Weston-under-Penyard CE Primary School

Weston Under Penyard CE Primary school
Life at Weston-under-Penyard CE Primary School Life at Weston-under-Penyard CE Primary School Life at Weston-under-Penyard CE Primary School

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“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 2018

How much money did we receive 2017-18?

We received receive a total of £ 23,000 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.

  • 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
  • Breakfast club provision for children with poor attendance and/or punctuality
  • Support from Education Attendance officer for children with poor attendance

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 in key stage 2, all of whom have significant SEN.

Overall, PP children made above expected progress in reading (1y2m) writing (1y1m) and maths (1y2m) in 2017-18. 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 £26960

What is our PP strategy?

Our strategy is clear-  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. Many barriers for KS2 children include high mobility, lack of assessment of individual/special educational needs, emotional needs, attendance concerns, low levels of basic skill attainment and lack of previous challenge.

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:

  • Re-organising our staffing to ensure greater continuity for KS2 children throughout the week
  • Increasing leadership of PP with using the Whitchurch PP lead to meet with individual children and to evaluate provision
  • Providing staff with time for peer coaching – in particular focusing on our most able PP children
  • Providing emotion coaching training for all staff and inset training on emotional well-being and mental health
  • Training one member of staff to lead our ELSA training to support individuals
  • New staff in KS 2 with specific remit for individual children in terms of raising aspiration, growth mindset and a focus on basic skills
  • Embed of ‘Word blaze’ and ‘Cracking comprehension’ to focus on spelling and reading comprehension
  • Experienced SENCO from Whitchurch to lead and work with SEN/PP children. Liaising with EHCP/Early help support and meeting parents as a key part of her role to ensure a whole child approach
  • An enhanced timetable for pre and over teaching for PP children and those with gaps due to IYT

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?

Termly