Pupil Premium Review of Expenditure 2017-18

Chaucer Pupil Premium Review of  Expenditure 2017-18

Headlines for Pupil Premium Outcomes 17-18

Lead Governor: Ian Rhodes (LA)

Summary of the barriers to learning:

Deprivation – The school serves a community which reflects extreme social and economic challenges. 53% FSM6 The schools deprivation indicator is 0.34 which is significantly higher than the national average of 0.24.

Social care needs – 30% of children and their families are supported currently or historically by Social Care. Parents need support from school to help them address their needs and to support their children’s learning.

Behavioural, Mental and Social Health and Wellbeing needs- Many of our children and families have challenges with routines, parenting capacity, mental health and managing emotions.

Diversity – We have the highest number of pupils from Eastern European backgrounds and a growing number of Syrian refugees. In the academic year 2017-18 the number of children with English as an additional language. This creates challenge with transitions mid year, Spoken English and Reading for understanding.

Start Points – Assessment on entry to the foundation stage, show many children have poorly developed communication skills, little or no English, poor personal. Social and emotional development. Attainment on entry shows the vast majority of children are starting Reception below age related expectations.

2017-18 Total Amount: £198,140                                                  No of children: 149, 1 service child

Previous academic year
Desired Outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
Co-ordinated support for families working with multiple agencies in order to ensure family interventions have greater impact Children and Family Support and services to support pupils and families in need The role of children and family learning mentor was vital in ensuring support for children and their families was coordinated effectively in order to have the best chance of successful outcomes for pupils.

In excess of 40 pupils have utilised support and their families.

A number of pupils and families have accessed specialised support bought in by school in order to support them at very difficult times.

Will be continuing the approach as the coordination of support for children and their families is vital. The family learning mentor also supports a growing number of families with transition into the authority/ local area to ensure signposting to other services is utilised and children quickly settle into their learning. £27967
To ensure pupils experiencing  challenge in their personal and family life are supported to  make progress in line with their peers Targeted nurture support and intervention from experienced TA3 Support staff Pupils across school have been supported to overcome personal challenges in order to continue to make progress with their learning. Support has taken different forms in response to the differing needs of our pupils, this has been consistent support over the year for some children and others has taken the form of short term support when necessary. The support and experience TA3 support staff provide has a positive impact on pupils with most TA3 positions taking on extra training such as Every Child a Counter in order to ensure high quality interventions which can then be rolled across school if applicable. £16,284
The gap will close for pupil premium children against national averages for core subjects including letters and sounds (ks1), Better Reading Programme. Learning Support Assistants TA2

To support pupils across school to access the curriculum.

Targeted support and intervention.

1:1 support and delivery of support programmes.

Small focus groups and 1:1 interventions have been conducted across school by teaching assistants in order to close the gap in reading, writing and maths. Teaching assistants across school have ensured they have had up to date knowledge and training in order to do this. The support staff across school are key to ensuring pupils access extra support when necessary across reading, writing and maths but also in swimming, sport and personal/ social development.

Phase leader reports on interventions and outcomes of these.

Sport co ordinator reports on pupil successfully accessing a range of different sport and with measurable outcomes such as swimming badges.

Additional support for pupils and parents to manage and support attendance, school clothing and school meals Additional Admin support Admin support staff have had dedicated time to monitor attendance, organise uniforms, sign-post to additional support/ services from the local council/ community which has ensured that attendance across school has improved for persistent absence and overall outcomes have improved for disadvantaged pupils.

Evidence – Headteacher governor reports, attendance data.

Administration staff dedicated to attendance and monitoring has had a positive impact on families with early intervention and support offered and overall persistent  absence improving. £20750
To monitor and track progress of pupils allocated pupil premium funding ensuring they make expected progress in line with other pupils nationally Assistant Headteacher with focus for achievement outcomes for pupil premium children

Assessment  focus 0.2

Assistant head has had allocated time to monitor achievement of pupil premium groups across school in order to ensure they make the expected progress consistently from all starting points.

