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Pupil premium

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap with peers. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for Free School Meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Whilst schools are free to spend the Pupil Premium in any way they choose, we are required to publish online information about how we have used the funding.

1. Summary Information
School Church Broughton C 0f E (C) Primary School
Academic Year 2016/17 Total PP Budget £5580 Date of most recent PP Review n/a
Total number of pupils 94 Number of Pupils eligible for PP 8 + 1 Service Date for next internal review of this strategy July 17

 

Working at or above expected standard: Maths063
2. Current Attainment (%) KS2 2016
  Pupils eligible for PP (School) Pupils not eligible for PP (School)
Working towards expected standard: Reading 50 44
Working at or above expected standard: Reading 50 56
Working towards expected standard: Writing 100 62
Working at or above expected standard: Writing 0 38
Working towards expected standard: Maths 100 37
Working towards expected standard: EGPS 100 37
Working at or above expected standard: EGPS 0 63
Working towards expected standard: R, W, M 100 69
Working at or above expected standard: R, W, M 0 31

 

3. Barriers to future attainment (for pupils eligible for PP including high ability)
 
In-school barriers
A. PP children have SEN which results in lower attainment and slower rates of progress.
B. Oral language skills in FS/KS1 children are lower for some children eligible for PP.
External barriers
A. Attendance rates for children eligible for PP are low. This slows progress during the term/year.
B. Home support for children eligible for PP is limited due to educational abilities of parents.
C. Non-attendance in a setting before school leads to slower rates of settling in and conformity to structure/routine.

 

4. Outcomes
  Desired outcomes and how they will be measured Success criteria
A. Provision Map SMART targets enable SEN children to make progress each term. Children will make progress against the their targets and make as much progress as children without SEN.
B. PP children to achieve age related expectations at the end of the year in reading, writing, maths and SPAG Children’s attainment will be at least in line with the attainment of non-PP children
C. PP children to make at least expected progress in reading, writing, maths and SPAG Children will make at least the same progress as non-PP children
D. Improve oral language skills for children in FS/KS1. Children in FS/KS1 make rapid progress and meet age-related expectations at the end of the year.
E. Increased  attendance rates for pupils eligible for PP. PP attendance to be at least in line with other pupils.
F. PP children to receive support from home. Parents to attend consultation evenings and any appropriate information evenings. PP children will complete any homework set.
G. PP children quickly learn the school routines and rules. PP children will conform alongside the rest of the class.

 

5. Planned expenditure
Academic Year 2016/17
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies
Desired outcome Chosen 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 implementation?
i Quality of teaching for all
Improve oral language skills for children in FS/KS1. Implement activities recommended by S&L therapist Some children are working below the age related expectation in Communication & language. They are at risk of being ‘emerging’ in this area at the end of the year. Targeted time allowed in timetables for this intervention SK, KT Dec 2016, Mar 2017, July 2017

(Dates of PPRM)

PP children quickly learn the school routines and rules. Purchase of resources to support routines/rules eg puppets, storage, signage Children are not always demonstrating a readiness to learn in the Autumn Term Resources will be selected according to value for money and ability to be accessed by all children SK, KT Dec 2016
Total budgeted cost £800
ii Targeted support
Desired outcome Chosen 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 implementation?
Provision Map SMART targets enable SEN children to make progress each term. Cover provided to allow staff time to complete Provision Maps and engage with parents in meetings Staff can explain how targets can be worked towards at home Targets will be achieved over the course of a term KM Oct 2016, Feb 2017, June 2017

(Dates of Provision Map meetings)

PP children to achieve age related expectations at the end of the year in reading, writing, maths and SPAG.
PP children to make at least expected progress in reading, writing, maths and SPAG
TAs employed to target PP children through intervention
Such as Positive Play, Nessy, Beat Dyslexia, Daily Readers, phonics, comprehension, maths etc.
Resources purchased to support intervention groups (eg Laptops)
Pupils identified and grouped according to specific needs relating to Reading, Writing, Maths an SPAG TA timetables will have intervention groups as priority. Whole class support will be allocated to any remaining time. In the main, interventions will take place in afternoons allowing children to participate fully in maths and English lessons. AD/KM Dec 2016, Mar 2017, July 2017

(Dates of PPRM)

Total budgeted cost £4200
iii Other approaches
Desired outcome Chosen 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 implementation?
Increased  attendance rates for pupils eligible for PP. Support with the cost of school trips.

Pay for school milk.

Children may be kept off school on the days of trips if parents are unable to cover the costs

May provide an incentive for being in school.

Use discretion to offer financial support for families. Offer to fund all/part of a trip depending on the family circumstances.

Ensure parents are aware they are eligible for free milk

KM/HS/AL Attendance figures at the end of each term.

Level of participation in school trips.

Monitor milk bills each month

PP children to receive support from home. Chase up attendance at consultation evenings if forms are not returned.

Personal invitations to information evenings.

Verbal explanation of homework to parents.

Provision of a school homework club.

Some parents do not attend consultation evenings and then are not aware of how best to support their children at home.

Parents are not always able to read information sent home on letters or by text.

Homework is not always completed successfully.

Parents will engage with staff and work towards the targets set for their child.

Parents will attend events in school.

Homework will be marked on its return and support provided in school to do homework

KM Dec 2016, Mar 2017, July 2017

 

Total budgeted cost £400

 

6. Review of expenditure
Previous Academic Year 2015/16
i Quality of teaching for all
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Lessons learned Cost
Laptops to support children with difficulties in writing Purchase of Laptops to enable children to access the curriculum Children enjoy using the laptops and this motivates them in their learning. Need to keep updating the stock of laptops and Ipads £718
ii Targeted support
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Lessons learned Cost
Positive Play provided for children with social/emotional needs A teaching assistant to provide Positive Play for two afternoons each week Several children had been targeted and were working on the Positive Play programme for 20 mins each week School to create own programme rather than buying into the LA package. TAs to train colleagues in the implementation of Positive Play £2184
Teaching Assistants to provide targeted individuals/groups with intervention A teaching assistant to provide personalised support for three afternoons a week Children made progress as a direct result of intervention Interventions have a direct impact on progress, use future funding to provide as much intervention as possible £3276
Resources purchased to enhance our Positive Play provision Purchase of Positive Play resources Children had access to a variety of toys, games and activities. Other resources enhanced the environment. Resources from educational catalogues are very expensive, we could get more for our money by looking elsewhere. We will continue to ask for donations of resources. £500
Children given the opportunity to discuss feelings with an adult Purchase of Talk Time Children were able to talk about any issues that were a concern to them This service is rather expensive and so only benefits a few children. We need to find a more cost-effective way of providing this support. £1000
iii Other approaches
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Lessons learned Cost
All children to access school trips/learning experiences that are additional to the curriculum Support for trips/learning experiences Children participated in residential visits despite the high cost. This enabled the children to feel included and to build up their self-esteem, team work skills and problem solving skills. We would continue to provide this support, particularly as some families with more than one child and low income, would struggle to enable their children to attend such events. £350

 

7. Additional detail
Very small numbers of PP children in individual year groups make comparisons with non-PP children

The school’s ethos is one of success, where good teaching and good behaviour flourish

Quote from latest OFSTED report
School endorsements