Detail

Data

School name

Mill Lane Primary School

Number of pupils in school

224

Proportion (%) of pupil premium eligible pupils

47.35%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2023-2024

Date this statement was published

01 September 2023

Date on which it will be reviewed

31 August 2024

Statement authorised by

Sue Skillcorn

Pupil premium lead

Sue Skillcorn

Governor

John Taylor

Detail

Amount

Pupil premium funding allocation this academic year

£163,430

Recovery premium funding allocation this academic year

£17,334

Matched funding from school budget

£17,334

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£198,098

All members of staff and the governing body accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment. We hope that each child will develop a love for learning and acquire skills and abilities commensurate with fulfilling their potential throughout their education and as an adult finding employment. The current pupil premium strategy plan works towards achieving these objectives by poverty proofing the school in order to offer educational opportunities and life experiences to enable children to reach or exceed age related expectation. The key principal of Mill Lane Primary School’s Strategy Plan is to reduce barriers to enable every child to reach his or her full potential.

Our Philosophy and Principles

We are fully committed to providing opportunities for all pupils to succeed and to provide the necessary interventions to ensure that success is experienced by all. We ensure that

·         Teaching and learning opportunities meet the needs of all pupils

·         Appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of disadvantaged pupils are adequately assessed and addressed

·         we recognise that not all pupils who receive free school meals will be disadvantaged

·         We also recognise that not all pupils who are disadvantaged are registered or qualify for free school meals

·         We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being disadvantaged

·         Pupil premium funding will be allocated following data analysis and pupil progress meetings which identify priority classes, groups or individuals.

·         Children experience quality first teaching, meeting the needs of each individual child

·         Every child reaches or exceeds age-related expectations in reading, writing and mathematics

·         No child is disadvantaged due to inability to pay for school trips, residential visits, music tuition or other extra-curricular activities

·         Pupil Premium funding is allocated after a needs analysis and exploration of what research tells us to provide the most appropriate support and intervention for pupils

Challenge number

Detail of challenge

1

Social: Low aspiration, poor nutrition/hunger, family aspiration/expectation, poor health, family engagement, cultural capital 

2

Emotional: Emotional health and well-being, low self-esteem, resilience, confidence

3

Behavioural: Behaviour for learning, attendance

4

Cognitive: Communication, language and literacy, EAL, vocabulary range, progress in core curriculum, academic achievement, early intervention, Special Educational Needs. Low starting points 

5

NHS waiting lists are long for specialists such as the Speech and language Therapists and Occupational Therapists.

School Profile

196 plus 28 in nursery and 6 in 2-year-old provision

Community Served

47% Pupil Premium

51% boys, 49% girls

63% EAL

35% SEND, 2 HNF, 13 EHCPs  We are currently gathering evidence for 18 more HNF or EHCPs

LACYP

4 children in our Care

Family Demographics

88% (almost 9 out of 10) in lowest 15%, and 7 out of 10 are in lowest 5% of deprivation in the country. This has increased by 27% in the last 5 years.

3 CP, 2 EH, 3 CIN, 4 CIOC

5 Families access counselling

Attendance

2022/23

93.6% including Extended Leave & Religious Observance

National Average was 92.6%

Ethnicity/EAL

63% EAL                             

34 ethnic groupings

34 languages spoken

18% (Almost 1 in 5) Significant number of refugees, asylum seekers, or Indefinite Leave to Remain

Attainment on Entry

Majority enter nursery at least a year behind development milestones in 10 / 17 areas. 0% in writing (W), 5% in number (N), and 12% in Reading (R) enter nursery at age related expectation (ARE) of 30-50 months (m). 33% in W, 63% in N, 63% in SSM and 41% in R enter nursery significantly below ARE (16-26m and below). No children enter above ARE (40-60 m)

Stability

High mobility: 47 transfers in 2022-23 therefore progress data is not always comparing the same children. Many children start Mill Lane having just arrived in the country and speaking no English, make outstanding progress, but leave when they receive Leave to Remain.

Intended outcome

Success criteria

Academic achievement

Improved outcomes and the gap to National Others will be further closed.

Improved attendance

Persistent absence will improve to close the gap to with national average.

Participation

A poverty proofed school with enthusiastic children who are motivated to learn.

Improved resilience, emotional health and well-being

Happy and emotionally healthy children who are resilient and successful.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Identified CPD to ensure quality first teaching and intervention

Assessment and identification for provision mapping leading to improved outcomes

Higher Achievement Research Transforming Tees

4

£1,447

£3,000

Termly RWI Consultant support to ensure that phonics teaching is high quality and effective

RWI outcomes

Education Endowment Foundation

4

£3,360

The employment of an additional Speech and Language Therapist

Barrier to learning

Education Endowment Foundation

5

£7,680 ÷ 47% = £3,610

The allocation of an Educational Psychologist to ensure faster access to services

Barrier to learning

Education Endowment Foundation

5

£5,160 ÷ 47% = £2,425

Activity

Evidence that supports this approach

Challenge number(s) addressed

The employment of an additional teacher employed to deliver interventions to KS2 (HL)

Improved KS2 data outcomes

Education Endowment Foundation

4

£32,116 ÷ 156 (52wksx3days) = £205.87 x 52 weeks = £10,705

The employment of an additional teacher employed to deliver intervention (RC)

Improved KS1 data outcomes

Education Endowment Foundation

4

£73,492 ÷ 47% =

£34,541

The employment of an additional TA 0.5 in EY to enable children to be taught in small groups (LK)

Improved EY data outcomes

Education Endowment Foundation

Yearly Years Toolkit

4

£23,733 ÷ 2 =

£11,866 ÷ 47% = £5,577

The employment of an additional TA in KS2 to enable interventions and support (SJ)

Data, discussion and observation

Education Endowment Foundation

4

£23,733 (CW, CR, AC)

The employment of 0.5 TA (AA) to deliver the Early Talk Boost Language programme

Data, discussion and observation

Education Endowment Foundation

4

£24,865 ÷ 2 =

£12,433

Mid-day supervisors’ overtime to support 1:1 reading (BRP trained)

Data, discussion and observation

What Works Well Clearinghouse

4

£19,000 ÷ 47% =

£8,930

Teacher 0.6 to deliver precision teaching (CB)

Data, discussions and observation

What Works Well Clearinghouse

4

£47,215 ÷ 2 =

£28,329

TA support for EAL pupils (MA / JW)

Data, discussion and observation

What Works Well Clearinghouse

4

£14.98 an hour x 36 wks = £539 x 4 chn = £2,156

TA provision of Occupational Therapy to support physical development and learning (LB / NG)

Data, discussion, OT reports and observation

What Works Well Clearinghouse

1

£14.98 an hour x 2.5 hrs a week x 36 wks = £1,348 x 2 TAs = £2,696

Reading Plus reading intervention programme

Data, discussion and observation

Education Endowment Foundation

4

£24 x 150 chn = £3,600

PiXL assessment, therapy and intervention programme

Data, discussion and observation

Education Endowment Foundation

4

£2,700

Lexia reading support programme

Data, discussion and observation

Education Endowment Foundation

4

£1,230

Times Tables Rock Stars

Data, discussion and observation

Education Endowment Foundation

£102

Activity

Evidence that supports this approach

Challenge number(s) addressed

Incentives to improve attendance

Attendance data

What Works Well Clearinghouse

3

£500

PSA to address attendance and punctuality issues

Attendance data

What Works Well Clearinghouse

3

£2,619

PSA critical attendance focus 4 mornings a week

Attendance data

What Works Well Clearinghouse

3

£4,619

Subsidise parental contributions to enable all children to access curriculum enrichment activities including educational visits, theatre visits and residential opportunities to develop Cultural Capital

