Metric

Data

School name

Heathfields Infant Academy

Pupils in school

240

Proportion of disadvantaged pupils

17%

Pupil premium allocation this academic year

£33,625 (including Service Children and LAC)

Academic year or years covered by statement

2020-2021

Publish date

July 2020

Review date

July 2021

Statement authorised by

Kelly Williams

Pupil premium lead

Gareth Hancox

Governor lead

John Collins

Measure

Score

Reading

-9%

Writing

-22%

Maths

0%

Phonics

Was not taken due to Covid 19. Checks being conducted December 2020.

Figure in red denotes national FFT %/ score

%

Meeting Expected Standard at KS1

%

Achieving Higher Standard at KS1

Average (Mean) standardised score

Reading

55% (75)

9% (24)

 (98.5)

Writing

36% (71)

0% (15)

 (97.5)

Maths

64% (76)

9% (21)

 (101.4)

Measure

Activity

Priority 1

Potential gaps arising between learners including PP due to difficulties regarding recovery of prior knowledge.

Priority 2

Learning needs need to be quickly identified and addressed through regular data analysis.

Priority 3

Improve outcomes for CLL

Barriers to learning these priorities address

Ensuring that staff use evidence-based whole-class teaching interventions.

Projected spending

TBC - Government recovery fund – due in school November 2020. (National Tutor Programme)

Aim

Target

Target date

Progress and attainment in Reading and phonics

Measure the individual progress of children throughout the year and address individual gaps.

Narrow the gap between PP and Non PP children

July 2021

Progress and attainment in Writing

Measure the individual progress of children throughout the year and address individual gaps.

Narrow the gap between PP and Non PP children

Increase rate of attainment in writing – at ARE.

July 2021

Progress and attainment in Mathematics

Increase rate of attainment in Maths – at ARE and Higher standards to be in line with National.

July 2021

Other

Improve attendance of PP pupils. To ensure the children reach the schools target of 96%. There is a difference between boys PP and girls PP (narrow the gaps) along with PP and Non PP children.

July 2021

Measure

Activity

Priority 1

Establish small group writing interventions for PP children who are falling behind age-related expectations in writing, maths and phonics. (TIME programme and National Tutoring Programme)

Additional interventions aimed at high prior attaining pupils to ensure they remain on track for GD at end of KS1.  Investigate intervention 1:1 tuition – maths – approx. £7,500 for year for 12 pupils.

Priority 2/3

Limited vocabulary is limiting attainment in GPS and writing.  Staff CPD in order to increase use of key vocabulary and application of skills. Develop breadth and depth of vocabulary (understanding and in context - See school development plan target). 

Gaps in Phonics knowledge

Use of Wellcomm intervention for CLL

Barriers to learning these priorities address

Limited vocabulary is limiting attainment in GPS and writing.

Projected spending

TBC - Government recovery fund – due in school November 2020. (National Tutor Programme).

£3,750 for intervention. (Year 2)

Staff training – webinars, in-house £1,000

Measure

Activity

Priority 1

Family Liaison Officer to support families with attendance and acute needs (5 hours).

Highly trained TA to run the WAVES programme, providing an area in which to take groups, create quality support for vulnerable children.

Priority 2/3

Promote access to extra-curricular activities – visits, educational experiences, music and sporting activities (Covid allowing).

Current government advice states that schools do not engage in such activities.

Barriers to learning these priorities address

Children with difficulties linked to their emotional wellbeing are more likely to fall behind in their learning than others.

We cannot improve attainment for PP children if they are not in school.

Financial barriers may prevent the PP children from accessing the enriched curriculum.

Projected spending

% of Family Liaison Officer and Waves TA salary directly proportional to number of children entitled to PP in school.

Area

Challenge

Mitigating action

Teaching

Ensure time is allocated appropriately for staff professional development

Use of INSET days and staff meetings.

Targeted support

Ensuring that needs are identified quickly through regular data analysis.

Baselines and AfL inform teaching and intervention provision.

Fortnightly PPM meetings will be held to focus on impact of interventions and progress of targeted individuals.

Provision maps identify provision for these pupils.

Wider strategies

Engaging families facing most challenges.

Attendance tracking, attendance improvement plans, home visits.

Number of waves sessions attended and impact reports

Participation logs to be kept for extra-curricular activities.

Aim

Outcome

To narrow the gap for attainment between PP and non PP compared to national in all groups in maths, reading, writing and phonics.  To ensure that all children make required progress to reach ARE and GD.

To improve the attendance of PP children to be in line with school target (96%).

2018/19 = 93.79%

2019/20 = 91.63% (Pre-covid)

2019/20 = 78.94% (Post-covid)

To enable vulnerable families to access support at school.

Family Liaison Officer works 5 hours to support pupils and families – impact on well-being, attendance and parental engagement.

Support is provided to children with additional needs in order to develop their social skills and address their well-being.

One member of a highly-trained staff run nurture support groups throughout the year.

Pupils will learn self-regulating strategies in order to access their learning.

A new behaviour system which encourages self-regulation was introduced in January 2020.  The system is a marked change from the previous sanction based approach. Due to Covid-19 Lockdown, insufficient data is available to measure the impact.

Pupils participate in a range of extra-curricular activities including visits, experiences and residential visits.

No child was excluded from any activity or experience however some parents chose not to engage.

Training for middle leaders to impact quality teaching and learning across school.

Middle leaders were developed throughout the year via CPD, coaching/mentoring programme.  This has resulted in greater progress scores.

Metric

Data

 School name

Wilnecote Junior Academy

Pupils in school

330

Proportion of disadvantaged pupils

28%

Pupil premium allocation this academic year

£101,100 (including Service Children and LAC)

Academic year or years covered by statement

2020-2021

Publish date

July 2020

Review date

July 2021

Statement authorised by

Kelly Williams

Pupil premium lead

Gareth Hancox

Governor lead

John Collins

Measure

Score

Reading

+3.6

Writing

0

Maths

+0.7

Figure in red denotes national FFT %/ score

%

Meeting Expected Standard at KS2

%

Achieving Higher Standard at KS2

Average (Mean) standardised score

Reading

75 (79)

31 (32)

104.8 (105)

Writing

53 (76)

9   (20)

101.6 (105)

Maths

59 (79)

22 (32)

102.4 (105)

GPS

63 (76)

19 (29)

102.3 (107)

Measure

Activity

Priority 1

Potential gaps arising between learners including PP due to difficulties regarding recovery of prior knowledge.

