PUPIL PREMIUM AND SPORTSPREMIUM POLICY

2016/17

Description TagThe Principal of the academy Joy WaelendThe academic year 2016/17Chair of Governors Veronica Lloyd RichardsThe academy name Ark Dickens Primary Academy

POLICY INFORMATIONNamed personnel with designated responsibility:Academic year Designated Senior Deputy Nominated Chair of

personDesignated Senior Governor Governorsperson

2016/17 Joy Waelend Christine BuryVeronica Lloyd Richards

[ACADEMICYEAR] [GOVERNOR]

Policy review dates (frequency of review: tbc)

Review Date Changes made By whomSeptember Policy reviewed Joy Waelend

CONTENTS1 INTRODUCTION2 FUNDING3 EVIDENCE OF WHAT WORKS4. PUPIL PREMIUM REVIES5. ACCOUNTABILITY6 PUPIL PREMIUM REPORTING7 PERFORMANCE TABLES8 TEMPLATES

Introduction

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

Pupil premium funding is available to:

local-authority-maintained schools, including:o special schools (for children with special educational needs or disabilities)o pupil referral units (PRUs - for children who can’t go to a

mainstream school)academies and free schools, including

o special academies (for children with special educational needs or disabilities)

o alternative provision (AP) academies (for children who can’t go to a mainstream school)

voluntary-sector alternative provision (AP), with local authority agreement non-maintained special schools (NMSS - schools for children with specialeducational needs that the Secretary of State for Education has approved under section 342 of the Education Act 1996)

Funding

Financial year 2016 to 2017

In the 2016 to 2017 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

£1,320 for pupils in reception year to year 6 £935 for pupils in year 7 to year 11

Schools will also receive £1,900 for each pupil identified in the spring school census as having left local-authority care because of 1 of the following:

adoptiona special guardianship order a child arrangements order a residence order

If a pupil has been registered as eligible for free school meals and has also left local-authority care for any of the reasons above, they will attract the £1,900 rate.

Children who have been in local-authority care for 1 day or more also attract £1,900 of pupil premium funding. Funding for these pupils is managed by the virtual school head (VSH) in the local authority that looks after the child.

Evidence of what works

The Education Endowment Foundation has produced a teaching and learning toolkit to help teachers and schools effectively use the pupil premium to support disadvantaged pupils. Its families of schools toolkit helps teachers learn about effective practice from similar schools. It has also produced an evaluation tool to help schools measure the impact of the approaches they are using.

Information can be found on schools that have been recognised for their successful use of the premium on the Pupil Premium Awards website . The DfE encourage all schools with excellent results to share their achievements, strengths and experience with other schools.

Pupil Premium Reviews

Ofsted will recommend that a school commissions a pupil premium review if they identify concerns with the school’s provision for disadvantaged pupils.

Other bodies may also recommend a pupil premium review, including:

the academy trustthe regional schools commissioner the Department for Education

Accountability

Ofsted inspections

Ofsted’s school inspections report on the attainment and progress of disadvantaged pupils who attract the pupil premium.

Online reporting

From the 1 September 2016, schools maintained by the local authority must publish their strategy for the school’s use of the pupil premium on their websites. Details of the specific information you need to publish can be found in our guidance on what must published online is available from the Ark Central Team.

Pupil premium reporting

You must publish a strategy for the school’s use of the pupil premium . You no longer have to publish a ‘pupil premium statement’.

For the current academic year, you must include:

your school’s pupil premium grant allocation amounta summary of the main barriers to educational achievement faced by eligible pupils at the schoolhow you’ll spend the pupil premium to address those barriers and the reasons for that approach

how you’ll measure the impact of the pupil premiumthe date of the next review of the school’s pupil premium strategy

For the previous academic year, you must include:

how you spent the pupil premium allocationthe impact of the expenditure on eligible and other pupils

Pupil premium funding is allocated for each financial year, but the information you publish online should refer to the academic year, as this is how parents understand the school system.

