Home Page

Pupil Premium at Foxhills Junior School 2016-2017

PUPIL PREMIUM REPORT End Spring Term 2017

Pupil Premium 16/17 update

Actual 2015/16 Pupil Premium allocations as announced in June 2015.

https//www.gov.uk/government/news/disadvantaged-primary-pupils-to-benefit-from-extra-225-million

  • Pupil Premium for FSM (Free School Meal):

      • Primary - £1,320

      • Secondary - £935

  • Pupil Premium (Plus) for CIC (Children in Care) in Hampshire is £1,900 BUT it is the responsibility of the Head of the Virtual School to decide “the spend”. In Hampshire, £400 is being top sliced for central developments.

  • Pupil Premium (Plus) for Adopted Children and those under a Special Guardianship Order (SGO) or Residential Order (RO) is £1,900.

  • Service Children Premium - £300 but increased to Ever 5. NB This allocated funding is not specifically given to narrow the gap but to mitigate issues related to mobility, transition and integration.

In March 2017, Foxhills Junior School shows 55 (16%) Pupil Premium children (2016 ~ 49) and 2 Service children (2016 ~ 6) on roll (total funding £66,480 as determined by January 2016 CENSUS.

How do I register my child for Free School Meals?

Please register your child if you are eligible using the easy online facility which has been launched by Hampshire County Council Catering Services (HC3S). You can now check your eligibility for FSM. This self-service option is available by clicking here: Am I eligible for Free School Meals?

For this online service, all you need to do is enter your name, National Insurance number or Asylum number, address and your child’s details. Then press submit and find out if you are eligible. If the result comes back found, this means your child is eligible for FSM and the system automatically tells the school. You no longer have to find the paperwork and go into school to get it checked.

 

RATIONALE

Whilst the money is given to schools for each eligible child, schools decide how the Pupil Premium is spent, since it is recognised that they are best placed to assess what additional provision should be made for the individual children within their responsibility.

Our Pupil Premium Plan for 2016/2017 continues to focus on Closing the Gap using explicit school-level strategies. In addition to support already in place, in and out of the classroom, increased dedicated time at the end of every lesson, has been introduced in March to address misconceptions in learning and identify Next Steps in writing and Maths. Improving links with our Infant feeder schools and local Junior Schools continues to be a priority.

The measure of success continues to be closing the gap between Pupil Premium and Non-Pupil Premium children in terms of Attendance, and Attainment and Progress. In addition, regardless of context or social background, we expect all our children to make progress and attain ARE in line with the LA and National standards.

In 2016, we set ourselves the target of at least 80% of the Year 6 cohort attaining ARE in Reading, Writing and Mathematics by the end of the 2017 academic year.

At a National Level, the End KS2 results 2016 (Raise on line/Dashboard) indicate that in 2016, only 53%+ of Year 6 children achieved ARE in RWM combined and 59% at LA Level. At Foxhills Junior School, 57% of children achieved ARE in 2016.

For Pupil Premium children, the End KS2 results (Raise on line/Dashboard) indicate that in 2016, 31% (12% Pupil Premium children SEND) attained age appropriate levels in Reading, Writing and Maths combined.

Based on the January Census 2017 projected funding for the academic year 2017/18, will be £77,160 for 58 PP children and 2 Service children, who, within the last six years, were either Looked After Children (CIC- 4) or eligible for Free School Meals including Adopted children, Special Guardianship and Service children.

Details of how we spend the Pupil Premium funding and the effect this has had on the attainment of the pupils who attract the funding are on the website.

In class, daily teacher assessment and “Pupil Conferencing”, “Gap analysis” and Diagnostic Test analysis continues to identify and target children’s learning barriers in Reading, Writing and Maths. Quality first teaching and Wave 2 interventions are more focussed (differentiated) to meet the specific learning needs of every child and this classroom pedagogy continues to be developed. New Wave 3 interventions to accelerate learning have been introduced in September ’16 and many children have each been allocated their own “learning resource book” – Toe By Toe.

Precision teaching re-introduced last year continues to target children with very low attainment in Reading and Maths on entry to Foxhills.

Paired Reading (initially supported by the HEPS Team (Hampshire Education Psychology Team ~ £500) was successfully introduced and began again in the Autumn Term. This will continue to provide support to families in our school community and will target our most vulnerable and underachieving children. This initiative will be led by a new member of staff - Carolyne Hubbard who joined us in early October.

