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Primary School

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Pupil Premium Grant

Pupil Premium

 

Joseph Hood Primary School Pupil Premium (disadvantaged) strategy statement:

 

At Joseph Hood we have high aspirations and ambitions for our children and we believe that no child should be left behind. We are determined to ensure that our children are given every chance to realise their full potential and aspire to be the ‘Be the Best You Can.

 

What is the Pupil Premium?

Pupil Premium funding is additional funding allocated to all schools to support disadvantaged pupils. School receives pupil premium for: children that are cared for or adopted from care; children whose parents are in the armed forces; and for every pupil who has received free school meals over the past 6 years.

 

How can I find out if my child is entitled to the Pupil Premium funding?

The process for applying is straightforward and confidential. You can check online using a ‘Free School Meals / Pupil Premium Service’ at www.fsm.lgfl.net. After entering essential details into the web site, the online application process links to the Department for Education system for checking eligibility and gives an immediate ‘yes’ or ‘no’ response, and will notify our school. Alternatively, you can speak to a member of the office staff by calling 020 8542 2471 (9.30am-4pm), who will be able to assist you through this process. All enquires will be treated in confidence.

Children in Reception and KS1 are automatically entitled to a free school lunch; however, registering your child for free meals will entitle them to additional support with the cost of school visits, PTA events and extra-curricular clubs, as well as raising additional funds for the school.

 

How is the funding used?

Joseph Hood seeks to ensure the effectiveness of its use of the Pupil Premium Funding. We recognise that barriers to achievement take a variety of forms and look for individual ways to support each child to achieve their very best. We do this by offering our children a wide range of opportunities and ensuring that these are accessible for everyone. We work with our families and colleagues to make sure everyone has high aspirations for all pupils. We ensure pupil premium children are well represented and have a voice on our school council. In addition, we make use of educational research such as The Education Endowment Fund (EEF) Teaching and Learning Toolkit, to guide us on how best to use the school’s resources to improve the attainment of disadvantaged pupils.

Our Funding priorities for 2018-19 fall into 3 key areas:
1. Academic
 
·Targeted Intervention Programmes ( Power of 1 and 2, Write Away Together, SaLT, OT, 1:1 reading, Perceptual Reading)
·High quality reading experiences
·1:1 mathematics tuition
·Parent workshops
 
2. Well being
 
·Afterschool Club
·Breakfast Club
·Education Welfare Officer – improving attendance and punctuality
·ELSA
 
3. Enrichment and Engagement
 
·Educational visits
·Sports clubs; Activity Clubs
·Residential Trips 

 

1.  Summary information                                                                                                                                            
School Joseph Hood Primary School
Academic Year 2018 /19 Total PP budget (2018-19 academic year) £87 080 This strategy will be review:
Total number of pupils 366 Number of pupils eligable for PP 66

July 2018

April 2019

 

2.1. Current attainment
UNVALIDATED DATA Pupils eligible for PP At Joseph Hood Pupils not eligible for PP National
Key stage 1    
% achieving EXS+ in reading, writing & maths 29%  
Reading 43%  
Writing 29%  
Maths 86%  
Key Stage 2    
% achieving EXS+ in reading, writing & maths 36% 70%
Reading 45%  
Writing 45%  
Maths 45%  
2.2  Current progress (national range -7 to +5)    
Reading +3.4 +0.31
Writing +3.9 +0.24
Maths +4.1 +0.31
2.3 Barriers to future attainment (for pupils eligible for PP)
2.4 In-school barriers (issues to be addressed in school, such as poor oral language skills) ( many the same as previous year)
A.   Reading skills ( comprehension, inference)  in both Key Stages and phonics in Year 1.
B. Writing Skills; particularly in EYFS and Year 6. Low starting points for PP children.
C. Low number of disadvantaged pupils achieving the higher standard in Reading and Writing in both key stage 1 and 2.
D.   Low self-esteem, lack of resilience, confidence, mental health issues and attachment issues experienced by some PP children.
2.5 External barriers (issues which also require action outside school, such as low attendance rates)
E.   Parental involvement in a child’s reading and learning at home; lower for our PP children than non-PP. Parental aspirations may be low.
F. High mobility of children throughout the school: mostly from overseas and new to English.
G. Social difficulties experienced by families ( ie, housing, finance, family literacy, neglect, safeguarding concerns and parental anxieties).  Lack of enrichment activities.
Desired outcomes (Desired outcomes and how they will be measured)
A.   Increasing the number of disadvantaged pupils reaching a greater depth across the curriculum, so that it is more in line with non-disadvantaged pupils.
B. Accelerate the progress of all disadvantaged pupils.
C. Provide additional support for disadvantaged + SEN pupils
D. Diminish the difference, over a 3 year trend, between disadvantaged pupils and non- disadvantaged pupils nationally achieving in R,W and M at the end of KS2.
E. Increase parental engagement through targeting individuals to attend the parent workshops offered in the Spring Term.

