Pupil Premium Strategy
Pupil Premium is allocated to schools at the beginning of each financial year. The allocation is decided by a fixed amount per child, when a family is entitled to free school meals, in care or adopted. The Headteacher has absolute discretion to decide, using all reasonable endeavours, how the pupil premium is spent to ensure maximum benefit to each child.
The Headteacher will as far as is reasonable and practical consult with the governing body, all staff and other interested parties, to assist her in making a well informed decision
Pupil Premium Funding April 2016 – March 2017: £12,460 based on 8 pupils (Ever 6 and free school meals) plus 1 post LAC
Identified barriers to learning: social interaction; lack of parental engagement and support for home learning; SEN difficulties (needing catch up sessions in English and Maths to further improve their understanding; lack of funding for enrichment activities.
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Area of Spend
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Contribution from Pupil Premium |
Description of Intervention *where identified by Sutton Trust/Hattie
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Intended Outcomes
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How impact is to be measured
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Impact | ||
| Staff training for ways to support a child with attachment disorder. | £200 | All staff ( teachers, TAs, SMSAs) to receive training from Debbie Cresswell in a staff meeting session about strategies to use with post LAC child who has Attachment Disorder |
The child with attachment disorder who is a post LAC will: · make expected progress or better · be able to socialise better with other children · will be able to follow instructions · will feel safe |
Through teacher observations of interaction with other children
Through teacher assessments using Local Authority ARE grids |
Pupil has demonstrated that she is sometimes able to concentrate for longer periods of time.
Evidence of improved socialisation both with peers and adults alike |
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TA interventions Toe by Toe Fine motor Social group Phonics Spelling KS2 timestables Handwriting Daily reading Maths |
£6,000 |
Intervention work with small groups of identified children across all year groups. Groups of no more than 4 receive Maths and/or English booster to secure accelerated progress and improved attainment.
Sutton Trust: Small group tuition +4 months and one to one tuition +5 months |
Identified children in English and Maths benefit from small group tuition to secure accelerated progress and improved attainment.
Identified children benefit from social interaction with good role models
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Increased levels of progress of identified children. Improved attainment of identified children.
Identified children able to take turns appropriately and be able to interact appropriately with other children |
Mid‐term assessments in Reading, Writing and Maths (January 2017) indicate that gap between PP children and all pupils has diminished significantly so that outcomes are broadly similar | ||
| No nonsense spelling scheme |
Introduction of new spelling scheme. Different approaches to help remember how to spell words Parent information evening to inform of scheme and how parents can help at home |
Improved spelling throughout the school.
Parents better informed of how to help their children at home |
Improved spelling evidenced through English lead monitoring samples of children’s work before implementation of the scheme and after. | ||||
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Area of Spend
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Contribution from Pupil Premium |
Description of Intervention *where identified by Sutton Trust/Hattie
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Intended Outcomes
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How impact is to be measured
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Impact | ||
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Educational Psychology Support Behavioural support |
£1,200 |
Educational Psychology, purchased from South Gloucestershire to meet the needs of children. Sutton Trust: Behaviour Interventions +4 months
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Children benefit from this support to remove barriers to their learning and progress.
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Impact on individuals of this support. | The impact of this can be shown through the academic progress of the individuals | ||
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KS1 Singing lessons Lower KS2 – Jazz festival |
£225 | Sutton Trust: Social and emotional learning +4 months | 2 PP children ( 1 post LAC and 1 FSM) take part in high quality enrichment opportunities |
Interaction with another adult and with other children.
Participation and confidence when taking part in a new activity |
Improved confidence and the ability to take instructions from another adult.
Exposure to another enrichment activity |
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| Purchase of new laptops to ensure whole class have a laptop each | £2500 |
Programmes for students, where learners use technology in problem solving or more open-ended learning + 4 months
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Children able to work independently to find out information to problems presented and to work collaboratively with others on a joint project | Through class observations | |||
| Purchase of Numicon | £500 | Mathematical resource to be introduced in KS1. |
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ARE teacher assessment | Numicon wasn’t purchased. However other mathematical resources were purchased to help with the Mastery approach in Maths (concrete, pictorial, abstract) | ||
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TA conference TA observation visit |
£500 |
TAs to attend TA conference TAs to attend another school |
TA conference gives TAs ideas to implement new initiatives TAs observe another school environment and observe good to outstanding TAs in practise |
Observation of TAs by HT and senior teacher TAs Performance Management |
TAs better informed and more up to date with curriculum changes | ||
| Teacher (Steve Taylour) to work with small intervention group |
6 mornings £625 |
Teacher able to focus exclusively on a small group of children. Intensive tuition in small group providing support to lower attaining learners Sutton Trust: Small group tuition +4 months and one to one tuition +5 months |
Children more confident in their abilities with any misconceptions being addressed and progress being made | Teacher assessment showing progress on ARE grids | Teacher led interventions have shown an increased impact on pupil’s progress and attainment | ||
| 2 Year 1 Pupil Premium children to attend “Future Stars” after school sports club | £300 |
Organised after school activity run by Future Stars to encourage pupils to engage in additional learning activities and to commit to an activity + 2 months |
Developed confidence in the pupils with social and family issues.
Development of new skills
Practising of listening skills
Positive interaction with other children |
Reports from mentors and actions of pupils in school. |
Pupils have benefitted from being able to attend the weekly club with their peers, experiencing a range of physical activities that would otherwise not be available to them. Evidence of increased self confidence and self esteem both at the club and in the classroom |
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| Two KS2 children to receive small group music tuition for the French Horn | £279 |
Arts participation + 2 months |
Developed confidence in the pupils with social and family issues. | Reports from mentors and actions of pupils in school. | One child stopped taking part early on. The other child has continued and has made good progress in maths and particularly English | ||
| Breakfast club for one KS2 child | £158 |
Child to receive breakfast. Child supervised before the start of the school day |
Good start to the day Child not hungry Interaction with other children |
This has ensured that the child involved is fed appropriately and is prepared to learn. It has also ensured her safe supervision before the start of the day, including good attendance and punctuality. Continued good progress being made with this child |
Academic Year 2016 – 2017
Total Funding received for 8 children = £12,460
Academic Year 2015 – 2016
Total Funding received for 9 children @ £1398 = £15,100
Academic Year 2014 – 2015
Total Funding received for 14 children @ £1300 = £18,800
Pupil premium report 2014-2015
Academic Year 2013 – 2014
Total number of children eligible 14 @ £900 = £12,600
Pupil premium report 2013-2014
Academic year 2012 – 2013
Total number of children eligible 12 @ £600 = £7,200
Pupil premium report 2012-2013
Academic Year 2011 – 2012
Total number of children eligible 12 @ £400 = £4,800