As you won’t know allocations for the end of the academic year (April to July), you should report on the funding up to the end of the financial year and update it when you have all the figures.

PE AND SPORT PREMIUM FUNDING FORPRIMARY SCHOOLS

If your school receives PE (physical education) and sport premium funding , you must publish:

how much funding you receiveda full breakdown of how you’ve spent the funding or will spend the funding

the effect of the premium on pupils’ PE and sport participation and attainment how you’ll make sure these improvements are sustainable

Performance Tables

School and college performance tables also report on the performance of disadvantaged pupils compared with their peers.

Pupil Premium Strategy Statement: Ark Dickens Primary Academy

1. Summary informationSchool Ark Dickens Primary Strategy

Academic Year 2016/17 Total PP budget £342,540 Date of most recent PP Review Sep 2016

Total number of pupils 435 Number of pupils eligible for PP 259 Date for next internal review of this strategy Feb 2017

Current Whole School Attainment

% of Pupils achieving ARE+ in Reading / writing and Maths Whole School Disadvantaged Pupils

Reading 66% 63%

Writing 53% 51%

Mathematics 66% 63%

RWM Combined 43% 39%

3. Barriers to future attainment (for pupils eligible for PP)

20% 0f pupils in receipt of PP who also have significant special educational needs

In-school barriers (issues to be addressed in school, such as poor oral language skills)

1. Language skills in Reception are lower for pupils eligible for PP than for other pupils. This slows reading progress in subsequent years.

2. A few of our most vulnerable pupils have social, emotional & mental health issues leading them at times to exhibit extremely challenging behaviour,

September 2016

External barriers (issues which also require action outside school, such as low attendance rates)3. Attendance rates for PP pupils are 93% (below our target for all children of 96%). Persistent absence is high for PP at 15% compared with 11% for non PP.

4. Lack of support with learning at home & lack of engagement from parents of pupils who are most vulnerable to under-achievement

5. Increasing number of pupils joining the school with English as an additional language

6. In year admissions: Pupils joining the academy who have not benefitted from good EYFS and KS1 teaching, learning and strengthening provision.

7. Each year, more pupils are entering Nursery and Reception Year groups significantly below national expectations. (CEM data)

4. OutcomesDesired outcomes and how they will be measured Success criteria

A.Improve speech and language skills for pupils eligible for PP in Reception and Nursery Pupils eligible for PP in Reception class make rapid progress by the end of the year so that all pupils

eligible for PP achieve GLD (Good Level of Development)

B. Improve the teaching of reading & phonics for pupils eligible for PP in Pupils eligible for PP identified make as much progress as ‘other’ pupils across Key Stage 1 in reading.

EYFS, KS1 and where needed in KS2This will be measured by EOKS1 Outcomes and agreed methods of testing at Year 2 and into KS2. (PIRA as well as Teacher Assessment)

.

C. Improve the quality of teaching, learning & assessment for all pupils. Pupils eligible for PP identified make at least as much progress as ‘other’ pupils in all year groups inreading, writing & maths. Measure by pupil outcomes in EYFS, Y1 phonics, end of KS1 and end of KS2.Measured by progress in Y3, Y4 & Y5.

D.Improve the intervention for reading, writing and maths across KS2, particularly in Years 5 and 6 Pupils eligible for PP identified make as much progress as ‘other’ pupils across Key Stage 2 in maths,

reading and writing. Measured in Y4, 5 and 6 by teacher assessments and successful moderationPractices.

E. Increased attendance and punctuality rates for pupils eligible for PP. Reduce the number of persistent absentees among pupils eligible for PP to 3% by year end. Overall PPattendance improves from 93% to 96% in line with ’other’ pupils.

September 2016

5. Planned expenditureAcademic year 2016/17

i. Quality of teaching for allDesired Chosen action / What is the evidence and How will you ensure it is Staff lead When will Costoutcome approach rationale for this choice? implemented well? you

review?

