• We have a relatively small number of pupils eligible for Pupil Premium Funding – typically being %5 or less of our school population.
• Research shows that they will typically start primary school behind their better-off classmates – and this attainment gap will increase throughout their schooling.
• We think that better use of evidence can make a real difference by helping schools spend money more effectively to improve the teaching and learning of children from low-income families.
• Our action planning has been informed by evidence from the Education Endowment Foundation; allowing us to use the most effective strategies to tackle the attainment gap between Pupil Premium pupils and their peers.
|Area For Development: Pupil Premium|
|Links to school aims:
All pupils and groups achieve in line or above national data in new tests at the end of each key stage
Improve outcomes for higher ability pupils in all phases
Vulnerable pupils tracked rigorously so they progress and achieve in line with their peers
Promote SMSC and Citizenship though activities that develop understanding, tolerance and respect for others (to include Mental Health).
Pupils feel supported within the school environment.
Pupils have improved self-esteem.
Pupils achieve or exceed expected targets
Pupils progress is at least in line with non-pupil premium pupils.
School’s own data tracking
EEF dashboard shows improving outcomes for Pupil Premium.
Pupils engagement in wide ranging activities, beyond the curriculum) offered in school.
Mat and CAMHs referrals analysis
|Action||Staff Responsible||Milestones:||Research:||Cost:||Review of actions:|
|Positive Play intervention||HW, JP, SM and SENCO||All year on a weekly basis||There is extensive evidence to show that social and emotional interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months’ additional progress on average).||A total of 3hrs per week
|Additional EYFS support-outdoor learning and development:
Support for Outdoor Learning Physical Development leading to coordination and development of fine and gross motor skills for writing
|GB-Y||All year||Research shows that early years’ interventions have an impact of up to five additional months’ progress and disadvantaged children benefit from good-quality programmes which have a strong educational component.||1.5hrs daily over 39 weeks
|KS1 Nurture Group 2 pupils||JF||Termly Review||There is a good deal of evidence to show that social and emotional interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself.||£847|
|KS 1 Years 1 & 2 interventions /booster WIG –writing improvement group.||JF||All year||Research shows that intensive tuition in small groups to support lower attaining learners or those who are falling behind, is effective in closing the gap. It allows work to be more closely matched to learners’ needs and greater feedback from the teacher. It also encourages more sustained engagement, leading to improved attainment.||£2,036|
|KS 1 Year 1
Maths monsters and phonics and reading
|JF||All Year with 5 review points||£926|
|KS2 Y6 Maths booster – HA Girls
KS2 Y6 Maths booster
KS 2 Y6 Reading booster
KS2 Y6 Writing booster
|EM and JP-C||Spring Terms||Research shows that intensive tuition in small groups is effective in closing the gap. It allows work to be more closely matched to learners’ needs and greater feedback from the teacher. It also encourages more sustained engagement leading to improved attainment.||1 hr per week for 14 weeks during the Spring Terms
|Reduction in UJ class size
TA additional support for 4th class
|EM and JP-C||All year||Although research suggests high cost for moderate impact; the smaller, single year group classes allows teachers to employ better targeted and effective teaching strategies. The amount of attention each student will receive increases, improving outcomes for pupils. This also allows the teacher to change their teaching approach; as a result, the pupils change their learning behaviours.||£5,731|
|Support for Y6 residential visit x
|GH||May 2018||Studies of adventure learning interventions consistently show positive benefits on academic learning. It has been found that, on average, pupils who participate in adventure learning make approximately four additional months’ progress over the course of a year. There is also evidence of an impact on non-cognitive outcomes such as self-confidence.||£860|
|Support for enrichment/visits/activities 20 pupils including Sport and Arts||JP-C and GH||As required throughout the year||Arts participation appears to have a positive impact on academic learning. Improved outcomes have been identified in English, mathematics and science learning.
There are reviews linking the benefits of participation in sport with academic benefits, although there is considerable variation in impact.
|KS2 Year 6 fast track reading x 6 pupils||EM||11 weeks per term||There is strong evidence to show that short, regular sessions (about 30 minutes, 3-5 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact.||4 hrs per week for 33 weeks
|1:1 coaching for PP pupils Y5 / Y6 – 4 pupils||EM and JP-C||Throughout the Autumn and Spring Terms||24 weeks £1,042|
|Lower KS 2 study support||LY||Ten weeks per term each block with a different focus||Research shows that intensive tuition in small groups is effective in closing the gap. It allows work to be more closely matched to learners’ needs and greater feedback from the teacher. It also encourages more sustained engagement leading to improved attainment.||2.5 hrs per week for 30 weeks
|Lower KS2 HA booster writing group||LY||Aspirational writing using ICT across 4 terms||1hr per week for 24 weeks £720|
|EM release for PP assessment etc||EM and JP-C||5 days over terms 1-5||Clear and careful tracking of attainment and progress allows resources to be deployed in the most effective way. Monitoring progress allows for in-year adjustments to be made so that identified pupils make the best possible progress.||£1100|
|Nurture support work – Behaviour support. 2 pupils||SENCO||It has been shown that behaviour interventions can produce moderate improvements in academic performance along with a decrease in problematic behaviours. As the behaviours being addressed are of a low-level, disruptive nature it is felt that this will result in an improvement in academic attainment.||1 hr per week
|Additional Support for Post Adoption pupils||JP-C||5 hrs per week for 39 weeks
Total Budget (as of 1st April 2016) = £26,980
2017-2018 projected budget £25,660 plus £3,800 for post adopted pupils.
Total predicted spend for 2016-2017 = £26,913