1 Cliffdale Primary Academy Pupil Premium Funding Report and Plan 2016-2017 and 2017-2018 PPF Allocation Overview Academic Year 2014/15 2015/2016 2016/7 2017/18 Total number of pupils on roll 104 113 113 115 Total number of PP pupils 69 67 62 61 Amount of PPF received per PP pupil 1300 1300 1320 1320 Total number of (Children Looked After) CLA 2 2 1 1 Total amount of funding received £89,700 £87,120 £83,740 £80,520 Comments At Cliffdale Primary Academy, our aims and rationale for PPF expenditure are based on a number of factors. Using a range of data sources, we critically analyse aspects of day‐ to‐day teaching in order to identify achievement and potential barriers to achievement that could result in underachievement and from this, we are able to implement interventions to improve outcomes for individuals and groups. We make use of the findings in current educational research from both mainstream and specialist settings t o inform practice, both in terms of deciding upon the efficacy of specific interventions and in implementing strategies as effectively as possible.
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Cliffdale Primary Academy Pupil Premium Funding Report and Plan
2016-2017 and 2017-2018
PPF Allocation Overview
Academic Year 2014/15 2015/2016 2016/7 2017/18
Total number of pupils on roll 104 113 113 115
Total number of PP pupils 69 67 62 61
Amount of PPF received per PP pupil
1300 1300 1320 1320
Total number of (Children Looked After) CLA
2 2 1 1
Total amount of funding received
£89,700 £87,120 £83,740 £80,520
Comments
At Cliffdale Primary Academy, our aims and rationale for PPF expenditure are based on a
number of factors. Using a range of data sources, we critically analyse aspects of day‐
to‐day teaching in order to identify achievement and potential barriers to achievement
that could result in underachievement and from this, we are able to implement interventions
to improve outcomes for individuals and groups. We make use of the findings in current
educational research from both mainstream and specialist settings t o inform practice,
both in terms of deciding upon the efficacy of specific interventions and in implementing
strategies as effectively as possible.
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Summary of PPF Expenditure and Impact of Interventions in 2016/17
Intervention Objective Cost Impact Next Steps
Teaching and learning coaching provided by an outstanding facilitator to ensure pupils receive consistently high quality teaching. Focus on coaching 3’s and personalised coaching
Further increase the % of outstanding teaching, especially in those classes where pupils are at risk of not achieving targets Pupils making or exceeding expected progress in English and maths.
Teaching and Learning Coach 1 day per week £10,970 Consultant to deliver training and monitoring £1,050 Coaching time for coaching 3’s and teacher training and feedback (Equivalent to 16 days) £5,600
Evidence shows that high quality teaching and learning results in pupils achieving excellent outcomes. (see pupil outcomes report 2016-2017) Pupils make excellent progress in reading, writing, mathematics and science, often from low starting points. All groups of pupils perform exceptionally well. This is because of outstanding teaching and assessment. Ofsted 2016
Embedded Practice. No need to continue funding
Intensive training for lower school staff to meet the needs of the increasingly complex needs of the pupils. Focus on Eng and maths
This will ensure all pupils on pupil premium have the best chance of meeting their end of year targets.
Specialist EP 3 days: £2000 3 staff on AAA programme 5 days: £3,000 + £1,800 1 teacher 5 day TEACCH prog £3,000
Evidence shows that all pupils in the lower school have outstanding outcomes in math’s and English. (see pupil outcomes report 2016-2017) Learning is tailored closely to pupils’ needs. Ofsted 2016
Continuous self-evaluation to ensure that the needs of future pupils will be met. No need to continue funding
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ITP and OTP programmes £3,000
Providing sensory integration for individual pupils with autism in KS1 and KS2 twice daily from Jan 2017
Reduced number of behaviour incidents. Higher levels of engagement. Increased rate of progress. Pupils ‘ready to learn’ each day.