 

It is recognised that a significant factor to improving children’s attainment is not only the type of intervention but the quality of the adult interaction - for this reason, there continues to be a greater investment in the provision of emotional support including ELSA and Nurture. Across the school, the shift in emphasis on the type of support given to Pupil Premium children continues: Lower school children attend our Transition / Nurture Group (Shooting Stars) while our older children benefit from a more pastoral approach through individual ELSA. Across the school, timetabled interventions focus on all aspects of core subjects including reading, writing and maths, phonics, spelling and handwriting. Children who are in line with or attaining below ARE (Age Related Expectations) also receive additional teacher support either in small groups or individually in Maths, Reading (including comprehension) and Writing. Three additional teachers are employed on a part time basis to support children in Year 6 and this will continue until the end of May 2017. As last year, from the start of Summer Term 2017, this intense catch-up support (with additional teachers) will be extended to Pupil Premium children in Y4 and Y5.

Maths progress across the school continues to be closely monitored by Matt Goodchild and Literacy (Reading, Writing and Spelling) by Chris Bristow.

Foxhills continues to expand its investment in Pupil Premium children:

Provision Information

All vulnerable children are closely monitored across the school. At the end of each academic year staff meet to transfer information and at the start of the school year, all staff are in receipt of pupil information with vulnerable children identified. This information is scrutinised so that action plans can be written and implemented.

Team Leaders Natalie Hogbourne, Matt Goodchild and Hayley Sired meet with teachers each half term (PPMs) to monitor every child’s progress and ensure the interventions in place are effective. On completion of PPMs, Reports are then discussed and reviewed with Chris B (including AEND) and further actions implemented as required. We ensure that where progress and attainment is below ARE, support will be put in place to accelerate progress - with an emphasis on overcoming Year Standard barriers; e.g. Year 3 to 4, Year 4 to 5 and Year 5 to 6.

16 Support Staff (excluding HLTA) - £174,869.

There is an LSA in every class each morning.

In addition to class LSAs, from September 2016 two additional LSAs were appointed to boost reading in Year 3 (45 hours weekly) with PP children a priority.

There is one child in Year 3 with an EHCP, so an additional LSA is employed to provide the 20 hours allocated. (This is an “out of catchment” child).

At least one LSA is allocated to a year group every afternoon for afternoon interventions.

Additional LSAs are employed to deliver Speech and Language programmes and OT programmes as advised by consultant specialists.

Three LSAs provide emotional support through ELSA and twice weekly Nurture/transition sessions. These sessions are well attended by our Pupil Premium children.

From end March 2017, LSAs in every class will dedicate the last 20 minutes of every lesson to our vulnerable children. The emphasis will be to ensure that all misconceptions are immediately addressed and next steps in learning identified and agreed.

In addition to lunchtime supervisors, three LSAs are employed every lunchtime to provide continuity and lead and promote enrichment activities and structure.

Qualified Teacher (0.6) Year 3, 4, 5 and 6

Support from September 2016:

- Maths Support with QT (0.2 – Tuesday and Thursday am) Y6.

- Literacy Support with QT (0.3 – Tuesday all day and Wednesday pm) Y6

- Additional Teaching Support QT (0.2 – Tuesday all day) Y5 and Y6

All three additional Qualified Teachers have been supporting learning in Year 6 since Autumn 2016.

Pupil Planners – £1,500 To further promote every child’s sense of “belonging”, and an inclusive learning environment, every child is given a free Planner at the start of the academic year. This is a link between home and school and also includes the school Reward System. This will be in place for September 2017.

Pencil Cases – £360 As above, every child is given the equipment needed in class in a pencil case and in line with our Rights Respecting Agenda, children learn to take responsibility for their possessions and understand the value of their equipment.

Book Wallets – £180 Every child is given a wallet to transport books to and from school.

Individual Reading /Spelling Books – Toe by Toe books have been purchased this year to support our low attaining readers – particularly under attaining PP.

Each book is £25 and individual to each child. Thirty six books have been purchased and provide a daily intervention programme for our most vulnerable children. - £900

Nurture/Transition (Shooting Stars) - two afternoons each week with 2 trained LSAs. Our trained LSAs attend CPD in line with Hampshire requirements and expectations. Assessments are made at the start of a programme of support and impact is measured.

Speech and Language Therapy (SALT) and OT

Training Costs/CPD SALT,ELSA, Curriculum

Daily ELSA training and support as required - AMD WS and NC

Youth and Family Matters support continues from September 2016 - £585

Increased Education Psychologist (SLA £2,500.00 pa) and Outreach support including SALT and OT

Increased SLA hours with EP – 5 days pa - £1,250.00.

Class Pedagogy:

Half- termly Child/Teacher Conferencing PPMs

Marking Policy to show increased expectations. PP children to meet with an adult at the start and end of every lesson.

Take 10 Maths Time – under attaining children to have daily focus – possibly on the carpet and meet with two adults during every lesson.