Priority 2

Learning needs need to be quickly identified and addressed through regular data analysis.

Barriers to learning these priorities address

Ensuring that staff use evidence-based whole-class teaching interventions.

Projected spending

TBC - Government recovery fund – due in school November 2020. (National Tutor Programme)

Aim

Target

Target date

Progress and attainment in Reading

Maintain/Improve current progress and attainment in reading.

July 2021

Progress and attainment in Writing

Increase rate of attainment in writing – at ARE and Higher standards to be in line with National.

Achieve at least national average (0) progress scores in KS2 writing.

July 2021

Progress and attainment in Mathematics

Increase rate of attainment in writing – at ARE and Higher standards to be in line with National.

Achieve at least national average (0) progress score in KS2 maths.

July 2021

Other

Improve attendance of PP pupils

(Currently 94% pre lock-down  / 88% post lock-down) to school target (96%).

July 2021

Measure

Activity

Priority 1

Establish small group writing interventions for PP children who are falling behind age-related expectations in writing and maths. (TIME programme and National Tutoring Programme)

Additional interventions aimed at high prior attaining pupils to ensure they remain on track for GD at end of KS2.  Investigate intervention 1:1 tuition – maths – approx. £7,500 for year for 12 pupils.

Priority 2

Limited vocabulary is limiting attainment in GPS and writing.  Staff CPD in order to increase use of key vocabulary and application of skills. Develop breadth and depth of vocabulary (understanding and in context - See school development plan target). 

Barriers to learning these priorities address

Limited vocabulary is limiting attainment in GPS and writing.

Projected spending

TBC - Government recovery fund – due in school November 2020. (National Tutor Programme).

£7,500 for intervention.

Staff training – webinars, in-house £1,000

Measure

Activity

Priority 1

Full time Family Liaison Officer to support families with attendance and acute need.

Two highly trained TAs to run the WAVES programme, providing an area in which to take groups, create quality support for vulnerable children.

Priority 2

Promote access to extra-curricular activities – visits, educational experiences, music and sporting activities (Covid allowing).

Current government advice states that schools do not engage in such activities.

Barriers to learning these priorities address

Children with difficulties linked to their emotional wellbeing are more likely to fall behind in their learning than others.

We cannot improve attainment for PP children if they are not in school.

Financial barriers may prevent the PP children from accessing the enriched curriculum.

Projected spending

% of Family Liaison Officer and Waves TAs salary directly proportional to number of children entitled to PP in school.

Area

Challenge

Mitigating action

Teaching

Ensure time is allocated appropriately for staff professional development

Use of INSET days and staff meetings.

Targeted support

Ensuring that needs are identified quickly through regular data analysis.

Baselines and AfL inform teaching and intervention provision.

Fortnightly PPM meetings will be held to focus on impact of interventions and progress of targeted individuals.

Provision maps identify provision for these pupils.

Wider strategies

Engaging families facing most challenges.

Attendance tracking, attendance improvement plans, home visits.

Number of waves sessions attended and impact reports

Participation logs to be kept for extra-curricular activities.

Aim

Outcome

To narrow the gap for attainment between PP and non PP compared to national in all groups.  To ensure that all children make required progress to reach ARE and GD.

Good improvement in PP pupil progress from 2019 to 2020.

Progress scores are now above 0 in reading, writing and maths.

Attainment in reading is in line with national (FFT) scores, however in writing and maths this is not the case.  Particularly with numbers of PP pupils reaching higher standards.

To improve the attendance of PP children to be in line with school target (96%).

2018/19 = 94%

2019/20= 94% (Pre-covid)

3 families (7 pupils) were the subject of attendance intervention plans. There was a positive impact for one family who saw an increase in attendance of 2.71%, however further strategies need to be developed to ensure further success with additional families.

To enable vulnerable families to access support at school.

Family Liaison Officer works 32.5 hours to support pupils and families – impact on well-being, attendance and parental engagement.

Support is provided to children with additional needs in order to develop their social skills and address their well-being.

Two members of highly-trained staff run nurture support groups throughout the year.

Pupils will learn self-regulating strategies in order to access their learning.

A new behaviour system which encourages self-regulation was introduced in January 2020.  The system is a marked change from the previous sanction based approach. Due to Covid-19 Lockdown, insufficient data is available to measure the impact.

Pupils participate in a range of extra-curricular activities including visits, experiences and residential visits.

No child was excluded from any activity or experience however some parents chose not to engage.

Additional PE kits will be purchased to encourage PP children to participate in a range of sporting activities.

An emergency allocation is available in order to ensure that no child is prevented from accessing the curriculum. 

(PE, Music and additional extra-curricular activities)

Training for middle leaders to impact quality teaching and learning across school.

Middle leaders were developed throughout the year via CPD, coaching/mentoring programme.  This has resulted in greater progress scores.

Heathfields Infant School

 Academic Year

2019-2020

Total PP budget 

£23,250

Date of most recent PP review

November 2019

Total number of pupils

222

Number of pupils eligible

20

Date for next internal review of this strategy

April 2020

Historic Summary

2018-2019

Total number of pupils on roll

238

Total number of pupils eligible for PP

20

Total percentage of pupils eligible

10.5%

Total amount received for PP

£18,120.00

Attainment for end of Key Stage 1 Cohort 2018-2019

Pupils eligible for PP

School Data

National

EYFS (expected)

38%

67%

70.7%

EYFS (higher standard)

0%

1%

71.8%

Year 1 Phonics

50%

74%

82%

Year 2 Reading (SATs – expected/+)

55%

74%

75%

Year 2 Writing (SATs – expected/+)

64%

69%

69%

Year 2 Maths (SATs – expected/+)

82%

84%

76%

Year 2 Reading (SATs – higher standard)

18%

34%

25%

Year 2 Writing (SATs – higher standard)

0%

16%

15%

Year 2 Maths (SATs – higher standard)

27%

24%

22%

Previously identified barriers to future attainment (based on 2018 SATs as well as internal data)

Desired Outcome

Impact and next steps

Internal barriers (issues to be addressed in school)

A

Attainment for maths, reading, writing and Phonics is not in line with national expectations.

To continue to narrow the gap for attainment between PP and non PP compared to national in all groups.

The gap between PP children and non-PP in Maths and Writing has reduced.

PP children in Year 2 who have not achieved ARE will be supported in interventions.

PP children who are exceeding ARE in Maths is higher than non-children.

