Pupil Premium web statement September 2019
How much money did we receive 2018-19?
We received receive a total of £28960 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 child centered approach to the curriculum. Our whole approach is about children deepening their understanding. We have re-written our curriculum and are a Maths hub school for NCTEM. Through embedding this approach we can ensure that their understanding is sequenced, secure and has meaningful endpoints.
- Specific strategies to develop oral language and reading comprehension are tailored to children where needed. Specific scheme resources eg Toe by Toe, Rapid reading, phonics boosters
- 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 visits, 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?
13 children were entitled to PP funding. The profile of the group is mixed but will not be broken down here due to small numbers.
Overall, PP children made above expected progress in reading (1y3m) writing (1y2m) and maths (1y2m) in 2018-9. 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 2019-20 and how will we spend it?
We will have 9 PP children on roll at the start of 2019-20 We will receive £15120
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. We have read and discussed 2019 guidance from EEF and will be implementing its approach, as it fits with ours.
What are the barriers for educational achievement faced by PP pupils?
Barriers vary according to individual circumstances, hence our personalised approach. Barriers include, emotional needs, attendance concerns, some low levels of basic skill attainment.
How will PP allocation be spent to overcome those barriers?
We will spend it as this year in order to provide challenge and support for every child. We will be extending our provision by:
- Providing staff with time for peer coaching – in particular focusing on our most able PP children
- Further developing emotion coaching training for all staff and inset training on emotional well being and mental health
- Prioritising ELSA support for individuals
- Purchasing private counselling sessions for children with specific needs
- 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
How will we measure the impact of our approach?
Impact will be measured on a daily basis by teaching staff. 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?