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Pupil Premium 2017-18

 

PUPIL PREMIUM SPENDING PLAN 2017-2018

For the 2017- 2018 financial year the school will receive £81,840 in Pupil Premium Funding

School Context

Number of pupils eligible for Pupil Premium Funding: 58

Number of eligible boys: 23

Number of eligible girls: 35

How will this year's funding be spent?

The pupil premium is funding granted to support the schools provision of educational experiences of children in receipt of free school meals. From 2012 this funding also includes pupils who have been registered for free school meals at any point in the past 6 years, known as Ever 6 FSM funding.

Children who have been looked after continually for more than six months and children with parents in the armed forces are also eligible.

For the 2017- 2018 financial year the school will receive £81,840 in Pupil Premium Funding.

The expected outcomes of spending this funding are to:

  • Narrow the achievement and progress gap for Pupil Premium children across the school by addressing inequalities and raising attainment and aspiration.
  • Ensure that Pupil Premium children have equal access to curricular and enrichment activities.

The summary of spending and actions for 2017 -2018 are outlined in the table below. It has been agreed across ‘Ventrus’ that 10% of the premium will be spent on resources and 90% will be spent on staffing.

Action Plan due for review and renewal: July 2018.

Action Plan  for 2017-18 Academic Year 


ACTION PLAN FOR  2017- 2018 ACADEMIC YEAR

TO RAISE ATTAINMENT TO REDUCE THE GAP

Area of Spend 1: Quality First Teaching EYFS- Yr2

Cost

Action

Success Criteria/Impact

 

 

£7000

 

 

 

 

 

 

 

 

 

To raise attainment and reduce the gap between non Pupil Premium children in the school in reading, writing and maths teachers will deliver quality first teaching. This will result from high quality training and bespoke CPD linked directly with the SIP priorities in reading, writing and maths. Participation in SLE phonics programme Audit of identified children to include reasons for attainment gap. Frequent monitoring of their progress and learning behaviours​.
  • Increased proportion of children will achieve age related expectations in phonics, reading, writing and maths and the gap is narrowed between the achievement of PP and non PP children.
  • Staff will have a thorough understanding of the learning and behaviour needs of their PP children.

EYFS

  • Teachers can evidence opportunities for writing in many areas of learning
  • Teachers can evidence that independent writing has been edited with the teacher.
  • Pupils work shows that they are able to form letters correctly and write on the line.

KS1

  • Pupils writing shows increasing levels of accuracy in spelling and punctuation.
  • Pupils writing increases in length during the year.

Area of Spend 2: Writing

Cost

Action

Success Criteria/Impact

£7516

Staff will deliver high quality writing lessons using the process of TfW (Talk For Writing) to improve the achievement of KS2 children in writing.

Teachers will be responsible for developing the identified Writing needs of their children/unit of children. Areas for writing development will be specific and matched to the needs of the children; all linked to the SIP priorities in writing.

Audit of identified children to include reasons for attainment gap. 

Frequent monitoring of their progress and learning behaviours

 

Increased proportion of children achieve age related expectation and the gap will be narrowed with their non PP peers.

  • Staff will have a thorough understanding of the learning and behaviour needs of their PP children.
  • Pupils will acquire broader vocabulary and as a result use more adventurous words in their writing.

Lower KS2

  • Pupils sentence level work is at ARE for a higher proportion of pupils
  • Pupils are able to innovate in a variety of ways,
  • Pupils writing demonstrates that they are able to edit their own writing to improve it.

Upper KS2

  • Pupils writing demonstrates that they are able to write independently in a range of contexts.
  • Pupils writing demonstrates that they are able to write with a wider range of sentence, punctuation and vocabulary.
  • Pupils writing demonstrates that they are able to edit their own writing.