Participation and equality

Poverty Proofing North East

2

£7281

Purchase uniform sweatshirts, PE Kits, water bottles and Book bags

Equality

Poverty Proofing North East

2

£9,520

Chess, Music and ICT specialist teaching

Participation and equality

Poverty Proofing North East

4

£7,201

Parent Support Advisor to work with our more vulnerable families on: Attendance, Safeguarding and Emotional well-being

Data, meetings and discussions

DfE

4

£4,619

Provide a family counselling service for vulnerable pupils to enable a greater range and depth of issues faced by children and families to be tackled

Observation and discussion

DfE

2

£5,379

Provide milk and butter for the daily free breakfast for children and to provide free fruit for KS2 children

Health and discussions

British Nutrition Foundation

1

£1,692

Staff to deliver breakfast club (GV & TAs)

Health and discussion

British Nutrition Foundation

1

£4,094

Attendance of PP children for 2020-21 was +0.6 above the 2018-19 national average. Attendance of PP children for 2021-22 was -0.7 below the 2018-19 national average. Attendance for PP children for 2022-23 was +0.7 above the national average.

Persistent Absence of PP children for 2020-21 was -0.3 below the 2018-19 national average.

Persistent Absence of PP children for 2021-22 was -3.2 below the 2018-19 national average.

Persistent Absence of PP children for 2022-23 was +1.5% above the national average.

Children were identified early and were seen by the Speech and Language Therapist, Occupational Therapist and Educational Psychologist because we pay for this provision. This has been invaluable as NHS waiting times have hugely increased recently.

Interventions were put into place quickly and monitored for effectiveness.

Programme

Provider

PiXL

PiXL

Reading Plus

Reading Solutions

Lexia

Lexia Learning

Times Tables Rock Starts

Maths Circle Limited

Measure

Details

How did you spend your service pupil premium allocation last academic year?

N/A

What was the impact of that spending on service pupil premium eligible pupils?

N/A

£174,510

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

All members of staff and the governing body accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment. We hope that each child will develop a love for learning and acquire skills and abilities commensurate with fulfilling their potential throughout their education and as an adult finding employment. The current pupil premium strategy plan works towards achieving these objectives by poverty proofing the school in order to offer educational opportunities and life experiences to enable children to reach or exceed age related expectation. The key principal of Mill Lane Primary School’s Strategy Plan is to reduce barriers to enable every child to reach his or her full potential.

Our Philosophy and Principles

We are fully committed to providing opportunities for all pupils to succeed and to provide the necessary interventions to ensure that success is experienced by all. We ensure that

·         Teaching and learning opportunities meet the needs of all pupils

·         Appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of disadvantaged pupils are adequately assessed and addressed

·         we recognise that not all pupils who receive free school meals will be disadvantaged

·         We also recognise that not all pupils who are disadvantaged are registered or qualify for free school meals

·         We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being disadvantaged

·         Pupil premium funding will be allocated following data analysis and pupil progress meetings which identify priority classes, groups or individuals.

·         Children experience quality first teaching, meeting the needs of each individual child

·         Every child reaches or exceeds age-related expectations in reading, writing and mathematics

·         No child is disadvantaged due to inability to pay for school trips, residential visits, music tuition or other extra-curricular activities

·         Pupil Premium funding is allocated after a needs analysis and exploration of what research tells us to provide the most appropriate support and intervention for pupils

Behavioural: Behaviour for learning, attendance

207 plus 21 in nursery plus

3 place Additionally Resourced Provision (ARP) for Speech, Language & Communication

51% Pupil Premium

51% boys, 49% girls

65% EAL

40% SEND, 3 HNF, 13 EHCPs and 2 are currently going through the assessment process for either HNF or EHCPs

88% (almost 9 out of 10) in lowest 15%, and 7 out of 10 are in lowest 5% of deprivation in the country. This has increased by 27% in the last 5 years.

7 CP, 8 EH, 11 CIN

5 Families access counselling

73% Multiple vulnerabilities

94% 1 National vulnerability

Attendance

2019/20

2021-22

95.8% including Extended Leave & Religious Observance

94.1% including Extended Leave & Religious Observance

Academic achievement

Identified CPD to ensure quality first teaching and intervention (RAW & PRST)

Assessment and identification for provision mapping leading to improved outcomes

Higher Achievement Research Transforming Tees

4

RWI outcomes

Education Endowment Foundation

4

The employment of an additional Speech and Language Therapist

Barrier to learning

Education Endowment Foundation

5

The allocation of an Educational Psychologist to ensure faster access to services

Barrier to learning

Education Endowment Foundation

5

The employment of an additional teacher employed to deliver interventions to KS2 (HL)

Improved KS2 data outcomes

Education Endowment Foundation

4

The employment of an additional 0.5 teacher employed to deliver intervention in KS1 (RC)

Improved KS1 data outcomes

Education Endowment Foundation

4

The employment of an additional TA 0.5 in EY to enable children to be taught in small groups (LK)

Improved EY data outcomes

Education Endowment Foundation

Yearly Years Toolkit

4

The employment of an additional TA in KS2 to enable interventions (LS)

Data, discussion and observation

Education Endowment Foundation

4

The employment of 0.5 TA (AA) to deliver the Early Talk Boost Language programme

Data, discussion and observation

Education Endowment Foundation

4

Mid-day supervisors overtime to support 1:1 reading (BRP trained)

Data, discussion and observation

What Works Well Clearinghouse

4

Data, discussions and observation

What Works Well Clearinghouse

4

TA support for EAL pupils (MA / JW)

Data, discussion and observation

What Works Well Clearinghouse

4

Data, discussion, OT reports and observation

What Works Well Clearinghouse

1

Reading Plus reading intervention programme

Data, discussion and observation

Education Endowment Foundation

4

PiXL assessment, therapy and intervention programme

Data, discussion and observation

Education Endowment Foundation

4

Lexia reading support programme

Data, discussion and observation

Education Endowment Foundation

4

Data, discussion and observation

Education Endowment Foundation

4

Incentives to improve attendance

Attendance data

What Works Well Clearinghouse

3

PSA to address attendance and punctuality issues

Attendance data

What Works Well Clearinghouse

3

Attendance data

What Works Well Clearinghouse

3

Participation and equality

Poverty Proofing North East

2

Purchase uniform sweatshirts, PE Kits, water bottles and Book bags

Equality

Poverty Proofing North East

2

Chess, Music and ICT specialist teaching

Participation and equality

Poverty Proofing North East

4

Data, meetings and discussions

DfE

4

Provide a family counselling service for vulnerable pupils to enable a greater range and depth of issues faced by children and families to be tackled

Observation and discussion

DfE

2

Provide milk and butter for the daily free breakfast for children and to provide free fruit for KS2 children

Health and discussions

British Nutrition Foundation

1

Staff to deliver breakfast club (GV & TAs)

Health and discussion

British Nutrition Foundation

1

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order

The Early Years Pupil Premium (EYPP) gives providers additional funding to support disadvantaged    three and four year old pupils

£2,400

£342

As families have been unable to travel to visit relatives (65% EAL) in recent years because of the pandemic, there have been more families taking holidays in 2021-22. Therefore:

Attendance of PP children for 2020-21 was +0.6 above the 2018-19 national average. Attendance of PP children for 2021-22 was -0.7 below the 2018-19 national average.

Persistent Absence of PP children for 2020-21 was -0.3 below the 2018-19 national average. Persistent Absence of PP children for 2021-22 was -3.2 below the 2018-19 national average.