 

3. Planned expenditure
Academic Year 2018 - 19                      
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?
Attainment of PP pupils will be raised across school, thus diminishing the difference between PP and non-PP pupils across school and providing this group with better life chances.
Raise the expectations of all PP/LAC/post LAC pupils across school by raising their end of year targets. Present high expectations to all PP pupils in all lessons. This will become a focus in termly progress meetings. If PP pupils are not on track to achieve targets, immediate extra interventions will be provided and individuals will be monitored closely by phase leaders.
 
Develop the following teaching strategies in all classes within school:
· Collaborative Learning (+5 months – EEF Toolkit)
· Feedback (+8 months – EEF Toolkit)
· Individualised Instruction – such as writing conferencing (+3 months – EEF Toolkit)
· Mastery Learning (+5 months – EEF Toolkit)
· Peer Tutoring (+5 months – EEF Toolkit)
· Pre teaching
· On the day interventions
School data calculations show that in 2018, at the end of KS 2:
R,W, M combined %

 

  PP All others Gap
JH 36 76 -40
Nat 39 60 -21

 

Data to be tracked on internal tracking sheets and discussed at termly progress meeting.
 
Children who are not on track will receive immediate extra input and they will be closely monitored.
 
Details regarding interventions and their impact will be recorded and discussed by SLT with possible interim Progress meetings if the need arises.
SLT
 
CH and GA as English and Maths leads
Termly monitoring schedule.
Progress meetings.
Disadvantaged pupils making expected or better progress in reading and phonics.
Increased progress in reading, therefore able to access more areas of the curriculum.
Disadvantaged pupils making expected or better progress in writing.
Increased progress in writing.
All disadvantaged children given a free book from the Book Fair.
Teachers providing additional guided reading sessions for disadvantaged children—1 extra a week.
Teachers identify a focus group for writing and track these children closely.
Moderate writing as a cluster of 7 schools to ensure consistency.
ALL PPG children to have a writing conferencing 1:1 session per half term.
Attendees of Writing Project to provide high quality CPD to other staff.
 
All staff trained in Guided reading and phonics.
Sharp, phonics sessions in KS1 and EYFSR
 
All staff trained in how to extend writing and to ensure that excellent teaching of writing in consistent throughout the school for all pupils.
L.Wr
 
CH – writing project
 
SL from Merton to support
 
FMc to monitor phonics progress and teaching
66 pupils with a budget of £3 per book = £ 198
 
Review during tracking meetings with a focus on reading engagement.
Increased number of disadvantaged and SEN children making expected or better progress.
Targeted interventions
 
·SALT,
·Power of 1 and 2,
·Write Away Together,
·OT,
·Perceptual Reading,
·Read, Write Inc, by high quality TA / HLTA’s.
·Dyslexia training for all teachers-15/2/19
A sizeable proportion of our disadvantaged children also have additional educational needs.  Interventions are used in Reading, writing and maths.
 
