Pupil Premium Grant (PPG) Mid-Year Review 2016-17 from October 2016
- Art and Play Therapy have been sourced by the school, with increasing commitment to also support supervision of staff who are working with the most vulnerable children, as a well-being measure. (This is paid by the School Budget Share, whilst the provision for children is paid for using Pupil Premium Grant.) The impact is that attendance for key vulnerable children and progress from varying starting points across the School have increased and no child, including those with complex needs receiving this interventions have been permanently excluded. All eligible Y6 (23/54 Summer 2016) have had successful integration into secondary schools, as reported by secondary school staff, parents and in return visits by pupils.
- Only 1 child, including those with complex needs receiving these Play or Art Therapy have been permanently excluded and in the singular case, specialist provision is endorsed by many agencies. This is the second permanent exclusion in 12 years. All PPG pupils who were in Y6, have had successful integration into secondary schools September 2016, as reported by secondary school staff, parents and in return visits by pupils. (Case Studies available in School).
- Time to Talk has been introduced with a secondary experienced senior teacher who is contracted 1 day a week to support Y6 to 7 transition. This will be reviewed through case studies July 2017 and in reviewing end of year data, but feedback from pupils, staff and parents has been positive to date.
- It is also evident that parents including those with PPG historically or currently have joined a Parent2Parent Project alongside non PPG eligible families, hence this project is subsidised by Pupil Premium. Feedback to follow, but verbal responses to date have been very positive.
- Attendance for key vulnerable children and (notably a small White/Asian subgroup picked up as below other peers Summer 2015) have improved attendance and progress in learning from varying starting points across the School have both increased.
- As is the case every year, every child in Y4 has experience in learning a stringed instrument through Wider Opportunities, the progress and impact is demonstrated in concerts to the parents and PPG children are supported if they wish to continue beyond Y4.
- Mathletics, is heavily subsidised year on year is being accessed by ever increasing number of pupils and is now open to Reception pupils, following requests from parents. In response to parent Voice feedback, teachers are now linking Mathletics to specific homework tasks each half term, as well as continuing to award Mathletics certificates in School Assemblies to celebrate home learning. This has been introduced from September 2016 and home learning generally has been reviewed in response to Parent Voice feedback Summer 2016.
- Mathletics has also increased the amount of over learning at home in Maths and has been tracked by the School to show the number of hours accessing this resource at home. Attitude to maths has also improved through projects such as Maths Mastery in Y4, Maths Fluency in Y1 and Girl Power Maths which began in 2015-16 where Y6 girls were supported in a girl only group with Deputy Head and Maths Subject leader. This evolved in Summer 2016 for Y6 girls to peer support able Y5 girls (who are a small minority group 19/58 in total Summer 2016). See Twitter for evidence. Feedback from lesson observations including those external to School and governor interviews with children as well as progress which has been case studied in school, demonstrate impact of this. An extract from our Joint Annual Review April 2016 reinforces this:
‘Observation at this visit confirmed teachers are able to take risks in teaching. Teachers are motivated to innovate and share their skills and expertise more widely across the school. For instance the KS1 Fluency Project (Mathematics) was observed to have had a very positive impact on teaching in Year 1 and Year 4. Strategies have been shared across the school staff.’
Judith Allcott-Watson 19.4.16
- Additional teaching Assistants have been employed with a Nurture focus, this has impacted on behaviour in class, attainment for those involved and increased access for other pupils in classes to Teaching Assistants for additional interventions, which have had impact. Data using well-being indicators in school and case studies also demonstrate this. This has minimised fixed term exclusions for the most vulnerable and enabled strong evidence to support the need for additional agencies to support behaviour beyond the School.
- Wonder Days have continued with additional workshops for PPG children. This has had impact on progress in Writing which is celebrated through Writing Best Books, introduced November 2015 via Assembly and with parents via Author of the Week awards. Despite 23/54 (42.6%) PPG in Y6 2016, unvalidated data available to school July 2016 is reflected by Local Authority review as follows:
‘In Year 6 the proportion reaching age-related expectations (ARE) in Grammar Punctuation and Spelling were 76.3% (above national 72%). Outcomes in Writing were 4% lower than national (70% compared to 74%). Children’s writing is displayed and celebrated in and around school.’