Children were identified early and were seen by the Speech and Language Therapist, Occupational Therapist and Educational Psychologist because we pay for this provision. This has been invaluable as NHS waiting times have hugely increased recently.

Interventions were put into place quickly and monitored for effectiveness.

£149,295

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

All members of staff and the governing body accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment. We hope that each child will develop a love for learning and acquire skills and abilities commensurate with fulfilling their potential throughout their education and as an adult finding employment. The current pupil premium strategy plan works towards achieving these objectives by poverty proofing the school in order to offer educational opportunities and life experiences to enable children to reach or exceed age related expectation. The key principal of Mill Lane Primary School’s Strategy Plan is to reduce barriers to enable every child to reach his or her full potential.

Our Philosophy and Principles

We are fully committed to providing opportunities for all pupils to succeed and to provide the necessary interventions to ensure that success is experienced by all. We ensure that

·         Teaching and learning opportunities meet the needs of all pupils

·         Appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of disadvantaged pupils are adequately assessed and addressed

·         we recognise that not all pupils who receive free school meals will be disadvantaged

·         We also recognise that not all pupils who are disadvantaged are registered or qualify for free school meals

·         We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being disadvantaged

·         Pupil premium funding will be allocated following data analysis and pupil progress meetings which identify priority classes, groups or individuals.

·         Children experience quality first teaching, meeting the needs of each individual child

·         Every child reaches or exceeds age-related expectations in reading, writing and mathematics

·         No child is disadvantaged due to inability to pay for school trips, residential visits, music tuition or other extra-curricular activities

·         Pupil Premium funding is allocated after a needs analysis and exploration of what research tells us to provide the most appropriate support and intervention for pupils

Behavioural: Behaviour for learning, attendance

188 plus 30 in nursery 

12 place Additionally Resourced Provision (ARP) for Speech, Language & Communication 

Attendance

2019/20

95.8% including High 11.2%  Extended Leave & Religious Observance

54% Pupil Premium

52% boys, 48% girls

61% EAL

36% SEND, 5 HNF, 6 EHCPs and 10 currently going through the assessment process

61% EAL                             

57% from 19 ethnic groupings

20 languages spoken

18% (Almost 1 in 5) Significant number of refugees, asylum seekers, or Infinite Leave to Remain

88% (almost 9 out of 10) in lowest 15%, and 7 out of 10 are in lowest 5% of deprivation in the country. This has increased by 27% in the last 4 years.

3 CP, 13 EH, 14 CIN

6 Families access counselling

73% Multiple vulnerabilities

94% 1 National vulnerability

Majority enter nursery at least a year behind development milestones in 10 / 17 areas. 0% in writing (W), 5% in number (N), 5% in Shape Space & Measure (SSM) and 12% in Reading (R) enter nursery at age related expectation (ARE) of 30-50 months (m).

33% in W, 63% in N, 63% in SSM and 41% in R enter nursery significantly below ARE (16-26m and below). No children enter above ARE (40-60 m)

Academic achievement

Identified CPD to ensure quality first teaching and intervention (RAW)

Assessment and identification for provision mapping leading to improved outcomes

Higher Achievement Research Transforming Tees

4

RWI outcomes

Education Endowment Foundation

4

The employment of an additional Speech and Language Therapist

Barrier to learning

Education Endowment Foundation

5

The allocation of an Educational Psychologist to ensure faster access to services

Barrier to learning

Education Endowment Foundation

5

The employment of an additional teacher employed to deliver interventions to KS2 (AC Half term) and Y5 Wed

Improved KS2 data outcomes

Education Endowment Foundation

4

The employment of an additional 0.8 teacher employed to deliver intervention in KS1 (JS)

Improved KS1 data outcomes

Education Endowment Foundation

4

The employment of an additional 0.8 teacher employed to deliver catch-up curriculum (JS)

Improved data outcomes

Education Endowment Foundation

4

The employment of an additional teacher 0.6 in EY & Nurture group to enable children to be taught in small groups (JSp half term)

Improved EY data outcomes

Education Endowment Foundation

Yearly Years Toolkit

4

The employment of an additional TA in EY/KS1 to enable gap interventions (JB/ZH 60% & HNF)

Data, discussion and observation

Education Endowment Foundation

4

The employment of 0.5 TA to deliver the NUFI Language catch-up programme

Data, discussion and observation

Education Endowment Foundation

4

Mid-day supervisor overtime to support 1:1 reading (BRP trained)

Data, discussion and observation

What Works Well Clearinghouse

4

TA support for EAL pupils (MA & JW)

Data, discussion and observation

What Works Well Clearinghouse

4

Data, discussion, OT reports and observation

What Works Well Clearinghouse

1

Reading Plus reading intervention programme

Data, discussion and observation

Education Endowment Foundation

4

PiXL assessment, therapy and intervention programme

Data, discussion and observation

Education Endowment Foundation

4

Lexia reading support programme

Data, discussion and observation

 Education Endowment Foundation

4

Incentives to improve attendance

Attendance data

What Works Well Clearinghouse

3

Office staff to address attendance and punctuality issues

Attendance data

What Works Well Clearinghouse

3

Attendance data

What Works Well Clearinghouse

3

Participation and equality

Poverty Proofing North East

2

Purchase uniform sweatshirts, PE Kits, water bottles and Book bags

Equality

Poverty Proofing North East

2

Chess, Music and ICT specialist teaching

Participation and equality

Poverty Proofing North East

4

Data, meetings and discussions

DfE

4

Provide a family counselling service for vulnerable pupils to enable a greater range and depth of issues faced by children and families to be tackled

Observation and discussion

DfE

2

Provide milk and butter for the daily free breakfast for children and to provide free fruit for KS2 children

Health and discussions

British Nutrition Foundation

1

Staff to deliver breakfast club (GV & TAs)

Health and discussion

British Nutrition Foundation

1

TA support for EAL pupils (JS)

Health and discussions

National Development for Language Development in the Curriculum

4

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order

 
The Early Years Pupil Premium (EYPP) gives providers additional funding to support disadvantaged    three and four year old pupils

£2,300

£300

Despite Covid restrictions, the intended outcomes of the 2020-21 plan were largely met.

Lockdown affected the planned catch-up program in school; however, live learning and interventions continued online. In addition, 17 pupils have now received 15 tutoring sessions (either 1 to 1 or 1 to 3) as part of the National Tutoring Program.

Children were identified early and were seen by the Speech and Language Therapist and Educational Psychologist online because we pay for this provision. This has been invaluable as NHS waiting times have hugely increased because of Covid restrictions.

Attendance of PP children for the Autumn and Spring terms (minus Covid related absence) was 95.4%, in comparison to 95.6% for the Autumn and Spring terms 2019-20. Persistent absence in the same period for PP children was 14.8% in comparison to 17.5% for the same period 2019-20.