1 day each per week from qualified, specialist OT £13,200 Staff training: Teachers: 1 day Equivalent to 16 days: £2,746 Consultant 1 day £600 TA’s 0.5 day Equivalent to 18 days: £620
Learning walk and lesson observation evidence shows that engagement, readiness for learning and resilience is high. (see case studies) Effective use of TA’s supporting programs. No pupils on pupil premium who have autism had any Level 3 incidents recorded The school has strong links with a range of agencies that provide therapies. These have a positive impact on pupils’ personal development. Ofsted 2016
Continue to support and extend to sensory programs within the classroom responding to individual needs.
Specialist teacher to provide 1:1 reading support and intervention for KS1 and KS2 pupils identified as being ‘ready for reading’
Progress in reading in KS1 and also KS2 accelerated. Meet targets set at start of each individualised programme Progress in reading continues to be judged to be outstanding
3 days per week £30,120
Excellent outcomes for pupils on programme (see case studies) Progress in reading outstanding across the school
Continue provision
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Increasing the rate of progress in ‘communication’ Extending the range of strategies to support communication especially for non-verbal pupils
To reinforce the whole school approach to a ‘total communication environment’ including ‘opportunities for talk’ To ensure Makaton core vocab, is known and used by all staff, inc lunch staff, with all pupils as necessary Further develop the use of alternative forms of communication
AAC equipment £5,000 Training for teachers: Whole team – 2 twilights of 2 hrs Equivalent to 6 days £1,029 Individual training on AAC 3 hrs per teacher: Equivalent to 8 days £1,373 Trainer time 10 days: £2,000
Pupils make exceptional progress in developing their communication skills. During the last academic year, about a quarter of the pupils in the school were non-verbal. Due to staff relentlessly encouraging greater communication, by the end of the year, around half of these pupils had acquired significant verbal skills. Ofsted 2016 (See case studies)
Embedded Practice No need to continue funding
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Whole School Current Attainment 2016-2017
Pupils eligible for PP Pupils not eligible for PP
% achieving targets in English 95% 93%
% achieving targets in Maths 97% 97%
% achieving targets in Science 98% 96%
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Pupil 1: Impact of coaching on pupil outcomes
Pupil Name Pupil 1 (T)
Year Group 4
Academic Year 2016/ 2017
Curriculum Area Impact of Coaching
Behaviour plan in place? No
Reading Writing Number SSM
Autumn ‘16 63% P7 79% P6 19% P7 18% P7
Spring ‘17 76% P7 16% P7 32% P7 38% P7
Summer ‘17 24% P8 35% P7 35% P7 59% P7
Target
Year End 23% P8 39% P7 59% P7 58% P7
Pupil Case Study
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Context / Background Information:
I asked for support from JP in regards to supporting T to feel safe and happy in
my class. T needed to ‘keep busy’ in class, with tasks appropriate to her level
and interests, to ensure she was calm and ready to start the day and also to
pre-empt any challenges as a staff team we may face day to day. T found
sitting down for longer periods of time (over 2 minutes), quite hard to do and she
was always so interested in everything going on around her (a real sense of
sensory overload) that she would only attend to a task for about 30 seconds.
Intervention / Action:
To meet weekly with JP for a period of 6 weeks
To develop a set of English and Maths resources T could use in her
workstation.
To provide T with motivators – dolly, shopping trolley, cake making, tea
set so when she completed her work she could use one of her motivators
in a ‘learning capacity’ – e.g. take the dolly for a walk to the shops and
buy something at the café.
In large group times, T to sit with her friends for 30 seconds and then do
some ‘special jobs’ – getting resources with an adult, taking messages. T
likes responsibility.
Access sensory integration programme when needed.