Pupil Progress Meetings (PPMs) every half term with Team Leaders / Deputy – Inclusion Leader

LAC Review Meetings and Personal Education Plan Meetings every half term – Designated Teacher for LAC (Chris Bristow). LAC Training. Pupil Premium on-going half termly training

Funding of School Trips for our most vulnerable children including Residential Visits - £1500 in Year 5 and Year 6 2016 and this trend is expected to continue this year with financial support already offered up to £1500.

In 2016 ~ Revision Guides to 13 PP children in Year 6 – £22.50 each x 3 per child = £877.5

In 2017 ~ Revision Guides to 12 PP children in Year 6 – £22.50 each x 3 per child = £810.0

Aspirations: In the Spring Term 2017, a second and successful Career Convention for Year 6 children was held to promote the skills and qualifications needed for children to pursue different avenues.

In the Summer Term, all Year 6 children will visit Southampton University for a science convention.

A Paired Reading initiative took place in the Autumn Term 2017 for 6 weeks and will be repeated in the Summer Term.

Some children will receive funding for After School clubs, School Book shop and contributions to school trips including Residential Visits.

Using the school minibus, we are now able to offer children additional visits to local areas of interest in line with Project learning, to promote an enriched curriculum and knowledge.

Free school milk from January 2015 continues for PP children

Additional transition arrangements from KS1 into KS2 and KS2 and KS3 will continue next year with extra visits planned for all vulnerable children.

 

ATTENDANCE 2016-2017

There has been one exclusion this term.

Attendance of PP children since September 2016 is 94.6% (2015-2016 ~ 95.3%)

Attendance of Non - PP children since September 2016 is 97.4% (2015 – 2016 ~ 96.4%)

Attendance figures since September show PP children to be just below Non PP children – 2.8% difference.

 

Attendance trends show a significant improvement in attendance figures for all children in the last 4 years with an Autumn attendance gap of 0.9%. Spring figures show a short term rise in the gap between PP and Non PP children however this is explained by the mobility of our two Looked After Children and the transition processes involved - with one of these children being relocated out of area.

 

2013 - 2014 Attendance PP children 90.6% ~ discrepancy of PP and Non PP children ~ 4.8%

2014 - 2015 Attendance PP children 92.4% ~ discrepancy of PP and Non PP children ~ 2.8%

2015 - 2016 Attendance PP children 95.3% ~ discrepancy of PP and Non PP children ~ 0.9%

 

All

Pupil Premium

Including LAC

PP

Boys

PP

Girls

Pupil Premium and

AEN

who are on AEN register

Whole school

347

55(15.9%)

30(54.5%)

25(45.5%)

11 (20%)

Year 3

92

14 (15.2%)

8 (57.1%)

6 (42.9%)

4(28.6%)

Year 4

85

13(15.3%

 

7(53.8%)

6(46.2)

2(15.4%)

Year 5

86

16(18.6%

2 LAC)

10(62.5%)

6(37.5%)

4(25%)

Year 6

84

12(15.9%)

5(41.7%)

7(58.3%)

1(8.3%)

Pupil Premium children at Foxhills end Spring Term 2017 including 2 LAC

 

 

 

 

 

 

 

 

 

 

 

 

PP Year 3 Report for end Spring Term 2017 (14 children – 8 boys)

On entry to Foxhills Junior School, KS1 Data continues to show Pupil Premium children to be significantly below Non-Pupil Premium children in all subjects.

 

Using KS1 Data: Table compares % of Y3 PP and Non PP children at end KS1 at ARE

PP Non PP Gap Sept ’16 Gap Dec ’16 Gap March ‘17

Reading: 43% 73% 30% 15% 6%

Writing: 50% 61% 11% 11% 11%

Maths: 43% 79% 36% 30% 26%

 

Reading: At the end of the Spring Term, PP children are showing accelerated progress in Reading with the attainment gap closing significantly (from 30% in September 2016 to 6% in March 2017). Two additional adults employed in Year 3 to address gaps in Reading are showing significant impact.

ACTION: Continue with Reading interventions and revise Spelling interventions to meet gaps.

 

Writing: End of Spring Term PPMs Meetings show PP children making progress in line with Non PP children.

ACTION: Further Wave 2 interventions started in January will target gaps. Dedicated LSA time at the end of every lesson will begin end March 2017 as a new initiative to address misconceptions and agree Next Steps in learning.

 

Maths: At the end of the Spring Term, PP children are showing accelerated progress in Maths with the attainment gap closing by 10% since the start of the academic year.

