Pupil Premium

Greenhill Academy 

Pupil Premium Mission Statement 2018-2019 

Funding Allocated to school is £146,520(£1,320 per eligible pupil). Based on 111 children on EVER 6 register.  

Context 

  • St Mary's ward of Oldham is one of the most deprived wards in England (36% of pupils in most deprived 5%, 46% in the most deprived 10% and 97% in the most deprived 20%) 

  • Free School Meals was 21% (2017/18) and 11 % (2018/19) but many parents are unaware of their entitlement (Academy working with parents to complete online Autumn 2018)  

  • Percentage of pupils eligible for the deprivation premium is 21% (Nursery- Year Six) (Based on 111 children on role from 31st March 2018) 

  •  Indicators of acute deprivation include - adults without qualifications, health issues, high level of social disadvantage where English is not the functional language. 

 

Mission 

Greenhill Academy equips all learners with the motivation, knowledge and skills to 

be the best they can be’ allowing all learners to ‘Believe in themselves, to Achieve their goals and Succeed in life.’ 

At Greenhill we aim to improve both the attainment and achievement of all our pupils regardless of their circumstance. Raising the aspiration, attainment and self-esteem of our least financially advantaged students is a major priority of the Academy. 

We are a school committed to providing high quality inclusive education regardless of faith, ability, ethnicity and gender. Greenhill Academy fosters a love of learning in our children, we value effort and nurture ambition to ensure all children reach their full potential.  

Culture and Values  

At Greenhill Academy every child achieves and succeeds. Developing well-being and self-esteem is key alongside raising attainment and achievement. We aim to prepare our learners for the opportunities, responsibilities and experiences of life through a balanced high quality education in a nurturing and stimulating environment where our school community is learning and achieving together. We aim to develop lifelong learners with high aspirations for the future.  

Barriers to learning  

We understand that challenging social economic circumstances can create additional barriers to success for children. However, we strongly believe that these challenges can be overcome.  

Quality first teaching is imperative to improving outcomes for disadvantaged children. Excellent teaching can be achieved by all teachers through high quality professional development and shared outstanding practice. All children need opportunities to enrich their lives through experience and at Greenhill we ensure that where children are unable to access these through home the opportunities are provided for them by school.  

Although financial support is provided for schools specifically for children who qualify for pupil premium, outstanding educational outcomes for these children are best achieved through ensuring outstanding practice in classrooms throughout school. In this way all vulnerable children are helped to achieve the best possible outcomes according to their starting points.  

In order to overcome educational disadvantage it is important to identify barriers to learning.  At Greenhill barriers to learning include:  

Language deficiency – the vast majority of our learners have English as an additional language and many of our learners come from low starting points resulting in gaps in their vocabulary and understanding. Increasing numbers of our learners are being identified as having speech language and communication needs which studies have shown impacts upon their acquisition of early literacy skills.  

Emotional wellbeing – Our nursery baseline assessments show that all children start school below age related expectations in 'Making Relationships, Managing Feelings and Behaviours' which can impact on behaviour for learning. Also, we have found an increase of children who have been identified as having social, emotional and mental health needs. 

Limited cultural capital and enrichment – Both  our Nursery and Reception baseline assessments show that the majority of children start school below age related expectations in 'People & Communities’ and ‘The World', as a result these lack of experiences limits the children's language development and understanding.  

Knowledge of the world beyond their community – Many of our children do not attend a regular pre-school before they start Nursery and then continue to only experience the immediate community of Glodwick and Oldham, this can lead to a lack of understanding of opportunities outside of Oldham and can have a detrimental impact on the aspirations of our children.  

Tackling Barriers 

At Greenhill Academy we recognise that the primary way to overcome barriers to learning is through quality first teaching.  We have also taken into account research papers by the DFE, The Education Endowment Foundation and OFSTED on how to use funding to raise achievement for disadvantaged pupils.  This has enabled us to consider use of the funding and how to ensure best practice.  

Strategies we deploy to overcome barriers for our disadvantaged pupils are:  

Quality first teaching and targeted support to ensure the attainment gap is reduced.  

Provision 

Enhancement of current provision 

Intended Impact 

Delivered by 

EEF impact  

Easter School Provision  

Support in preparation for end of KS2 SATS 

Raised percentage of children achieving age related targets. Using in-house pupil progress data Key children are targeted for extra support to close the gap.  

3 experienced learning mentors  

+ 2 months  

Reading comprehension  

In-line with ADP – to continue to improve the teaching of reading particularly comprehension skills- using 3 part or 5 park comprehensions skills sessions as well as smaller targeted groups.  

