The Pupil Premium is funding from the Department for Education which is additional to the main school funding. It is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM), a smaller amount is allocated according to the number of children of service families, and an allocation for each pupil who has been ‘Looked After’ (in care) for 6 months or more. Funds are allocated, for example, to support parents in purchasing school uniform, to support children's achievement and their participation in extra- curricular activities including school trips.
How do we identify children for extra support ?
Reference to the School Development Plan, School Self Evaluation and the use of data from the Sutton Trust Report guides and influences our decision.
Our Senior Leadership Team work with our most vulnerable families in ensuring good attendance and we support children whose behaviour or emotional needs are impacting on their learning. We offer a programme of Family Workshops to parents and carers to help them support their child with their homework in targeted areas of reading, writing and mathematics.
Pupil Premium used for:
Focus upon independent learning skills that are transferable in different contexts opportunities for extended learning
- Collaborative Learning Approaches in the Sutton Trust Report suggests an impact upon pupil progress of +5 months
Teaching Our EYFS Progress Leader supports teaching and learning in Nursery, Reception and Key Stage This is to ensure that children are making good progress by the end of their Reception year. We have appointed specialised teachers in sport, art, music, and technology to widen the curriculum. The Assistant Principals job- share a year 6 class, specialising in teaching areas where pupils can make accelerated progress. The system allows class teachers to pair and spend planning and preparation time together to create effective lesson plans.
PupilProgress Meetings Class teachers spend each term a 1:1 consultation with each child to address aspects of their learning and to set targets. The targets are continually reviewed and shared with parent/ carers.
- Music lessons and drama lessons gives an opportunity to learn from experienced specialised teachers who deliver lessons with greater depth and creativity.
- Development of target setting through pupil conferencing in the Sutton Trust Report suggests an impact upon pupil progress of +8 months.
- Senior Leaders/ Progress Leaders monitor the progress and attainment of pupils from low income families and arrange interventions to accelerate progress for pupils that are under performing.
- Pupil Feedback Approaches in the Sutton Trust Report suggests an impact upon pupil progress of +8 months. Staff training continues to be a priority. The school team continues to focus upon ensuring pupils make progress in every lesson and can take greater ownership of their next steps to make successful outcomes in their learning. Understanding of Meta – cognition principals has been reviewed intraining sessions and how to challenge pupils through effective questioning styles ( Blooms Taxonomy).
- Digital Technology Approaches in the Sutton Trust Report suggests an impact upon pupil progress of +3 months. The school subscribes to Education City, Twinkl and Purple Mash to support the learning both at school and at home.
Teaching Assistant Support
We use skilled Teaching Assistant’s to support groups of children with a range of need, in order to improve their attitudes toward school and learning as well as ensuring that these groups of children continue to make progress.
- Focused support is given through intervention work. Learning Support Assistants work with small groups of pupils in a variety of ways and subject areas – phonics, reading, number work, social skills development.
- Social and Emotional Development Approaches in the Sutton Trust Report suggests an impact upon pupil progress of +4 months. We are developing a sensory room that will be used to provide emotional literacy support to pupils.
- Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional +4 months progress.
Funding is allocated to subsidise educational visits to enhance and broaden the curriculum.
- The Sutton Trust Report suggests an impact upon pupil progress of +3 months.
Adventure learning interventions consistently show positive benefits on academic learning, and wider outcomes such as self-confidence for pupils in low income families. Day trips and workshops reinforce the learning that is taking place in lessons and helps pupils develop their mastery of skills.
Speech and Language support Our school purchases Speech and Language Service from the Local Authority who work with children who need support in developing their speech and communication skills, and follows specialised programmes. Teaching Assistants reinforce and consolidate the learning through following the treatment plans carefully and liaising with the SENCo.
The Sutton Trust Report suggests an impact upon pupil progress of +5 months.
After School Provision and Enrichment Opportunities
The Sutton Trust Report suggests an impact upon pupil progress of +3 months. This year we have expanded the variety of our afterschool clubs based on the interest of the children. These clubs provide access for vulnerable learners and help them engage and fully participate in activities that interest them. The After school clubs support and encourage children academically while providing stimulating environments and activities are more likely to have an impact on attainment. Robotics, Chess, Sporting, Art Club, are a few examples that develop meta- cognition skills.
Specific Activities funded by Pupil Premium grant for 6 pupils in 2016 - 17:
Daily additional teaching assistant support and a Literacy and Mathematics tutor for small group interventions for escalating progress of pupils who seem to have significantly fallen behind over years in their English and Mathematics – this is mainly applicable to pupils in the Year 5 & 6 class.
Additional support for younger pupils to improve their reading and writing skills.
Full and part funding of a residential visit to support social and personal skills of pupils in receipt of PP funding.
Purchase of uniform and warm clothing for four pupils.
Funding has been used for attendance at extra-curricular activities to extend their skills, talents and learning experience such as dance, music and art.
Emotional Literacy support to target specific children through 1:1 or group intervention support.