Impact:
JP came into class and observed T and suggested ways in which we could
minimise her anxieties and ensure she was ready for learning. JP also suggested
how we could incorporate her sensory integration programme into her learning
– e.g. using the scooter board to move herself around the floor whilst sorting
objects, T enjoyed using English and Maths activities that were especially for her,
that she could use in her workstation. She would complete three activities and
then have her reward (which she had chosen from 3). She was more settled in
class, and more eager to learn and show adults what she had completed.
By the end of the year, T was joining in large group for about 2 minutes and able
to transition around class and school calmly as well as work independently
through a range of three activities.
Next Steps: To support T’s new class and staff team to ensure transition is smooth and
consistent.
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Pupil 2: Impact of coaching on pupil outcomes
Pupil Name Pupil 2 (T)
Year Group 1
Academic Year 2016/ 2017
Curriculum Area Impact of Coaching
Behaviour plan in place? No
Reading Writing Number SSM
Autumn ‘16 32% P6 24% P6 25% P8 24% P6
Spring ‘17 74% P6 76% P6 75% P8 73% P6
Summer ‘17 80% P6 80% P6 0% 1C 0% P7
Target
Year End 80% P6 80% P6 80% P8 80% P6
Pupil Case Study
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Context / Background Information:
T has global learning difficulties and he has a language delay that means he
finds communication challenging and he can become frustrated. He has
immature coping mechanisms such as crying and dropping to the floor in
frustration. This hinders his ability to request help and so he needs high levels of
support to access learning activities. Although T is motivated by praise and adult
attention he does like to compete with his peers and so he will want to finish
activities before others, which hinders his ability to work with accuracy or a level
of focus required to problem solve.
Intervention / Action:
T’s class teacher requested support in the form of coaching when she identified
that T needed a specific approach to his learning environment and learning
tasks. Through a number of coaching sessions over half a term T’s class teacher
experimented with and then reflected on a number of different approaches for
T. This included how to group or use paired tasks, where T is offered opportunities
to support another pupil so that he reduced his need to compete. The use of
personalised schedules using staff photos to transition from different activities to
the next so that T could develop a greater level of independence.
Impact:
T developed an increased focus during each activity and an increased
tolerance of waiting whilst seeking help and support so that he did not give up
on the task or become frustrated. He also began to review and improve with
support, especially in creative tasks e.g. shaking artwork to check items were
glued on. Therefore increasing his levels of independence and his
understanding of how to improve his own outcomes. There were fewer
incidences of T dropping to the floor or crying in frustration over the following
term and by the end of the year he no longer displayed these behaviours.
Next Steps: Coaching to be available as an ongoing resource.
Pupil 1: Impact of sensory integration on readiness for learning
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Pupil Name Pupil 1 (R)
Year Group 1
Academic Year 2016/2017
Curriculum Area Impact of Sensory Integration
Behaviour plan in place? No
Reading Writing Number SSM
Autumn ‘16 66% P8 70% P8 29% P6 29% P7
Spring ‘17 28% 1C 18% 1C 35% P7 76% P7
Summer ‘17 34% 1C 26% 1C 45% P7 6% P8
Target
Year End 10% 1C 15% 1C 80% P7 80% P8
Pupil Case Study
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Context / Background Information:
R has ADHD and has recently been put on medication for this. R is constantly
talking; his head full of information that he finds hard to compartmentalise. He
shows high levels of anxiety and particularly worries when people show they are
not feeling well. R is often in a hurry and struggles to move around without
bumping into objects or people along the way. He loves music and dancing
and finds it hard to sit still. Despite wanting to be active R struggles to join in with
PE and tries to avoid the lesson if he can. He is however happy and confident in
the water when swimming. He has bitten people in the past but now wears a
‘chewy’ around his neck at all times. R also dribbles for a large part of the day
and not always because of the chew in his mouth.