Progress data will suggest that PP will continue to narrow the gap and will be progressing at the same rate as non PP

A

B

Emotional well-being impacting on pupil’s ability to access the curriculum

We feel that behaviour and personal development is good and learning walks show that children are enthusiastic and want to learn.

Parental and pupil perceptions of behaviour and meeting the needs of all children are good.

We will continue this upward trend in terms of their opinions regarding meeting individual needs. Evidence of this will come from testimonials, yearly dispositions surveys. 

Pupil’s receiving support will be able to use learnt strategies to manage their emotions so they are able to cope and are able to learn. Evidence of this will be seen through evaluation of the WAVES programme.

For PP children attendance has to not be in line with non-PP children.

The gap between PP and non-PP has increased from 1.32% 2017/2018 to 2.11% 2018/2019.

Evidence will come from successful attendance improvement plans, success through multiagency working as well the percentage of those classed as persistently absent reducing.

B

C

Limited life experiences and opportunities impacting upon progress in non-core subjects

Pupils have access to trips and other life experiences which in turn improves their access to the curriculum. This will be demonstrated by the pupil’s ability to draw on enriched life experiences in the classroom, particularly in topic books.

C

External barriers (Issues which also require action outside of school)

D

PP pupils low attendance

Pupil Premium attendance (93.79%) continues to not be in line with non-PP children (95.90%)

For PP children attendance has to not be in line with non-PP children.

The gap between PP and non-PP has increased from 1.32% 2017/2018 to 2.11% 2018/2019.

Improvement in attendance, will be evidenced from successful attendance improvement plans, success through multiagency working as well the percentage of those classed as persistently absent reducing.

Relationships with parents and school will show improvement through parents’ willingness to communicate with school and by following school policy.

D

F

Families have other barriers which prevent them from fully supporting their child’s education

Families working with the family liaison officer have improved attendance or improved engagement in lessons. External agencies have been referred to and are supporting families alongside school. 

F

Planned expenditure 2019-2020

The three tiers below enable schools to demonstrate how they are using pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

Tier 1 - Quality of teaching for all

Barrier

Desired outcome

Action/
Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review

A

Training for English and Maths Middle Leaders will directly impact the quality of teaching and learning.

Costs to cover Middle Leaders training programmes - NPQSL

Investment in training Middle Leaders has shown to impact progress, particularly with Greater Depth.

Progress data

Evidence from monitoring of books, planning and lessons

SLT

April 2020

A

Development of Middle Leaders – Time allocated to Middle Leaders in order to increase whole school impact through CPD and increased responsibility (Staff meetings, monitoring, assessment, curriculum/strategic planning

Costs to cover time needed for development of Middle Leaders.

Last year we have seen an impact from Middle Leaders who we have invested in training.

Progress data

Evidence from monitoring of books, planning and lessons

SLT

April 2020

Budgeted cost

£2269.59

Tier 2 - Targeted support

Barrier

Desired outcome

Action/
Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review

A

To continue to narrow the gap for attainment between PP and non PP compared to national in all groups.

To ensure that all children make required progress to reach ARE and GD.

Children identified through Pupil Progress meetings who are not achieving Greater Depth will be supported through a targeted intervention programme in order to close the gap.

Previous data has identified children who have not achieved ARE or GD.

Progress data will suggest that PP will continue to narrow the gap  and will be progressing at the same rate as non PP

GH

April 2020

D

Improved attendance percentages. Improvements in communication with parents regarding attendance. Successful attendance improvement plans.  

Attendance support which offers parents the opportunity to discuss barriers to good attendance as well as being able to explain the consequences of poor attendance.

Children cannot achieve well if they are not attending well.

Analysis of impact on attendance improvement plans.

Attendance data

R.H I.M

April 2020

BF

Families who are vulnerable are able to access the right support for them and to be able to work in partnership with school

Family support which offers the opportunity for parents to talk to school and be referred to other agencies for specific support.

Families who are reluctant to engage with school often have other vulnerabilities which need supporting. If we can get to the root cause and support families in the right way, parental partnership can be really successful.

Tracking of referrals to different agencies

Parental/pupil voice

Impacts attendance

R.H I.M

April 2020

B

Children with additional needs have sufficient support at lunchtime which enables them to develop social skills

Nurture provision accessible outside

One inclusion support workers runs a lunchtime club, where children have the opportunity to develop their social skills through playing games.

EEF research suggests that behaviour interventions improve pupils’ ability to self-regulate. This means less time is wasted in lessons dealing with problematic behaviours.

Behaviour tracking for individuals shows improvement over time.

Behaviour incidents at lunchtime remain low.

SLT

April 2020

B

F

Pupil’s well-being needs are met. Pupils learn strategies to be able to self-regulate and manage their emotions as well as developing self confidence and self-esteem, which directly impact on their attitudes to learn and the progress they make.

Wave 1
Wave 2
wave 3

EEF research suggests that behaviour interventions improve pupils’ ability to self-regulate. This means less time is wasted in lessons dealing with problematic behaviours.

Boxall profiles show improvements towards targets.

Observations of pupils using the self –regulation stations and other strategies they have been taught during these sessions.

R.H

M W

D T

April 2020

B

As a result of this support, Children have an improved ability to manage their emotions, enabling them improved access to the curriculum as well as a reduction in behaviour incidents.   

Malachi Specialist Family Support Services

EEF research suggests that behaviour interventions improve pupils’ ability to self-regulate. This means less time is wasted in lessons dealing with problematic behaviours.

Pupil voice

Case studies show improvements in behaviour, socialisation and concentration

SLT K.B

April 2020

Budgeted cost

£19780.41

Tier 3 - Other approaches

Barrier

Desired outcome

Action/Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review /Cost

C

Pupils have the opportunity to learn a skill, which could turn into a life-long passion or talent.

Music Tuition

Pupil’s eligible for pupil premium do not always have the same life experiences and opportunities.

Staff to monitor uptake of lessons

April 2020

C

Pupils have the opportunity to visit and take part in activities which broaden their understanding of the world and raise their aspirations for themselves.

Educational visits

Staff to ensure that parents are aware that school can help with contributions and payment for residential trips.

April 2020

C

Pupils have the opportunity to experience future life opportunities (motivational speeches from a range of professions – to know that there are many options available to them and that they can aspire to be whatever they want and to fulfil their dreams.

Aspirational Motivational day

Exposure to inspirational speakers from all works of life – demonstrating different professions children could go into – encouraging children to work hard, never give up on dreams.

