Pupil Premium grant expenditure
Report to Parents
The Pupil Premium Grant that is received by schools annually is allocated based on the number of children who have been eligible for free school meals at any point in the last 6 years, the number of children who are looked after/have been adopted from care/have left care under a Special Guardianship or Residence Order and the number of Service children. We have taken in to account research findings from the Sutton Trust, Education Endowment Foundation (EEF), Professor John Hattieand the Narrowing the Gap report which have all been researched and analysed to inform us of the best ways to use this money.
Overview of the school
Number of pupils and pupil premium grant (PPG) 2015-16Total number of pupils on roll September 2015(not including Nursery) / 193
Total number of pupils eligible for PPG / 93
Amount of PPG received per pupil / £1320
Total amount of PPG / £122,760
The Pupil Premium funding is used in a variety of ways in order to improve pupil progress and attainment and to help overcome any barriers to learning. For example, lower levels in Literacyand low levels of engagement in learning can prevent a child from reaching their full potential in school. Pupil Premium funding can be used to target the barriers to learning ensuring high quality teaching in each class, engagement in lessons, raised levels of attainment and higher personal aspirations.
Nature of support 2015-16Strategies being utilised in school:
Effective feedback:
-Assessment for learning is used on a daily basis. This gives children clear steps to move forward. Staff receive regular training and updates in the use of formative assessment.
-We have invested in an IT package which supports planning and assessment. ‘Learning Walls’ are generated by teachers which focus children and staff on learning objectives. These are referred back to in marking and feedback (see below).
-Time is spent developing and amending the marking policy. Book scrutiny is carried out to ensure that use of the policy is consistent and marking moves pupils on. Children are shown where they have been successful in their work and can see what they have to do next to move on to their next step in learning. Time is given to allow children to act on improvement points in their work.
Children thinking about learning and self-motivation:
-PSHEand thinking skills strategies are used in teaching and learning
-We have worked with colleagues from ‘Thinkwell’ to develop Thinking for learning and Philosophy for Children. Through this we aim to develop children’s understanding of what it means to think and learn.We want our children to be self-directed learners who are able to go on learning beyond the classroom but in order to do that they need to learn how they learn best.
-Children are given many responsibilities in school(e.g. prefects, buddies, house/team captains, looking after the chickens) andopportunities are provided (sport festivals, competitions, plays and performances etc.) for all children to shine. All achievements are celebrated.
Peer assisted learning:
-During lessons opportunities are given for peer support and assessment.
-Reading buddies have provided support.
Early Years Intervention
-Early Years Foundation Stage children are supported through targeted intervention as a result of on-going observation and assessment and new strategies related to brain based research are in place. Additional teaching support is now in place in early years.
Effective phonics work, Read Write Inc., targeted speech work in small groups, an emphasis on the prime areas in Nursery and a clear focus on social and emotional aspects of the curriculum are used within the early years to support children.There has also been an increased emphasis on training/resources related to Physical Development due to the significant role that it plays in children's self-regulation, independence and learning across all areas of the curriculum.
Information Technology
-Money has been spent on new laptops, iPads and IT packages to support learning. Accelerated Reader motivates children to read regularly and Mathletics (using IT maths challenges) is used throughout school.
Homework
-In key stage 1, homework is planned as a key stage. Other year groups set their own homework. Homework is clearly set out and is linked to topic and Maths/English work.
Sports participation
-School has bought in to the local School Sports Partnership (using the Sport Premium funding). We receive quality tuition and have access to competitive games, tournaments and festivals. The partnership aims to sustain high quality PE and sport for young people through high quality teaching, appropriate competition, out of school hours activities, leadership and club links.
-Extra resources have been bought to ensure that PE lessons are well equipped.
-Children in KS2 participate in swimming lessons and pupil premium ensures that all children can take part.
Additional Events
-Pupil Premium has been used to facilitate special events. It also supports visits out of school that may not otherwise be accessible to all children and goes towards paying for visitors coming in to school. This all go towards enriching the curriculum and giving children new experiences.
Pupil Premium has also been allocated in the following ways:
-Supporting learning through programmes delivered to individual or small groups for those children who need a boost to their learning in order to reach their potential for example through reading recovery, Fresh Start, 1stclass@number.
-To develop a team of play leaders in school trained by the Play Rangers team from the Local Authority.
-To help deliver ‘Magic Moments’ on a Friday afternoon. All children in key stages 1 and 2 come off timetable and work on enrichment activities with a focus on transferable life skills.
-To support Read Write Inc., Fresh Start phonics and Spelling strategies. Resources purchased, staff receiving on-going training. Coordinator freed up to support staff in school and carry out 6-weekly assessments.
