Pupil Premium priorities 2015-2016
The key priorities for the 2015-2016 spend are outlined below. Developing the
use of AFL to improve teaching and learning has become a key priority, linked
with our whole school Improvement plan:
1. To close the attainment gap for PP pupils in all core subjects.
2. To maintain the current teaching profile of Good to Outstanding by continuing
to develop teaching and learning across the school, in particular feedback and
the use of Assessment for Learning. (AFL) (WHOLE SCHOOL TARGET)
3. To introduce early intervention systems to begin to close the attainment gap
for PP children and their peers in EYFS.
4. Engagement: to improve curriculum engagement and academic achievement
for PP children.
5. To address the individual needs of PP children.
Proposed action plan to meet 2015-2016 priorities
Objective
Proposed action
Rationale
Success Criteria
To close the
attainment gap
between PP
pupils and non
PP pupils in
English and
Mathematics
Intervention
teaching
assistants
trained to
deliver small
group and 1:1
personalised
interventions.
High frequency
will lead to high
impact.
Sutton trust ‘Teaching and
Leaning‘ toolkit
–‘1:1 tutoring’ +5 months
impact
-‘feedback’ + 8 months impact
-small group tuition’ + 4
months impact
-‘For pupils eligible for free
school meals (FSM) with
lower prior attainment, those
who received tuition were
more likely to achieve Level 4
at KS2 and to make two levels
of progress than those who
did not receive tuition’ (2010).
Evaluation of the Making
Good Progress Pilot (2010).
DCSF Research Report
RR184.
PricewaterhouseCoopers
(PwC) LLP.
A reduction in
the attainment
gap between
FSM and nonFSM students
Sept 2015 –
June 2016 in
Maths and
English.
Implement
‘Rapid’
intervention
system and
ensure access
for Pp children,
This will be
driven by the
literacy and
numeracy
coordinators,
across the
school. The
impact on PP
pupils will be
monitored and
evaluated by
the PP leader.
PE coach
employed to
release class
teachers to
provide 1:1
sessions for PP
children to close
attainment gap.
Monitoring and
Evaluation
PP children are
tracked in all
year groups by
teachers
across the year
and the impact
of provision is
evaluated at
each
assessment
checkpoint.
(Milestone
meetings)This
is overviewed
by PP Leader,
in coordination
with phase
leaders.
Provide year 6
PP children,
who are not on
target to make
their expected
progress, more
1:1 teaching
opportunities,
coaching and
feedback, using
PIXL resources
to track and
intervene when
children are
making
insufficient
progress.
PP tracking wall
implemented
and used to
highlight the
areas of need.
1:1 pupil
‘coaching
session’ for all
PP children per
term to discuss
books,
individual
targets and
progress.
To maintain the
current
teaching profile
of Good to
Outstanding by
continuing to
develop
teaching and
learning across
the school, in
particular
feedback and
the use of
Assessment for
Learning. (AFL)
Revise and
implement clear
approaches to
teaching and
learning and the
use of effective
AFL by all staff.
Implement new
Assessment
system to
impact on all
children and to
highlight areas
for intervention
for PP children.
Implement
PPPPF (Putting
Pupil Premium
Pupils First) into
marking policy.
Allow TAs to
plan and work
with teachers
during PPA time
to ensure that
their impact on
children is
optimised
during QFT and
intervention.
Invest in high
quality CPD and
resources so
Ofsted and our school selfevaluation has highlighted
AFL as an area for
improvement in our school.
The Sutton Trust research
shows that good AFL
embedded within a classroom
will have a positive impact.
Providing effective feedback
on pupils’ performance, clear
targets for next steps in
learning and encouraging
students to think about their
own learning strategies to
achieve these targets, and
getting pupils to learn from
each other - implemented
correctly can increase pupils’
performance by an extra eight
months in a school year for a
very low cost
The attainment
gap for
disadvantaged
pupils continues
to close.
SLT to drive
forward as part
of the SIP. The
impact on PP
children will be
monitored by
PP leader.
that all staff are
fully equipped
to ensure that
new and
effective
developments
in pedagogy
can be
implemented.
Engagement: to
improve
curriculum
engagement
and academic
achievement
for all PP
children
Promote pupil
roles of
responsibility
within the
school, such as
prefects, peer
mentors, play
leaders, Young
Interpreters
Provide
enrichment
opportunities in
school, visitors
and trips out.
Use some of
the pupil
premium to
subsidise
excursions for
all to ensure
that all children
can access the
higher quality
trips and visits.
Ensure access
to the wider
curriculum for
PP children by
subsidising
opportunities
such as music
lessons, after
school clubs
etc.
Promote
positive
behaviour and
behaviour for
learning through
whole school
reward
systems. Use
PP money to
purchase
incentives for
children to earn
house points
and Freddie
Freckles.
Intervene when
behaviour is a
barrier to
learning. Target
children who
require intense
support for
possible play
therapy/social
Sutton trust ‘Teaching and
Learning’ toolkit states that
‘the choices that schools
make in allocating the money
will be vital so that the funding
can help raise pupils’
attainment and aspirations.’
Inclusion will improve equality.
-Behaviour interventions +4
months impact
PP children
have sense of
achievement,
leadership and
full involvement
is extra‐
curricular
activities. PP
children have
equal access to
quality trips and
rewards.
PP children
have positive
behaviour for
leaning.
PP leader will
monitor and
track PP
children’s wellbeing and
involvement
through the
Personalised
PP Profiles, in
conjunction
with class
teachers and
curriculum
leaders.
interventions.
Implement high
quality drama
intervention to
raise selfesteem,
confidence and
promote
positive
behaviours.
To address the
individual
needs of PP
children
Track the profile
and attainment
of individual
children and
diagnose
barriers/reasons
for gaps at pupil
progress
(milestone)
meetings.
Assign budget
to address
needs of
individual
children.
Use of PP in other settings on
wellbeing and family support
such as uniform, transport,
snacks, shoes etc has had a
positive impact on closing the
attainment gap
Barriers to
learning will be
removed and
the well-being,
engagement of
individual PP
children will
improve.
PP leader to
monitor and
intervene with
inclusion
leader.