Pupil Premium

Canada Hill Primary School

Pupil Premium Funding 2017-2018

Pupil Premium (PP) was introduced in April 2011. Each year the Senior Leadership Team, teachers and governors decide how to spend the Pupil Premium funding which we receive in order to provide the most effective learning environment.

The Pupil Premium is allocated to children who are known to be eligible for Free School Meals (FSM), Service Children and children who have been looked after continuously for more than six months. This will also include pupils eligible for

FSM at any point in the last six years (known as the Ever 6 FSM measure).

School overview 2019-20

Metric	Data
School name	Canada Hill Primary School
Pupils in school	350
Proportion of disadvantaged pupils	12%
Pupil premium allocation this academic year	£62,800
Academic year or years covered by statement	2019-20
Publish date	01 December 2019
Review date	01 November 2020
Statement authorised by	Delphine Knott
Pupil premium lead	Alan Bartlett
Governor lead	Jenny Harrison

Disadvantaged pupil progress scores for last academic year

Measure	Score
Reading	4.5
Writing	0.2
Maths	3.2

Disadvantaged pupil performance overview for last academic year

Measure	Score
Meeting expected standard at KS2	83%
Achieving high standard at KS2	0%

Strategy aims for disadvantaged pupils

Measure	Activity
Priority 1	To ensure quality first teaching for all – all teaching remains at least good if not outstanding for all pupils.
Priority 2	To ensure all teachers are valuing and celebrating vocabulary across the school through book studies and reading activities, and are confidently teaching vocabulary through Talk for Writing.
Priority 3	To foster a love of reading for pleasure.
Barriers to learning these priorities address	Ensuring staff use evidence-based whole-class teaching interventions
Projected spending	£10,000

Teaching priorities for current academic year

Aim	Target	Target date
Progress in Reading	To maintain high level of progress in Reading	Sept 21
Progress in Writing	To achieve a higher than average progress score for writing	Sept 21
Progress in Mathematics	To maintain a high level of progress score in Maths	Sept 21
Engage with Knowledge First learning	To ensure children learn the key facts and vocabulary in their curriculum learning.	Sept 21

Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of Y1

Targeted academic support for current academic year

Measure	Activity
Priority 1	Reading and Phonics booster groups – targeted daily work in addition to phonics lessons. Daily guided reading/ Daily reading sessions. Interventions and Precision teaching run daily by TAs
Priority 2	Employment of an additional teacher to teacher additional maths in Year 5/6 to enable Pupil Premium children to access extra maths tuition.
Barriers to learning these priorities address	Encouraging wider reading and providing catch-up in mathematics – typically an area of weakness Use of Apps for homework has increased engagement
Projected spending	£25,000

Wider strategies for current academic year

Measure	Activity
Priority 1	School Counsellor available to support children with social and emotional needs as and when needed.
Priority 2	Funding Thrive trained practitioners to support children with more social and emotional needs
Priority 3	Access to breakfast club for persistent absentees or vulnerable pupils, targeted homework club/after school club, swimming tuition, musical instrument tuition, Year 3/5/6 residential support
Priority 3	Termly Pupil Progress Reviews to review progress and identify next step strategies – quick response to children not making progress.
Priority 4	Forest School is available for all children in KS1 and there for children in KS2 to access as and when needed. Horsemanship is run as a 6 week course for small groups of children.
Barriers to learning these priorities address	Improving attendance and readiness to learn for the most disadvantaged pupils. Ensuring that pupils are tightly monitored and issues addressed quickly.
Projected spending	£26,800

Monitoring and Implementation

Area	Challenge	Mitigating action
Teaching	Ensuring enough time is given over to allow for staff professional development	Use of INSET days and additional cover being provided by senior leaders
Targeted support	Ensuring enough time for school SENCo, English and Maths leads to support teachers with targeting groups.	Staff Meeting time, PPA and leadership time given. Learning walks completed by subject leads. Book Looks, progress monitored.
Wider strategies	Engaging the families facing most challenges	Engagement with specific parents by classteacher, team leader, SENDCo, DHT and HT. Look for ways to work with parents to enable children to maximise their learning both in school and at home.

Review: last year’s aims and outcomes

Aim	Outcome
Progress in Reading and Writing	Children made good progress in reading but not has much progress in writing. It is hard to make good progress in writing from KS1 to KS2. Writing progress was in line with national progress and above Devon.
Progress in Mathematics	Children made good progress in Maths.
Phonics	Children achieved the expected standards in phonics.

Percentage of children meeting the expected standard in Reading, Writing and Maths 83%. (National 70% / Devon 69%).

Those achieving a higher standard was lower than the National Standard. There were 10 disadvantaged children in this cohort, and none of them gained the higher standard in all 3 areas although some of them did in one or two of the areas.