ACTION: Personalised Learning Targets are in place to address gaps. As with Writing, dedicated LSA time at the end of every lesson will begin end March 2017 as a new initiative to address misconceptions and agree Next Steps in learning.

 

 

 

PP Year 4 Summary for end Spring Term 2017 (16 children – 7 boys)

At the end of the Spring Term 2017, internal tracking shows Pupil Premium children in Y4 continue to make progress in line with Non PP children.

ACTION: Dedicated LSA time at the end of every lesson will begin end March 2017 as a new initiative to address misconceptions and agree Next Steps in learning.

 

PP Year 5 Summary for end Spring Term 2017 (16 children – 10 boys)

At the end of the Spring Term 2017, internal tracking now shows PP children in Y5 to be making progress in line with Non PP children in Maths and Reading but less progress in Writing. This is an improving picture.

ACTION: Dedicated LSA time at the end of every lesson will begin end March 2017 as a new initiative to address misconceptions and agree Next Steps in learning.

 

PP Year 6 Summary at end Spring Term 2017 (12 children)

Using KS1 Data: Table compares % of Y6 PP and Non PP children at ARE at end KS1 and end Spring 2017

End KS1 ARE ARE March 2017

PP Non PP Gap on entry PP Non PP Gap March ‘17

Reading: 50% 78% 28% 83% 90% 7%

Writing: 42% 81% 39% 83% 89% 6%

Maths: 50% 83% 33% 83% 88% 5%

Reading - 83% PP children on line to attain ARE at end KS2 compared with 50% at end KS1

Writing - 83% PP children on line to attain ARE at end KS2 compared with 42% at end KS1

Maths - 83% PP children on line to attain ARE at end KS2 compared with 50% at end KS1

 

NB: Raise on line Data shows Pupil Premium children to be significantly below Non Pupil Premium children in all subjects on entry to Foxhills Junior School. PP progress is slower in Lower KS2 but accelerates from Y5.

At the end of the Spring Term 2017, internal tracking now shows PP children in Y6 to have made significantly more progress in Reading, Writing and Maths than Non PP children thereby narrowing the attainment gap particularly in Maths.

1 child is LAC and has made individual significant progress.

 

Further Actions required to close the attainment gap between Pupil Premium and Non-Pupil Premium children

 

 

Action

Responsibility

1

School will complete the OfSted Analysis and Challenge toolkit.

AS/CB

2

A dedicated Lead Worker will continue to co-ordinate a support programme with a spending plan to champion Pupil Premium children.

AS/CB

3

Immediate daily feedback including marking to be given to all PP children in line with up-dated Marking Policy and School Assessment Policy. Dedicated time to be allocated to all vulnerable children in every lesson.

CB

3

All Wave 2 and 3 small group interventions to be regularly reviewed (as timetabled per intervention or at least every half term) to ensure programmes of support target gaps in learning and are effective.

Team Leaders/CB

4

LSA training to ensure all Wave 2 and 3 interventions and programmes of support are delivered effectively.

Subject Leaders/CB

5

Lesson observations/Learning Walks will focus on the effectiveness of strategies used in the classroom to improve the attainment of our most vulnerable children. Consistent practise in class, in year groups and across the school will also be a focus.

AS/CB

6

Book scrutiny will look closely at marking as an effective strategy to target our most vulnerable children.

SLT/Subject Leaders

7

The Marking Policy will continue to be reviewed annually and updated to show changes to marking expectations for all vulnerable children including Pupil Premium, AEN children and higher attaining children.

This will include the immediate marking of PP children during lessons when possible and priority distance marking.

SLT/Subject Leaders

8

Curriculum Planning needs to show enrichment activities e.g. school trips/visitors from key speakers, Y6 Careers Day etc to raise aspirations of our most vulnerable children.

ALL

9

Subject Leaders to name and promote specific actions for Pupil Premium children.

Subject Leaders

10

With a greater emphasis on Personal Development, Behaviour and Welfare (a school can’t be outstanding if SMSC isn’t), curriculum planning and overviews must reflect children’s learning opportunities to keep healthy including exercise and diet.

An introduction of The Golden Kilometre in September will further promote children’s physical health as every child will walk the GK twice each week.

ALL/NH

11

Improved liaison with Infant Schools and on-site Nursery to continue quality provision on entry to Foxhills Junior School and ensure a smooth transition.

NH/CB

12

Improved liaison with other schools to improve standards and share successful strategies.

SLT/Subject Leaders

13

Encourage increased Free School Meal uptake

CB/Admin

14

Improve parental support to include additional workshops and subject information and individual family support as required.

CB/CH

ELSA Team

15

Continue to monitor attendance of all vulnerable children. Ensure systems are rigorous and trends are identified and addressed.

CB/Teachers