Raise attainment in reading across Key Stages. In-house pupil progress data highlight key children for targeted intervention.  

 

Prediction Data for 2018/19 

Class teachers/ TA’s  

+ 6 months  

Delivery of interventions for identified children across school  

Interventions for lowest attaining pupils delivered by funded staff to include: Pre teach (Mastery) and  RWInc  

 

Interventions for more able pupils to include: Tutor Trust 1:1 reading and  Hulme Grammar Greater Depth Maths 

 

Higher percentage of children to achieve expected standard at the end of the year.  

Enhancement of Mastery learning in the classroom.  

 

Increased % of pupils achieving greater depth.  

TA’s/ L4 TA 

 

 

 

 

 

 

 

Tutor Trust/ Hulme Teachers 

+ 5 months  

Small group phonic teaching EYFS/KS1 

Small ability phonics group across EYFS/KS1. Preparation for Year 1 phonic screening and re-test for Year 2.  

Higher % of pupils passing year 1 phonic test and achieving national standard.  

Class Teachers/TA’s  

+ 4 months  

 

High quality Early Years Provision with focus on Early Intervention. 

Provision 

Enhancement of current provision 

Intended Impact 

Delivered by 

EEF impact 

Early Intervention programmes such as Talk Boost; WELLCOMM and ELKLAN approach.  

Early identification of raising levels of speech and language communication difficulties – supporting children to develop early literacy skills that underpin reading and writing. Trust Speech therapist used to deliver in house training for staff and offer advice for children receiving SALT.  

Increased % of children achieving age related expectations in Prime areas- Listening & attention, understanding and speaking.  

Specific areas- reading and writing. This will then in turn impact on % of children achieving good level of development at the end of reception. 

Trust Speech therapist/ trained in house staff 

+ 5 months 

Earlier starting age (under 3 unit)  

Extension of high quality Early years provision already in place.  

Closing gap to age related expectation for children starting Nursery. Closing the gap to National for % of children achieving the good level of development. More children starting year 1 school ready.  

L4 TA/ 2 x L1 TA 

+ 6 months  

 

Cultural enrichment opportunities trips, visitors, artists, sports coaches and music practitioners.  

Provision 

Enhancement of current provision 

Intended Impact 

Delivered by 

EEF impact 

Steel Pan tutor for More Able and key children 

Nurturing and extending the skills of the more able in music and identified children.  

Developing more able children’s skills in music. Improve attitudes to learning, increase pupil wellbeing and concentration.  

Andy Gorton  

+ 2 months 

Subsidised residential trip for Year 6 children to Robin Wood Outdoor Pursuits Centre and Year1/2 Castleshaw rural experience  

Providing first hand experiences unlikely to receive outside of school as well as nurturing talent, supporting children to make progress. 

Improved collaborative skills, self-esteem, confidence and widened  experiences outside the local community 

External agencies  

+ 4 months 

Improve Extra-curricular offer, in partnership with Oldham Children’s University and the Harmony Pledge  

Encourage and celebrate wider  learning experiences outside the school hours 

Children encouraged to explore new skills and develop new talents leading to improved self-esteem and confidence supporting the children to make progress.  

In-house staff/ External coaches and providers  

+ 2 months 

Subsidised Curriculum enhancement such as visits to the theatre, museums and outdoor education.  

Providing first hand experiences unlikely to receive outside of school as well as nurturing talent, supporting children to make progress. 

Children’s talents nurtured leading to improved self-esteem and confidence supporting the children to make progress.  

External providers  

+ 4 months  

Brass lessons for More Able pupil premium children  

Nurturing and extending the skills of the more able in music and identified children.  

Developing more able children’s skills in music. Improve attitudes to learning, increase pupil wellbeing and concentration.  

Oldham Music Service  

+ 2 months 

Harbouring Talent- Football sessions  

Harbouring football talent in young children in year 4 and 6. To attend outside football club x 2 a week (training and match)  

Nurture and develop talent. Access to wider opportunities.  

External provider 

+ 2 months 

 

Parental involvement/ engagement: Classes are held to support parents in developing their knowledge and understanding of how to support their children’s learning at home. Additional bespoke days are created throughout the year to encourage parental involvement (such as Speech and Language, demonstration lessons, E- safety, reading workshops) 

Provision 

Enhancement of current provision 

Intended Impact 

Delivered by 

EEF impact 

Dedicated Family Support Worker (0.6) 

Provision of classes which develop understanding of and spoken English, strategies to support their children in school and develop social support networks 

Increased parental support at home for children and confidence in parents to ask questions and become involved in their child’s education. 

