Pupil Premium Strategy September 2018 What is Pupil Premium funding?
How are we using Pupil Premium Funding to support pupil progress this year 2018/19?
Current Barriers for our PP children:
‘It’s not what you spend, it’s the way that you spend it… that’s what gets results’.
The Pupil Premium: next steps. Sutton Trust July 2015
- The Government is committed to narrowing the achievement gap between the families that are on lower income households and those that have higher incomes.
- It has therefore given a set amount of money per child for every child that has been eligible for free school meals, has been in the care of the local authority in the last 6 years or has been adopted in the last 6 years.
- It is then up to the school to decide how to spend the money so that all children can reach their potential.
- Pupil Premium funding is allocated under a ‘financial year’ model rather than an ‘academic year’ model.
- Our champions for Pupil Premium children are Danielle Kenny (Attendance officer) Tabitha Smith (Head teacher), Sarah Bailey (Governor).
- We track the attainment and progress of pupils in receipt of Pupil Premium funding on a termly basis and report this to Governors. This strategy is reviewed annually with the full Governing Body in the Summer term.
|Provision to overcome identified barriers to learning||Expected Outcomes/Impact||How will we measure this?|
|High level of TA support in classes of PP pupils.||Consolidation of understanding. Increased progress of targeted children. Increased confidence and engagement in whole-class learning. Improvements in self-confidence.||Termly assessment data. Learning walks. Pupils Voice.|
|Motor Skills United groups for identified pupils.||Improvements in fine and gross motor skills.||Book scrutiny.|
|Language group for identified pupils.||Enhanced knowledge and understanding of key vocabulary resulting in greater access to class-based learning.||Book scrutiny. Data from termly assessments.|
|Individual and small group maths and writing sessions.||Deeper understanding of maths concepts. covered in class. Development of skills involved in solving puzzles and problems.||Termly assessment data.|
|Subsidised extra-curricular activities.||Increased engagement in school. Raising aspirations. Widening horizons. Improved relationships and cooperation within the class.||Pupil voice. Termly behaviour analysis.|
|1.||A number of children eligible for pupil premium also have SEND needs|
|2.||Many children eligible for pupil premium have low attainment on entry to Reception|
|3.||Many children eligible for pupil premium have reduced literacy experiences which impacts on Year 1 phonics scores|
|4.||Many children eligible for pupil premium are affected by social, emotional and mental health issues at home.|
|5.||A lack of aspiration from parents and carers impacts a number of children eligible for pupil premium.|
|Provision to overcome identified barriers to learning||Expected Outcomes/Impact|
|Extend the hours of our TAs to provide nurture groups at lunchtime||Improved behaviour. Improved engagement. Improved academic outcomes. Socially and emotional development enhanced.|
|Purchase resources to support the nurture group activities|
|Employ an additional sports coach at lunchtime|
|Open access to all cubs before and after school to enhance and extend opportunities|
|Work with PBSS to support and develop social and emotional skills|
|Employ additional teacher to provide booster sessions|
|Provide free places at both morning and afternoon wraparound club to ensure children come to school on time having been fed.|
|Subsidise trips and residential visits.|
|Provide uniform to ensure all pupils feel ‘part’ of the class and the school.|