- Vulnerable groups, beyond the expected groups and including PPG eligible pupils are tracked formally every term, with Senior Leaders monitoring marking and feedback, planning and quality of teaching and learning as well as equal access across both classes per cohort.The Local Authority review July 2016 notes:
‘Tracking is robust and staff know their pupils and families extremely well. Personal development and welfare is outstanding as the whole school community works cohesively to ensure pupils are supported to reach their potential. The school identifies vulnerable groups which not only includes those typically expected such as Pupil Premium and Special Educational Needs but also recently White British pupils and ‘Girls Transferring to Year 6’. Monitoring by school leaders and governors is rigorous and endeavours to minimise the impact of vulnerability on pupil outcomes. The recently refurbished nurture room is being well used and is ensuring pupils, previously at risk of exclusion, are now supported more effectively on site. ‘
Interim update on Pupil Premium Grant Expenditure November 2016. This excludes staffing costs and refers to advice from Financial Adviser at this time.
The indicative Pupil Premium funding on the school budget share document for 2016/17 was £135,960 based on Pupil Premium eligible children & Ever 6 data from 2015/16 (103 children).
We were anticipating a shortfall on the Census and parked a claw back sum of £6600 (representing 5 children x £1320) in to the school's budget to accommodate this.
In reality, there was an overall claw back of 11 children amounting to £14520. The actual Pupil Premium funding for 2016/17 is therefore £121,440
Feedback from Hertfordshire Virtual School on quality of our reporting for Children Looked After, fed back to Head and Social Worker
'I have rated the PEP for XX as green. Thank you both for your time and consideration in completing this document in such detail. It is really encouraging to read about the progress and attainment for XX and the range of support XX has been given.
As a virtual school we are very interested in showcasing good practice... would you be interested in writing a good practice case study for us to use with other schools, on our website?'
Swimming at Howe Dell
This is grant funded annually to support vulnerable children for extended opportunities to enrich their learning. Howe Dell has evidence on site showing which of their children have attended clubs, some funded through this money, who have received play or art therapy and opportunities beyond the school day e.g. theatre and childcare support.
‘The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.Schools are free to spend the Pupil Premium as they see fit. However they will be held accountable for how they have used the additional funding to support pupils from low-income families. New measures will be included in the performance tables that will capture the achievement of those deprived pupils covered by the Pupil Premium. From September 2012, we will also require schools to publish online information about how they have used the Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium.’
Department for Education
Information published to parents July 2012 and September 2012 via newsletter:
‘Pupil Premium needs to be accounted for in greater detail from September 2012. Currently, funds are used to pay for an additional member of our SLT (Nina Williams) who is full time not term time only and has presented to Full Governing Body previously to show how she works with the following areas of need:
- CAF leadership and provision (Common Assessment Form for supporting children and/or families)
- Family learning, with emphasis on provision for vulnerable children.
- Extended provision for play and childcare
- Club co-ordination
- Acquisition and application of grants and support for vulnerable families’
Howe Dell has created a Senior Leadership role, currently held by Mrs Williams which has moved from term time only to full time 2010 – 2012 due to extended need. This position has been funded by Pupil Premium and enables her to extend the following work sustainable by the school. This has been published to parents, governors and wider community via our website since June 2012.
Pupil Progress 2013
- Attainment continues to be tracked termly with processes judged as ‘rigorous’ by our Hertfordshire Improvement Partner.
- Case Studies inform dramatic progress especially from those within vulnerable groups. Average Point Scores from March and then July have been reviewed against what is determined as ‘Good Progress’ or better. Outcomes will be shared in detail in September via Curriculum Committee and then Full Governing Body.
- We have 3 Children Looked After at present, historically we have strong evidence to show that Children Looked After do well by the time they leave Howe dell, as do other groups of children.
Whilst reporting on the developments relevant to School Plan 2012-2013, Mrs Massey also drew Full Governing Body's attention to:
- ‘Golden Tickets’ for Matilda Musical, War Horse and Charlie and The Chocolate Factory (2012-2015) have been funded via Pupil Premium to extend drama and speaking and listening experience.
- Support has been made available to support young carers. Our School has bought 0.5 days/week Art Therapy and also Play Therapy for Child Protection/Common Assessment Form pupils, again funded via Pupil Premium. Additional learning experiences are also made viable by using Pupil Premium.
- Mrs Williams’ role continues to develop positively impacting on provision and outcomes for all, tracking vulnerable children.
This has been further discussed at Full Governing Body where Mrs Williams has given a presentation to Full Governing Body on her role.
‘Pupil Progress Review shows positive impact on self-esteem, perseverance, relationships and attitudes to learning. This is endorsed by rich case studies showing how this has enhanced learning. Families are being supported throughout the school. Pupil Progress and CAF provision will be shared with governors via reports at first Full Governing Body every Autumn.
At present 3 children in care have met or exceeded their targets.
Case studies to demonstrate impact of Extended Services and Pupil Premium on progress and attainment are shared annually with Curriculum Committee, teaching staff and Hertfordshire Improvement Partner for Herts County Council.