Pupil Premium Grant Expenditure April 2017 to March 2018

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Pupil Premium Funding 2017 – 2018

What is Pupil Premium?

Pupil Premium is additional funding which is allocated to schools for pupils who have registered for free school meals (FSM) at any point in the last six years, those who are looked after by the local authority continuously for more than six months and children of service personnel. The purpose of this additional funding is to narrow the attainment gaps between them and their peers.

1. Summary Information
Academic Year

 

2017/2018 Total PP budget £89,760 Date of most recent PP review July 2017
Total number of pupils Year R – 6: 195 Number of pupils eligible for PP 63 Date for next internal review December 2017

 

2. Barriers to future attainment for pupils eligible for PP funding
A Social, emotional and behavioural difficulties which impact on attainment and progress
B Gaps between the achievement of disadvantaged pupils and that of other pupils
C Lack of wider world experiences
D Lack of educational aspiration
E Attendance

 

3. Desired outcomes
A Children who come to school feeling happy, safe and confident are better equipped to learn, take risks in their work and challenge themselves to do better.
B Our children who come into school at lower starting points than their peers, will make accelerated progress to bring them up to the level at which they should be working. Those higher achieving pupils who are eligible for PP funding should continue to make good progress to ensure they reach greater depth at the end of the year.
C All of our pupils should have the opportunity to participate in events that are going to enrich their learning and understanding about the wider community and beyond.
D All pupils and especially those who are eligible for PP funding should aspire to do the very best they can in school and meet targets and expectation in all their work.
E Increased attendance rates for pupils eligible for PP funding.

 

4. Planned Expenditure
Quality teaching for all
Desired outcome Chosen action What is the evidence and rational for this action? How will you ensure it is implemented well? When will you review implementation?
To improve progress in reading, writing and maths Pupil Premium Conferencing Children need the opportunity to have 1:1 sessions to talk about their progress and targets and to take ownership of their success. This will allow specific strategies / interventions to support pupils. Pupil Progress meetings with SLT. Termly monitoring, pupil attainment, pupil wellbeing and involvement. Termly.
Specialist Maths Teacher Achievement in Maths needs to be higher. For some pupils there are gaps in learning and they require small group or 1:1 support in order to move forward and be able to work at the same level as their peers. Pupil Progress Reviews, Maths Leaders to observe Maths throughout the school, Book scrutiny, termly assessment. Termly
Additional Teaching Assistant in EYFS Some of our children enter school with a low baseline, especially in language skills and need reinforcement to build vocabulary and improve their basic language skills. Language Link Assessments, Pupil Progress Reviews. Termly
Reading Power Training We have recognized that more children need additional opportunities to develop their reading skills. This training will provide additional strategies and resources to support children in their reading. Evidence of strategies being used across the school, pupil voice, Pupil Progress Reviews, pupil attainment Termly
Mastery Training (Maths) Our children need to develop and extend their reasoning skills. The Mastery approach to mathematics will provide them with the skills and resources they need to be able to do this whilst improving attainment and progress. Evidence through planning and implementation in lessons, Pupil Progress reviews, data tracking, book scrutiny Termly
Targeted Support
Desired Outcome Chosen action What is the evidence and rational for this action? How will you ensure it is implemented well? When will you review implementation?
To identify barriers to learning through formative assessment Administer a range of assessment, including:

Speech and Language Link

Lucid Rapid

Phab2

External assessments

Educational Psychologist

Additional SENCo time

Children’s barriers to learning need to be identified through a range of assessments that focus on phonological skills, working memory, speech and language development, numeracy, reading and comprehension skills. Assessments are analysed and strategies and interventions are put in place to support the child. Monitoring of class provision maps and intervention records. Termly
To improve progress in reading writing and maths. Fully qualified teacher to work with small groups in all areas. Small, short term group interventions with highly qualified staffhave shown to be effective Impact overseen by SENCo, termly attainment and progress monitoring, Pupil Progress Reviews Termly
Additional support in phonics/spelling Children will be given phonics and spelling books to complete at home to reinforce work covered in school Evidence of strategies and rules being seen in daily work in school Termly
TTRS (touch typing) A number of pupils have difficulty in writing (DEysexia) and would benefit from being able to type in some lessons. Laptops being used effectively in lessons and children being able to keep up with their peers. Termly
Improve physical/sensory difficulties, social skills and behavior Staff to be trained in running a range of interventions, to include:

Sensory Circuits

Lego Therapy

Beam

Clever Fingers

 

Staff have identified that some pupils need additional interventions to support fine/gross motor skills, etc Handwriting improving, all children participating well in PE and sports Termly
Other approaches
Desired Outcome Chosen action What is the evidence and rational for this action? How will you ensure it is implemented well? When will you review implementation?
To develop resilience through a focus on pupil well-being Forest School It has been proven that children gain confidence and improve self-esteem which can impact on emotional and mental well-being as well as building independence and resilience. Observations, pupil voice Annually
For children to come to school feeling happy, safe and confident Pupils have a healthy and calm start to the day and are ready to learn. Breakfasts clubs provide the opportunity for children to start the day in a calm and healthy manner, with a regular routine. Monitored by FLO and HT Annually
School uniform Pupils are not discriminated due to financial hardship Voucher / direct purchasing through school Annually
Improve access to wider opportunities for disadvantaged children After school clubs

Music lessons

School trips

Residential trip

Swimming lessons

Providing wider opportunities for pupils is enhancing their life experiences and allowing them the same opportunitie3s as all other pupils Children’s well-being and involvement increased Feedback and work produced demonstrates impact Annually
To increase the rate of attendance for disadvantaged pupils To increase parental engagement and build a positive relationship with parents and the school Parents of disadvantaged pupils do not engage on the same level with the school as those who are not from a disadvantaged background. Parents are invited to workshops for phonics, e-safety and other curriculum areas, Celebration Assembly, consultation evenings, Stay and Learn sessions. Monitor attendance at all events Annually