previous actions in 2015 – 16 have showed that this rigorous level of analysis and persistence when challenging poor attendance is successful.

DL/EK

Half termly at Pupil Progress

To provide additional support to parents where consistency at home is of concern

Engage in pilot scheme led by LA Health Education Team to work with mentor and family support worker alongside children in school with a focus on vulnerable PP families

There are still some families who are hard to reach and we need support in developing new ways to reach out to these parents and families.  

EK

March 2017

To provide additional opportunities for PP vulnerable children who would benefit from additional support for vocabulary development, life skills and wider experiences

To provide additional out of school activities and residentials for children where support is needed to develop focus, engagement and determination to achieve, which is particularly important where life outside school may be an issue.  This includes a subscription cost to a local residential centre for at least 20 days per year.

The additional activities offered in the previous year led by the PP Lead teacher clearly had an impact in terms of a consistently positive attitude to learning from the group, low rates of behavioural concerns and improved attitudes to Writing.  This now needs to be widened.  It is clear that the new national assessments have higher expectations in both Reading and Writing and PP children need further support in developing resilience, confidence and also vocabulary to achieve the expected standard and higher.  

MT

Termly at Pupil Progress

Total Budgeted cost

£380, 000

 

Review of expenditure

Previous academic year

£355, 080  58.35%

A Quality of teaching for all

Outcome

Action

Impact

Lessons learned

Cost

Differences are diminishing between all children at BPS and PP in achievement and progress at the end of KS 2 is better than all children overall and all children nationally

Focus on the quality of teaching: additional expert teachers focusing on vulnerable groups in Y6 and across the school.

End of KS2 progress, as per table above; diminishing differences in attainment against all children nationally.  Three year trend overall of improved achievement.  

With the changes in assessment nationally, further support is needed for PP children in developing their reading skills at a higher level.  More low prior attaining children need to achieve the expected standard and some higher prior attainers need to achieve the higher standard this year.  

£150, 000 salary contributions for Lead Practitioners

£6000 cover for staff to work alongside expert teachers

£20, 000 highly skilled TAs working on ‘catch up activities with children ‘just below’ the required standard

B. Targeted support

Outcome

Action

Impact

Lessons learned

Cost

Diminishing differences for boys PP and all children across the school (Nursery to Y6)

Programme of targeted interventions and small group teaching with Assistant Principals and TAs

Whole school Reading: Boys PP: 62% secure with 78% making expected progress and 29% making accelerated progress.  This compared to the whole school at 64% Reading expected secure.  

 

Whole school Writing: Boys PP: 58% secure with 79% making expected progress and 38% making accelerated progress.  This compares to the whole school with 63% secure, 75% making expected progress and 32% making accelerated progress.  

 
 

Overall success rates are high with this approach.  Still some areas to improve in terms of consistency – Y3 achievement was lower than expected; greater development of the use of assessment information needed

£42, 000 contribution to salary costs plus

£10, 000 additional activities and contribution to visits to develop language skills

Improved achievement at the end of YR and Y1 phonics for PP children

Additional TAs allocated to the EYFS in order to run small group interventions, both for the less able and the more able in Reading and Writing

At the end of Reception, PP children’s attainment in Reading matches that of all children at 65%.  PP children outperformed all children in Writing with 68% at age related compared to 66% all children.  At the end of Y1, 76% PP children achieved the expected standard with 75% of all children at this standard.    

This strategy was clearly successful with children who needed to catch up receiving swift support as needed.  Further support is now needed to close the gap with the national figures for all children at 81%.