Staff training on high qualityWe intend to invest some of the funding in

Rigorous monitoring by Senior Team / KS deputies using evidence of different strategies and successes.

Network Leader for Teaching and Learning (AC) Feb 2017 £4,485

Planning, differentiation, modelling and feedback. long term change which will help all

Improved literacy pupils. Many different evidence Use INSET/Twilight sessions daysskills in EYFS & KS1 Staff training on developing sources, e.g. EEF Toolkit suggest to deliver training.

language skills in EYFS and effective use of talk in Nursery. high quality feedback is an effective

Clear training from Network Leader supported by Inclusion Deputy

way to improve attainment, and it issuitable as an approach that we canembed across the school.

All Key staff to undertake RWI Pupils eligible for PP are making less Course selected using evidence of Caroline Gough Dec 2016 £3,750Improve the teaching training in London. progress than other pupils across Key effectiveness.of reading & phonics Stage 1 in reading. This is leading to Use INSET/Twilights and Feb 2017for pupils eligible for RWI lead to monitor classes lower attainment for this group of masterclasses to deliver training.PP in EYFS and KS1 Daily (Caroline Gough) pupils compared to other pupils in Peer observation and support, ILT £7,851

School in some Year groups. The cycle of this urgently needs to be broken

Coaching to embed learning – SLT monitoring

Weekly Masterclasses to be held for all teachers / Teaching Assistants (Caroline Gough) RWI tracking grids to monitor

We want to ensure that PP pupils can impactat least meet expected standards. We £10,000

Development of reading want to train all teaching staffcomprehension – staff training (teachers and teaching assistants) inand improved teacher/pupil the high quality delivery of RWIresources programme.

All new staff to undertake mathsMany pupils eligible for PP are making less Course selected using evidence of RWI Lead Dec 2016 £7,211 Training

Improve the teaching mastery training in London. progress than other pupils across Key effectiveness. Teacherof maths for pupils Stage 1 in maths. This is leading to Use INSET/Twilights and Feb 2017

eligible for PP in MML to monitor classes dailylower attainment for this group of pupils masterclasses to deliver training.

£4,000 cover for maths leader

EYFS, KS1 & Y3, Year 5 and in Year 6

All teachers to know who their PP pupils are and better cater for their needs Peer observation and support, ILT

Masterclasses to be held for coaching to embed learningstaff PD CCR! & KPI tracking grids to

We want to ensure that PP pupils can

monitor impact

Development of critical thinking

at least meet expected standards. We need to ensure that all children can access the higher levels of attainment wherever possible

Network Lead for Teaching and learning to support English and maths leads to ensure the needs of ALL pupils are me £20,220 NL

skills in pupils

Senior Team Mentoring to be held for all Year 6 pupils Exec Principal to mentor PP children in Year 6.Year 5 to follow

£11,250 times and resources for ST

Target pupils with attendance Research shows that achievement

Inclusion Deputy and Attendance Officer deployed to monitor attendance levels of all pupils esp those for whom we receive PP Inclusion Dec 2016. £12,172

Increased attendance rates below 95% and attendance levels are linked. TheDeputy (Christine Bury)

rates for pupils more time a pupil is in school, the

eligible for PP. Identify provision to improvemore opportunity there is to experience high quality teaching Pastoral team to work with

attendance levels (e.g. breakfast club and enrichment activities) identified families with low £4500

Pupil’s absence affects all pupils in a

attendance rates

Deputies to take time to analyse the achievement of pupils will poor attendance

class as adult time is directed towardscatch up rather than stretch andchallenge.

Improve the quality of

Deploy network Lead (Teaching and Learning) to work closely with teachers to ensure planning and delivery meets the needs of all pupils, especially HA PP children in Year 5/6 We want to invest some of the PP in Weekly monitoring of the quality of

Network Lead and KS2 Deputy HT Dec 2016 £18, 000

teaching in Y2 and longer term change which will help all teaching, learning & assessmentUKS2. pupils. Many different evidence over time.

sources, e.g. Sutton Trust, suggest Learning walksCo-planning that tailored PD to raise the quality of Book LooksILT QFT is the most effective way to raise KIT meetings with ILT Lead and

attainment rather than relying solely her line manageron an intervention approach.

