PUPIL PREMIUM STRATEGY 2016/17
‘Our Vision is for a highly-educated society in which opportunity is more equal for children and young people no matter what their background
or family circumstances.’ (DfE Vision Statement)
Summary information
Academic Year
2016/17
Total PP budget
£11,180
Date of most recent PP Review
n/a
Total number of pupils
207
Number of pupils eligible for PP
5 Pupils from families in Armed Forces
3 Pupils in Care
7 Pupils entitled to FSM/ Deprivation funding
15
Date for next internal review of this
strategy
Jan 2017
Current attainment
Attainment for: 2015-2016 (End of KS2)
Pupils eligible for PP
% achieving expected standard or above in reading, writing and maths
Pupils not eligible for PP School/ National
70%/ 53%
% achieving expected standard or above in reading
100% (1 pupil)
80% / 66%
% achieving expected standard or above in writing
100% (1 pupil)
93% / 74%
% achieving expected standard or above in maths
100% (1 pupil)
73% / 70%
Attainment for: 2015-2016 (End of KS1)
Pupils eligible for PP
Pupils not eligible for PP School/ National
% achieving expected standard or above in reading
100% (2 pupils)
93%/ 74%
% achieving expected standard or above in writing
100% (2 pupils)
90%/ 65%
% achieving expected standard or above in maths
50% (1 pupil)
93%/ 73%
% achieving expected standard or above in reading, writing and maths
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Planned Expenditure
Academic year 2016/17
Barrier to learning
Social and emotional intelligence including low self esteem
Desired outcome
Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.
Success Criteria
Children retain more friendships
Children have less fall-outs
Children need less support in class time to resolve friendship issues all allowing a more positive attitude to school and enabling pupils to
enjoy the learning journey
Chosen action / approach
What is the evidence and rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
& review
PHSE lessons are regular
Circle time etc.
Class ethos is agreed on a classroom charter
to ensure all children feel safe to talk about
their feelings.
Circle time allows a child to share anything on their mind and seek support or advice
from children and adults in the room. It creates an emotionally safe ethos in the
classroom and the children will always feel happy to share their
thoughts/fears/worries. This will mean the teacher is aware of concerns early on
before they become a catalyst for anger.
Drop ins to lessons will show the
class ethos
Training will be offered to staff
SLT
January
2017
Improve emotional literacy for targeted
children
Purchase of ‘Build To Express’ (BTE) lego sets and additional CPD for teaching
assistants
Resources used with individuals and small groups where necessary
SLT
April 2017
COST: £10,000
Support from
 Clare Wilson (BSAT)
 Bryony Almond (Ed Psych)
 In school TP (Amanda Reid Mellor)
BTE resources to empower children
to communicate their thoughts and
feelings and overcome social and
emotional barriers to learning in a
practical, non-threatening manner.
Review of reports from support
agencies
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EARLY INTERVENTION WORKER
Ensure targeted early help for children and
families
COST: £2000
SUBSIDIES FOR EXTRA- CURRICULR
ACTIVITIES
Maximise participation and engagement in a
wider range of activities to increase levels of
self- esteem and confidence
Subsidies for extra- curricular activities
Personalised programmes of support are planned and implemented for individual
children and families where necessary to address social, emotional and behavioural
needs.
More complex needs of the child and wider family will be supported through the
common assessment framework. Contribution to funding of Early Intervention
Worker
Review of support impact with BD
SLT
September
2016
Subsidies for all PPG children invited to participate in extra- curricular activities
including language clubs, art and craft clubs and sports clubs, to develop wider
interests and talents.
Through tracking attendance
records.
Speaking with children to ascertain
their enjoyment and input.
Discussing impact with carers
Admin
September
2016
How will you ensure it is
implemented well?
Staff lead
& review
Pupil progress meetings will review
intervention given (daily readers)
and progress made.
ELT/ SLT
September
2016
Payment of all music lesson and purchase of instruments as appropriate.
COST: £5000
Barrier to Learning:
Lower Reading attainment
Desired Outcome
PP children’s reading improves in line with non-pp children
Success Criteria
PP children make better progress in reading so that their writing is influenced by this
PP children can achieve well in spelling
Children enjoy reading and can talk enthusiastically about a book they are enjoying
What is the evidence and rationale for this choice?
PP children achieve in line with non-PP children.
Chosen action / approach
Children will receive extra daily reading.
Phonics will be addressed in pupil progress
meetings if it is a barrier to progress in
reading.
.
£2000 (TP support)
When children read daily their reading improves. Any areas of difficulty can be
address (phonics) and quickly recapped. Assessment outcomes will be accurate and
swiftly addressed. KS1
Phonics will be encouraged as a strategy to reading in the classroom when
necessary. KS1
All PIRA assessments will be monitored by SLT
Drop ins will show books are
celebrated and phonics is being
used as a spelling strategy.
.
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ONE-TO-ONE READING SUPPORT Reading
mentors from ‘Beanstalk’ charity
£1000
Reading mentors lead a weekly session with individual children to accelerate
progress and attainment in reading. KS2
Barrier to Learning
Low aspirations & self esteem
Desired Outcome
Children make expected or better attainment and talk with enthusiasm about their academic progress.
Success criteria
Children talk about academic targets with excitement and set themselves challenging targets
Children understand what they need to learn and how they are going to do it
Children speak ambitiously about their future at Secondary school and work.
Chosen action / approach
What is the evidence and rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
& date
Pupil progress meetings half termly will
inform how the children are achieving.
Children who are not on track to meet their end of year target will gain support
from intervention (subject support, 1:1 specialist support).
Detailed action plan/ IEP/ parental meetings will take place.
Lessons observations in the
Monitoring programme and
interview children about
purposeful learning.
Report to GB termly
ELT
SLT
September
2016
How will you ensure it is
implemented well?
Staff lead
& Date
LSAT intervention
Karen Mitchell – LSAT Support
Cost £1500
Barrier to learning
Poor attendance/ lateness
Desired Outcome
The attendance of PP children improves
Success criteria
Reduce the number of persistent absentees among pupils eligible for PP
EWO involvement will not be needed
Attendance for the children is in line with national at 96%
Chosen action / approach
What is the evidence and rationale for this choice?
Pupil progress meetings will review
intervention given (daily readers)
and progress made.
ELT/ SLT
September
2016
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Diminish difference between absence of PP
and non-PP children
Contribution to funding of Education Welfare
Officer (EWO)
COST: £2000
EWO will be involved with families where attendance falls below 90%.
Regularly monitoring of attendance and support to school and parents/carers to
resolve issues relating to school attendance, punctuality and engagement.
Early intervention practice for individual attendance, punctuality and engagement
in order to prevent long term barriers to learning and progress.
Long term issues may be identified and lead to a wider network of intervention and
support where necessary.
Half termly attendance review
meeting with EWO
Attendance will be monitored
weekly/ half termly.
Any absence will be addressed
immediately.
Admin
HT
Sept 2016
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