St Andrew's Primary School

St. Andrew's Primary School
Cullompton

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Cherish, Nurture, Aspire, Achieve

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Pupil Premium 2019-20

PUPIL PREMIUM SPENDING PLAN 2019-2020

For the 2019- 2020 financial year the school will receive £84,440 in Pupil Premium Funding

School Context

Number of pupils eligible for Pupil Premium Funding: 63

Number of eligible boys: 27

Number of eligible girls: 36

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 2019- 2020 financial year the school will receive £84,440 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 2019 -2020 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 2020.

Action Plan  for 2019-20 Academic Year 

 

ACTION PLAN FOR  2019- 2020 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 and 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.

 

Staff to identify PP children’s barriers to learning.

 

Staff to monitor progress of PP children.

 

Staff meeting to be held specifically linked to Pupil Premium.

 

Staff will be supported in how to adapt teaching practice to suit the needs of their pupil premium children.

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.

 

Staff will have a thorough understanding of children’s barriers to learning and will review this as and when.

 

Staff will have a thorough understanding of the SIP priorities in reading, writing and maths.

 

Staff will have a thorough understanding of what it means to be disadvantaged.

 

Staff will have a thorough understanding and demonstrate using high quality teaching and learning strategies for their pupil premium children

 

 

Area of Spend 2: Quality First Teaching, Years 3 - 6

Cost

Action

Success Criteria/Impact

£7516

 Staff will deliver high quality teaching of reading using the process of Reciprocal Reading to improve the achievement of KS2 children in reading.

 

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

 

Audit of identified children to include identifying barriers to learning.

 

Frequent monitoring of PP children’s progress and learning behaviours.

 

Pp passport.

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.

 

Staff will have a thorough understanding of children’s barriers to learning

 

Pupils will acquire broader vocabulary and as a result of exposure to high quality texts in topic, literacy and reciprocal reading

 

Area of Spend 3: Provision of High Quality Intervention

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.

 

Meal Time Assistants will have an active role in supporting the reading development of PP children. MTA’s will be allocated a group of children whom they will read with during lunchtimes.

 

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.

 

Teachers will monitor and review the impact of the additional support given to those children to ensure that it is effective.

 

PP lead will monitor and review the impact of MTA lunchtime reading.

 

 

Area of spend 4: Intensive Phonics Support for Year 1/2 Children

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.

 

KS1 teachers will monitor evaluate the impact of phonics interventions.

Area of Spend 5: Language and Communication

Cost

Action

Success Criteria/Impact

Cost covered from allocated intervention funding.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

£225

 EYFS curriculum supports the development of good communication and language skills.

 

Development of a high quality learning environment with an effective role play area, where language is modelled, 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.

 

 

Staff to attend Devon Developing Vocabulary Project in order to support the development of systematic, school-based approaches to vocabulary.

 

Language will be modelled effectively in the EYFS curriculum.

 

Pupils will develop good communication and language skills as measured by the EYFS outcomes 2017.

 

Pupils will develop good speech and language skills through all curriculum areas and social interactions.

 

Staff will model a high-quality vocabulary when speaking to pupils.

 

Pupils who are assessed through speech and language link will be supported closely to progress with their development of language. 

 

Children will acquire a broad range of high-quality vocabulary as modelled by staff.

 

Pupils will be exposed to a wide range of high quality texts across all areas of the curriculum.

 

 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.

 

Parent support worker to directly work with parents and carers

 

PP lead to contact parents of potential recipients of pupil premium funding and to monitor the application process.

 

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.

 

Parents are supported in the FSM/PP application process.

Area of Spend 7: Parent Support Advisor

Cost

Action

Success Criteria/Impact

£11,168

 

Parental Support Advisor to work directly with parents and carers on a range of issues as part of the schools extended service.

 

Parental Support Advisor to discuss worries or concerns and help families access other services or agencies.

 

Parental Support Advisor to act as a school link to enable parents and carers to access all aspects of school life.

 

Parents are supported to help their children attend and achieve.

 

Parents/Carers and families will be better supported to meet the needs of their child.

 

Positive relationships will be developed between school and home.

 

 

 

 

 

 

 

Area of Spend 8: Social and emotional support Pastoral Team led by the SEND Lead to support emotional development

Cost

Action Success Criteria/Impact

£19,620

 

Pastoral 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.

 

Children identified through teacher assessment and observations receive support both within class, in groups and individually by a trained pastoral practitioner.

 

Appropriate CPD is provided for pastoral  practitioners to ensure they are fully skilled in delivering necessary programmes of support.

 

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 9: : Behaviour management systems and processes.

Cost

Action Success Criteria/Impact

£200

Pastoral Team support throughout the school day.

 

Children to gain R Star Awards for demonstrating positive learning behaviours.

 

Aspirational Learner and Citizenship Awards to be given to children who consistently show behaviours of being a good citizen and aspirational learner throughout the term.

A reduced impact of the behaviour of a very few children within the school so all children have the right to learn.

 

Parents will have a thorough knowledge of the behaviour management systems and processes in school through class meetings and dialogue with parents.

 

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.

 

Children will be able to access pastoral support throughout the day if they need to

 

Children will be able to transition into and out of school through the hide.

Area of Spend 10: Training and release time for Teachers and 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

 

Development of vocabulary skills amongst staff (cost)

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 11: 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 Pastoral 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 children's progress and attainment are tracked at each PPM and are highlighted in the unit provision map

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

 

Area of Spend 12: Purchase of Learning Resources

Cost

Action Success Criteria/Impact

£500

To provide targeted resources according to need,

 

Activities and opportunities will be appropriately resourced to children who are in need.

Area of Spend 13: Multi Agency Support

Cost Action Success Criteria/Impact
£3,329.25

To provide specialist support e.g EP/ family support/ Behaviour support / social work/Early Help/translators and a range of therapists, when necessary, to meet the needs of children and families who 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 14: Monitoring and 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 Pastoral 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 unit 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 15: Parent Learning Events

Cost Action Success Criteria / Impact
£100

Parent learning events will be offered across the school on a termly basis to help parents engage in and support children’s learning at home.

 

PP parents will be encouraged to attend these events.

 

PP parents will be encouraged to attend parents evening.

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.

 

All PP parents contacted personally to book in a parents evening session.

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

Area of Spend 16:  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 activities.

 

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)

 

PP children to be selected for sporting events

 

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 17: Breakfast

Cost Action Success Criteria/Impact

£100

 

 

 

 

£32.20

Identified children are provided with a healthy breakfast enabling them to be fit for learning

 

Pupil Premium children are provided with a healthy breakfast in preparation for SATS testing.

Pupils will start school in a positive frame of mind and ready for learning.

 

 

 

Pupils will start school in a positive frame of mind ready for their SATS tests.

Area of Spend 18 : Lunch club
Cost Action Success Criteria/Impact
£100 The Pastoral 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.

Area of Spend 19 : Uniform
Cost Action Success Criteria/Impact
£50 Bank of PE clothing to be available in classes for children who do not own a PE kit.

 

Pupils will start PE lessons in a positive frame of mind and ready for learning.

 

Levels of self-esteem will increase.

Area of Spend 20 : Cultural Capital

Cost Action

Success Criteria / Impact

£500 Children to gain essential skills and knowledge that they need to be educated citizens and succeed in life.

 

Pupils will be exposed to a broad and varied curriculum that allows children to achieve and reach their full potential.

 

Through the curriculum, children’s experiences and opportunities will be enhanced.

 

Staff will have a high ambition for pupils.