Intervention / Action:
R follows a personalised sensory programme. He takes part in sensory circuits
every morning to calm him down so he is ready to learn. He is also given
activities/tasks to complete when he needs to calm during the day; these would
be occasions were R needs to focus, concentrate and stop the continuous
cycle of talking. He has a variety of breathing activities which make him control
his breath in a long slow way. He also has physical body movements / exercises
to allow his body to have more control. He holds his body is different ways to
strengthen different areas of his body. R has a chew with him at all times and
uses it for the majority of the day.
Impact:
R returns from sensory circuits ready to learn, he is able to sit in his chair and wait
his turn to sing the register song and say hello to everyone. He stops talking for a
short time. R has not bitten anyone since the introduction of his chew. R is a very
sociable boy and his physical movements can put some peers off being close to
him. When his sensory needs are met R can play really well with others, often
putting others needs before his own in an attempt to make his friend stay with
him and play. R enjoys using his ‘blowing toys’ and these can work as a great
distraction when staff can see he needs calming.
Next Steps:
To continue to develop the control of his physical movements by taking part in
all of his individualised programmes. To support him to recognise when he needs
sensory input and ask for help. To celebrate his successes and get him to
recognise when he is calm and learns well.
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Pupil 2: Impact of sensory integration on readiness for learning
Pupil Name Pupil 2 (S)
Year Group 4
Academic Year 2016/ 2017
Curriculum Area Impact of Sensory Integration
Behaviour plan in place? no
Reading Writing Number SSM
Autumn ‘16 66% P8 70% P8 78% P8 60% 1C
Spring ‘17 28% 1C 18% 1C 31% 1C 0% 1B
Summer ‘17 34% 1C 26% 1C 43% 1C 5% 1B
Target
Year End 26% 1C 15% 1C 29% 1C 3% 1B
Pupil Case Study
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Context / Background Information:
S would come into school each day very lerthargic, irritable, heavy eyed and
yawning. Over the course of any given day, she would often present as
exhausted and she would find it difficult to move around the classroom, run
around outside for some fresh air and would lose her temper with her friends and
hide in the classroom. Eating her dinner would be a challenge for her, as would
any situation where she had to sit for a longer period of time (e.g. assembly).
Often, S would fall asleep in class in the afternoons and on two occasions was
asleep for an hour – despite staff attempts to wake her up.
Intervention / Action:
Assessed by OT with a personalised programme put in place; Sensory integration
programme to alert and awaken and to ensure readiness for learning with
access to equipment/exercises throughout the day. A wobble cushion to sit on,
regular movement breaks and keeping S ‘busy’. Keeping S hydrated and snacks
where/when appropriate.
Impact:
S was able to complete tasks set in class, came into class ready to learn each
day and attending to each lesson. She was also much more readily getting
involved in whole school activities. Her relationships with staff and children
improved, she was more positive and settled. She very rarely yawned in class,
and there was no need for the afternoon nap which she had previously wanted.
S lost her ‘heavy eyed’ look and looked well and full of colour. She enjoyed
using the equipment and completing exercises and it had a positive impact on
her socially and with the progress in her learning.
Next Steps:
To continue with a personalised sensory integration programme.
Date of intervention: Sept 2016 - July 2017 Number of sessions: 63
Summary table of initial and final assessments: Word Reading
(British Ability Scales)
Word Reading
(Letters & Sounds
Phases 2 - 5) Including words decoded
by blending (ph)
Writing Words
(Phases 2-3)
Spelling (/42)
Writing Words
(Phases 2-3)
Phonemes (/94)
Book Band Level
(Instructional level 90-94% accuracy)
B-Squared
Reading (Taken from
downloads nearest
to start/finish dates)
Initial Final Initial Final Initial Final Initial Final Initial Final Initial
Final
Raw Score
Word
Read-
ing
Age
Raw Score
Word
Read
-ing
Age 1 4:10 5 5:4 1 sight
1 ph
14 sight
2 ph 2 14 10 60 Pink Pink/Red P8 41% 1c 34%
Comments: S enjoys sharing and talking about books and has approached 1:1 reading sessions with great enthusiasm. She has
developed some good early reading skills. S generally focuses well on the print and usually points to each word when reading, cross-
checking the picture when stuck on an unfamiliar word. Occasionally, if tired, S will make up words to suit the picture but will correct
herself when prompted. S engages well with the meaning/context of stories through the pictures and uses this to help her work out new
words. Her Phase 2 letters and sounds knowledge is good and with support, S will use this to sound and blend CVC words. S’s sight word
knowledge is growing but she needs a lot of repetition to learn new words and retain learnt words, both in and out of context. S is
beginning to compose her own sentence for writing and re-sequencing.