Area of Spend 3: Targeted Interventions

Cost

Action

Success Criteria/Impact

£38,500

Children who need additional support in Phonics, mathematics, gross fine /motor skills, auditory memory, handwriting, spelling, reading  comprehension ,language skills and composition in order to secure age related achievement are taught in small groups so they can access age related expectations asap.

Staff will deliver high quality interventions to improve the achievement of this group of children in reading, writing and maths.

 Precision teaching for those children who need support to gain specific reading, spelling, phonic, handwriting or numerical knowledge.

 Pre teaching for those children who will gain in confidence if they meet new learning in the whole class having had some experience of the concept in a small group first and increased opportunity to ask questions and secure vocabulary.

Pupils attainment will become closer to National Expectation.

  • Increased proportion of children achieve age related expectation and the gap will be narrowed with their non PP peers.
  • Pupils will acquire broader vocabulary from curriculum areas.
  • Pupils will use more adventurous words in their writing.

Area of spend 4: Intensive Phonics Support

Cost

Action

Success Criteria/Impact

Cost covered from allocated intervention funding.

Targeted children who need additional phonics support to achieve at age related expectations.

Pupils will make good progress in phonics and reading and as a result the gap in attainment will narrow between their non PP peers.

Area of Spend 5: Language and Communication

Cost

Action

Success Criteria/Impact

Cost covered from allocated intervention funding.

 EYFS curriculum supports the development of good communication and language skills. Development of a high quality learning environment with a good role play area and the opportunities for language and communication development through play and continuous provision. Pupils assessed through speech link programme. 1:1 support for language development where needed.Speaking and listening is an integrated high profile part of the curriculum embedded in the Talk for Writing approach to learning.Role play is embedded in all curricular areas.​

Pupils will be able to access the EYFS curriculum more effectively.

  • Pupils will develop good communication and language skills as measured by the EYFS outcomes 2016.
  • Pupils will develop good speech and language skills through all curriculum areas and social interactions.

Pupils will use high quality language in their written work.

 Area of Spend 6: Parent Link Teacher provides support & guidance for families pastoral support

Cost

Action

Success Criteria/Impact

£1056

Parent link teacher provides a daily session to develop partnership working with families and provide emotional support to the children and their families by offering the Parent drop in and appointment facility.

  • Parents/Carers and families will be better supported to meet the needs of their child.
  • Positive relationships will be developed between school and home.
  • Communication between home and school will be developed and transitions for pupils will be smoother and personalised as a result.
  • Parents are supported to help their children attend and achieve.
  • Pupils are supported to make greater/maintain levels of progress and that they do not have any barriers to learning or attendance.

Area of Spend 7: Social and emotional support Thrive Team led by the SEND Lead to support emotional development

Cost

Action

Success Criteria/Impact

£19620

Thrive team work with children on a 1:1/group style interventions to build social skills and self-esteem and develop positive attitudes to learning to raise attainment and improve progress.All classes are screened using the THRIVE tools.Children identified through the whole school Thrive assessment receive support both within class, in groups and individually by a trained Thrive practitioner.Thrive training for Thrive practitioners.​

 

  • Children will see school as a positive environment where they can have a positive role and be successful.
  • Increased self-esteem with lead to improved engagement with learning and lead to accelerated progress. 

 

 

 

 

 

 

 

Area of Spend 8: Behaviour management systems and processes

Cost

Action Success Criteria/Impact

£200

Thrive Team support throughout the school day.

Platinum rewards

Winning house events

  • A reduced impact of the behaviour of a very few children within the school so all children have the right to learn.
  • Parental recognition of standards of behaviour in school.
  • Lessons judgments show behaviour management systems and processes have an impact on improving behaviour and encouraging children to make the right choices as well as providing recognition of good behaviours.

Area of Spend 9: Training & release time for Teachers &Teaching Assistants to improve learning strategies

Cost

Action Success Criteria/Impact

£1 361.50

Development of staff skills

Mathematics and English CPD

Increasing access to all curricular areas
Staff will be skilled at delivering high quality learning. As a result pupils will make good progress and attainment will become closer to National Expectation.