This is an approach that we canembed across the school.

Total budgeted cost £ 103439

September 2016

ii. Targeted supportDesired outcome Chosen What is the evidence and How will you ensure it is Staff lead When will Cost

action/approach rationale for this choice? implemented well? youreview?

A. Improved oral 121 and small group Some of the students need targeted Organise timetable to ensure staffInterim EYFS Lead Jun 2017

£ 4,552 inc training

language skills in provision of Early support to catch up. This is a delivering provision have sufficientReception and Nursery Language & Talk Boost programme which has been preparation and delivery time.

Intervention for children in independently evaluated and shown toReception. be effective in other schools.

Improve the intervention Daily small group sessions We intend to provide extra support to Extra teaching time and Network Lead Feb 2017 £5,575for writing across KS2 for writing for targeted maintain high attainment. Small group preparation time paid for out of PP

pupils with experienced interventions with highly qualified staff budgetteaching staff, in addition to core lessons have been shown to be effective, as

discussed in reliable evidence sourcesImpact evaluated by KS2 Deputy and Network Leader £5,826

such as Visible Learning by John Hattieand the EEF Toolkit.

Engage with parents and pupilsbefore intervention begins toaddress any concerns or

Improve the interventionDaily small group pm sessions We want to provide extra support to Extra teaching time and

Maths leader (Year 6 teacher) Network Maths lead

Feb 2017

£ 5,540for maths across KS2 in maths for targeted pupils maintain high attainment. Small group preparation time paid for out of PP

with experienced teacher, interventions with highly qualified staff budgetin addition to core am have been shown to be effective, aslessons. discussed in reliable evidence sources Impact overseen by maths Leader £5,312

such as Visible Learning by John Hattieand the EEF Toolkit.

Improve the intervention Daily small group sessions We want to provide extra support to Extra teaching time andDeputy HT I/c KS2 Dec 2016 £ 5 670

for reading across KS2 in reading for targeted maintain high attainment. Small group preparation time paid for out of PPpupils with experienced interventions with highly qualified staff budgetteacher, in addition to have been shown to be effective, asCore lessons. discussed in reliable evidence sources

such as Visible Learning by John Hattieand the EEF Toolkit.

September 2016

Identify targeted behaviour The EEF Toolkit suggests that targeted Ensure identification of target Inclusion Jan 2017 £23,692Alternative provision interventions for identified interventions matched to specific pupils is fair, transparent and Managerprovided for pupils who children. students with particular needs or effectively recorded.exhibit extremely behavioural issues can be effective, Monitor behaviour but also £9,560challenging behaviour in Use highly skilled Particularly for older pupils. monitor whether improvements inmainstream education behaviour support staff to behaviour translate into improved

engage with parents before Ofsted guidance on Alternative attainment. and attendance rates £2,250intervention begins. Provision/Nurture Groups followed.

Monitor exclusion ratesDevelop Learning &

mentors toDeliver Nurture provision andactivities for disadvantaged& disengaged students.(Y3)

Develop restorativeapproaches and focus onpositive behaviours.Provide alternativeprovision to identified

students to support theirengagement withmainstream education

Home tuition

Total budgeted cost £67,977

iii. Other approachesDesired outcome Chosen What is the evidence and How will you ensure it is Staff lead When will Costs

action/approach rationale for this choice? implemented well? You review

Develop an effective Mentoring programmes for all Year 6 pupils. Particularly the 41 PP children

To ensure that the Year 6 pupils receive fortnightly 1;1 mentoring with a senior member of the teaching team

Research has not only shown the effectiveness of quality 1:1 support but research from an outstanding secondary school in West Susses who adopted this, resulted in good outcomes and high aspirations for all the pupils.