Pupil voice

April 2020

Budgeted cost

£1200

Wilnecote Junior School

 Academic Year

2019-2020

Total PP budget 

£94,200

Date of most recent PP review

November 2019

Total number of pupils

318

Number of pupils eligible

72

Date for next internal review of this strategy

April 2020

Historic Summary

2016-2017

2017-2018

2018-2019

Total number of pupils on roll

273

291

305

Total number of pupils eligible for PP

70

76

68

Total percentage of pupils eligible

25.6%

26.1%

22.2%

Total amount received for PP

£89,340

£96,240

£95,220

Attainment for end of Key Stage 2 Cohort 2018-2019

Pupils eligible for PP

School Data

National

Reading (SATs – expected/+)

63.15%

65%

73%

Writing

52.63%

65%

78%

Maths

68.42%

74%

79%

Reading (SATs – higher standard)

26.31%

15%

27%

Writing

15.78%

11%

20%

Maths

5%

9%

27%

Previously identified barriers to future attainment (based on 2018 SATs as well as internal data)

Desired Outcome

Impact and next steps

Internal barriers (issues to be addressed in school)

A

Attainment for maths, reading, writing and SPaG is not in line with national expectations (with a focus on Greater depth for Maths)

To continue to narrow the gap for attainment between PP and non PP compared to national in all groups.

Last year we have seen that Greater Depth for Pupil Premium children has significantly improved in reading and Writing, PP children are now out performing their Non PP counterparts. The gap between national and school attendance (including PP children) has significantly reduced as a result of previous actions.

Progress data will suggest that PP will continue to narrow the gap  and will be progressing at the same rate as non PP

A

B

Emotional well-being impacting on pupil’s ability to access the curriculum

We feel that behaviour and personal development to be good and learning walks show that children are enthusiastic and are willing to co-operate together.

Parental and pupil perceptions of behaviour and meeting the needs of all children have improved.

We will continue this upward trend in terms of their opinions regarding meeting individual needs. Evidence of this will come from testimonials, yearly dispositions surveys. 

Continued decrease in the time some pupils need to self- regulate, which in turn will increase the amount of learning the pupil is engaging in.

Pupil’s receiving support will be able to use learnt strategies to manage their emotions so they are able to cope and are able to learn. Evidence of this will be seen through evaluation of the WAVES programme.

Continued improvement in attendance (there has been an improvement in attendance of PP children and the gap between PP and Non PP children has decreased from 3.32% to 2.89%)

Evidence will come from successful attendance improvement plans, success through multiagency working as well the percentage of those classed as persistently absent reducing.

B

C

Limited life experiences and opportunities impacting upon progress in non-core subjects

Pupils have access to trips and other life experiences which in turn improves their access to the curriculum. This will be demonstrated by the pupil’s ability to draw on enriched life experiences in the classroom, particularly in topic books.

C

External barriers (Issues which also require action outside of school)

D

PP pupils low attendance

Pupil Premium attendance has improved although it is still not in line with whole school 96.%. It has positively increased from 93.45% (2017/2018) to 94.05% (2018/2019). The gap between Pupil Premium and whole school has positively reduced from 3.32% (2017/2018) to 2.89% (2018/2019). We will now consolidate this upward trend in improvement in attendance.

Evidence will come from successful attendance improvement plans, success through multiagency working as well the percentage of those classed as persistently absent reducing.

Relationships with parents and school will show improvement through parents’ willingness to communicate with school and by following school policy.

D

E

Uniform – having the right uniform and P.E kit in order to fully participate in the curriculum

We will purchase a set of spare P.E. kits (indoor and outdoor) which pupils can access on a weekly basis. This will enable every child to participate in all P.E. lessons as well as knowing that they are part of the school community.

We will evidence this through a tracking sheet to highlight engagement in lessons.

E

F

Families have other barriers which prevent them from fully supporting their child’s education

We have worked with families to improve attendance or improved engagement in lessons. External agencies have been referred to and are supporting families alongside school. 

F

Planned expenditure 2019-2020

The three tiers below enable schools to demonstrate how they are using pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

Tier 1 - Quality of teaching for all

Barrier

Desired outcome

Action/
Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review

A

Training for Maths and Science Middle Leaders will directly impact the quality of teaching and learning.

Costs to cover Middle Leaders training programmes - NPQML

Last year we invested in training Middle Leaders (English Team), the impact of this is that we have seen progress in Reading and Writing, particularly with Greater Depth.

Through the introduction of the inspection handbook, there is a focus on the wider curriculum. As a result we feel that by investing in leadership of science will have a significant impact.

Progress data

Evidence from monitoring of books, planning and lessons

SLT

April 2020

A

HLTA cover support. Consistency of teaching throughout the school will directly impact the quality of teaching and learning.

Cost to cover a HLTA wage.

Monitoring of lessons, books and pupil voice show that pupils do not make same amount of progress when taught by a supply teacher.

Progress data

Evidence from monitoring of books, planning and lessons

SLT

April 2020

A

Development of Middle Leaders – Time allocated to Middle Leaders in order to increase whole school impact through CPD and increased responsibility (Staff meetings, monitoring, assessment, curriculum/strategic planning

Costs to cover time needed for development of Middle Leaders.

Last year we have seen an impact from Middle Leaders who we have invested in training.

Progress data

Evidence from monitoring of books, planning and lessons

SLT

April 2020

A

Development of Middle Leaders through a coaching programme. Time allocated to Senior Leaders/Middle Leaders in order to increase whole school impact.

Costs to cover time needed for development of Middle Leaders.

Last year we have seen an impact from Middle Leaders who we have invested in training.

Progress data

Evidence from monitoring of books, planning and lessons

SLT

Budgeted cost

£5,232.48

Tier 2 - Targeted support

Barrier

Desired outcome

Action/
Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review

A

To continue to narrow the gap for attainment between PP and non PP compared to national in all groups.

To ensure that all children make required progress to reach ARE and GD.

Children identified through Pupil Progress meetings who are not achieving Greater Depth will be supported through a targeted intervention programme in order to close the gap.

Previous data has identified children who have not achieved ARE or GD.

Progress data will suggest that PP will continue to narrow the gap  and will be progressing at the same rate as non PP

GH

April 2020

D

Improved attendance percentages. Improvements in communication with parents regarding attendance. Successful attendance improvement plans.  

Attendance support which offers parents the opportunity to discuss barriers to good attendance as well as being able to explain the consequences of poor attendance.

Children cannot achieve well if they are not attending well.

Analysis of impact on attendance improvement plans.

