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Pupil Premium

PP Strategy Plan 2016 and 2017

2014/2015 – Total Grant – £97,500

2015/2016 – Total Grant – £86,380

2016/2017 – Total Grant – £107,180 

Pupil Premium grant last academic year started to successfully narrow the gaps, therefore similar provision is in place for the current academic year.

Pupil premium report for governors November 2016

Pupil premium report for governors 2016

Pupil Premium Update February 2017 – The year so far

Pupil Premium Update February 2017 – The year so far

I took over the responsibility for Pupil Premium in September.  I have spent a lot of time researching different ways that we can support the Pupil Premium children in our school, educationally, emotionally and physically.

We currently have 83 children on the Pupil Premium register.

What has happened since the last website update?

  • Intervention groups have been adjusted

Children’s attainment and progress has been monitored and as a result intervention groups have been adjusted to support children receiving pupil premium funding.  An HLTA has half of her working week assigned to leading these groups, supported by the Pupil Premium coordinator.  Children have been grouped according to their academic ability resulting in some intervention groups having children from different year groups.  Some children may be receiving the same intervention for a second term whereas others may be having a break from intervention or may be concentrating on a different subject area.

IMPACT: Parents are informed of provision and the intended outcomes, clearer about how the funding will help their child diminish the gaps.

Spring 2- PP has secure measure of levels of attainment and progress for PP children. They are tracked and plotted against their spend from the grant funding. Internal trajectory trackers have enabled all staff to ensure if children are on track to meet their potential.

PP children are identified on planning and this ensures quality differentiation is in place for this vulnerable group.

Attainment gaps are closing and progress is now seeing a diminishing of the gaps.

  • Introduction of Breakfast Club for Early Years and Key Stage One

Breakfast club has now been introduced across Early Years and Key Stage One.  This enables all children to arrive at school on time and start with day with a meal as well as a chance to eat with friends at a dining table setting.  The group now consists of children from all Key Stages in our school.

IMPACT: Quality research used to inform choices of offer made, all children have equal opportunity to start the day with a full tummy and achieve their best.  Positive role modelling, eating breakfast helps us concentrate.

Spring 2:  Engagement with the families who have taken up this support has been positive. On discussion with the children they say the feel in “a better place to learn.” Attendance of one family has improved.

  • Pupil Premium Co-ordinator to meet with Pupil Premium Lead Governor

A date has been arranged (Wednesday 1st March) for our Pupil Premium Lead Governor, Fiona Shepherd, to meet with our Pupil Premium Coordinator.  Fiona Shepherd will be updated on what has happened in relation to Pupil Premium since our last meeting.

IMPACT: Positive relationships with governors.  Governors are being kept well informed as to the progress that is being made.

Spring 2 – Governors ask regular, robust questions as to what impact the spend is having. They drill down through the data and understand the significance of diminishing the gaps for this group. The reading attainment from Spring 2 shows this is now more positive for this group.

  • Invited children to after school clubs

Children continue to be offered places at after school clubs.

IMPACT: PP children have same opportunities as their peers to engage in extracurricular activities.   Children engage socially with their peers.

Spring 2- Children are more active and socially included.

  • Book Scrutiny

A book scrutiny has been carried out to look at the progress being made by the children receiving Pupil Premium funding in our school.

IMPACT: Children’s learning will move forward as we will be able to identify areas which need further work.

Spring 2- Higher profile of this group has ensured no missed opportunities for learning. Teaching and learning action plans have enabled coaching to be put in place for some teachers.

Teachers awareness is now secure and detailed, robust presentation is closing the gaps. This is evident from their own starting points .

SPRING 2-

The new co-ordinator has a clear, high profile role that holds teachers to account. Regular staff meeting time and school improvement activities have enabled a robust process to become more embedded and is now seeing the gaps diminish.

Class teachers, intervention support and an established co-ordinator are ensuring the funding is having a significant and positive impact on standards.