All senior Leaders (7 in all ) have a group of pupils in Year 6 to mentor. Fortnightly meetings / reading together / work scrutiny and discussions re behaviour and learning habits

Principal will lead the arrangements for this and will set the expectations

Initially in December in 2016

£15000

Improve attendance and punctuality for all pupils, particularly the most vulnerable pupils

Invest in whole school training in the THRIVE project alongside Ark Ayrton

Research has shown that a whole school approach to THRIVE can improve attendance for most vulnerable pupils

Monitor attendance levels

Monitor exclusion ratesInclusion Leader with the Pastoral Team

Weekly reviews of attendance Levels

£8524 for all key staff to be trainedOn-going costs re: cover and reviews£10,400

To ensure that all Year 6 pupils have the opportunity to graduate at Portsmouth University and to join us for a Graduation / Aspiration event at the end of the academic year to celebrate successes.

Children to attend ‘UP FOR IT” at Portsmouth University. Then to attend the Year 6 Leaver’s Awards Dinner in July. The cost of this will be covered in part by sponsorship but we want all children to attend

The children at Ark Dickens currently have low aspirations which we are striving to turn around. 75% of our current Year 6 pupils are PP children and these children need to know how to celebrate success in order to be determined to achieve.

This will be the second year we have run this highly successful / aspirational even and we have plenty of evidence to demonstrate the success of this in 2015. We are certain the outcomes will be more of a cause for real celebration

Principal Miss Joy Waelend and supported in this by Year 6 staff and operational teams

At the end of the summer term 2017

£4500Was spent in 2015, mainly through donation and sponsorship

To ensure that the newly refurbished Library continues to meet the needs and interests of all our pupils, particularly those entitled to PP funding.

Reading outcomes for the Year 6 Pupils in 2015 were just 42% ARE. Only 26% of PP children reached ARE+ in reading. With a new Library we need to ensure the children keep reading good quality books

The data from 2015 was poor and the evidence of the children’s responses to the new library have enabled I to closely see the impact of this on their reading ability. Currently (Autumn 1) the year 6 children are at 71% ARE for reading with 60% of those children being PP children

Children will be able to change their reading books as and when they have been finished and not just when their Library ‘slot appears. The children, right up to Year 6 will also have free access to the Library and classes will be able to scan books in and out too

Amanda Hall (Librarian) Sarah Spink (Network Leader for English) to support the stock to be developed

This will be initially reviewed at the end of the Autumn Term 2016 to show impact through progress and attainment especially in Key reporting Year groups

£27,000 allocated specifically with the purpose of updating the stock to meet the needs and interests of the HA/PP pupils in order to secure GDS wherever targeted.£2700 for scanners and IT support

Seek to provide a laptop / tablet device for every PP child in Year 6 and Year 5 initially so that they can

Parents to agree that in return for the loan provision of a lap to / tablet device in school and at home, they will ensure that

This links again to the aspiration of the pupils in Year 6 and Year 5 particularly.We need for the children to gain access to the on-line learning resources being widely suggested.

A comprehensive plan will be put in place to ensure that all of the computers / devices are securely located within school and permission to take these home for learning

Operations staff and Mel Davies ICT Leader

Plans will be put in place to see this innovation launch after Christmas

Total cost for 85 devices and identified features for

access additional learning at home

additional learning which is sent home will be completed in a safe environment

Individual pupil data will be tracked to ensure progress measures can be in place

will be done within a clear agreement framework 2016

security£25,500£15000 tuition time

£40,500Funding to support the maintenance and replacement of the 2 minibuses in order to use to transport pupils to events, sporting competitions and trips

It is essential that we are able to maintain the vehicles in order that they can be widely used to collect some children to get them to school, take them to events and offer trips to support learning

In terms of the large percentage of children we have who are disadvantaged (62%) we need to ensure this provision can impact on the majority of pupils and their learning

This has already been made clear and the reason for taking the decision to allocate funding to this important element

Operations team and site team will look to ensure effectiveness here

This will be done on an annual basis

£20000 in order to maintain and replace by 2018

Funding will be held in reserve until the December review of progress. Following this review the funding will be allocated to additional teaching capacity to address the needs of the disadvantaged children.

