Pupil Premium | Cleobury Mortimer Primary School

Summary information
School	Cleobury Mortimer Primary School
Academic Year	2016-17	Total PP budget	£64080	Date of most recent PP Review	March 2017
Total number of pupils	238	Number of pupils eligible for PP	50	Date for next internal review of this strategy	September 2017

Current attainment
	Pupils eligible for PP (your school) 3 pupils	Pupils not eligible for PP (national average)
% achieving in reading, writing and maths	0%	60%
% achieving in reading	0%	71%
% achieving in writing	33%	79%
% achieving in maths	67%	75%

Barriers to future attainment (for pupils eligible for PP, including high ability)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.	Oral language skills lower for PP children in reception leading to slow reading progress.
B.	Low prior attainment amongst some PP children coupled with gaps in learning and some having additional learning needs supported by SENCO.
C.	Low self-esteem and poor motivation.
External barriers (issues which also require action outside school, such as low attendance rates)
D.	Lack of home support for learning.

Desired outcomes
	Desired outcomes and how they will be measured	Success criteria
A.	Improved oral language skills by the end of EYFS leading to improved phonics awareness.	Improved phonics screening results.
B.	Improved tracking of PP children leading to more effective earlier intervention allowing greater progress.	Early interventions monitored and data showing improvements.
C.	Improved self-esteem and attitude to learning.	Evidenced by pupil interviews and staff reports.
D.	Parents engaging more fully in their children’s learning.	More home support with learning evidenced by results in school.

Planned expenditure
Academic year
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
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?
Improve oral language skills Improve staff confidence and competence in delivering S&L interventions. Regularly timetabled staff training including T4R and T4W strategies.	Train TAs in Elklan to enable them to support children’s language development by implementing specific programs. Talk First training to be delivered by Spectra. Investment in long term staff training in order to meet the needs of pupils in oral language.	Elklan has a proven track record within school evidenced by the progress made by a number of children with specific S&L difficulties. Proven track record of program. Maintenance of consistency in approach across the school is a high priority as it maximises the impact of schemes on children’s learning by embedding principles and practice.	SENCO to monitor progress in collaboration with Lisa Chapman, speech therapist. All staff will be trained in approach to enable them to work collaboratively and support each other as well as working with identified children. SLT meetings, PP meetings, staff meeting time	EH EH SLT	February 2018 February 2018 Ongoing review at PP meetings and in SLT meetings.
Improved tracking of PP children, particularly those with additional learning needs.	Monitor progress of PP children, and create a subgroup for monitoring of those with additional needs who are also PP.	Close monitoring to allow for early intervention ensuring precision interventions are being planned and delivered.	Use PP meetings to ensure pupils are making progress and measure rates of progress compared to non pupil premium children.	SLT	Termly
Improve self-esteem and increase motivation of PP children.	Continue to employ youth workers from St Mary’s Youth Project to provide individual and group support. Continue with No Worries groups.	Long term school investment in mental health and well-being of all pupils as well as PP pupils.	Staff Training	EH/SLT	Termly PP meetings.
Total budgeted cost					12295.00
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?
Improve language skills	SP and L support for individuals	Targeted support to allow for precision inteventions.	To be overseen by Senco and monitored by Speech therapist.	EH	February 2018
Improve progress of low attaining pupils	Daily intervention program for both literacy and maths either individually or in small groups in addition to QFT.	Sustained accelerated progress	Invest in quality training for TAs and match groups to TAs according to their strengths.	SLT	Termly
Total budgeted cost
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?
Improve parental engagement with children’s learning	Offer Understanding Your Child Course Offer workshops for parents alongside ‘Open Classrooms’	Proven to improve parental engagement and parenting skills Parents have engaged well with this approach as they find it non-threatening	Review with provider on a regular basis Reports from staff on attendance and parent interviews	MG HT	Termly Termly
Enhance Self-esteem	Work with individual mentors provided by Beanstalk and TLG	Individual support has been very successful over the past few years with proven track record of increasing achievement and also enhancing children’s well-being.	All interventions are regularly monitored.	SLT	Termly
Total budgeted cost					£1884

Review of expenditure
Previous Academic Year
Quality of teaching for all
Desired outcome	Chosen action/approach	Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.	Lessons learned (and whether you will continue with this approach)	Cost
Improve Phonics levels in Year 1	Invested in Phonics teaching and training for staff	Improved phonics data. 81% pass rate overall in 2016 improving on 59% in 2015. For PP children improved from 40% to 67%.	Positive outcomes will now be built on making the most of training and developing staff confidence.	£625
Targeted support
Desired outcome	Chosen action/approach	Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.	Lessons learned (and whether you will continue with this approach)	Cost
Improve achievement for PP learners at end of KS2	Use of TLG mentors/Beanstalk/SMYP mentors	Success criteria partially met. Impact on those not eligible for PP evidenced by improved outcomes at the end of KS2.	Need to consider additional learning needs of PP children which skews data .
Other approaches
Desired outcome	Chosen action/approach	Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.	Lessons learned (and whether you will continue with this approach)	Cost
Improve self-esteem/well-being of PP children.	School provide access to Breakfast Club, trips, clubs, residentials for PP children to ensure a sense of belonging	Extremely successful as children can benefit from all of the activities open to other children within their cohort. Social benefits are huge as is the improvement in well-being and collateral improvement of relationship with PP families.	We will continue to support the inclusion and access of PP children to all of the activities on offer to all of our children	£25295

Additional detail

In addition to the work we are doing to support the learning of PP children within primary school, the establishment of our nursery is providing access to good quality education for learners from the age of 2. We have particularly targeted this group as they are the children who often have additional needs, whether as a result of a specific learning difficulty, or because of environmental factors.