Catherine Hall

 

Provision:

  • Enabling all children to access enrichment opportunities and curriculum trips and activities.
  • Providing staffing to deliver small group tuition focusing on literacy and numeracy or other personalised programme’s of study.
  • Resources for Intervention Groups to close the gap in attainment and accelerate learning eg,
  • TA training based on strategies to improve learning – Autism, ADHD, epilepsy
  • Providing booster tuition groups of children focusing on literacy and numeracy.
  • Providing staffing and resources to deliver a Phonics Intervention Group in KS2.
  • Additional phonics groups in KS1 to raise level of children achieving the phonics screening check
  • Purchase of pupil need specific resources – additional up to date guided reading books (more levels)
  • Providing additional TA support for intervention sessions in KS 1 and KS2
  • Nurture group sessions
  • Additional teachers in KS2 in Y6 and Y5
  • Employed a learning mentor
  • Employed a TLR with responsibility for Pupil Premium
  • Training for Governors to enhance their role

Objectives in spending PPG:

Raising Attainment and achievement of pupils to at least expected progress through:

  • Provision to raise literacy and numeracy levels and close the gaps in attainment.
  • Ensure intervention s secure at least expected progress for all children in receipt of PPG
  • Enhanced curricular opportunities – school visits, residential trips, extra curriculum activities
  • Personalised learning –booster tuition; additional small group interventions
  • Provide emotional support/interventions to improve self esteem
  • Develop the role of the learning mentor , to establish intervention before it becomes crisis management
  • Develop the role of Specialist TA in KS1 to establish earlier intervention to bridge some of the barriers to learning

Please contact school if you think your child may be entitled to support through the Pupil Premium. All enquires will be treated in the strictest confidence.

At our school Mrs Hall is responsible for Pupil Premium is paid 0.1 per week to focus on providing support for all children in our school who receive this funding.   This, on occasions has provided an opportunity for parents/carers to meet with Mrs Hall in order for us to work closely together to assist individual children with their learning.

Working alongside her is an HLTA who spends half of her week delivering interventions to these children.  The groups she teaches for Reading, Writing and Maths, change each half term according to their needs and the rate of progress that has been made.  Discussions are held between Mrs Hall, the HLTA running the group and the individual class teachers.  As a school we believe these small intervention groups are incredibly beneficial for our Pupil Premium children.  They help to develop the children’s confidence in a particular subject whilst giving them further opportunities to move their learning forward by focusing on their individual targets.

Before school each day a Teaching Assistant is paid to lead and manage our ‘Breakfast Club’.  Pupil Premium funding is used to pay this person along with the foods that are required.  This was set up following a questionnaire that children filled in at the beginning of the school year.  Many children were not regularly having breakfast at home and as all research suggests this does not lead to the children being ready to learn when they arrive at school.  A small number of children who were invited were invited in order to reduce the frequency children were late for school.  This is having a positive effect. Quality research used to inform choices of offer made, all children now have equal opportunity to start the day with a full tummy and achieve their full potential.  Positive role modelling is observed by all children attending.

Teaching Assistants are used to cover lunchtimes to ensure that children’s behaviour is monitored closely.  We have several children who receive Pupil Premium funding who require this extra support.  If positive behaviour is maintained at lunchtime then this has a positive effect on the learning that takes place in the afternoon.

Teaching Assistants throughout school deliver 1-1 Talk Time sessions each week to provide extra support for our Pupil Premium children.  This is given to those children who have issues either at home or at school that many impact on their learning.  Children are able to express any concerns and it is an opportunity to be supported with any work that they have found difficult that week.  This Teaching Assistant remains the same person for the whole year so that the child can get to know this person.  They are reminded that they can find them at any point during the week if they require any extra support.  Any issues that are raised in these sessions are passed on to the class teacher, our Pastoral Learning Mentor and the Pupil Premium Coordinator.