Contribution towards Teaching Assistant for children at L1 and 2 EAL who are also PP

£8000 plus £10, 000 reading resources, synthetic phonics

Diminished differences and greater engagement/positive attitudes to learning for Y5 and 6 PP boys

Engaging after school activities eg. Writing Clubs and Library visits led by the PP Champion teacher

% of  Y5 PP boys achieving  ARE was for:

Reading  62% (-1% all ch)

Writing  61% (+5% all ch)

Maths 75% (+8% all ch)

 

% of  Y6 PP boys achieving  ARE was for:

Reading  60% (-6% all ch)

Writing  69% (+2% all ch)

Maths 83% (+6% all ch)

Behaviour tracking information shows that there was a significant difference in low level incidents for Y5 and 6 boys compared to all across KS 2 and, therefore, this strategy clearly impacted on attitudes to learning.

 

For example, a child in Y6 at risk of permanent exclusion went on to achieve the expected standard in all subjects and made accelerated progress due additional support from Writing Clubs, residentials, small group teaching and additional mentoring.

£ 2500 TLR 2a for PP Lead teacher

C. Other approaches

Outcome

Action

Impact

Lessons learned

Cost

Differences removed for children attending full time Nursery by the end of the EYFS

Full time free Nursery places available for all families, including a high proportion of PP children and families

By the end of Reception in 2016, 70% of all children achieved a GLD and the difference was very small in terms of the more able/more able PP

This strategy has clearly made a successful impact and ensures that children have the best start to their early education.  This now needs to be developed further

£32, 000 contribution to additional Early Years staffing to enable additional staffing in Nursery

Differences in attendance rates for all children and PP children are small

Additional family support and attendance mentor employed and role extended.  

Attendance for all children aged 5 and over was 95.56% and PP was 95.18%

Close tracking and swift interventions with attendance is clearly an effective strategy.  There are still some hard to reach families plus children in the ASD provision which need support to improve.

£12, 000 salary contribution plus £2000 additional supports services

Vulnerable children supported in being ready to learn by ensuring have adequate food and equipment

Additional family support and mentor, Breakfast Club and additional uniform supplied.

Given that the school expanded significantly last year, there were few exclusions or significant behavioural issues.

This is, however, a growing issue as the school continues to expand and needs to be further developed.

£5000 salary contribution

£1000 food costs

£1000 uniform costs

£1000 resources

 

£2, 500 contribution to buy ‘life long’ ownership share in residential centre plus £1000 annual maintenance charge

Looked after children make good progress overall both academically and socially 

 

Vulnerable looked after children provided with identified resources as agreed in order to support their academic and pastoral well-being

Currently 1 child looked after in Y1, who did not reach ELG in reception and is now working at ARE and is much more settled in school and developing better relationships with his peers rather than continuously seeking adult attention

Two child adopted from care. 1 in Y1 with EHCP and 1:1 support, still below ARE, making accelerated progress and becoming more independent in learning. The other in Y3 more settled in school, but often distracted. Now working at ARE in Reading and Grammar. Just below in writing and maths. Beginning to make accelerated progress. Three children no longer classed as CLA - residency order (no longer receive additional funding). Y4  ARE accelerated progress whilst in CLA. Y2 ARE and YR ARE

Funding needs to be adapted on a continuous basis to ensure spent as appropriate

Adopted from care 2 children £2200

£90 fine motor resources

£2110 intervention programmes: fine motor,

social skills groups.

 

CLA £500 (September) Play equipment, to build friendships and play skills.

 

7. Additional Information

Overall, the school has a strong vision of ‘inspire, create, achieve’ and a belief that all children can achieve the highest standards if they are inspired and engaged by learning.  There is a strong ‘can do’ ethos across the school underpinned by rigorous structures which focus on challenging staff to have the highest expectations for vulnerable children and careful targeting and allocation of resources.

The Local Governing Body place a strong focus on achievement for disadvantaged children and ensure that they challenge the Executive Principal, Principal and SLT to achieve the best outcomes for this group as well as all children through Performance Management, a named Governor and regular updates and visits to monitor progress.  

 

Contact Us

Billesley Primary School
Trittiford Road
Billesley
Birmingham
B13 0ES
0121 675 2800