Area of Spend 10: Monitoring and support of children adopted from care

Cost Action Success Criteria/Impact

Cost covered from allocated intervention funding

Children adopted from care are carefully monitored with early intervention to meet specific needs as necessary. The Thrive Team lead by the SEND Lead provides social skills groups and individual

counselling for the children as needed and also supports the parents in her role as Parent Link.

If the children need an intervention provision, this is provided by the year group TA’s and their teacher in small groups or individually as necessary. The adopted children are tracked at each PPM and are highlighted in the provision map

Pupils will make good progress and will narrow the gap with their non PP peers.

Area of spend 11 Purchase of Learning Resources

Cost Action Success Criteria/Impact
£500 To provide targeted resources according to need​

Activities and opportunities will be appropriately resourced.

 

Area of spend 12: Multi Agency Support

Cost

Action Success Criteria/Impact

£3329.25

EP/ family support/ Behaviour support / social work/ range of therapists when necessary to meet the needs of children and familieswho are without SEN status.

  • Pupils will be better supported to reach their academic, social and emotional potential. 
  • Parents/Carers and families will be better supported to meet the needs of their child. 
  • Transitions between home and school will be successful and carefully thought out.

Area of spend 13: Monitoring &support of children in the care of the Local Authority

Cost Action Success Criteria/Impact
Cost covered from allocated intervention funding.

Children are carefully monitored by the class teacher with early intervention to meet specific needs as necessary. The Thrive Team led by the SEND lead provides social skills groups and individual counselling for the children as needed and also supports the carers in her role as Parent Link.

If the children need intervention this is provided by the teams Teaching Assistants/Teachers in small groups or

individually as necessary. The children’s progress and attainment are tracked at each PPM and are highlighted in the class provision map.

Children in care will reach their academic, social and emotional potential and meet age related expectations in progress and attainment.

 Area of spend 14: Parent Learning Events

Cost Action Success Criteria/Impact
£100 Parent learning events will be offeredacross the school on a termly basis tohelp parents to support their children’s learning at home.​
  • Increased sense of value in the school community.
  • Levels of pupils self-esteem will increase.
  • Increased levels in parental engagement with the school and pupils current learning.

ENSURE THAT PUPIL PREMIUM CHILDREN HAVE EQUAL ACCESS TO CURRICULAR AND ENRICHMENT ACTIVITIES - THE WIDER CURRICULUM

Area of spend 15:  Subsidised Residential trips and extra- curricular activities
Cost Action Success Criteria/Impact
£1957.25

Enabling FSM children to take up the opportunity of the schools residential trips and extra- curricular.

Financial provision in place to ensure all pupils have equal access to trips and residentials.

To broaden experiences to impact on language, imagination and writing.

Targeted children are encouraged to be part of clubs. Subsidised activities are available for targeted children. (peripatetic music lessons in school)
  • Children will have access to learning outside the classroom and gain greater life experiences.
  • Levels of self-esteem will increase.
  • Children will develop a sense of community.

 Area of spend 16: SATs week breakfast  club

Cost Action Success Criteria/Impact
£500 Children are invited to attend a breakfast club during the 4 days of SATs week. Pupils will start school in a positive frame of mind and ready for learning.
Area of spend 17: Breakfast
Cost Action Success Criteria/Impact
£100 Identified children are provided with a healthy breakfast enabling them to be fit for learning. Pupils will start school in a positive frame of mind and ready for learning.
Area of spend 18: Lunch club
Cost Action Success Criteria/Impact
£100 The Thrive Team provides a club/support for children who require emotional and social support at lunch times. Additional play resources are purchased to support this work.
  • Pupils will start the afternoon in a positive frame of mind and ready for learning.
  • Pupils will experience a positive lunchtime.
  • Pupils will increase social skills with modelled and structured social interactions.