“Funding for pupil premium has been targeted well from the school’s detailed tracking systems by identifying pupils who need extra help. Pupils have been set work at the right level to help them catch up. The school has extended the hours of its highly skilled and experienced teaching assistants to provide additional support and small group teaching.”
(WHITCHURCH OFSTED REPORT NOV 2012)
Pupil Premium web statement September 2016
How much money did we receive 2015-6?
We received/will receive a total of £ 16440 PP funding
How did we spend it and why?
We have used 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. We choose approaches which have proven impact for children of all abilities including the 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.
· 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 ability to learn
· 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 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. These begin in EYFS with Teaching Talking.
We use our funding to ensure that these high quality, impactful approaches are used in every lesson and for every child. We also support families with the cost of trips and visits as well as music lessons and PP children have 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 on eligible pupils?
12 children across all year groups were entitled to PP funding. General information is provided here so as not to identify individuals.
Overall, PP children made more progress than non PP children in reading (1y2m), writing (1y2m) and maths (1y3m) in 2015/6. No PP child made less than 12 months progress in any area with some children, in particular those with SEND, making outstanding progress.
How much PP funding will we have in 2016-7?
We will receive £13080
What is our PP strategy?
Our strategy is simple - 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. Barriers include: mobility, specific learning needs, poor higher order comprehension skills and other specific barriers not named here as they would identify children.
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 also be extending some of the provision that had greatest impact this year through:
· Daily pre and over teaching
· EYFS/KS1 interventions to develop talk, reading comprehension, purchase of ‘Cracking comprehension’
· Training for mastery for all TAs and teachers, across all subjects
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 do we review our strategy?
“Consequently all pupils who received extra help, including those eligible for the pupil premium, have done very well in reading, writing and numeracy”.
(WHITCHURCH OFSTED REPORT NOV 2012)