Our Pastoral Learning Mentor has 0.2 of her timetable dedicated to working with Pupil Premium children who have social and emotional issues.  Through meeting with these children, as issues arise, she is able to get the children in a positive mind for working and help them to talk through anything that they have been unable to deal with alone.  This sometimes involves meeting with parents/carers or making calls home.

How will we measure the impact?

Our Pupil Premium co-ordinator regularly meets with the HLTA who is responsible for leading the intervention groups.  At these meetings they discuss each individual child in each group, discussing their achievement and ways of moving their learning forward.  The HLTA delivering the interventions makes notes at the end of each group session to ensure that learning is moved on in the next session.

Children’s levels are collated each term and progress is monitored to ensure that the necessary number of steps progress have been made.  In cases where children make accelerated progress in a particular subject area it may be that the area of intervention is adjusted.

Through discussions with parents/carers quality relationships will mean that parents are ‘on board’ to help our school to help their  children.

Through conversations with children, along with questionnaire responses all children will feel safe and secure and have the confidence to ask for help or raise concerns.

Date of next review of the school’s pupil premium strategy Jan 2018

 

Governor Report – Pupil Premium – 1st March 2017

I met with Catherine Hall (CH), Pupil Premium co-ordinator for the second time to get an update on the measures now in place for Pupil Premium (PP) children in school. As you are aware CH provides updates to Governors at our meetings however, I wanted to understand exactly where we are and how it is progressing.

Following my last update, due to new children joining the school and changes in some pupil’s circumstances, the number of PP children has increased from 79 to 83.

The proposed letter was sent home to all parents/carers of PP children to update them on how the additional funds are to be used in order to benefit their children. CH has met with some parents to discuss this in more detail, at the parent’s request.

From January 2017, those PP children in KS2 identified as not regularly or never having breakfast or any with issues regarding late attendance were invited to attend Breakfast Club from 8.30am. Of the 20+ children invited 5 or 6 have taken it up, and this has been operated by Vanessa Parker, with CH also attending on a Wednesday morning. Due to some families having children across the school, from February half term, the invitation was extended to PP children in KS1 and Early Years, however, only 2 have taken up the offer so far.

The use of “talk time” books was introduced almost immediately after my last update, with those PP children who expressed a need to speak to someone outside the family or who were identified by their class teacher. Any significant issues raised by any of the TAs carrying out this role are looked into and followed up by Louise Peyton, the Pastoral Mentor.

Intervention groups were set up for terms 1&2, based on summer assessment results, for reading, writing and maths. No child is to attend more than 2 groups to ensure that they are not missing too much of their class time, causing even more of an issue. The groups are reviewed regularly by CH with input from the TA operating the groups, along with information from class teachers, and will be changed to ensure the support is used effectively. Each PP child will receive at least one term block of interventions in maths, reading or writing, and if required, they will receive more.

All PP children have been invited to attend school operated after school clubs, and the school is looking into the option of funding “paid” after school clubs, e.g. UK Sports, where necessary.

From the start of the next financial year, all day time trips (educational trips within the school day) will be fully funded for PP children, and in the case of any residential trips, 10% of the final cost will be funded.

As there is a need to push the more able PP children, CH will undertake a book scrutiny to determine the best strategy. CH is also planning PP interview with a selection of the children to get pupil feedback on the measures already put in place, and any ideas/suggestions going forward.

The website information on PP was updated in November and further updated in February, so this is available to all new and existing parents/carers.

Critically, with all of the above actions, there is a requirement to monitor the spend and the effectiveness of these measures, and spreadsheets have been set up to do both. Firstly, there is a spreadsheet that shows the spend on a decreasing basis for each measure put in place, e.g. the cost for running breakfast club for those pupils attending, or the proportion of TA time to carry out “talk time” sessions or interventions. The other spreadsheet shows how each PP child is progressing following each term’s assessments, which should highlight the effectiveness of any interventions or the requirement for further input or change of strategy with that particular child.