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For further information please contact our School Business Manager, Richard Stafford-Hill.
info@nightingale.greenwich.sch.uk

Pupil Premium Strategy

Pupil Premium funding is allocated to schools for children from low-income families.  This is measured by identifying those children who have been eligible for free school meals (FSM) within the last 6 years, looked after children (LAC) and children from service families.  In the current academic year (2016/17), the allocation per child is £1320.  This will total £101,220 of funding this year.

Summary of Barriers to Learning at Nightingale

  • Social barriers
  • Cultural barriers
  • Personal barriers
  • Emotional barriers
  • Self esteem barriers
  • Physiological barriers

Percentage of children entitled to pupil premium

  • 38% of children who attend Nightingale primary school are entitled to pupil premium.
  • 28% of children entitled to pupil premium funding are also on the SEND register.

This funding is additional to main school funding and is considered to be the best way to address the gap between children from low-income families and their wealthier peers.  The funding is used to narrow the gap between these two distinct groups.  It is important to remember that this is a national, not a local initiative to raise the attainment of pupils.

Pupil premium strategy statement

1.   Summary information

School

Nightingale Primary School

Academic Year

2016/17

Total PP budget

£101,220

Date of most recent PP Review

Sep 2016

Total number of pupils

240

Number of pupils eligible for PP

79

Date for next internal review of this strategy

Sept 2017

 

2.   Current attainment

 

Pupils eligible for PP (Nightingale)

Pupils not eligible for PP (national average)

GAP

% achieving expected standards in R, W and M combined at KS2

36%

60%

-24%

% achieving high standards in R, W and M combined at KS2

 7%

7%

 0%

% achieving expected standard in reading at the end of KS2

36%

71%

-35%

% achieving expected standard in writing at the end of KS2

71%

79%

-8%

% achieving expected standard in maths at the end of KS2

57%

75%

-18%

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers

EYFS/KS1

Communication and social skills in EYFS are lower for pupils eligible for PP than for other pupils.

Whole School

A high proportion of vulnerable children do not have a good start to the morning and often go without breakfast.

KS1

Despite Children eligible for PP attainment is lower than their peers therefore preventing them from reaching the expected standard in KS2.

Year 3

Some children with behaviour issues impact on attainment of themselves and their peers.

KS2

A high proportion of children have issues regarding confidence and self-esteem which impacts on their learning.

Whole school

Nightingale has a high proportion of children who generate PP funding but have limited English.

External barriers

Attendance

PP attendance (whilst improving) is not yet at the same standard of the other pupils. PP are over represented with persistent absence.

 

Parents

PP parent engagement is not as strong as engagement with other groups.

Community

Social difficulties experienced by families including housing, finance, family literacy/numeracy, domestic violence and parental anxieties.

Parents

Low aspirations for children due to poor experience of schooling/lack of employment.

Extra-Curricular

PP children not having the means to access extra-curricular activities.

4.   Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

EYFS

Improve communication and language skills for pupils eligible for PP within the EYFS and KS1

Increase % of PP children achieving ELG at the end of EYFS.

 

Whole School

Identified children to be punctual and attendance improved.

 

Identified PP children to attend breakfast club to help support vulnerable families.

Attendance of PP children to match that of non PP children.

 

Primary

Ensure identified PP pupils are supported to overcome any emotional barriers and approach their learning with positive attitudes and using a ‘growth mindset’.

Progress made by vulnerable children is in line with their peers as a result of focused intervention from the learning mentor.

 

Fewer behaviour incidents recorded for these pupils on the school system.

 

Primary

Pupils are confident and resilient to tackle new learning

1:1/small group support enables children to make progress therefore narrowing the gaps between themselves and their peers.

 

Primary

Those identified as more able PP children to receive support to extend their understanding to ensure they achieve greater depth in identified core subjects.

At the end of KS2, Nightingale PP children are at least at national average in RWM for PP.

 

Primary

Ensure those children who are EAL and untitled to PP receive additional support to help narrow the gap.

At the end of KS2, there is little or no gap between EAL PP and EAL NPP.

 

Primary

Ensure those families who require support and advice have the confidence to come into school and receive necessary support

Greater number of families engaging with school and feeling supported, resulting in improved attendance and behaviour at home, school and in the local community.

 


 

 

5.   Planned expenditure

Academic year

2016/17

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.