KS1 Pupil Premium Data

2018

2019

2021

Difference 2019 to 2021

Reading

School PP

36%

56%

42%

-14%

TSDC PP Average

63%

65%

50%

-15%

Difference

-27%

-9%

-8%

+1%

Writing

School PP

29%

56%

37%

19

TSDC PP Average

58%

60%

41%

19

Difference

-29%

-4%

-4%

=

Maths

School PP

36%

56%

47%

-9%

TSDC PP Average

65%

67%

51%

-16%

Difference

-29%

-11%

-4%

+7%

KS1 Whole School Data

2018

2019

2021

Difference 2019 to 2021

Reading

School

40%

58%

48%

-10%

TSDC Average

76%

76%

66%

-10%

Difference

-26%

-18%

-18%

=

Writing

School

40%

55%

44%

-11%

TSDC Average

72%

71%

56%

-15%

Difference

-32%

-16%

-12%

+4%

Maths

School

43%

55%

48%

-7%

TSDC Average

77%

77%

66%

-11%

Difference

-34%

-22%

-18%

+4%

KS2 Pupil Premium Data

2018

2019

2021

Difference 2019 to 2021

SPAG

(Spelling, punctuation and grammar)

School PP

56%

65%

68%

+3%

TSDC PP Average

70%

72%

62%

-10%

Difference

-14%

-7%

+6%

+13%

Reading

School PP

50%

50%

53%

+3%

TSDC PP Average

69%

68%

64%

-4%

Difference

-19%

-18%

-11%

+7%

Maths

School PP

56%

60%

47%

-13%

TSDC PP Average

70%

75%

61%

-14%

Difference

-14%

-15%

-14%

+1%

Writing

School PP

56%

60%

42%

-18%

TSDC PP Average

74%

75%

58%

-17%

Difference

-18%

-15%

-16%

-1%

KS2 Whole School Data

2018

2019

2021

Difference 2019 to 2021

SPAG

(Spelling, punctuation and grammar)

School

55%

68%

70%

+2%

TSDC Average

80%

80%

72%

-8%

Difference

-25%

-12%

-2%

+10%

Reading

School

52%

57%

56%

-1%

TSDC Average

78%

77%

75%

-2%

Difference

-26%

-20%

-19%

+1%

Maths

School

59%

64%

48%

-16%

TSDC Average

79%

83%

72%

-11%

Difference

-20%

-19%

-24%

-5%

Writing

School

55%

61%

41%

-20%

TSDC Average

82%

83%

67%

-16%

Difference

-27%

-22%

-26%

+4%

198 plus 26 PT in nursery

12 place Additionally Resourced Provision (ARP) for Speech, Language & Communication

53% Pupil Premium

51% boys, 49% girls

64% EAL

33% SEND, 3 EHCPs, 5 HNF

Attendance

2018/19

2019/20

95.7% including High % Extended Leave & Religious Observance

95.6% (Covid-19 year)

63% EAL

57% from 19 ethnic groupings

20 languages spoken

18% (Almost 1 in 5) Significant number of refugees, asylum seekers, or Infinite Leave to Remain

88% (almost 9 out of 10) in lowest 15%, and 7 out of 10 are in lowest 5% of deprivation in the country. This has increased by 27% in the last 4 years.

3 CP, 8 EH, 10 CIN,

6 Families accessing counselling

37% Multiple vulnerabilities

Highly mobile (116 transfers 2018/19) with ‘ghost’ children not showing in data

(102 transfers 2019/20 Covid-19 year)

AMBITION FOR DISADVANTAGED PUPILS IN OUR SCHOOL – SUCCESS CRITERIA

Barriers to learning will be removed and children in Mill Lane will achieve their full potential

BARRIERS

Social

·         Low aspiration

·         Poor nutrition/hunger

·         Family aspiration/expectation

·         Family engagement

·         Cultural capital

Emotional

·         Emotional health and well-being

·         Low self esteem

·         Resilience

·         Confidence

Behavioural

·         Behaviour for learning

·         Attendance

Cognitive

·         Communication, language and literacy

·         Vocabulary range

·         Progress in core curriculum

·         Academic achievement  (66%)

·         Early intervention            (59%)

·         Special Educational Needs  (33%)

IMPACT/MEASUREMENT

Social

·         Pupil voice

·         Data taking up breakfast offer

·         Attendance at parent consultations

·         Attendance at engagement opportunities including annual visit

·         Participation data

Emotional

·         Pupil voice

·         Progress and attainment data

·         Parent/Carer voice

·         Staff voice

Behavioural

·         Progress and attainment data

·         Attendance data

Cognitive

·         Progress and attainment data

BARRIERS IDENTIFIED THROUGH:

·         Learning walks

·         Pupil Premium student shadowing

·         Pupil Premium student voice

·         Achievement analysis

·         Attendance and punctuality analysis

·         Attendance at curriculum enrichment activities

·         Incident report analysis

·         Attendance at parent/carer consultations

·         Children, parent, SLT, staff and governor views

·         Observational assessments

·         Work scrutinies

·         Poverty Proofing Report

·         Debating Society

SUPPORTING RATIONAL AND RESEARCH FOR CHOSEN ACTION

This action is likely to be effective because it is rooted in research:

·         Education Endowment Fund (EEF) * (See p8 & 9)

·         Higher Achievement Research Transforming Tees **

·         Effective Practice Case Study: St Bede’s Primary School, Stockton ***

·         What Works Well Clearinghouse

·         Early Years Toolkit

Academic achievement and early intervention

(Priority 1 of the School Improvement Plan)

Progress to date

Intended Outcomes by July 2021

Improved outcomes and the gap to National Others will be further closed.

The employment of an additional 0.65 teacher employed to deliver catch-up curriculum to KS2 (AC – catch-up funding)

The employment of an additional 0.45 teacher employed to deliver catch-up curriculum in KS1 (JS)

The employment of an additional teacher 0.6 in Nurture group to enable children to be taught in small groups (SL)

The allocation of an additional apprentice TA in EY to enable interventions* TY

The employment of an additional TA in EY to enable catch-up interventions JB

The employment of an additional TA in KS1 to enable interventions (SB)

The allocation of 1.6 highly trained TAs to develop and deliver high quality early intervention and support * (-HNF) JH JB

Additional TAs for precision teaching in nurture group (CA, LB, NG, minus paid for by 3 HNF)

Reading Plus reading intervention programme

Mid-day supervisor overtime to support 1:1 reading (BRP trained), and voluntary Right to Read Programme with Johnson Matthey, Youth for Christ and volunteer readers.

PiXL assessment, therapy and intervention programme

Lexia reading support programme

Release of SLT to monitor standards, challenge and support across school

Identified CPD to ensure quality first teaching and intervention (Raising Achievement in Writing)

All pupils have a balanced curriculum and specific interventions delivered by expert practitioners which will lead to accelerated progress to reach age related expectations after Covid-19

All children to have access to Quality First Teaching raise attainment and rates of progress

Children to have access to support to plug gaps in learning and to pre-teach to enable children to access age appropriate curriculum

Improved outcomes

Improved reading outcomes

Promote a love of reading at home

Improved outcomes

Improved outcomes

Improved outcomes

Improved assessment and identification for provision mapping leading to improved outcomes

Improved outcomes

Improved outcomes

Improved KS2 outcomes

Improved KS1 outcomes

Improved EY GLD outcomes

Improved outcomes, Increased vocabulary.

Improved listening skills language and understanding.

Outcome data

Children’s confidence in and enjoyment of reading increases.

Children make good progress in reading.