Attendance data

SLT K.B

April 2020

BF

Families who are vulnerable are able to access the right support for them and to be able to work in partnership with school

Family support which offers the opportunity for parents to talk to school and be referred to other agencies for specific support.

Families who are reluctant to engage with school often have other vulnerabilities which need supporting. If we can get to the root cause and support families in the right way, parental partnership can be really successful.

Tracking of referrals to different agencies

Parental/pupil voice

Impacts attendance

K.B

April 2020

B

Children with additional needs have sufficient support at lunchtime which enables them to develop social skills

Two inclusion support workers run a lunchtime club, which gives our vulnerable pupils somewhere safe and calm to eat their lunch. They also have the opportunity to develop their social skills through playing games.

EEF research suggests that behaviour interventions improve pupils’ ability to self-regulate. This means less time is wasted in lessons dealing with problematic behaviours.

Behaviour tracking for individuals shows improvement over time.

Behaviour incidents at lunchtime remain low.

SLT

April 2020

B

F

Pupil’s well-being needs are met. Pupils learn strategies to be able to self-regulate and manage their emotions as well as developing self confidence and self-esteem, which directly impact on their attitudes to learn and the progress they make.

Wave 1
Wave 2
wave 3

EEF research suggests that behaviour interventions improve pupils’ ability to self-regulate. This means less time is wasted in lessons dealing with problematic behaviours.

Boxall profiles show improvements towards targets.

Observations of pupils using the self –regulation stations and other strategies they have been taught during these sessions.

K.B M.P M.W

April 2020

B

As a result of this support, Children have an improved ability to manage their emotions, enabling them improved access to the curriculum as well as a reduction in behaviour incidents.    

Malachi Specialist Family Support Services

EEF research suggests that behaviour interventions improve pupils’ ability to self-regulate. This means less time is wasted in lessons dealing with problematic behaviours.

Pupil voice

Case studies show improvements in behaviour, socialisation and concentration

SLT K.B

April 2020

Budgeted cost

£87467.52

Tier 3 - Other approaches

Barrier

Desired outcome

Action/Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review /Cost

C

Pupils have the opportunity to learn a skill, which could turn into a life-long passion or talent.

Music Tuition

Pupil’s eligible for pupil premium do not always have the same life experiences and opportunities.

Staff to monitor uptake of lessons

D.M

April 2020

C

Pupils have the opportunity to visit and take part in activities which broaden their understanding of the world and raise their aspirations for themselves.

Educational visits

Staff to ensure that parents are aware that school can help with contributions and payment for residential trips.

D.M

April 2020

E

Pupils will have use of P.E. kits in order for them to access the full curriculum inclusive of the P.E. syllabus, as well as knowing that they are part of the school community.

We will evidence this through a tracking sheet to highlight engagement in lessons.

Access to a spare P.E. kit (indoor and outdoor)

will enable all to children to experience

Pupils will have access to the whole curriculum, experiencing every aspect of the P.E. syllabus.

Staff to ensure that all children actively take part in P.E. lessons, this will be monitored through a tracking sheet showing pupil engagement.

C.L

April 2020

Budgeted cost

£1500

Wilnecote Junior School

 Academic Year

2018-2019

Total PP budget

£95,220

Date of most recent PP review

October 2019

Total number of pupils

305

Number of pupils eligible

68

Date for next internal review of this strategy

April 2020

Historic Summary

2015-2016

2016-2017

2017-2018

Total number of pupil premium on roll

265

273

291

Total number of pupils eligible for PP

75

70

76

Total percentage of pupils eligible

28.3%

25.6%

26.1%

Total amount received for PP

£99,000

£89,340

£96,240

Attainment for end of Key Stage 2 Cohort 2017-2018

Pupils eligible for PP

School Data

National

Reading (SATs – expected/+)

53%

54%

75%

Writing

42%

51%

78%

Maths

37%

41%

76%

Reading (SATs – higher standard)

5%

14%

28%

Writing

5%

12%

20%

Maths

11%

4%

24%

Previously identified barriers to future attainment (based on 2018 SATs as well as internal data)

Desired Outcome

Impact and next steps

Internal barriers (issues to be addressed in school)

A

Attainment for maths, reading, writing and SPaG is not in line with national expectations.

The gap between PP and non PP compared to national will have been narrowed in all year groups compared to 2018 SATs.

Progress data will suggest that PP will be progressing at the same rate as non PP

Year 3

Previously PP children have made accelerated progress in maths and writing. This year they have made accelerated progress in reading. The impact of the NPQML and NPQSL training is clear in English. This year, we will fund the training for the maths leads in order to see the same results.

Year 4

There has been accelerated progress made in reading. Progress in maths and writing is in line with non PP. Again this indicates that the training the English leaders have received has been beneficial.

Year 5

The gap between PP and Non PP has been narrowed in reading however this is not the case in maths or writing.

Year 6

PP children are progressing at the same rate as non PP in Maths, reading and writing and in maths there has been accelerated progress. The increased rigour around pupil progress meetings as lead by the seniors has resulted in improvements for all children as well as PP.

B

Emotional well-being impacting on pupil’s ability to access the curriculum

Pupil’s receiving support will be able to use learnt strategies to manage their emotions so they are able to cope and are able to learn. Evidence of this will be seen through progress made towards BOXALL targets.

There will be an improvement in parental and pupil voice in terms of their opinions regarding meeting individual needs. Evidence of this will come from testimonials, yearly dispositions surveys. 

Improvement in attendance. Evidence will come from successful attendance improvement plans, success through multiagency working as well the percentage of those classed as persistently absent reducing.

There will be a decrease in the time some pupils need to self- regulate, which in turn will increase the amount of learning the pupil is engaging in.

Recent CMI visit from Steve Cartlidge, 16.10.19 shares the views of the senior leaders, “Learning walks continue to demonstrate pupil’s enthusiasm to learn and are willing to co-operate at all times.” The SEF now judges behaviour as well as personal development to be good, this has been validated by Steve on his most recent visits.

Parental surveys suggest a significant improvement of 20% in strengthening perceptions from agree to strongly agree in terms of how well the school meets the individual needs of their children. There was also a significant improvement of 10% in perceptions of the standard of behaviour in school. Parents feel that lessons are disrupted much less as there has been a doubling in the positive response rate this year.

C

Limited life experiences and opportunities impacting upon progress in non-core subjects

Pupils have access to trips and other life experiences which in turn improves their access to the curriculum. This will be demonstrated by the pupil’s ability to draw on enriched life experiences in the classroom, particularly in topic books.