Recommendations: S needs regular opportunities to re-read familiar books containing newly learned words. When S reads a new book,
ensure that one or two new words are taught before and after reading. Reinforce S’s Phase 2 sight word knowledge through regular
word games. Continue to praise S for good strategies used and prompt her for strategies neglected. E.g. if she reads ‘sleep’ for ‘bed’
praise her for using the meaning but prompt her to look at and sound out the letters. Continue to reinforce Phase 2 phonics for both
reading and spelling. With support, S responds well to writing a sentence about the text and rereading and sequencing the cut up
sentence.
Report written by: Jayne Silvester Date: July 2017
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How Does Cliffdale Primary Academy Monitor the Impact of PPF?
The school has robust measures in place to track the progress of PP pupils and CLA and compares this to the rest of the cohort. Evidence of underachievement is rigorously challenged and interventions put in place to accelerate progress.
The school monitors absence closely and has a robust and systematic approach to contacting families where there are concerns about attendance.
The school monitors attendance of families of PP pupils and CLA daily and at annual reviews, pupil progress meetings and structured conversations.
The Head of School has overall responsibility for monitoring impact of PPF and meets with the named governor on a termly basis to report back on outcomes.
Reports on progress of pupils on PP and CLA are presented to the Pupil Progress and Welfare governors committee on a termly basis. Governors provide appropriate levels of challenge.
The impact of PPF is monitored by: The Solent Academies Trust Board
An SEN lead inspector (SIP), annually Challenge Partners review team, annually
How Does Cliffdale Primary Academy Propose to Allocate PPF Expenditure for 2017/18?
Intervention Objective Cost
Providing focused input to increase progress in communication at KS1 and KS2. Evidenced through the newly developed SAT assessment criteria.
100% of pupils on pupil premium to achieve targets in communication and to show personal progress through the evidence identified through the new SAT assessment criteria. Staff to receive coaching from the identified middle leader and take advantage of the resources available to support this Eg AAC
0.2 specialist teacher + TLR £10,950
Providing sensory integration for individual pupils with autism or SLCN in KS1/2 once a day in timetabled time and when necessary on an individual basis.
100% of pupils on pupil premium in receipt of sensory integration to have improved concentration skills (readiness for learning) 100% of pupils on pupil premium to achieve targets in English and maths
1 day each per week from qualified, specialist OT: £9,000 5 hrs per week per pupil providing support from trained Cliffdale staff. (equiv of 2 full time TA’s) £35,000
To skill school staff to use the Attention Autism approach to teaching pupils on pupil premium who need support to develop their attention, communication and interaction skills in order to make progress
To use the techniques from program to target the teaching of attention, communication and social interaction skills for all pupils on pupil premium including those with autism (the approach benefits all pupils with complex learning needs not just those with autism)
2 days training for 5 teachers: £1500 Twilight sessions across the year to provide CPD and to a forum for staff to share good practice funded by school
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Specialist teacher to provide 1:1 reading support and intervention for KS1 and KS2 pupils identified as being ‘ready for reading’
Progress in reading in KS1 and also KS2 accelerated. Meet targets set at start of each individualised programme Progress in reading continues to be judged to be outstanding
3 days per week £30,120 Targeted interventions for pupils on pupil premium Training for teachers and TA’s to support reading