£43,000

Total budgeted cost

Overall expenditure

£341,000

£343, 425

ARK Dickens PE Sports’ Funding 2016/17

Introduction

Ethos: Ark Dickens Primary Academy is a school striving to provide our pupils with a broad and aspirational curriculum experience, centred around out four values: These are Resilience, Effort, Respect and Challenge. Through our day to day engagements with the children, as well as through the teaching of sport and PE, we aim to demonstrate those key values. In addition to this we also seek for our children to understand the importance of living a healthy life style, with plenty of exercise and healthy eating. We are in the early stages of this work and during the course of this year, the development of this will become accelerated.

Context of our Academy

Ark Dickens Primary Academy is a larger than average Primary school situated in Portsmouth. There are 440 pupils on roll, including a 53 pupil Nursery.The school is organised into 15 classes of Mixed ability.

Pupil Premium & Deprivation IndicatorsEligibility for Pupil Premium is 61%% which is well above the national average of 25.2%.SEND12% of our pupils are on the SEND register in line with the National Average.EAL: 26% of our pupils have English as an additional language

How we are spending the money1) The employment of PEAK PERFORMANCE (Multi Skills) to give the opportunity to all pupils to develop and interest in

sport, through the development of their multi skills approach. This is at a cost of £2,450 and involving all pupils from Year 1 upwards.

2) ‘Portsmouth in The Community’ – Provide Lunchtime and after school clubs to KS2. This is at a cost of £14953) Chelsea Football Club has a community teaching programme, which is working with us to teach PE during teachers’

PPA sessions. This is at a cost of £3250 4) Floating teacher (substantive member of staff) used to teach alongside teachers in order to improve their ability to

teach PE across the school. This initiative has been mainly funded from within the Academy, but there has been a cost of £1100 for some additional cover needed

5) Swimming for all Year 4 Pupils at a cost of £1450

6) Some expenditure has been made for Sports Day Medals and a new Table Tennis Table £375 in total

Impact

The impact of the expenditure has not been tracked carefully enough in the past and so systems have now been set up to do so more efficiently. 1) 67% of the children who have taken part in the PEAK performance Multi Skills

lessons report having enjoyed them or them feeling as though they would like to take up a sport as a result.

2) 21% of the children who were more negative about the lessons reported that they felt they were too much ‘for the boys’ and this is something we need to address within the existing group of lessons.

3) The Portsmouth in the community support at Lunchtime has been more inconsistent in its success. This has depended very much upon the members of

their staff taking the sessions. For some we have asked them not to return due to their inexperience in dealing with challenging behaviours at lunchtime.

4) However, the training which the teachers and TAs have undergone as a result of the expenditure has enabled the teachers themselves to continue the work with the children at Lunchtimes. This then has been an unexpected success.

5) As a result of the teachers having support and instruction with their own professional PE development, the quality of teaching in lessons has improved. However, there is a long way to go with this and the curriculum provision for all the pupils needs to be reviewed in the light of our findings here.

6) 85% of current Year 4 children report to have enjoyed swimming when they attended in the summer of Year 4 and as a result 91% of the Year group were able to achieve a 25 metre distance.

Summary of Expenditure

Amount of funding 2016/17 £9180Carried forward from 2015/16 £1500Total £10680

PEAK Performance £2450PIC £1495Chelsea in the Community £3250

Swimming for Year 3 £1450Teacher Release to Teach Teachers £1100Purchase of a Table Tennis Table £375

Total Expenditure £10120

Reviewing and Improving our Sports OfferWe will review the quality of the sports offer provided at Ark Dickens Primary Academy on an annual basis.

September 2016