Quality first literacy teaching for all.
SEN plans reviewed.
Monitoring schedule.
PP coordinator and SENCO discussions.
L.Wr /W.S
22 SEN+PP across whole school ( increase of 7 pupils since previous year)
This figure equates to 1/3 of PP children having SEN also.
 
( 3 TA cost = £45,675 )
 
£150 – training cost for all staff to receive dyslexia training
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?
Increased % of disadvantaged pupils achieving the EXS in maths at the end of KS2.
Increased % of disadvantaged pupils making expected or better progress.
Third Space Learning – maths 1:1 tuition for 11 disadvantaged pupils across Y5 and 6.
Gap between school disadvantaged and others nationally needs narrowing in maths as this is the greatest gap
 
R= gap  -39%
W= gap -39%
M= gap -43%
 
The above gaps are based on end of KS 2 data school PP compared to school non-disadvantaged.
Regular data checks.
Weekly monitoring of progress with software support package.
Targeted lessons chosen.
L.Wright
End of each term
 
( 11 time slots per term x 3 terms @ £199 per child per term)
Paid out= £6 237 for 3 terms.
Disadvantaged pupils emotionally ready for learning ELSA trained TA to work closely with targeted disadvantaged pupils 2.5 days p/wk, alongside peers.
Increased confidence and self-esteem. Pupils happier and therefore able to access their learning.
Many of our disadvantaged children are also on our Vulnerable children’s list.
Monitoring cycle in school.
Half-termly discussions / meetings with adults involved.
Greater % of disadvantaged pupils ready for learning and making expected or better progress in line with peers.
W.Shepard / L. Wright
ELSA trained TA 1 – 2.5 days per week ( 17 hours per week)
£13 143
 
ELSA trained TA 2 –
£5 864
Total budgeted cost                                              £71,267
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?
Disadvantaged pupils having equal access to extra-curricular activities.
Residential trips subsidised to ensure access for all pupils.
Educational trips subsidised to ensure access for all pupils.
Teach Life skills. Improved behaviour. Improved social interaction skills. Less Incident forms. Equality of opportunity.
Raises aspirations, motivation and engagement. Improved behaviour. Give a purpose / meaning to learning
Improved outcomes for disadvantaged children attending residential and educational visits.
Termly tracking meetings and monitoring of books show good or better progress.
W.S
Summer Term 2018– residential trips take place
Paid out = £740
Decrease in % of disadvantaged pupils attendance and punctuality.
Decrease in PA pupils who are also disadvantaged.
Improved attendance and punctuality of disadvantaged pupils. Attendance gap narrows. Pupils in school, on time, learning.
Afterschool care and breakfast club.
 
Extra support from EWO.
 
EWO and HT to work with families and children to improve attendance and punctuality with disadvantaged children
To ensure that disadvantaged pupils are in school on time and have had a good breakfast at the start of the day.
Financial support with  those in most need to attend Breakfast and Afterschool care.
 
Financial support for family on CP
 
School lunches provided for post LAC children.
Check attendance records and a decrease in % attendance and punctuality of disadvantaged pupils. A.Saville / EWO
After school care: £134
 
 
 
 
 
Hot school lunches= £367
To diminish the difference (narrow the gap)between disadvantaged and all pupils
 
To improve the progress of PP pupils in Year 3 ( following end of year data for Year 2 in July 2018)
Specific intervention programmes to compensate for the limited support and practice at home to improve progress of disadvantaged children.
·Additional teacher to provide targeted support and screening with Year 3 pupils in Autumn 2018 and Spring 2019.
·Targeted PP children based on prior attainment and progress to ensure accelerated progress is made.
·To ensure that a greater percentage of PP children are working at or above Age Related Expectations. (ARE) 
·Teaching assistant providing ELSA.
·Quality, well trained Teaching assistants to provide emotional and educational support to individuals and groups of PP children.
In school tracking data shows that 89%+  disadvantaged pupils across the school made 2 or more steps of progress in Reading, Writing and Maths over the year 17/18.
Years 1 : 100% of the PP pupils made expected or better progress in R and M.
Year 3 – 100% PP pupils made expected or better progress in Reading
Year 4: 100%  made expected or better progress in maths
Year 6 – 100% PP pupils made expected or better progress in writing and 90%+ in R and M
Interventions have a positive impact on pupils.
The targeted support for 2018/19 will be monitored closely to ensure that it is being effective for all pupils.
L. Wr
AS
1.5 class teacher
£14 283
 