Data

Data

Data

Data

Data

£1,390

£13499

=£14,889

£11,448

£748

(EY £4,002)

£3255

£9,805

£8,845

£8550

£14,415

£1,073

£6,201

= £64,340  +

£14,889

 £79,229

£1,717

£444

£4027

£715

= £ 6,903

£79,229

£86,132

Special Educational Needs

(Priority 1 of the School Improvement Plan)

Progress to date

Intended Outcomes by July 2020

Reduce waiting times for specialist support

Regular monitoring of progress

The employment of an additional Speech and Language Therapist *

The allocation of an Educational Psychologist to ensure faster access to services

Children’s speech and language development is supported and any barriers are addressed which will impact on their wider attainment, self-esteem and self-confidence

Children have access to specialist assessment and support

Early identification of children with Special Educational Needs who require specialist support

Regular monitoring of progress – improved literacy outcomes

Increase staff expertise in supporting children with SEN

£11,200

£5,500

= £16,700

£86,132

£102,832

Attendance – with specific focus on Persistent absence

(Priority 2 of School Development Plan)

Progress to date

Intended Outcomes by July 2021

Persistent absence will improve to be in line with national average

Incentives to improve attendance

100% weekly attendance treats

100% term attendance vouchers

100% year attendance trip

Weekly Fredo Frogs

Office staff to address attendance and punctuality issues

PSA critical attendance focus 4 mornings a week

Increased attendance of all groups which will impact on attainment and progress

Improved attendance and punctuation

Weekly monitoring or particular children – Attendance and data

Attendance and punctuality data

£2,000

£2619

£4619

= £9,238

£102,832

£112,070

Participation

(Priority 3 of School Improvement Plan)

Progress to date

Intended Outcomes by July 2021

100% PP participation in visits

Subsidise parental contributions to enable all children to access curriculum enrichment activities including educational visits, theatre visits and residential opportunities to develop Cultural Capital

Purchase uniform sweatshirts, PE Kits, water bottles and Book bags

Chess, Music and ICT specialist teaching

Children can access visits to support their learning across the curriculum which will enhance children’s learning experiences which will enhance their knowledge and understanding of the curriculum

Children develop a range of life skills and experiences and develop a love of learning

To ensure that poverty proofing enables all children to participate fully in education and do not feel discriminated against

Children have opportunities to participate in a wide range of events and visits.

Children wear school uniform with pride. Through all aspects of school, children consistently display good attitudes to learning, respect for school and the core values – children’s questionnaires

£9,920

£9,520

£7201

= £26,641

£112,070

£138,711

Resilience, emotional health and well-being

(Priority 3 School Improvement Plan)

Progress to date

Intended Outcomes by July 2021

Parents can access support from other agencies

Parent Support Advisor(PSA), Julie Cole, to work with our more vulnerable families on: Attendance, Safeguarding (Child Protection and Early Help) and Emotional well being 4 afternoons a week

Provide a family counselling service for vulnerable pupils to enable a greater range and depth of issues faced by children and families to be tackled

Provide milk and butter for the daily free breakfast for children and to provide free fruit for KS2 children

Staff to deliver breakfast club (GV & TAs)

Stability of key children, enabling them to attend, be ready to learn and be emotionally supported.

Families have access to an identified adult who can advise them and help them access support from other agencies.

Children have access to emotional support and counselling

Children will not be hungry and therefore will be able to concentrate for longer periods of time

Early identification of families who require additional support through Early Help – attendance data

Children’s emotional presentation improves so that they are ready for learning. Observation, discussions with staff and children.

£4,619

£5,379

£1692

£4094

=  £15,784  +

£138,711

 £154,495

·         DfE Nuffield Early Language Intervention (NELI)

·         Additional EAL intervention to develop vocabulary

·         Speech & Language provision

·         Continue Talking to Learn

Autumn 2

Autumn 1

EY Team

TA

·         RWI books used into KS1

·         New replacement reading scheme books ordered

·         ORT books used to promote enjoyment of reading at home

·         Booster Reading Programme : A system is now in place across school so that all classes receive 1:1 reading support from trained adults throughout the week

·         Reading Plus continues

·         Lexia continues

English Lead

HT

(Right 2 Read, Youth 4 Christ), MDS.

·         RWI continues

·         Whole school staff re-trained to ensure that all staff understand the principles behind effective phonics teaching

·         Reading Plus continues

·         Lexia continues

·         All teaching staff have received Reciprocal reading training.

Autumn 1

HT

·         BIG Write continues

·         CPD on effective teaching of writing

·         Joined LA Raising Achievement in Writing (RAW)

·         Employed a KS2 writing specialist teacher

Autumn 1

English Lead

HT

·         Continue RWI spelling programme

·         Spelling taught 3 times a week

·         PiXL

·         Regular pupil progress meetings

·         Provision mapping

·         Wellbeing Champion

·         Wellbeing CPD

·         LORIC

·         Attachment CPD

·         Counselling

·         1:1 RWI phonics

·         PiXL

·         Lexia

·         Reading Plus

·         Prodegy

·         Master Maths Hub school

·         Catch-up program

Pupils in year groups reception to year 6 recorded as Ever 6 free school meals

£1,320

Pupils in years 7 to 11 recorded as Ever 6 FSM

£935

Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority

£2,300

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order

The Early Years Pupil Premium (EYPP) gives providers additional funding to support disadvantaged    three and four year old pupils

£2,300

£300

Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of a child pension from the Ministry of Defence

£300

School Profile

203 plus 49 PT in nursery 

17 place Additionally Resourced Provision (ARP) for Speech, Language & Communication 

Attainment on Entry

Majority enter nursery at least a year behind development milestones in most areas 10 / 17

Community Served

41.8% Pupil Premium

52% boys, 48% girls

63% EAL

28% SEND, 5 EHCPs

Attendance

2018/19

95.7% including High % Extended Leave & Religious Observance

LACYP

1 LAC

Ethnicity/EAL

63% EAL                                        

60% from 10 ethnic groupings

28 languages spoken

18% (Almost 1 in 5) Significant number of refugees, asylum seekers, or Infinite Leave to Remain

Family Demographics

88% (almost 9 out of 10) in lowest 20%, and 20% (1 in 5) in lowest 5% deprivation in country

5 CP, 6 EH, 5 CIN

6 Families accessing counselling

37% Multiple vulnerabilities

Stability

Highly mobile (116 transfers 2018/19) with ‘ghost’ children not showing in data

AMBITION FOR DISADVANTAGED PUPILS IN OUR SCHOOL – SUCCESS CRITERIA

·         Barriers to learning will be removed and children in Mill Lane will achieve their full potential

BARRIERS

Social

·         Low aspiration

·         Poor nutrition/hunger

·         Family aspiration/expectation

·         Family engagement

·         Cultural capital 

Emotional

·         Emotional health and well-being

·         Low self esteem

·         Resilience

·         Confidence

Behavioural

·         Behaviour for learning

·         Attendance

Cognitive

·         Communication, language and literacy

·         Vocabulary range

·         Progress in core curriculum

·         Academic achievement  (66%)

·         Early intervention            (59%)                                                   

·         Special Educational Needs  (36%)

IMPACT/MEASUREMENT

Social

·         Pupil voice

·         Data taking up breakfast offer

·         Attendance at parent consultations

·         Attendance at engagement opportunities including annual visit

·         Participation data

Emotional

·         Pupil voice

·         Progress and attainment data

·         Parent/Carer voice

·         Staff voice

Behavioural

·         Progress and attainment data

·         Attendance data

Cognitive

·         Progress and attainment data

BARRIERS IDENTIFIED THROUGH:

·         Learning walks

·         Pupil Premium student shadowing

·         Pupil Premium student voice

·         Achievement analysis

·         Attendance and punctuality analysis

·         Attendance at curriculum enrichment activities

·         Incident report analysis

·         Attendance at parent/carer consultations

·         Children, parent, SLT, staff and governor views

·         Observational assessments

·         Work scrutinies

·         Poverty Proofing Report

·         Debating Society

SUPPORTING RATIONAL AND RESEARCH FOR CHOSEN ACTION

This action is likely to be effective because it is rooted in research:

·         Education Endowment Fund (EEF) * (See p8 & 9)

·         Higher Achievement Research Transforming Tees **

·         Effective Practice Case Study: St Bede’s Primary School, Stockton ***

·         What Works Well Clearinghouse

·         Early Years Toolkit

MAIN OBJECTIVES

ACTION TO ADDRESS BARRIER

PLANNED IMPACT

MONITORING OF EFFECTIVENESS

AMOUNT ALLOCATED

Academic achievement and early intervention

(Priority 1 of the School Improvement Plan)

Progress to date

Intended Outcomes by July 2010

Improved outcomes and the gap to National Others will be further closed.

