Welldon Park Primary School

High achievement takes place in the framework of high expectations

Pupil Premium Information2017-2018

The pupil Premium is Government Funding that is allocated to schools for children who are eligible for Free School Meals (FSM) during the last 6 years or in local authority care for at least six months or a child of a member of the armed forces. It is used to assist schools to address current underlying inequalities between children in this group compared to their peers who do not fall in this group.

It is used to improve the performance of these children in relation to attainment in academic learning and to close the attainment gap between them and their non-Free School Meal peers. It is also used to support these children’ssocial development and emotional well -being as well as supporting access to a range of experiences to broaden their education.

Identified Barriers to Educational Achievement

Welldon Park Primary School has identified the following barriers for some of the pupils in receipt of the Pupil Premium:

  • Effective communication skills – speech and language development, reading, writing;
  • Multiple challenges in many cases – pupil premium and SEND; Pupil Premium and early stages of English language acquisition;
  • Behaviour – pupils with social and emotional barriers that impact on learning;
  • Attendance;
  • Family concerns that impact on learning.

Pupil Premium Strategy 2017-2018

Area of spend / Focus / Total allocation
Targeted interventions and support: Senior Leaders: Assistants Head teachers; Designated Safeguarding Lead / English and Maths / 14,000
Funding for behaviour for learning support: TLA
Funding for speech and language specialist
Funding for phonics and specialist reading assistants / English and Maths
Personal and Social / 46,000
Funding for quality first teaching support from other schools / Quality first teaching / 1,400
Enrichment experiences
Funding for extracurricular music lessons and clubs / Personal and Social
Music, science / 3,000
Enrichment experiences - Funding for school trips and residential visits / Personal and Social, science / 940
Funding for Counsellor / Personal and Social / 3,500
Funding for Staff Development: leadership; curriculum knowledge and expertise / English: Read, Write, Inc,
Maths: Maths Mastery
Science: Outdoor Learning / 30,000
Funding for attendance officer / Attendance / 5,000
Funding for parental engagement – IT technician, administrator / Parental engagement / 5,000
£108,840

Targets

EYFS

  • Improve outcomes in communication, reading, writing and maths

Key Stage 1

  • Improve outcomes in reading, writing, maths and science with more disadvantaged children reaching expected standards especially pupils from the EYFS emerging and expected groups
  • Enable disadvantaged children to master key skills enabling them to achieve greater depth in KS1 and KS2
  • Continue to ensure that disadvantaged children pass the phonics screening check

Key Stage 2

  • Raise attainment in reading, writing, maths and science
  • Ensure disadvantaged children make expected and better progress in all subjects

Whole School

  • Pupil Premium pupils are punctual and prepared for lessons
  • Children are safe in a range of settings

Projects / Aims / Actions
Personal Development and Well-being
Funding for Counselling
Funding for behaviour support (1 LSA) /
  • To provide dedicated time and support (1:1 and group) to help pupils achieve emotional development
  • To improve the self-esteem, social skills and behaviour of identified pupils leading to increased confidence and attainment in the classroom
  • By employing CCS Counsellor we are directing resources to supporting children to moderate their behaviour.
  • To ensure pupils who experience social and emotional difficulties are supported in managing their feelings.
/
  • Clear protocols in place to ensure pupils are referred for correct support – needs identified as social; emotional; learning behaviours
  • Programmes to promote confidence; strategies to deal with change – transition programmes; Peer mediators; circle of friends
  • Regular opportunities for counsellor and LSA to feedback to relevant staff, inclusion team and parents
  • Inclusion leader to meet half termly with HT