TA training to be an ELSA-£460 and then ELSA supervision-£585
Running Total (Approx)                                        £87,836

 

Action Plan for PPG 2018-19 ( linked to SDP )

 

PUPIL PREMIUM       2018-19
Staff member with responsibility for DISADVANTAGED/PP - Libby Wright
Governor with responsibility for DISADVANTAGED / PP- Harriet O Connor
  • Every child to reach their full potential.
  • Continued support for the pupil premium, to improve attainment for disadvantaged pupils.
  • To diminish the difference between disadvantaged and non-disadvantaged children in school and with their peers nationally.
  • Attendance / punctuality of disadvantaged children is in-line with other children in school and nationally, including Persistent Absentees (PA’S)
  • Analyse progress and attainment of disadvantaged children to determine any issues in performance or gaps in knowledge.
Ensure governing body have full knowledge and awareness of allocation / spending / impact of actions.
Objective Process Who Resources / projected costs Timescale Planned Impact Monitoring Review
To ensure that quality first teaching is good / outstanding 100% of the time, for all children, including the teaching of vulnerable groups such as disadvantaged children
  • Disadvantaged pupils are named on all planning templates and all support staff are aware of who the disadvantaged children are.
  • Aspirational targets are set for disadvantaged children and communicated clearly with all staff involved.
  • Disadvantaged pupils named on planning templates, including EYFS, and support staff are aware of these pupils.
  • Book scrutinies to consider disadvantaged children in detail, taking into consideration prior attainment, pitch and progress; as modelled by Ofsted inspector March 2017.
  • All staff trained in how to extend writing and to ensure that excellent teaching of writing in consistent throughout the school for all pupils.
SLT
Cover for Senior Leadership Team as needed.
 
Staff meetings to scrutinise books
Ongoing
·100% of teaching over time is good or better.
·Teaching over a range of subjects is good or better.
·80%+ of ALL pupils making expected or better progress in writing.
Lesson observations, book monitoring, planning scrutiny, discussions with children.
Has the quality first teaching improved progression for disadvantaged children?
 
Has the quality first teaching improved standards over time and closed the gap / diminished the difference?
 
Are outcomes for disadvantaged pupils inline with or above the national for other pupils?
Objective Process Who Resources / projected costs Timescale Planned Impact Monitoring Review
To improve the quality of writing with disadvantaged pupils, particularly those pupils achieving greater depth in writing.
  • Teachers to use a ‘ Best piece first’ model for writing longer pieces.
  • Teach a range of techniques that enable pupils to write using the correct genre and the correct format.
  • Provide daily, high quality phonics sessions to early writers and  readers ( EYFS and KS1)
  • Provide clear Spelling Punctuation and Grammar sessions to enhance writing.
  • Write from real experiences and give a clear purpose to all writing.
  • Have clear steps to success for all groups using the challenge curriculum model.
  • Teach handwriting explicitly using the Nelson scheme.
  • Closely monitor and assess literacy books and Big Write books to ensure that disadvantaged pupils are given the same opportunities as other pupils.
  • Teacher expectations are high and equal for all groups of pupils in the class; marking is as in depth for disadvantaged as other pupils.
SLT and Literacy coordinator.
Timetabled observations and monitoring schedule. Coordinator release time and DHT time.
( Cost TBC)
 
Cluster moderation and in school moderation of writing.
Ongoing.
 