Rabina  

+ 3 months 

REAL Project (Nursery) 

Engaging key parents to support children’s learning in addition to current parental engagement practices. 

Increased % of children achieving age related expectations in Prime areas- Listening & attention, understanding and speaking.  

Specific areas- reading and writing. This will then in turn impact on % of children achieving good level of development.  

Rabina (Home visits and event)/ Emma Bradshaw (events and planning)  

+ 4 months  

 

A language rich curriculum to allow all children the access to high quality, challenging language through talk for writing, drama, reading projects and cross curricular links.  

Provision 

Enhancement of current provision 

Intended Impact 

Delivered by 

EEF 

Oral language development- Speak Well Wheel and communication in print  

To develop pupils as effective communicators by using the progression of language structures. Teachers to plan for pupil’s academic language development alongside the content of the curriculum, comment on how pupils gain confidence and use academic language in context, making accelerated progress towards, and exceeding national expectations. 

Positive impact on learning, including on oral language skills and reading comprehension (understanding vocabulary)  

Staff Inset – Sheffield EAL team  

 

Class Teachers/ EAL Ta specialist  

+ 5 months  

 

Emotional wellbeing is developed through the use of learning mentors who equip children with the strategies to monitor and regulate their feelings and improve self-esteem and confidence. A PSHE & Citizenship enriched curriculum that supports and develops the whole child to his or hers full potential. 

Provision 

Enhancement of current provision 

Intended Impact 

Delivered by 

EEF 

Nurture group Key Stage 2  

Develop social emotional for Key pupils learning through the use of Emotional literacy programme in our Nurture provision.  

Produce improvements in academic performance along with a decrease in problematic behaviours 

Develop a positive school ethos and improve discipline across the whole school which also aim to support greater engagement in learning 

2 Learning mentors  

+ 4 months  

Nurture group Key Stage 1 

Develop social emotional for Key pupils learning through the use of Lego Therapy and Social stories.  

1 learning mentor  

+ 4 months  

Behaviour interventions- linking to Mental health framework  

Following school behaviour policy, key children require 1:1 support around their specific social and emotional needs. EG- Solution focus therapy, Narrative therapy  

3 learning mentors.  

+ 3 months  

 

Readiness for learning and the busy school day through the provision of basic equipment, food and nutrient where and when required. 

Provision 

Enhancement of current provision 

Intended Impact 

Delivered by 

EEF 

Free Wake ‘n’ Shake and Breakfast Club provision (part of the magic breakfast scheme)  

Ensure children are awake and ready to learn at the start of the day.  Learning Mentors target children to attend and are encouraged to participate in an active activity before eating. 

Improved attention in class and improved attainment.  

Kitchen staff, Karen S and Aminur R.  

+ 2 months 

Free Tuck Shop provided for pupil premium children  

Ensure children are able to have access to fruit and vegetables to provide them with energy boost in the gap between breakfast and lunch.  

Improved attention in class and improved attainment.  

Karen S 

+ 2 months  

Free CGP Revision Books for Year 6 pupil premium pupils 

Support revising at home in preparation for end of KS2 SATS 

Raised percentage of children achieving age related targets. 

Year 6 staff  

+ 2 months  

Free CGP Revision Books for Year 2 pupil premium pupils 

Support revising at home in preparation for end of KS1 SATS 

Raised percentage of children achieving age related targets. 

Year 2 staff  

+ 2 months 

Extending the school day  

Beginning the day at 8.30am and 4 out of 5 days extra-curricular clubs until 4.15pm. All children receiving more teaching time than Government recommended hours in the school day.   

Raise attainment across academy for all children and increase progress made by all.  

All staff  

+ 2months  

 

Monitoring and Impact Evaluation  

As part of our commitment to ensuring impact accountability we undertake regular monitoring and evaluation as set out below: 

  • Data analysis  

  • Pupil progress meetings 

  • Regular moderated assessment  

  • Learning walks 

  • Learning discussions with pupils.  

  • Support and challenge for individual teachers 

  • Middle leaders and subject leaders carryout observation, scrutiny of work and pupil interviews related to data of vulnerable groups 

  • Regular, rigorous SLT meetings to assess the impact of actions  

  • Listening to the views of all children to hear about their learning and experiences of school 

  • Academy development plan links to all staffs performance management objectives 

  • Regular external review e.g. IQM, Education Consultants, Trust commissioned  Academy reviews  

As a school, we provide frequent, evidence based professional development opportunities that focus sharply on the learning needs of pupils, particularly those from disadvantaged backgrounds.  

           

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