-Increased teaching assistant hours to enable staff to work together to plan support.
-Inclusion mentor working with children in school.
-Additional teacher support in KS1 and UKS2.
-School trips and residential visitssubsidised ensuring that children are able to participate and are given the opportunity to experience new and sometimes challenging activities.
-Enrichment to the curriculum e.g. specialist tuition.
-Continued Professional Development for staff. Examples –Read Write Inc., Phonics and letters and sounds, P.E, Talk for Writing, Excellence in the Early Years, Teaching Big Ideas for Maths.
-Provision of school uniform items.
Analysis and impact of our spend
Target / Action / Cost / Impact/OutcomeEnsure Quality First teaching /
- Staff attend relevant training to ensure high subject knowledge and their ongoing professional development.
- Ensure feedback in books is effective and moves children on in their learning.
- Attendance at courses on the best use of Pupil Premium.
- School pupil tracker used to plan, aid assessment and track progress and areas for development for all children.
Work targeted to specific needs.
Books show clear progress with good use of assessment for learning and marking shows next steps in learning.
Trackers being used to monitor individual progress of children receiving intervention support.
Ensure that children are ready to learn /
- Purchase of new IT equipment to support learning in and out of the classroom.
- Purchase new resources to support the curriculum.
- To encourage children to think about how they learn, staff will be trained on learning powers and learning muscles.
- Enterprise sessions arranged for the children.
- Playrangers work with the children to form a group of rangers to support at playtimes to engage children in structured activity.
- Fund places at breakfast club to ensure that children are in school and ready to start the day.
- Music SLA to ensure that all children once they reach year 3 can experience playing an instrument and can attend mini band at lunchtime.
Children able to talk about learning muscles and how they use them. Child surveys showed improvements in awareness of learning muscles and improvements in the use of individual muscles.
Successful Playrangers group established. Games organised at lunchtimes and children taking part in games reducing opportunities for inappropriate behaviour.
All year 3 children play an instrument and are encouraged to continue playing as they move through school by attending mini band.
Children receive targeted support /
- TA hours increased to allow preparation and planning time with class teachers after school.
- Additional TA support to deliver Fresh Start in the Spring/Summer term.
- Inclusion mentor supports children in school.
- Intervention teachers work with small groups of children and on a 1-2-1 basis to ensure good progress.
- Extra staff member employed for early years to reduce adult/child ratio enabling focussed adult activity/observation with smaller groups of children.
Children on individual short term behaviour plans or those experiencing difficulties in the classroom work with the inclusion mentor. This gets the children settled in the classroom as quickly as possible and back on track.
Children working with intervention teachers make good progress.
Children in early years working in smaller groups to receive targeted support. Progress clear through regular RWI assessment and ongoing teacher assessment.
Raise aspirations through various different experiences /
- Fund trips to enable all children to experience different cultural activities, religious events and activities which help to develop the ‘whole child’.
- Organise, and fund participation in, artistic and creative activities in and out of school.
- Fund a ‘Fitness week’ in school which showcased a number of different sporting activities for children to take part in which they may never have tried before.
- Fund residential experiences for year 5 and year 6.
OVERALL
Expected progress would be shown if a child achieved 3 points per year on our tracking system. In reading, whole school average for pupil premium children was 3.2 points (other children’s average was 3.0), in writing it was 3.2 points (for other children the average was 3.1) and in maths it was 3.1 points (for other children the average was 3.1).
KS1 – Phonics. 81.3% of our pupil premium children achieved the required standard. 76.9% of other children met the standard. This has risen from 2015.
KS1 Year 2 –The difference between pupil premium children’s attainment and other children at the end of year 2 was -12.8% in reading, -12.8% in writing and -17.8% in maths. At the end of year 1 when these children sat the phonics screening check the gap between pupil premium children and other children was -37%.
KS2 – by the end of key stage 2 year 6 the difference between the attainment of pupil premium children and other children was: Reading -3%, writing -3%, maths -5%. When these children were in year 2 the difference between the two groups was: Reading -11%, writing -18% and maths -10%.
So for these children the difference between the two groups is diminishing.
Number of pupils and pupil premium grant (PPG) 2016-17Number of pupils on roll September 2016 (not including Nursery) / 200
Estimated number of pupils eligible for PPG September 2016 / 85
Amount of PPG per pupil / £1,320
Estimated amount of PPG for 2016-17 based on above figures / £112,200
Proposed deployment of Pupil Premium 2016-17
Analysis of the impact of the 2015-16 spend will show which strategies and interventions have been most successful and have had the highest influence on raising standards. Successful strategies will be continued.
Money will also be spent to provide additional support for newly targeted pupils and for the purchase of resources.