 
 
 
 
 
1 x per term
  • 100% of disadvantaged pupils make expected or better progress in writing.
  • 100% disadvantaged pupils have books which show that expectations are as high for them  as any other pupil in the class.
Lesson observations, book monitoring, planning scrutiny, discussions with children. Are disadvantaged pupils given the same opportunities to succeed as other pupils?
Ensure intervention and support is provided as early as possible in school.
 
To closely monitor the impact of the interventions and initiatives for effectiveness.
  • 1/2 termly pupil progress meetings to consider disadvantaged pupils as a specific agenda item.
  • Staff and SLT to carefully consider the type and nature of intervention recorded.
  • Baseline data to be collected on entry to intervention and updated at the end.
  • Progress of child/group to be examined and intervention assessed for impact.
  • Interventions to be logged against children accessing them, providing a complete coverage map across school. ( link with Inclusion coordinator)
  • Analysis of data –diminishing the difference with peers in school and nationally.
  • Provide targeted early intervention for children underperforming in Maths in receipt of FSM / disadvantaged
AS / LW / WS
TA delivering interventions: ELSA,
( 2 x 0.5 TA)
 
Release time for SENCO –
( Cost TBC)
 
Third Space Learning 1: 1 maths tuition.
( £99 per child per term x 11 children per term)
Evaluate assessments each term
  • Children likely to fall below the required standard in phonics are quickly identified and interventions put in place.
  • PP are high priority in pupil progress meetings.
  • Interventions are of a high quality, targeted and measurable.
  • PP children make good or better progress
  • Interventions quickly raise standards and children exit on target
  • Children achieve National expectations in all areas and exceed floor standards
Ongoing assessments and ½ termly phonics tracking.
 
 
SENCO to monitor the data and conduct observations of intervention groups, providing feedback
 
Progress meetings, class formative and summative assessments, gap analysing, discussions with teachers, observations, Assessment Manager.
Does our early intervention make a difference?
 
Are they back on track?
 
Have interventions been successful in raising standards?
 
Have interventions been effective in raising standards?
Are all PP children making expected / more than expected progress?
To Support early language acquisition and emotional support in EYFS.
  • Disadvantaged pupils in EYFS to receive an extra teacher once a week to support with additional SALT , EAL and SEN needs of disadvantaged children.
LW and BH
Teacher 1 day per week.
( 1 x 0.5 teacher)
 
Weekly EYFS meetings.
Ongoing
  • A greater number of disadvantaged children are achieving ARE or GLD.
BH and LW to monitor profiles and observations made on pupils in EYFS. Are all EYFS pupils making expected or better progress?
Objective Process Who Resources / projected costs Timescale Planned Impact Monitoring Review
To continue to improve attendance and punctuality for disadvantaged / FSM children
 
To support vulnerable families to ensure that their children have access to trips and other opportunities.
  • PP children have access to extra-curricular provisions: Breakfast Club / Afterschool Care/ Sports/Music, etc
  • Support with the costs involved with educational visits / residential visits.
  • Support with the costs involved with uniform purchase.
  • Provide emotional support to ensure that pupils are emotionally ready for learning and can demonstrate resilience and have greater self-confidence.
AS / EWO
 
LW
Costs relating to number of children choosing to take up the offer of clubs.
(cost TBC)
 
ELSA sessions.
( 2 x ELSA TA’s 0.5)
 
Costs relating to number of children attending educational and residential trips.
(cost TBC)
Ongoing
  • Improved attendance and punctuality for PP children in line with or above the national. 
  • Improved attainment and progress in specific areas for learning linked to the extra opportunities supported.
EWO and HT to check weekly attendance sheets.
 
 
Class teacher’s to alert LW of any children not paying for trips – indicators.
Is the attendance and punctuality of all PP children improving?
 
Have all PP children been involved in a club?
 
Have all PP children attended the class educational visits?
Are all disadvantaged pupils emotionally ready for learning?

 
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