Latest NewsTweets by @Westonprimary
“In the last few years, there have been very few disadvantaged pupils, and it is not possible to comment on their attainment without risk of identifying them. However there is a much improved picture of their learning this year and the small numbers supported by extra funding are making good progress, especially in Key Stage 1. Their progress is similar, or better, than that of other pupils in the school, and the gap in attainment between them and other pupils is closing quickly.”
(WESTON-UNDER-PENYARD OFSTED REPORT - DECEMBER 2014)
Pupil Premium web statement September 2017
How much money did we receive 2016-17?
We received receive a total of £ 15780 PP funding
How did we spend it and why?
We have used it to employ staff and provide training to those staff in order to deliver the approaches listed below.
We actively follow and act upon research from EEF which focuses on the effective support for children including those with SEN or who are more able. We choose approaches which have proven impact:
· Training for all staff. TAs and teachers receive the same training in approaches eg T4W, Mastery in maths which enables all staff to use the same methods and strategies. This provides clarity and consistency for children of all abilities and in particular more able.
· Feedback for children. Feedback which is supportive and enables children to develop independent learning skills. By focusing not only on the ‘what’ but the ‘how’ children develop effective learning habits.
· Additional support 1-1 or in small groups(out of class) which works alongside class teaching. Structured time is planned outside of lessons for children to review and prepare for learning. By doing this children’s confidence improves and they are able to tune into learning more effectively.
· Peer support through feedback, learning in pairs, collaborative project work including digital work adds to improves children’s understanding of how they learn eg through Bloom’s taxonomy
· A new approach to the curriculum. Our whole approach, with ‘topic’ work as well as Maths and English is about children deepening their understanding. We have re-written our curriculum and are a Maths hub school for NCTEM. Through embedding this approach children have time to think deeply about their learning and we can ensure that their understanding is secure.
· Specific literacy strategies to develop oral language and reading comprehension are tailored to children where needed.
· Specific scheme resources eg Toe by Toe, Plus One, Power of Two
· Assessments for several children from learning support specialist and Educational Psychologist
We use our funding to ensure that these high quality, impactful approaches are used in every lesson and for every child. We also support PP children with trips and visit music lessons and priority access to all clubs.
In summary we concentrate on making a difference to all individuals and tailor our approaches to each child, monitoring our approaches, working flexibly to ensure that each child reaches their full potential.
What impact did it have?
19 children across all year groups were entitled to PP funding. The profile of the group is very mixed. Of those 19 children 9 are in year transfers with 4 arriving in the last 12 months, all of whom have significant SEN.
Overall, PP children made above expected progress (and above that of non PP children) in reading (1y4m) writing (1y2m) and maths (1y4m) in 2016/17. The rate of progress needs to continue in order to further close the attainment difference. Individual data is not given here as children could be identified
How much PP funding will we have in 2017-8 and how will we spend it?
We will receive £23000
What is our PP strategy?
Our strategy is simple - for every child to ‘be the best they can be’ and for us to ensure that happens
What are the barriers for educational achievement faced by PP pupils?
Barriers vary according to individual circumstances, hence our personalised approach. Barriers include: mobility, specific learning needs, poor higher order comprehension skills and other specific barriers not named here as they would identify children.
How will PP allocation be spent to overcome those barriers?
We will spend it as this year in order to fully close the attainment gap as these approaches are working.
We will spend it using the same approaches as this year but with enhanced staffing support in order to rapidly improve progress for all PP children. In particular IYT/SEND/more able children in order to fully diminish difference in attainment. We will be extending provision by:
· Providing additional phonics training for KS1 staff
· Adding staff members in KS1 and 2 with specific roles for individual children
· Training in behaviour management for all staff
· Additional staff members at KS2 to focus on spelling and reading comprehension
· Development of ‘Word blaze’ and ‘Cracking comprehension’ to focus on spelling and reading comprehension
· Experienced SENCO from Whitchurch to lead and monitor support for SEN/PP children
· An enhanced timetable for pre and over teaching for PP children and those with gaps due to IYT
· Training for mastery for all TAs and teachers, across all subjects
How will we measure the impact of our approach?
Impact will be measured on a daily basis by teaching staff. It will be measured weekly by the PP coordinator through talking to children and assessing work. It will be measured half termly by the HT in progress meetings. It will be measured termly by the PP coordinator in a report to the GB where it will also be discussed at standards meetings. The named Governor will evaluate this approach
When we review our strategy?