Pupil Premium provides additional funding to enable schools to support disadvantage pupils and help close the gap in standards achieved.
Pupils eligible for Pupil Premium are:
Pupils who are eligible for Free School Meals (FSM) (this is different to Universal Infant Free School Meals)
- Ever 6 entitlement to Pupil Premium is the number of children who have been registered as eligible for FSM at any point in the last 6 years
- Children who have been ‘looked after’ continuously for more than 6 months
- Children of armed services personnel
Pupil Premium Grant (PPG) Overview 2017/2018
Total amount of PPG received: £16,260
Number of pupils benefitting from PPG is 12
Total number of pupils on roll in April 2017 is 184
Objectives in spending PPG in 2017/2018:
To secure expected attainment or better in core subjects: maths and English
To promote happiness and wellbeing
To take part in enrichment activities and to enable children to fit into their peer groups and socialise well.
To secure the expected progress in all core subjects
To enable teachers to secure the relevant knowledge to support the needs of the individual children
Action being taken for 2017/2018
- One-to-one or small group tuition in maths and English where appropriate (teacher led)
- Supporting families so children can take part in extra-curricular activities, school trips and residentials
- One-to-one or small group support with mental health and wellbeing
- To deepen staff knowledge and understanding of language development and how to support child attachment difficulties
- To fund specialist advice and support for identified children
- To contribute to the cost of intervention and support (TA support)
- To contribute to the cost of fitness and health intervention
|Residential and extra curricular activities||700.00|
|Support staff to meet individual needs||2,500.00|
|Specialist Advisor support||2,000.00|
|Health and fitness support||900.00|
Number of pupils and Pupil Premium Grant (PPG) received in 2016/2017: Total number of pupils on roll in May 2016 171 Number of pupils benefitting from PPG 11 Total amount of PPG received £18480
Objectives in spending PPG2016/2017: To secure expected attainment or better in core subjects: Maths and Literacy. To promote happiness and wellbeing To take part in enrichment activities and to enable children to fit into their peer groups and socialise well. To secure the expected progress in all core subjects
Summary of spending and action being taken for 2016/2017 To enable one-to-one tuition in Maths and English where appropriate. To take part in enrichment activities. To enable teachers and support staff to take part in CPD which will result in effective intervention in maths. To enable staff to attend meeting with relevant agencies eg DAF and TAC meetings. To enable group tuition with SEN TA. To support SEAL (activities to support social, emotional aspects of learning) activities in school. To provide additional classroom support for specific subjects eg maths and literacy. To support whole year group teaching for English and Maths.
Pupils were helped to secure expected levels and above expected levels in English and Maths. Pupils were well supported with their emotional needs so they were better adjusted and happy in school.
|Staff costs (teaching and 1-1 tuition)||9,000.00|
|Support staff to meet individual needs||2,500.00|
|Specialist Advisor support||600.00|
Much Staff training has been centred around attachment this year our Safeguarding and Wellbeing Co-ordinator and 4 other class teachers attended an extended training session and shared good practice with the rest of the staff – which has meant that staff feel better equipped to understand and build classroom strategies that support children with attachment difficulties.
We have updated our marking policies and practice to include more of the good practice as outlined from the Sutton Trust: ‘A marked improvement?’ This included more verbal and individualised comments and considerations of wider types of assessment and feedback.
The whole staff have updated and reviewed the behaviour policy including rewards and sanctions that build good practice and findings from the social communication team and which encourages children to play an active role in decision making surrounding rights and responsibilities. It has introduced a traffic light system. This has meant that children are clearer of their choices and responsibility within the classroom and wider school. It has given staff a shared language and strategies to employ across the whole school and has meant that more difficulties are quickly identified and tackled before they can escalate.
A teacher and two higher level teaching assistants have attended enhanced maths training for Success in Arithmetic. This has enabled children, including those receiving PP to be supported in high quality maths intervention to help close the gap. The support has had a very positive impact on children’s attitude towards maths – particularly the girls involved. The vast majority of pupils have made progress here enabling most to gain the ‘developing’ age group objectives (where they were previously only ‘beginning’ or lower).
Pupils in upper KS2 received 1:1 tuition from familiar in school staff (with whom they had a good relationship) to meet their needs and areas of difficulty in English and Maths. The majority of the children here have made accelerated progress that has narrowed the gap and has been greater than previous rates of progress within their targeted area.
Pupils in upper KS1 have been supported in the same way but in small groups. 50% of children here have achieved their age related targets or higher for maths and English.
Upper KS2 have trialled Growth Mindset principles as a way of engaging pupils and sustaining their efforts in difficult tasks. It has had a positive impact upon children tackling tricky areas of the curriculum (particularly in light of the increased expectations). The majority of pupils have received it well and many are now using the strategies and principles in their own learning – an increase in tackling tricky activities e.g. spellings and maths has been observed and a better engagement in leading their own learning. This has been best achieved when it has been used with metacognitive teaching strategies and increased child ownership such as success criteria, teacher-pupil conferencing and collaborative tasks.
Pupil premium children have worked within small groups of children with a specialist mathematician to stretch and extend their reasoning skills – enabling them to better meet the expectations of the new curriculum and its focus on reasoning and mastery. This has included the use of materials from NCETM (National Centre for Excellence in the Teaching of Maths).
Groups of children have worked with a familiar school adult to develop ready to learn strategies – including memory skills, processing skills and small group sharing of difficulties and anxieties. This involves build resilience and strategies to support difficulties so that they are better able to learn when they are in the classroom.
Children and their families have been supported so that children can attend school trips, residentials, after school clubs and other extra-curricular activities that they may not have been able to without support. This has allowed children to develop emotionally and socially beyond the classroom environment, extending their relationships with their peers and building strong relationships with the adults in school.
Families have been offered places within breakfast club to help settle children to their environment before school.
Teachers and TAs have planned and delivered small group intervention that meet specific needs e.g. auditory processing, fluent arithmetic skills and SEAL which has enabled children to have a clearer understanding of their difficulties and has allowed them to work with familiar adults to tackle and challenge their responses. Building positive strategies to deal with difficulties.
Some children have been supported by a professional art therapist to explore anxiety, social communication, friendships, emotions and anger 1:1 or within a small group to develop their skills within these areas – thus helping them to make better relationships with their peers or within the wider school. For the majority of pupils this has a positive impact in the classroom too.