Our Priorities for 2017/18At Bowmandale Primary School Are
Pupil Premium Spending 2017-18
We have high aspirations for all the children in our school community and believe that all children should be given the opportunity to reach their full potential. We seek, as a school community, to provide personalised learning opportunities and targeted support to allow every child to flourish. The Governing Body of Bowmandale Primary School will ensure that provision is made to meet the needs of all pupils.
Research tells us that the Mastery approach to learning is an excellent pedagogy for all children, but in particular it has been proven to accelerate the learning of vulnerable children, hence our investment to staff training in this approach. The Growth Mindset approach is also central to our teaching and learning in all subjects, whereby children are given open-ended learning opportunities involving peer teaching and collaborative learning. This has been proven to make a consistently positive impact on learning, particularly for vulnerable pupils. Verbal and written feedback is also at the heart of our pedagogy, impacting significantly on learning and progress.
Our priorities for 2017/18at Bowmandale Primary School are:
- To continue to close the gap between pupil premium and non-pupil premium pupils across the school and at national level, especially in writing;
- To improve the attainment of pupil premium pupils so that more pupils meet their age-related expectations;
- To improve the attendance of vulnerable pupil premium pupils;
- To accelerate the progress of pupil premium pupils so that it is in line with non-pupil premium pupils;
- To support families with emotional/social/behavioural barriers impacting on pupils’ learning;
- To provide extra-curricular opportunities for all pupils, but in particular ensuring that our vulnerable children take up these opportunities.
This provision will include:
- A Growth Mindset approach to all learning to build resilience, perseverance and self-belief;
- Support and intervention from a learning mentor, behaviour mentor and counsellor with pupils and their families;
- Mathletics subscription to boost maths across the school and to support home learning;
- Provision of extra-curricular learning;
- Targeted early intervention booster teaching sessions taught by a qualified teacher for Y1 and Y6;
- A qualified sports coach and behaviour mentor to provide nurture provision for vulnerable pupils;
- Targeted Learning mentor to deliver pastoral provision for vulnerable pupils to build resilience;
- Same day interventions targeted at PP pupils.
Number of pupils and pupil premium grant anticipated for 2017/18
Total number of pupils on roll that funding is based on / 312(Jan 2017)
Estimated total number of pupils eligible for PPG / 50
Amount of PPG received per pupil / £1320
(£1900 for LAC)
Estimated total amount of PPG / £66, 580
Barriers / Desired Outcomes / Actions to Achieve / Cost
There is an attainment gap between pupil premium children and other children
Not all pupil premium children are making progress in line with other children / End ofKey Stage 2
The % of pupils achieving the national expectation of 100 (scaled score) in reading, writing and maths combined is in line with the national pupil premium students’ average and with other children.
The progress gap in writing narrowed between pupil premium pupils and other pupils within school
End of Key Stage 1
The % of pupils achieving the expected level in the phonics screen in Year 1 is in line with the national pupil premium student average.
The % of pupils achieving the national expectation of 100 (scaled score) in reading, writing and maths combined is in line with the national pupil premium students’ average.
The attainment gap between Pupil Premium Pupils and other pupils is narrowed.
In-School Data
The % of PP children achieving ARE is in line with other children and the % of PP children making expected progress is in line with other children across the school. Where there are gaps in progress and attainment, the gap narrows between PP and non PP children.
Foundation Stage
The % of pupils achieving a Good Level of Development will increase to be in line with national averages for pupil premium pupils, and non PP children within school.
In the Foundation Stage, continue to narrow the gap between the Pupil Premium and non- Pupil Premium so that it is in line with the national gap (currently 7%). / Year 6 Booster classes with a Level 3 TA
Read Write inc intervention for vulnerable pupils in KS2 who have gaps in phonics, led by trained TAs
Additional teacher for small group teaching, 1:1 teaching and booster teaching across KS1
Read Write inc. early reading and writing programme launched throughout KS1, with all staff trained in this initiative
Same day interventions led by level 2 TAs
RWi interventions for KS2 children with gaps in phonics
Growth Mindset approach
EY TA provides early intervention through speech and language/ social/ emotional interventions (moderate impact) / £6,000
£3,500
£23,000
£1,500
£2,500
As above
N/A
£3,500
The attendance of pupil premium children is less than non-pupil premium children / Improve the attendance of the vulnerable group to 97.0%, from 94.67% in 2016/17 / Learning Mentor to support pastoral needs including attendance, emotional well- being, learning support and family support through an Early Help Assessment / £11,000
Some pupil premium children are emotionally vulnerable, which is creating attendance and behavioural barriers. / Improve the emotional wellbeing of vulnerable pupils, enabling them to attend regularly and function within the classroom.
Improve the behaviour of vulnerable pupils, from an average of 23.5 golden time minutes lost in 2015/16 to an average of 18 minutes lost in 2017/18.
To increase the % of good behaviour certificates awarded to 90% in the autumn term. / Professional counselling – all classes
Gold standard behaviour, growth mindset approach
Behaviour Mentor support – all classes: evidence tells us that behaviour interventions have moderate impact in terms of narrowing the attainment gap.
Nurture groups and sports clubs led by sports coach and behaviour mentor
Playground buddies
Forest Schools Project run by behaviour mentor to engage vulnerable children. / £2,500
N/A
£11,000
£3,000
N/A
As above
Some vulnerable pupils do not read regularly at home.
The attendance of parents of some vulnerable childrenis lower than those who are not. / Parents of all pupil premium pupils attend both parents’ evenings and alternative progress meetings.
Pupils read at least 3 times in a week at home.
FRED – fathers read every day project facilitated by learning mentor / Reading buddies with adults and older children in school.
Alternative progress meetings arranged for non-attending parents. Phone calls home for those parents who are unable to attend. / £1,000
The uptake of clubs by vulnerable children is lower than those who are not. / 80% of pupil premium pupils who are offered an after school club attend at least once during the year, increasing from 64% in 2016/17. All pupil premium pupils attend school trips. Those children who do not access clubs will be given further opportunities to access out of school learning through ‘PE bags’ and targeted home learning tasks. / Funding for Extra Curricular Activities, residential, class trips – all classes
All teachers offer an extra-curricular club at least once a year – all classes / £2,000
£500