2016/2017 Pupil Premium
Pupil Premium Grant Expenditure:
Financial Year 2016-2017
Overview of the school
|Number of pupils and pupil premium grant (PPG) received
|Total number of pupils on roll (Years Rec-6)
|Total number of pupils eligible for PPG (ever had FSM in the last 6 years)||125|
|Amount of PPG received per pupil
|Total amount of PPG allocated
|Summary of PPG spending in the financial year 2016-2017
Objectives in spending PPG:
To raise the attainment of disadvantaged pupils and close the gap between them and their peers.
Barriers and summary of planned spending:
Each phase (KS1/LKS2/UKS2) has an intervention TA, not class based, to support children’s development in reading, writing and maths. These sessions take place outside of the mathematics/English lesson, allowing identified children to have one-to-one/small group sessions with a trained TA addressing an area of weakness or building on skills.
Intervention programmes have been put into place for all children who need support – rapid reading, writing and maths. Re-resourcing our Rapid intervention scheme will also take place this year and as this is in place primarily for our PP pupils it accounts for a percentage of the costs.
Another key issue that affects children’s learning occurs when they have emotional or social disruptions at home or at school. Two learning mentors have been working at the school for the past few years and funding for them has come through other, now ceased, funding. The pupil premium funding is now being used to pay for these learning mentors. Monitoring the number of pupils who were identified as needing Gym Trail sessions to support their physical development, we are responding to the need with a trim trail that will help with this development.
We are continuing to employ 2 extra MDAs, one in KS1 and the other in KS2. We have found that less incidents occur outside on the lunch break when there is greater supervision and intervention, therefore when children come back into the classroom they are ready to learn and settle down quickly.
As a proportion of our PP children have special educational needs, part of our PP funding goes towards the cost of the Inclusion Manager. Not only does our Inclusion Manager work directly with individuals and groups of children; she also involves the parents in a variety of areas to support them and their child’s learning. We offer a range of workshops for parents in phonics, cookery, e.safey, EAL, restyle revamp and repair, school readiness, secondary school transition as well as family communication. Through the diligence of the provision provided we gained the ‘Parent Partnership Award’ (2014-2015) and will continue with this provision this academic year.
Poor attendance is directly linked to under achievement. Involvement of the Educational Welfare Officer (EWO) has been crucial in supporting the schools drive to raise attendance. We also have our own Attendance Officer in school who supports the Headteacher in her targets to raise attendance further.
Homework underpins learning in class and can be a barrier to good/accelerated progress if this work is not completed, therefore to support pupils and parents with their homework activities we have implemented several clubs where children have the opportunity to attend and get support with their homework if necessary.
To support parents further with their morning routine we have put in place a breakfast club which all children are welcome to attend. PP funding is used to ensure that all children with this entitlement can attend breakfast club for free and are personally invited.
|Item/Project||Budget cost||Objective||Intended Outcome||Measurable outcome|
|Welfare support in EYFS||6,000||Early intervention to ensure that vulnerable pupils have the pastoral care they need whilst supporting parents.||PP Children are performing at national at the end of reception.||Performance data|
|Library expansion and stock||5,000||Resources are available to support vulnerable pupils and raise attainment of these pupils.||Raise attainment, particularly in reading and writing for boys.||Performance data|
|Lunchtime provision – MDA x2||4,880||To ensure lunchtimes are calm and peaceful, ensuring children are ready to work when they go back into class.||Pupils are more alert and ready to learn when returning to the classroom – raised levels of achievement.||Gap analysis data
|EWO and Attendance officer||3,000||Early intervention for vulnerable pupils especially when impacting on attendance.||Attendance is being maintained at national expectation||Attendance data|
|Learning mentors||15,000||To support identified vulnerable pupils through confidential 1:1 sessions.||Raised self-esteem and trust of adults leading to confidence to express feelings.||Learning mentor gap analysis data|
|Trim trail||5,000||To support the social skills and physical development – fine and gross motor skills – of all pupils including those who are vulnerable.||Children’s functional skills improve – raising attainment particularly in writing.||Gap analysis data|
|Updating intervention schemes||8,000||To ensure all interventions are up-to-date and provision is current.||Pupils in receipt of PP continue to attain similar standards to those of their peers.||Intervention gap analysis data|
|Intervention teaching assistant support x3
|30,000||To further enhance provision of interventions for target pupils who are in receipt of PP.||Pupils in receipt of PP continue to attain similar standards to those of their peers.||Intervention gap analysis data|
|Maths scheme of work||4,000||To ensure all teaching resources are current for vulnerable groups.||Pupils in receipt of PP continue to attain similar standards to those of their peers.||Performance data|
|MADD room resources||5,000||To raise aspirations and self-esteem for all children in class but particularly those who are vulnerable.||Speaking and listening skills of all pupils will improve.||Gap analysis data
|TV screens – communication||6,000||To improve communication with parents – how they can support their child at home/clubs available/provision||All parents have equal opportunities to access the school provision. Enhances home/school liaison.||Performance data|
|Breakfast club and homework club subsidiary
|5,000||Provide the opportunity for all children (particularly PP) to start the day with a good breakfast.||Pupils more alert and ready to learn – raised levels of achievement||Club – gap analysis data|
|Allotment and Woodland school||2,000||To raise self-esteem for all children outside of class, particularly those that are vulnerable.||Raised levels of confidence and resilience in every-day tasks.||Performance data|
|Inclusion manager||20,000||To support vulnerable pupils across the school with various needs – identification.||All individual needs are addressed and children make good or better progress.||Performance data|
|Teacher Cover – PM/PSMs||10,000||To ensure all teachers know their PP pupils and are able to confidently put forward the correct provision for them.||Identified pupils to make accelerated progress||Performance data|
|Pupil Premium lead||5,000||To track pupils attainment and progress throughout the year and action next steps.||Identified pupils to make accelerated progress||Performance data
Gap analysis data
|1:1 Tuition||5,500||To extend the number of identified children receiving 1:1 tuition and enable then to make at least expected progress.||Impacts on whole school to raise levels of achievement – particular focus on Y6||Performance data|
|Pupils are motivated to come to school every day.
Identified families are supported financially for specific needs.
|Gap analysis data|
|Total PPG received||£165,000|
|Total PPG expenditure||£140,380|
*this will be reviewed at the and of the Summer term.