The employment of an additional 0.6 teacher employed in KS2 to enable Year 6 children to be taught in smaller groups * JA

The employment of an additional 0.8 teacher  in Nurture group to enable children to be taught in small groups (Spring Term)* SP

The allocation of an additional TA in EYFS Reception to enable interventions* JL

The employment of a TA in EY & KS1 to support speech, language & communication including oral language and semantics and learning interventions identified in Pupil Progress Meetings (.5 HNF) JK

The allocation of 1.6 highly trained TAs to develop and deliver high quality early intervention and support with early  provision and self-care* (-HNF) JH JB

Apprentice in Y3 to support vulnerable groups with learning (TY)

*Booster Reading \programme throughout school including Mid-day supervisor overtime to support 1:1 reading (BRP trained), and voluntary Right to Read Programme with Johnson Matthey, Youth for Christ and volunteer readers.

PiXL intervention

Membership of the EEF and Literacy Campaign *

Mid-day supervisors reading programme each afternoon 5

LA Reading Review

Release of SLT to monitor standards, challenge and support across school

Identified CPD to ensure quality first teaching and intervention

All children to have access to Quality First Teaching raise attainment and rates of progress

Children to have access to support to plug gaps in learning and to pre-teach to enable children to access age appropriate curriculum

All pupils have a balanced curriculum and specific interventions delivered by expert practitioners which will lead to improved outcomes

Improved outcomes

Improved outcomes

Improved reading outcomes

Promote a love of reading at home

Improved KS2 outcomes

Improved outcomes

Raised self-esteem and confidence

Identify strengths and weaknesses

Address weaknesses

Improved outcomes

Improved KS2 outcomes

Improved KS1 outcomes

Improved EY GLD outcomes

Improved outcomes, Increased vocabulary.

Improved listening skills language and understanding.

Outcome data

Outcome data

Children’s confidence in and enjoyment of reading increases.

Children make good progress in reading.

Improved reading outcomes

Improved reading outcomes

Improved outcomes

Data

£10,280

£12,169

= £22449

£10,230

£3,595

£11,408

£2141

£12,100

£1,680

£550

£8550

=£72,703

£209

£11,540

£4027

  £15,776 +

  £72,703

=£88,479

Special Educational Needs

(Priority 1 of the School Improvement Plan)

Progress to date

Intended Outcomes by July 2020

Reduce waiting times for specialist support

Regular monitoring of progress

The employment of an additional Speech and Language Therapist *

The allocation of an Educational Psychologist to ensure faster access to services

Children’s speech and language development is supported and any barriers are addressed which will impact on their wider attainment, self-esteem and self-confidence

Children have access to specialist assessment and support

Early identification of children with Special Educational Needs who require specialist support

Regular monitoring of progress – improved literacy outcomes

Increase staff expertise in supporting children with SEN

£11,200

£5,500

 £16,700 +

 £88,479

=£105,179

Attendance – with specific focus on Persistent absence

(Priority 2 of School Development Plan)

Progress to date

Intended Outcomes by July 2020

Persistent absence will improve to be in line with national average

Incentives to improve attendance

100% weekly attendance treats

100% term attendance vouchers

100% year attendance trip

Weekly Freddo Frogs

Office staff to address attendance and punctuality issues

Increased attendance of all groups which will impact on attainment and progress

Improved attendance and punctuation

Weekly monitoring or particular children – Attendance and data

Attendance and punctuality data

£2,000

£2619

  £4619 +

  £105,179

=£109,798

Participation

(Priority 3 of School Improvement Plan)

Progress to date

Intended Outcomes by July 2019

100% PP participation in visits

Subsidise parental contributions to enable all children to access curriculum enrichment activities including educational visits, theatre visits and residential opportunities to develop Cultural Capital

Purchase uniform sweatshirts, PE Kits, water bottles and Book bags

Chess, Music and ICT specialist teaching

Children can access visits to support their learning across the curriculum which will enhance children’s learning experiences which will enhance their knowledge and understanding of the curriculum

Children develop a range of life skills and experiences and develop a love of learning

To ensure that poverty proofing enables all children to participate fully in education and do not feel discriminated against

Children have opportunities to participate in a wide range of events and visits.

Children wear school uniform with pride. Through all aspects of school, children consistently display good attitudes to learning, respect for school and the core values – children’s questionnaires  

£9,920

£9,520

£7201

 £26,641  +

 £109,798

£136,439

Resilience, emotional health and well-being

(Priority 3 School Improvement Plan)

Progress to date

Intended Outcomes by July 20120

Parents can access support from other agencies

Parent Support Advisor(PSA), Julie Cole, to work with our more vulnerable families on: Attendance, Safeguarding (Child Protection and Early Help) and Emotional well being

Provide a family counselling service for vulnerable pupils to enable a greater range and depth of issues faced by children and families to be tackled

1 member of staff to train to become a Wellbeing Champion

An extra mid-day supervisor to support vulnerable children at lunchtime

Provide milk and butter for the daily free breakfast for children and to provide free fruit for KS2 children

Staff to deliver breakfast club (GV & TAs)

Stability of key children, enabling them to attend, be ready to learn and be emotionally supported.

Families have access to an identified adult who can advise them and help them access support from other agencies.

Children have access to emotional support and counselling

Specialist knowledge and practice in school to support

Children’s well-being and social and emotional development supported

Children will not be hungry and therefore will be able to concentrate for longer periods of time

Early identification of families who require additional support through Early Help – attendance data

Children’s emotional presentation improves so that they are ready for learning. Observation, discussions with staff and children.

Reduce barrier to learning

Reduce barrier to learning

£9,208

£5,379

£200

£1068

£1672

£4094

    £21,621  +

  £136,439

=£158,060

Evidence Statement

Evidence Strength

Actions Implemented

Date

By Whom

Impact

  Develop pupils’ speaking and listening skills and wider understanding of language

Extensive

·         Tracks to Literacy Scheme introduced to EYFS and KS1.

·         Talk Boost intervention delivered by KS1 additional TA.

·         Additional EAL training to help develop vocabulary

·         Became a Talking to Learn School

Autumn 2

Autumn 1 and ongoing

Spring 1

SENCo

EAL Advisor

TAs are reporting greater increase in confidence in pupils but cannot measure quantitatively at this point.

Use a balanced and engaging approach to developing reading, which integrates both decoding and comprehension skills

Extensive

·         RWI books introduced into KS1.

·         New guided reading scheme introduced so that have access to more challenging resources. 

·         New reading scheme purchased to promote enjoyment of reading at home.

·         Introduction of Cracking Comprehension

·         Booster Reading Programme : A system is now in place across school so that all classes receive 1:1 reading support from trained adults throughout the week

·         Reading Plus introduced

Spring 1

Spring 2016

Spring 1

Autumn 2

Autumn 1

English Lead

HT

Right 2 Read, Youth 4 Christ, MDS.

Reading Predictions:

Y2 64% (M) 55% (C)

Rec 59%(M) 55% (C)

Effectively implement a systematic phonics programme

Very Extensive

·         RWI introduced to EYFS and KS1.

·         Whole school staff training to ensure that all staff understand the principles behind effective phonics teaching

Spring 1

English lead, KI (Phonics Lead)

·         After testing Yr 1 pupils, phonics projections at 69%; Yr 2 re-check at 50%.