Pupil surveys again show that the residential trips and other educational visits are the most valued and memorable experiences the children have in school and that these experiences make a huge contribution to the curriculum offer.

Monitoring of topic books show evidence of how the educational visits have been used to supplement the classroom learning to great effect.

External barriers (Issues which also require action outside of school)

D

PP pupils low attendance

Improvement in attendance. Evidence will come from successful attendance improvement plans, success through multiagency working as well the percentage of those classed as persistently absent reducing. Relationships with parents and school will show improvement through parents’ willingness to communicate with school and by following school policy.

There has been an improvement in attendance for PP children from 93.45% to 94.05%. The gap between PP and Non PP has decreased from 3.32% to 2.89%. This is indicative of consistent procedures and support which in place from all of our children and has also resulted in the whole school attendance improving from 96% to 96.4%.

E

Uniform – having the right uniform and P.E kit in order to fully participate in the curriculum

Pupils will be given uniform in order that they can fully participate in all P.E lessons as well as feeling truly part of the school community. Evidence of this will come through pupil voice and tracking of engagement in P.E lessons.

During the academic year, we have given out around 10 P.E kits. Pupil voice indicates that P.E is extremely popular and that children like to take part. The uptake of sporting competitions continues to be high. Further investment in monitoring children who frequently forget their kit could be useful to ensure maximum participation.

F

Families have other barriers which prevent them from fully supporting their child’s education

Families working with the family liaison officer have improved attendance or improved engagement in lessons. External agencies have been referred to and are supporting families alongside school.  

In the last six months, 29 families of individual children have been referred for tier 2 support.

School are involved in TAF, CIN and CPP plans for __ families.

These interventions help us to develop positive relationships with parents and in turn supports the children with their learning.  

G

PP pupils do not have their learning supported as well as their non-PP counterparts, particularly with home reading. This is impacting on their progress.

Increase in the time spent reading to develop a love of reading. Evidence of this will be seen in pupil voice as well as progress data for reading.  

Reading data suggests that this has been successful. Tracking of home reading shows that the vast majority of children read at home and where this is not the case, interventions in school have been put into place.

Planned expenditure 2018-2019

The three headings below enable schools to demonstrate how they are using pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

1. Quality of teaching for all

Barrier

Desired outcome

Action/Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review

B

All staff understand the importance of mental well-being and use the shared strategies to support it. The waves programme gives all children access to tiered support.

Imagine Inclusion (Marni) - One day training - Promoting Mental Health & Wellbeing 

Emotional well-being is an identified barrier to progress for all of our children. Evidence from the EEF suggests that until children are emotionally ready to learn, then they will not be able to reach their full potential.

SENDCo to monitor the usage of the tiered nurture programme.

Monitoring of the quality of PSHE lessons

B.H SENDCo SLT S.R G.H

April 2019

Behaviour Training

Mental Health in Schools

New PSHE curriculum

Autism Outreach Training

Behaviour support training

Choices counselling training – listening skills and anger management

A

Training for English leaders directly impacts the quality of teaching and learning

Supply costs to cover middle leadership programmes such as NPQML, NPQSL

CMI visits at the end of the academic year 2017-2018 identified that the teaching of reading and writing needed improvement

Progress data

Evidence from monitoring of books, planning and lessons

English leaders E.H R.B

April 2019

Raising boys achievement course

Talk for writing

A

Senior leaders have a clear understanding of what is required to improve teaching and learning, a robust monitoring cycle as well as coaching and CPD cycle is in place to achieve this.

Senior leaders use dedicated leadership days to triangulate evidence and evaluate the SEF and SDP termly to ensure that rapid progress is made to improve standards of teaching and learning

CMI visits at the end of the academic year 2017-2018 identified that more rigorous monitoring of the quality of teaching and learning needed to take place in order to improve standards.

Lesson observations

Teacher profiles

SLT K.W S.R G.H

April 2019

Budgeted cost

£10,000

1. Targeted support

Barrier

Desired outcome

Action/Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review

A B

To ensure that individual needs are met. Challenging behaviour does not negatively impact upon the rest of the class group

1:1 support for 2 children who are awaiting EHCPs

1:1 support for 2 other children whose families have social services involvement

When these children are not sufficiently supported, the other children’s education is severely impacted.

Behaviour tracking of the children being supported.

Lesson observations and learning walks identify that classes are not disrupted.

S.R

April 2019

Provide support to prevent fixed term exclusion and permanent exclusion

Therapeutic support through the District Inclusion Partnership

Children’s educational outcomes are better if they are able to remain in mainstream education. We will always support those children who are at risk of exclusion.

Evaluation of PSP plans

Behaviour tracking

K.W S.R

D

Improved attendance percentages. Improvements in communication with parents regarding attendance. Successful attendance improvement plans.  

Attendance support which offers parents the opportunity to discuss barriers to good attendance as well as being able to explain the consequences of poor attendance.

Children cannot achieve well if they are not attending well.

Analysis of impact on attendance improvement plans.

Attendance data

S.R K.B

BF

Families who are vulnerable are able to access the right support for them and to be able to work in partnership with school

Family support which offers the opportunity for parents to talk to school and be referred to other agencies for specific support.

Families who are reluctant to engage with school often have other vulnerabilities which need supporting. If we can get to the root cause and support families in the right way, parental partnership can be really successful.

Tracking of referrals to different agencies

Parental/pupil voice

Impacts attendance

K.B

B

Children with additional needs have sufficient support at lunchtime which enables them to develop social skills

Two inclusion support workers run a lunchtime club, which gives our vulnerable pupils somewhere safe and calm to eat their lunch. They also have the opportunity to develop their social skills through playing games.

EEF research suggests that behaviour interventions improve pupils’ ability to self-regulate. This means less time is wasted in lessons dealing with problematic behaviours.

Behaviour tracking for individuals shows improvement over time.

Behaviour incidents at lunchtime remain low.

S.R

BF

Pupil’s well-being needs are met. Pupils learn strategies to be able to self-regulate and manage their emotions as well as developing self confidence and self-esteem, which directly impact on their attitudes to learn and the progress they make.

Pupil support

Boxall profiles show improvements towards targets.

Observations of pupils using the self –regulation stations and other strategies they have been taught during these sessions.

K.B M.P M.W

B

Wave 2

B

Wave 3

B

As a result of this support, Children have an improved ability to manage their emotions, enabling them improved access to the curriculum as well as a reduction in behaviour incidents.   