(Please see data below)

Additional leadership time would be required to successfully monitor pupil premium achievement over the year. Assistant Head supported the headteacher with monitoring of pupil premium groups at the end of year 6. £11577
Ensure focused interventions are having an impact Whole school assessment and monitoring programmes Assessment programmes have ensured teachers are confident with new national curriculum requirements and can be used to plan effectively and assess progress towards end of year expectations, particular for individual children and target groups of children. The changes in assessment over the past couple of years have meant that data is presented and outcomes measured in a variety of different ways, now these things are becoming more embedded in may not be necessary to re purchase all assessment programmes although intervention programmes still evidence progress, particularly for reading. £1400



Ensure pupils and their families are able to access a breakfast Breakfast club to facilitate pupils and their families Breakfast club provision has ensured pupils are in school and make a positive start to the school day. More and more families accessing the provision together and in order to ensure they can work through utilisation of the breakfast club.  The children and family support manager runs the provision and this has allowed families to access support more informally. This informal access to support is something we need to consider more for next year as a lot of families chose this avenue of support. £2000
Ensure any new initiatives are delivered consistently across school to ensure progress Training & CPD New initiatives have consistently been delivered across school to ensure progress from these has been evaluated for impact. New initiatives continue to require additional training and CPD. £5000
Resources to support Better Reading and Accelerated Reader Resources Children either beginning Chaucer in Reception or joining as non routine admissions are assessed and have benefitted from accelerated reader in order to ensure they are becoming confident readers, reading for pleasure and information. Chaucer continues to close the gap for reading and utilises the resources well across school. £4000



Actions and monitoring of pupil premium attendance has ensured that:

Pupil Premium Non Pupil Premium
Below 90% Attendance 9 25

Total number of PP children with persistent absences is 11/119 = 9.2% Overall national percentage is 8.3. The overall absence of pupil premium children is significantly better than non pupil premium. This is an area school will continue to work to improve.

Pupil Premium data Outcomes 17-18
End of EYFS

41% Pupil Premium

Good Level of Development for Pupil Premium children was 65% (an increase of 4% compared to 2017) compared to 71% non pupil premium. The percentage of pupil premium children achieving Good Level of Development was 11% above the Lancashire percentage.
KS1 Phonics

Pupil Premium attainment in phonics is 71% (an increase of 10% on 2017 results). Phonics attainment overall National Average is 83% Chaucer overall attainment is 72%. Attainment in phonics continues to be a focus at Chaucer despite the improvement.


Pupil Premium attainment in Reading is 56% compared with non pupil premium attainment of 77%. This is in line with Lancashire Pupil Premium attainment for Reading at 57% and non pupil premium attainment of 77%. The national figures are slightly higher at 60% and 78% respectively.


Pupil Premium attainment in Writing is 56% compared with non pupil premium attainment of 77%. This is above Lancashire Pupil Premium attainment for Writing at 50% and non pupil premium attainment of 72%. The national figures are 53% and 73% respectively.


Pupil Premium attainment in Maths  is 56% compared with non pupil premium attainment of 91%, the biggest gap between pupil premium and non pupil premium. This is largely in line with Lancashire Pupil Premium attainment for Maths at 58% and  above non pupil premium attainment of 78%. The national figures are 61% and 79% respectively.


65% Pupil Premium

Greater Depth for Reading, Writing and Maths combined is 13%, just above national average of 12%

NA – National Average

GD – Greater Depth

2018 2017 2016
Reading  NA 75% 54%  GD 17%

Overall Attainment at Chaucer 59%

60%  GD 5% 29%
Writing NA 78% 71% GD 13%

Overall Attainment at Chaucer 73%

72%  GD 5% 71%
Maths NA 76% 67% GD 13%

Overall Attainment at Chaucer 68%

72% Gd 4% 63%

Spelling Punctuation and Grammar percentage for Pupil Premium children is 83%, just above national average of 82%

The figures for pupil premium and non pupil premium are largely in line with each other but below national and the school action plan will highlight the need to make further improvements in attainment in Reading, Writing and Maths combined and Reading Progress.