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 |
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TO RAISE ATTAINMENT TO REDUCE THE GAP Area of Spend 1: Quality First Teaching EYFS- Yr2 |
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Cost |
Action |
Success Criteria/Impact |
£7000
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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. |
EYFS
KS1
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Area of Spend 2: Writing |
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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
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Increased proportion of children achieve age related expectation and the gap will be narrowed with their non PP peers.
Lower KS2
Upper KS2
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Area of Spend 3: Targeted Interventions |
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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.
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Area of spend 4: Intensive Phonics Support |
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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 |
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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 use high quality language in their written work. |
Area of Spend 6: Parent Link Teacher provides support & guidance for families pastoral support |
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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. |
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Area of Spend 7: Social and emotional support Thrive Team led by the SEND Lead to support emotional development |
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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. |
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Area of Spend 8: Behaviour management systems and processes |
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Cost |
Action | Success Criteria/Impact |
£200 |
Thrive Team support throughout the school day. Platinum rewards Winning house events |
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Area of Spend 9: Training & release time for Teachers &Teaching Assistants to improve learning strategies |
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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 |
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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 |
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Cost | Action | Success Criteria/Impact |
£500 | To provide targeted resources according to need |
Activities and opportunities will be appropriately resourced.
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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. |
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Area of spend 13: Monitoring &support of children in the care of the Local Authority |
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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 |
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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. |
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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 |
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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) |
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Area of spend 16: SATs week breakfast club |
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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. |
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