Choices Counselling Service

Pupil voice

Case studies show improvements in behaviour, socialisation and concentration

K.B S.R

B

Staff members have had sufficient training to be able to support emotional and social needs

Nurture group training

Staff who had CPD will be confident to support children with their individual needs.

Monitoring of the Waves provision

B.H SENDCo

Mental Health first aid training

Sensory Classroom training

Counselling Skills

A

To ensure that progress for LAC children is at least expected.

1:1 Tutoring for LAC children

LAC often struggle to reach their academic potential. Good quality provision can make up the gap between their potential and what they are capable of.

Data for LAC children shows impact of tutoring

G.H

Budgeted cost

£52535.03

1. Other approaches

Barrier

Desired outcome

Action/Approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review /Cost

C

Pupils have the opportunity to learn a skill, which could turn into a life-long passion or talent.

Music Tuition

Pupil’s eligible for pupil premium do not always have the same life experiences and opportunities.

Staff to monitor uptake of lessons

D.M

April 2019

C

Pupils have the opportunity to visit and take part in activities which broaden their understanding of the world and raise their aspirations for themselves.

Educational visits

Staff to ensure that parents are aware that school can help with contributions and payment for residential trips.

D.M

April 2019

Budgeted cost

£1200

Area of need

Intervention/Description

Amount

Desired Impact

Intervention

Various small group intervention for English (reading, writing and speaking and listening skills) and Maths. In class support across the school

£10,000

For all children to be able to have a good pencil grip and sit correctly in lessons. For children to develop their fine gross motor skills and write in a fluid style.

For children to make 3 points progress over the year.

For the gap between the PP and Non PP to be narrowed.

A greater percentage of PP children to reach greater depth at end of KS1.

Social and emotional wellbeing and support

Small group interventions – colour therapy, SALT groups, fine and gross motor skills and nurture sessions

£9,467

For all PP children to feel happy and safe in school.

For all PP to have barriers identified and removed from them earlier. All children to have personalised targets recorded and monitored on SIMs

For PP to develop the skills of growth mindest – I can do. Increase the positiveness and aspirations of the children.

Individualised resources

Personalised rulers, books, reading materials and sensory equipment.

£1,140

For all PP to have personalised equipment that have been used in small group work accessible for them at all times.

Breakdown of PP  pupils at the  school

2018 - 2019

Total number of pupils on roll

238

Total % of pupil eligible for PP

10.5%

Total amount received for PP

£18,120.00*

Area of need

Intervention/Description

Amount

Desired Impact

Intervention

Various small group intervention for English (reading, writing and speaking and listening skills) and Maths. In class support across the school

£4,000

For all children to be able to have a good pencil grip and sit correctly in lessons. For children to develop their fine gross motor skills and write in a fluid style.

For children to make 3 points progress over the year.

For the gap between the PP and Non PP to be narrowed.

A greater percentage of PP children to reach greater depth at end of KS1.

Inclusion

Family support worker

£6,000

For all children to have a named person for advice and support (improve the attendance and well being of the PP children and family environment)

For the early access of help from multi agencies to be taken up.

For children to be in school for atleast 96% of the year. (The gap between the Non PP and PP to be reduced)

Social and emotional wellbeing and support

Small group interventions – colour therapy, SALT groups, fine and gross motor skills and nurture sessions

£2,155

For all PP children to feel happy and safe in school.

For all PP to have barriers identified and removed from them earlier. All children to have personalised targets recorded and monitored on SIMs

For PP to develop the skills of growth mindest – I can do. Increase the positiveness and aspirations of the children.

Breakdown of PP  pupils at the  school

2017-2018

Total number of pupils on roll

221

Total % of pupil eligible for PP

5.8%

Total amount received for PP

£12,155

Area of need

Intervention/Description

Amount

Impact

Mental health and well-being which impacts upon attendance and achievement.

Early interventions include:

Nurture group

Lunchtime support

Small group intervention

Intensive interventions:

1:1 positive play

1:1 support in lessons

1:1 support at lunchtime

Supporting families

Equine counselling sessions

£80,497 to be spent on teaching assistant salaries. The support is used flexibly over the year to be able to be reactive to the needs of the individuals.

 Pupil’s behaviour has improved in school with far fewer children at risk of exclusion.

The percentage of Pupil Premium pupils achieving ARE is above national data and Staffordshire results, which is extremely pleasing. Please see the data summaries below for further detail.

Progress in maths and writing are at least at the expected standard and where reading is less than expected this is very close at 2.9 (expected progress is 3). Please see the data summaries below for further detail.

Child protection cases are being well manged and information logged role of the family liaison officer, in one case the information shared with social services led to the removal of the children from the family home.

Numerous cases were referred to school nurse, local support team and social services for further support.

Children have received 1:1 support in lessons and at lunchtime which has helped to ensure that these children continue to access the learning and are able to engage.

External intervention

Malachi

Our support worker offers 1:1 support for children and their families giving bespoke counselling using a wide range of techniques include talking therapy and roleplay therapy.

£4982

__ children have now worked with our support worker, with __ being discharged from his support sue to the improve in the children’s ability to manage their behaviours allowing them to fully engage with their learning.

To develop strategies to manage challenging behaviour in order to reintegrate back into the mainstream setting fulltime.

External intervention Cornerpost

£425

The opportunity to develop strategies away from school has meant that time spent back in school has been calm, allowing this child to develop positive relationships with staff which will help him to return to school full time in the near future.

To provide consistent education for children who are unable to attend a mainstream setting.

External intervention

1:1 tutoring

£1312.50

To allow continual access to education.

Breakdown of PP  pupils at the  school

Total number of pupils on roll

293

Total % of pupil eligible for PP

27.3%

Total amount received for PP

£87,216.50

Year Gp

No of chn

Points Progress

Autumn Term

Exceeding é

Expected –

Below Expected ê

Points Progress

Spring Term

Exceeding é

Expected –

Below Expected ê

Points Progress

Summer Term

Exceeding é

Expected –

Below Expected ê

3

M

22

1.6

é

2.7

é

3.2

é

R

22

1.5

é

2.7

é

3

–

W

22

1.6

é

2.8

é

3.2

é

4

M

13

1.5

é

2.1

é

3.1

é

R

13

1.8

é

2.5

é

3.1

é

W

13

1.4

é

2.4

é

3.2

é

5

M

20

1.5

é

2.4

é

2.9

ê

R

20

1.8

é

2.3

é

2.6

ê

W

20

1.6

é

2.1

é

2.6

ê

6

M

17

1.6

é

2.3

é

3.2

é

R

17

2

é

2.3

é

3

–

W

17

1.6

é

2.2

é

3.1

é

No of chn

Points Progress

Exceeding é

Expected –

Below Expected ê

Points Progress

Exceeding é

Expected –

Below Expected ê

Points Progress

Exceeding é

Expected –

Below Expected ê

M

72

1.6

é

2.5

é

3.1

é

R

72

1.8

é

2.4

é

2.9

ê

W

72

1.6

é

2.5

é

3

-

Year Gp

No of chn

At ARE

Sept 2016

On track to meet ARE January 2017

(SS)