Teach pupils strategies for developing and monitoring their reading comprehension

Extensive

·         Introduction of Cracking Comprehension across school, with training.

·         All staff received inference and deduction training as part of PD Day

·         All teaching staff have received Reciprocal reading training.

Autumn 2

Autumn1

Autumn 1 and 2

HT

HT

Reading Predictions:

Y2 64% (M) 55% (C)

Rec 59%(M) 55% (C)

Teach pupils strategies for planning and monitoring their writing

Moderate

·         Introduction of BIG Write across school

·         PD Day on effective marking, editing and proof reading of children’s writing

Autumn 1

Spring 2

English Lead

HT

Writing predictions:

Rec  59% (M)  55% (C)

Y1   63%(M)    58% (C)

Y2   61% (M)   52% (C)

Promote fluent written transcription skills by encouraging extensive and effective practise and explicitly teaching spelling

Limited

·         Year 2+ have access to the RWI spelling programme to ensure all spelling patterns are taught across school.

Autumn 2

English Lead

Use high quality information about pupils current capabilities to select the best next steps for teaching

Moderate

·         Regular pupil progress meetings held after assessment week to monitor progress and discuss next steps for pupils who appear ‘stuck’

·         Wellbeing Champion

·         2 Attachment specialists

On-going

HT

Teachers more accountable for pupil’s progress and discussions re interventions and new strategies for pupils falling behind take place.

Use high-quality structured interventions to help pupils who are struggling with their literacy

Extensive

·         Talk Boost, Tracks to Literacy, 1:1 RWI phonics intervention carried out on pupils identified after pupil’s progress meetings or assessments.

·         Introduce PiXL across KS1 and KS2

·         Master Maths Hub school

On-going

TAs, Phonics lead

TA feedback to T effectiveness of these programmes.  This is again monitored to ensure that chn are making grounds as a result of interventions during PPMeetings.

AMBITION FOR DISADVANTAGED PUPILS IN OUR SCHOOL – SUCCESS CRITERIA

Barriers to learning will be removed and children in Mill Lane will achieve their full potential

·         Academic achievement 

·         Early intervention                                                            

·         Special Educational Needs

·         Attendance

·         Participation                                                                                                                                                                   C   = Cohort, including ARP children

·         Resilience, emotional health and well-being only                                                                                                   M = Mainstream children                                                                                                                          

Supporting rationale and research for chosen action:

·         Education Endowment Fund * (See p8 & 9)

·         Higher Achievement Research Transforming Tees **

·         Effective Practice Case Study: St Bede’s Primary School, Stockton ***

Academic achievement and early intervention

The employment of an additional teacher employed in KS2 to enable Year 6 children to be taught in smaller groups *

The employment of an additional 0.5 teacher (DH) in Y2 to enable children to be taught in smaller groups *

The allocation of an additional TA in year 1 to enable adults to provide more high quality 1:1 feedback and feedforward to pupils *

The allocation of an additional 0.5 teacher in Reception to enable EYFS interventions*

The employment of a TA in EY & KS1 to support speech, language & communication including oral language and semantics and learning interventions identified in Pupil Progress Meetings

The allocation of 1.5 highly trained TAs to develop and deliver high quality early intervention and support with early SALT provision and self-care *

*Booster Reading \programme throughout school including Mid-day supervisor overtime to support 1:1 reading (BRP trained), and voluntary Right to Read Programme with Johnson Matthey, Youth for Christ and volunteer readers.

PiXL intervention

Membership of the EEF and Literacy Campaign *

All children to have access to Quality First Teaching raise attainment and rates of progress

Children to have access to support to plug gaps in learning and to pre-teach to enable children to access age appropriate curriculum

Children to have access reading intervention and individual pupil support as required

All pupils have a balanced curriculum and specific interventions delivered by expert practitioners which will lead to improved outcomes

Improved outcomes

Improved reading outcomes

Promote a love of reading at home

Improved KS2 outcomes

Improved outcomes

Improved KS2 outcomes

Improved KS1 outcomes

Improved Y1 phonics outcomes

Improved EY GLD outcomes

Improved outcomes, Increased vocabulary.

Improved listening skills language and understanding.

Improved outcomes

Children’s confidence in and enjoyment of reading increases.

Children make good progress in reading.

£10,280

 £11,300

£4,880

£10,230

£13,860

£17,900

£12,100

£1,680

£550

Special Educational Needs

The employment of an additional Speech and Language Therapist *

The allocation of an Educational Psychologist to ensure faster access to services

Children’s speech and language development is supported and any barriers are addressed which will impact on their wider attainment, self-esteem and self-confidence

Children have access to specialist assessment and support

Reduce waiting times for specialist support

Regular monitoring of progress

Early identification of children with Special Educational Needs who require specialist support

Regular monitoring of progress

Increase staff expertise in supporting children with SEN

£11,200

£5,500

Attendance review and Incentives to improve attendance

100% weekly attendance treats

100% term attendance vouchers

100% year attendance trip

Attendance improves to in line with national average

Subsidise parental contributions to enable all children to access enrichment activities including educational visits, theatre visits and residential opportunities

 Purchase uniform sweatshirts, PE Kits and Book bags

Children can access visits to support their learning across the curriculum which will enhance children’s learning experiences which will enhance their knowledge and understanding of the curriculum

Children develop a range of life skills and experiences and develop a love of learning

To ensure that poverty proofing enables all children to participate fully in education and does not feel discriminated against

100% participation in visits

Children have opportunities to participate in a wide range of events and visits.

Children wear school uniform with pride. Through all aspects of school, children consistently display good attitudes to learning, respect for school and the core values

£7,960

£9,520

Provide a Parent Support Advisor(PSA), Julie Cole, to work with our more vulnerable families on: Attendance, Safeguarding (Child Protection and Early Help) and Emotional well being

Provide a family counselling service for vulnerable pupils to enable a greater range and depth of issues faced by children and families to be tackled

Stability of key children, enabling them to attend, be ready to learn and be emotionally supported.

Families have access to an identified adult who can advise them and help them access support from other agencies.

Children have access to emotional support and counselling

Parents can access support from other agencies

Early identification of families who require additional support through Early Help

Children’s emotional presentation improves so that they are ready for learning.

£12,000

£5,000

·         Tracks to Literacy Scheme introduced to EYFS and KS1.

·         Talk Boost intervention delivered by KS1 additional TA.

·         Additional EAL training to help develop vocabulary

Autumn 2

Autumn 1 and ongoing

Spring 1

SENCo

EAL Advisor

·         RWI books introduced into KS1.

·         New guided reading scheme introduced so that have access to more challenging resources. 

·         New reading scheme purchased to promote enjoyment of reading at home.

·         Introduction of Cracking Comprehension

·         Booster Reading Programme : A system is now in place across school so that all classes receive 1:1 reading support from trained adults throughout the week

Spring 1

Spring 2016

Spring 1

Autumn 2

Autumn 1

English Lead

HT

Right 2 Read, Youth 4 Christ, MDS.

Reading Predictions:

Y2 64% (M) 55% (C)

Rec 59%(M) 55% (C)

·         RWI introduced to EYFS and KS1.

·         Whole school staff training to ensure that all staff understand the principles behind effective phonics teaching

·         Introduction of Cracking Comprehension across school, with training.

·         All staff received inference and deduction training as part of PD Day

·         All teaching staff have received Reciprocal reading training.