Achievement
Additional Targeted teacher and TLA support in classes for focused interventions & bespoke targeted intervention support /
  • Tracking of pupils’ progress means that progress of each individual is closely monitored
  • Teaching tailored to needs of pupils in specific areas to ensure good progress
  • Pupils who are also on SEND register are monitored closely for progress against SEND plan objectives
  • Pre-teaching to prepare pupils for future learning in order to build confidence and give higher level starting points to learning
  • Precision teaching is an effective strategy known to impact on learning and consolidation of skills and knowledge for some pupils eg. targeting times tables;
  • Analysis of progress each term.
  • Pupil progress meeting – half-termly and all PP pupils tracked closely; agreed strategies in place to support progress or to target any gaps in learning
  • Planning – engaging lessons; accurate assessments informing planning; self-selection of challenge; pupils can explain their successes; know what to do when stuck; pupils strive for independence and success
  • Pre-teaching to include pre-reading of texts in English, research for writing units, key vocabulary, concepts in SPAG and maths calculation strategies and sight words; spelling words
  • Support within lessons to improve understanding of learning in reading, writing and maths
  • 1:1 and/or small group interventions planned to cater for individual needs (i.e. spelling, reading, handwriting)
  • Careful tracking of homework to include reading journals – ensure regular reading takes place;
  • Priority reading with TAs if pupils are unable to read at home
  • Pupils who are on SEND register and in receipt of PP have their individual targets reviewed regularly and aspirational targets are set for their progress
/
  • Analysis of progress each term.
  • Pupil progress meeting – half-termly and all PP pupils tracked closely; agreed strategies in place to support progress or to target any gaps in learning.
  • Planning – engaging lessons; accurate assessments informing planning; self-selection of challenge; pupils can explain their successes; know what to do when stuck; pupils strive for independence and success
  • Pre-teaching to include pre-reading of texts in English, research for writing units, key vocabulary, concepts in SPAG and maths calculation strategies and sight words; spelling words
  • Support within lessons to improve understanding of learning in reading, writing and maths
  • 1:1 and/or small group interventions planned to cater for individual needs (i.e. speech and language, phonics, spelling, reading, handwriting)
  • Careful tracking of homework to include reading journals – ensure regular reading takes place;
  • Priority reading with TLAs if pupils are unable to read at home
  • Pupils who are on SEND register and in receipt of PP have their individual targets reviewed regularly and aspirational targets are set for their progress terminology
  • Attendance – monitoring of attendance and meetings with parents to promote good attendance if below 90%
  • Teacher and SENDCO review – careful planning of interventions to be completed each half term/phase
  • TAs record progress against SEND support plan objectives – reviewed regularly by SENDCO; complete impact statements to provide evidence of outcomes and plan for next steps
  • SENDCO observe interventions and provide feedback regarding strategies, next steps, resources
  • Clear communication between teachers and TAs – expectations within lessons
  • Teachers and TAs liaise with SENDCO and PP lead (DHT) closely and regularly update tracking for pupils with SEN

Enrichment Experiences
Funding for extra-curricular music lessons and clubs /
  • Social skills are developed through participation in a range of clubs provided by the school or external providers
  • Pupils enjoy the experience of being at school and are keen to come before/stay later to participate in chosen activities
  • Talent, skills and efforts in non-academic subjects are celebrated and develop self-confidence
  • Interests identified of individual pupils and opportunities offered in clubs to broaden children’s life experiences and knowledge to develop independence and knowledge of healthy lifestyle choices
/
  • Annual analysis of number of pupils who have taken part in clubs
  • Staff to talk to children/parents about possible interests and available clubs
  • Office staff to arrange funding (as appropriate) for clubs and resources required (i.e. musical instruments, sports clothing)
  • Children interviewed about interests - After school club participation and Breakfast club offers made to pupils identified in need of this provision.

Enrichment Experiences
Funding for school trips and the Year 6 residential /
  • Pupils are able to participate fully in school trips and residential trips
  • Learning is supported by trips that are carefully planned to enhance the school’s curriculum
  • Social skills, independence, perseverance and team-work are developed through participation in group activities and overnight stays on residential
/
  • Staff and parents are informed about funding available

Funding for Staff Development: leadership and curriculum
  • Maths Mastery
  • Maths No Problem
  • Talk for Writing
  • Read, Write, Inc
  • Fresh Start
  • Outdoor Learning
/
  • To improve the progress and attainment of all pupils in Mathematics, reading, writing, phonics and science
/
  • Book identified training and development days with trainers (Maths Mastery, Read, Write, Inc, Maths No Problem, Fresh Start, Outdoor Learning)

Parental Engagement
Support for parents and families of vulnerable children within the school community. /
  • To reduce persistent absence
  • To increased access to services and benefits
  • To improved levels of attendance.
  • To improve parental engagement in children’s learning and school life
  • To enable parents to better equipped to support their children’s learning
  • To improve the self-esteem of pupils leading to increased confidence and attainment in the classroom
  • To enable parents to continue their own learning
/
  • Plan regular curriculum workshops for parents in different year groups
  • To offer parent interest workshops
  • Gather and take into consideration the views of parents on school policies
  • Plan family learning opportunities linked to reading and writing
  • Evaluate the impact of parental involvement
  • Celebrate the diversity of the school Community

Impact for 2016-2017

EYFS

  • 100% of disadvantaged children reached expected levels in: speaking; self-confidence; feelings and behaviour; making relationships.
  • 75% of disadvantaged children reached expected levels in: listening and attention; understanding; moving and handling; health care; reading; writing; number; shape, space and measure.

KS1

  • Year 1 phonics: 100% of disadvantaged children passed screening test
  • Year 2 phonics: by the end of year 2, 97% passed the phonics screening with a retake of 88% passing the test

How will the school measure the impact of the Pupil Premium?

  • Through weekly tracking of progress using Target Tracker so that teachers use the facility to identify learning objective gaps and evaluate the progress of different groups of children
  • Through half-termly monitoring of pupil progress with senior leaders and teachers: target setting; performance management meetings and pupil progress meetings
  • Through half-termly reporting to the standards and curriculum sub-committee
  • Through termly summative assessment reviews
  • Through annual update of pupil premium report for website

November 2017