    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?

Improve communication and language skills for pupils eligible for PP within the EYFS and KS1

 

Staff training on consistent modelling of accurate use of language

 

Independent speech and language therapist employed 1 day per week.

 

SALT to lead training for all TAs and NQTS/NQT+1 to ensure effective provision and intervention for identified children.

 

To ensure pupils are surrounded by the correct use of language and provide them confidence to express themselves.

 

Nightingale have employed independent SALT since 2014 and have seen good progress.  Therefore it is decided to continue this into the new academic year.

 

Regular staff training

 

Assessments completed by SALT and action plans developed, implemented and reviewed

.

Peer observations

 

Monitoring of pupil’s language development in EYFS and outcomes in reading and writing across the school.

SENCo

May 2017

Pupil are confident and resilient to tackle new learning

Exciting and engaging curriculum and access to learning

 

Subsidising educational visits

 

Growth mind-set training for all staff

 

Keyworkers for vulnerable pupils

 

Deployment of support staff

 

Access to IT resources

 

Fixed term appointment of experienced teacher to work with identified PP students.

To increase ARE in writing as children can partake in life experiences, that they may not have the opportunity to do so.

 

Accelerated progress made by vulnerable children as they have the support to develop their attitudes to learning.

 

 

Extending our technology resources to include devices and software thereby extending children's use and access to IT including promoting reading through e- Books.

 

 

Monitoring teaching and learning

 

Curriculum maps show engaging hooks involving educational trips/visitors

 

Providing pupils with equipment and resources to use and apply IT skills

 

Experienced teacher to be line managed by the SENCo.  Teacher to liaise with class teacher to identify targets and strategies to engage identified pupil.

Headteacher

 

SENCo

July 2017 – after the publication of the SATs results.

Those identified as more able PP children to receive support to extend their understanding to ensure they achieve greater depth in identified core subjects.

Identified children to receive bespoke teaching from experience staff including HT and DHT.

 

Accelerated Reading groups and reading skills group identified and bespoke teaching program established.

 

Continue using the Brilliant Club to provide MA children with a university experience.

 

 

The HT and DHT are both highly experienced and competent teachers and will therefore lead group support for children in Yr 5/6.

Baseline assessments completed.  Data drops to identify impact of support by demonstrating the expected improvement in given area.

Headteacher

DHT

July 2017 – after the publication of the SATs results.

 

End of year whole school data analysis.

Ensure those children who are EAL and untitled to PP receive additional support to help narrow the gap.

Employ EAL teacher for an additional 0.5 days a week to support EAL PP children in class, in small groups or 1:1.

 

CPD for all staff in support EAL learners within the classroom.

The EAL teacher is highly experienced in supporting children with a varying degrees of English comprehension.

 

A very high proportion of children are EAL at Nightingale and all staff, regardless of role, need a robust understanding of how to best support these children within the class setting.

End of year internal data analysis to demonstrate the gap narrowed between EAL PP and other significant groups.

Headteacher

End of year whole school data analysis.

Total budgeted cost

£33,220

   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?

Improved oral language skills

 

 

Beanstalk Volunteer reading programme

 

Speech and Language intervention and support in classrooms.

 

Parent workshops/Family Literacy

 

Bug club reading subscription/scheme and library books investment

 

 

 

 

 

Some of the pupils need targeted support to catch up by reading regularly to an adult and develop language skills to discuss.

 

Research shows that regular reading and reading for pleasure is a life skill which pupils can build on.

 

Staff trained in reading scheme – targeted reading and support for all children.

Trained volunteers and timetabled reading programmes.

 

Regular monitoring of reading records and termly progress meetings.

 

 

Increase in ARE attainment in reading and writing and those working at a greater depth

 

 

SENCo

 

 

 

Literacy Lead

May 2017 

Ensure all pupils are supported to overcome any emotional barriers and approach their learning with growth mindset.

Learning Mentor

 

 

 

Additional lunchtime support

 

 

Provide support for individual pupils at risk of exclusion through improving behaviour, progress and attainment, social skills, self-esteem and confidence.

 

Provide training and advice to support staff. Take support sessions with vulnerable children to improve learning attitudes and behaviour.

 

Offers additional support at lunchtimes to support targeted pupils with social skills and peer interaction.