Autumn 2

Autumn1

Autumn 1 and 2

HT

HT

Reading Predictions:

Y2 64% (M) 55% (C)

Rec 59%(M) 55% (C)

·         Introduction of BIG Write across school

·         PD Day on effective marking, editing and proof reading of children’s writing

Autumn 1

Spring 2

English Lead

HT

Writing predictions:

Rec  59% (M)  55% (C)

Y1   63%(M)    58% (C)

Y2   61% (M)   52% (C)

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order

The Early Years Pupil Premium (EYPP) gives providers additional funding to support disadvantaged    three and four year old pupils

£2,300

£300

AMBITION FOR DISADVANTAGED PUPILS IN OUR SCHOOL – SUCCESS CRITERIA

Barriers to learning will be removed and children in Mill Lane will achieve their full potential

·         Academic achievement  (66%)

·         Early intervention            (59%)                                                   

·         Special Educational Needs  (36%)

·         Attendance                       (27%)

·         Participation                     (21%)                                                                                                                                    C   = Cohort, including ARP children

·         Resilience, emotional health and well-being  (14%)                                                                                               M = Mainstream children only                                                                                                                           

Supporting rationale and research for chosen action:

·         Education Endowment Fund * (See p8 & 9)

·         Higher Achievement Research Transforming Tees **

·         Effective Practice Case Study: St Bede’s Primary School, Stockton ***

Academic achievement and early intervention

Progress to date

Intended Outcomes by July 2018

Improved outcomes

The employment of an additional 0.6 teacher employed in KS2 to enable Year 6 children to be taught in smaller groups *

The employment of an additional 0.5 teacher (DH) in Y2 to enable children to be taught in smaller groups *

The allocation of an additional TA in year 1 to enable adults to provide more high quality 1:1 feedback and feedforward to pupils *

The allocation of an additional TA in Reception to enable EYFS interventions*

The employment of a TA in EY & KS1 to support speech, language & communication including oral language and semantics and learning interventions identified in Pupil Progress Meetings

The allocation of 1.6 highly trained TAs to develop and deliver high quality early intervention and support with early SALT provision and self-care *

*Booster Reading \programme throughout school including Mid-day supervisor overtime to support 1:1 reading (BRP trained), and voluntary Right to Read Programme with Johnson Matthey, Youth for Christ and volunteer readers.

PiXL intervention

Membership of the EEF and Literacy Campaign *

All children to have access to Quality First Teaching raise attainment and rates of progress

Children to have access to support to plug gaps in learning and to pre-teach to enable children to access age appropriate curriculum

Children to have access reading intervention and individual pupil support as required

All pupils have a balanced curriculum and specific interventions delivered by expert practitioners which will lead to improved outcomes

Improved outcomes

Improved reading outcomes

Promote a love of reading at home

Improved KS2 outcomes

Improved outcomes

Improved KS2 outcomes

Improved KS1 outcomes

Improved Y1 phonics outcomes

Improved EY GLD outcomes

Improved outcomes, Increased vocabulary.

Improved listening skills language and understanding.

Improved outcomes

Children’s confidence in and enjoyment of reading increases.

Children make good progress in reading.

£10,280

£11,300

£4,880

£10,230

£13,860

£17,900

£12,100

£1,680

£550

Special Educational Needs

Progress to date

Intended Outcomes by July 2018

Reduce waiting times for specialist support

Regular monitoring of progress

The employment of an additional Speech and Language Therapist *

The allocation of an Educational Psychologist to ensure faster access to services

Children’s speech and language development is supported and any barriers are addressed which will impact on their wider attainment, self-esteem and self-confidence

Children have access to specialist assessment and support

Early identification of children with Special Educational Needs who require specialist support

Regular monitoring of progress

Increase staff expertise in supporting children with SEN

£11,200

£5,500

Attendance  – with specific focus on Persistent absence

Progress to date

Intended Outcomes by July 2018

Persistent absence improves to be in line with national average

Attendance review and Incentives to improve attendance

100% weekly attendance treats

100% term attendance vouchers

100% year attendance trip

Weekly monitoring or particular children

Half termly data collections

Participation

Progress to date

Intended Outcomes by July 2018

100% participation in visits

Subsidise parental contributions to enable all children to access enrichment activities including educational visits, theatre visits and residential opportunities

Purchase uniform sweatshirts, PE Kits and Book bags

Children can access visits to support their learning across the curriculum which will enhance children’s learning experiences which will enhance their knowledge and understanding of the curriculum

Children develop a range of life skills and experiences and develop a love of learning

To ensure that poverty proofing enables all children to participate fully in education and does not feel discriminated against

Children have opportunities to participate in a wide range of events and visits.

Children wear school uniform with pride. Through all aspects of school, children consistently display good attitudes to learning, respect for school and the core values

£9,920

£9,520

Resilience, emotional health and well-

Progress to date

Intended Outcomes by July 2018

Parents can access support from other agencies

being

Parent Support Advisor(PSA), Julie Cole, to work with our more vulnerable families on: Attendance, Safeguarding (Child Protection and Early Help) and Emotional well being

Provide a family counselling service for vulnerable pupils to enable a greater range and depth of issues faced by children and families to be tackled

2 members of staff to specialise in attachment training

1 member of staff to train to become a Wellbeing Champion

Stability of key children, enabling them to attend, be ready to learn and be emotionally supported.

Families have access to an identified adult who can advise them and help them access support from other agencies.

Children have access to emotional support and counselling

Specialist knowledge and practice in school to support

Specialist knowledge and practice in school to support

Early identification of families who require additional support through Early Help

Children’s emotional presentation improves so that they are ready for learning.

Reduce barrier to learning

Reduce barrier to learning

£12,000

£5,000

£1800

£200

·         Tracks to Literacy Scheme introduced to EYFS and KS1.

·         Talk Boost intervention delivered by KS1 additional TA.

·         Additional EAL training to help develop vocabulary

·         Became a Talk for Learning School

Autumn 2

Autumn 1 and ongoing

Spring 1

SENCo

EAL Advisor

·         RWI books introduced into KS1.

·         New guided reading scheme introduced so that have access to more challenging resources. 

·         New reading scheme purchased to promote enjoyment of reading at home.

·         Introduction of Cracking Comprehension

·         Booster Reading Programme : A system is now in place across school so that all classes receive 1:1 reading support from trained adults throughout the week

·         Reading Plus introduced

Spring 1

Spring 2016

Spring 1

Autumn 2

Autumn 1

English Lead

HT

Right 2 Read, Youth 4 Christ, MDS.

Reading Predictions:

Y2 64% (M) 55% (C)

Rec 59%(M) 55% (C)

·         RWI introduced to EYFS and KS1.

·         Whole school staff training to ensure that all staff understand the principles behind effective phonics teaching

·         Introduction of Cracking Comprehension across school, with training.

·         All staff received inference and deduction training as part of PD Day

·         All teaching staff have received Reciprocal reading training.

Autumn 2

Autumn1

Autumn 1 and 2

HT

HT

Reading Predictions:

Y2 64% (M) 55% (C)

Rec 59%(M) 55% (C)

·         Introduction of BIG Write across school

·         PD Day on effective marking, editing and proof reading of children’s writing

Autumn 1

Spring 2

English Lead

HT

Writing predictions:

Rec  59% (M)  55% (C)

Y1   63%(M)    58% (C)

Y2   61% (M)   52% (C)

·         Regular pupil progress meetings held after assessment week to monitor progress and discuss next steps for pupils who appear ‘stuck’

·         Wellbeing Champion

·         2 Attachment specialists

·         Talk Boost, Tracks to Literacy, 1:1 RWI phonics intervention carried out on pupils identified after pupil’s progress meetings or assessments.

·         Introduce PiXL across KS1 and KS2

·         Master Maths Hub school