Diff

Sept to January 2017

é ê

On track to meet ARE April 2017

Diff Sept to April

é ê

On track to meet ARE July 2017

Diff Sept to July

é ê

National PP

ARE

38%

é ê

Staffs

PP ARE

33%

é ê

3

M

22

60%

55% (59%)

ê

60% (72%)

.-     (é)

54% (75%)

ê (é)

é (é)

é (é)

R

22

59%

54% (45%)

ê

56% (64%)

ê (é)

46% (71%)

ê (é)

é (é)

é (é)

W

22

45%

55% (55%)

é

48% (68%)

é (é)

39% (71%)

ê (é)

é (é)

é (é)

4

M

13

46%

62% (62%)

é

53% (60%)

ê (ê)

57% (79%)

é (é)

é (é)

é (é)

R

13

46%

77% (69%)

é

60% (67%)

ê (ê)

64% (71%)

é (é)

é (é)

é (é)

W

13

46%

62% (69%)

é

50% (73%)

ê (é)

64% (79%)

é (é)

é (é)

é (é)

5

M

20

10%

30% (50%)

é

30% (50%)

- (ê)

37% (37%)

é (é)

ê (ê)

é (é)

R

20

15%

60% (50%)

é

40% (45%)

ê (ê)

32% (53%)

é (é)

é (é)

é (é)

W

20

10%

55% (60%)

é

45% (50%)

ê (ê)

26% (37%)

é (é)

é (é)

é (é)

6

M

17

53%

71% (47%)

é

24% (41%)

ê (ê)

65% (53%)

é (-)

é (é)

é (é)

R

17

59%

65% (59%)

é

47% (71%)

ê (é)

71% (65%)

é (é)

é (é)

é (é)

W

17

47%

65% (65%)

é

35% (71%)

ê (é)

71% (77%)

é (é)

é (é)

é (é)

No of chn

At ARE

Sept 2016

On track to meet ARE January 2017

(SS)

Diff

Sept to January 2017

é ê

On track to meet ARE April 2017

Diff Sept to April

é ê

On track to meet ARE July 2017

Diff Sept to July

é ê

National PP

ARE

38%

é ê

Staffs

PP ARE

33%

é ê

M

72

42%

53% (50%)

é

42% (59%)

ê (é)

40% (61%)

ê  (é)

é (é)

é (é)

R

72

44%

64% (61%)

é

52% (61%)

ê (-)

40% (65%)

ê  (é)

é (é)

é (é)

W

72

35%

59% (63%)

é

47% (65%)

ê(é)

48% (68%)

é  (é)

é (é)

é (é)

Area of need

Intervention/Description

Amount

Impact

Intervention

Various small group intervention for English (reading, writing and speaking and listening skills) and Maths. In class support across the school

£10,000

Maths interventions; 12/19 targets were met.

Reading interventions; 25/31 targets were met.

Writing interventions;14/20 targets were met.

Age related expectations - Maths;

Reception – 75%

Year 1 – 80%

Year 2 – 57%

Age related expectations - Reading;

Reception – 63%

Year 1 -80%

Year 2 – 57%

Age related expectations - Writing;

Reception – 50%

Year 1 – 60%

Year 2 – 43%

Inclusion

Family support worker

£6,000

Support provided to teachers, pupils and parents. Engagement with 12 families was gained.

Social and emotional wellbeing and support

Small group interventions – colour therapy, SALT groups, fine and gross motor skills and nurture sessions

£7,940

Nurture and social and emotional wellbeing interventions; 14/15 targets were met.

Breakdown of PP  pupils at the  school

2016-2017

Total number of pupils on roll

221

Total % of pupil eligible for PP

10.4%

Total amount received for PP

£23,940

Pupil Premium Funding 2015/2016 academic year

Pupils Eligible for Free School Meals (last 6 years)

72 @£1,320

£95,040

Pupils from Service Families

£300

Pupils in Local Authority Care

£2000

Allocation of Funding 2015/2016 Academic Year

• Advanced Skills Teaching Assistant – targeted support
• Proportion of Assisstant SENDCo salary – targeted intervention and support
• Purchasing of resources to improve reading standards
• Funding alternative education provision and transport
• Purchasing of specific exercise books for English and Maths
• Subsidising of school trips for eligible pupils
• Funding for Teaching Assistant support delivering bespoke curriculum and intervention
• Provision of lunch time club to give variety of extended learning opportunities

Impact of Funding 2015/2016 Academic Year

Year 3

Year 4

Year 5

Year 6

PP

Non-PP

PP

Non-PP

PP

Non-PP

PP

Non-PP

Maths

3dev+

3sec

4dev+

4dev

5dev+

5sec

6dev+

6dev+

Reading

3dev+

3sec

4dev+

4sec

5dev+

5sec

6dev+

6dev+

Writing

3dev+

3sec

4dev+

4dev+

5exc

5sec

6dev+

6dev+

• Social, emotional and self-esteem improved for those children receiving bespoke curriculum; attitudes to learning improved
• Attendance at alternative educational provision provided support for eligible children at risk of Exclusion
• Effectiveness of assessments of learning/social emotional needs and referrals to external agencies improved leading to quicker access to specialised external support
• Engagement in extracurricular activities and residential which developed confidence, and life skills

Expected Pupil Premium Funding 2016/2017 academic year

Pupils Eligible for Free School Meals (last 6 years)

75 @£1,320

£99,000

Pupils from Service Families

£300

Pupils in Local Authority Care

£2000

Planned use of Funding 2016/2017 Academic Year

• Purchasing of mathematics resources to enhance provision and improve differentiated opportunities
• Professional Training for intervention support
• Advanced Skills Teaching Assistant salary – targeted support reading and maths
• Proportion of Assistant SENDCo salary – assessment and targeted support
• Teaching assistant and support staff to deliver quality wave 3 intervention – basic skills
• Training and CPD for staff to ensure quality of provision for learners
• Funds to support extra-curricular activities.