Monitor behaviour records

 

 

Accelerated progress made by vulnerable children as they have the support to develop their attitudes to learning

SENCo

 

Child Welfare Officer

 

 

May 2017

Identify and deliver interventions for those PP children with significant gaps.

Independent Educational Psychologist employed to identify appropriate interventions.

 

 

Staff restructure to include teaching assistant to lead interventions across the school.

The school has developed a positive working relationship with Ed Psychs Ltd and will continue.

 

Children were not getting consistent classroom support due to all TAs delivering a range of interventions.  In theory, this new role will enable the selected TA to have a better understanding of the impact they have and the progress children make.

End of year data analysis demonstrates that and gap between PP intervention and NPP interventions has been eradicated.

SENCo

 

Headteacher

July 2017

Total budgeted cost

£56,000

 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?

Increased attendance for pupils eligible for PP

Targeted support and challenge to families to improve attendance.

 

Review which children and offer free place at breakfast club.

 

Offers care before school to improve attendance and support families.

 

Funds places for after school activities to support families.

 

Support for Home – Child Missing Education Officer

We can’t improve attainment for children if they aren’t actually attending school.

 

Breakfast club has proven to be popular with parents and provides us with additional time to complete interventions.

 

Child Welfare Officer who supports targeted families to provide support and advice to parents with attendance, behaviour and working with outside agencies.

 

 

 

 

Increase in attendance of PP pupils

 

Reduction of PA of PP pupils

 

Greater number of families engaging with school and feeling supported, resulting in improved attendance and behaviour at home, school and in the local community.

Child Missing Education Officer

 

Child Welfare Officer

 

May 2017

Individual PP children with behaviour concerns identified and targeted for specific support.

Identify a targeted behaviour intervention for identified students.

Use CWO to engage with parents before intervention begins.

 

The EEF Toolkit suggests that targeted interventions matched to specific students with particular needs or behavioural issues can be effective.

 

 

Ensure identification of target pupils is fair, transparent and properly recorded.

 

Monitor behaviour but also monitor whether improvements in behaviour translate into improved attainment.

 

Nurture provision led by Learning Mentor and SENCo.

Class Teacher

 

Learning Mentor

 

SENCo

Jun 2017

Ensure those families who require support and advice have the confidence to come into school and receive necessary support

CWO to liaise with CMEO to identify families and invite them in for coffee morning and school events.

The school community has become more proactive in supporting the school.  There are now regular workshops, fund raising events and other such activities that engage with the community.

Register of attendance to be kept and monitored.

Child Welfare Officer

 

Child Missing Education Officer

July 2017

Total budgeted cost

 

£12,000


Impact Summary

Below is a comparative summary of the progress made in the 2015/16 academic year by our pupil premium pupils. The units represent the percentage (and numbers) of pupils achieving expected progress for the year according to our assessment data tracking system.

    Pupil Premium progress Non- Pupil Premium progress Gap
Year 1 Reading 100% (9 children) 80% (16 children) +20%
  Writing 100% (9) 80% (16) +20%
  Maths 100% (9) 65% (13) +35%
Year 2 Reading 88.9% (8) 85.7% (18) +3.2%
  Writing 88.9% (8) 81% (17) +7.9%
  Maths 88.9% (8) 85.7% (18) +3.2%
Year 3 Reading 84.6% (11) 75% (12) +9.6%
  Writing 92.3% (12) 81.3% (13) +11%
  Maths 84.6% (11) 81.3% (13) +3.3%
Year 4 Reading 58.3% (7) 62.5% (10) -4.2%
  Writing 58.3% (7) 62.5% (10) -4.2%
  Maths 66.7% (8) 87.5% (14) -20.8%
Year 5 Reading 73.3% (11) 66.7% (8) +6.6%
  Writing 93.3% (14) 83.3% (10) +10%
  Maths 93.3% (14) 83.3% (10) +10%
Year 6 Reading 81.3% (13) 76.9% 15) +4.4%
  Writing 81.3% (13) 76.9% (15) +4.4%
  Maths 75% (12) 69.2% (14) +5.8%

Our robust tracking system demonstrates that pupil premium children are making good progress both in terms of expectations and in comparison with non Pupil premium children.We regularly review the use of this additional funding to ensure that it is being spent effectively.

For a financial breakdown, please click here.

Roy Coleman: Headteacher

Heather St Clare : Governor with responsibility for  Special Educational Needs and Disability