Pupil Premium web statement September 2019
How much money did we receive 2018-19?
We received/will receive a total of £14,440 Pupil Premium 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 including those with SEN or who are more able. We choose approaches which have proven impact:
- Training for all staff. TAs and teachers receive the same training in approaches e.g. 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 ability to learn
- Our approach to the curriculum which is child led and about children deepening their understanding with clear sequences of learning and specific endpoints. Specific literacy strategies to develop oral language and reading comprehension are tailored to children where needed.
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, including more able PP and SEN PP made progress in reading (1y2m), writing (1y3m) and maths (1y3m) in 2018-19.
How much PP funding will we have in 2019-20?
We will receive £13120 and we have 10 children entitled to pupil premium
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 this 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: mobility, specific learning needs, and other specific barriers not named here as they would identify children. Our PP coordinator updates plans and actions on a weekly basis as well as working with the head teacher to review progress every half term or more often where needed.
How will PP allocation be spent to overcome those barriers?
We will spend it as this year in order to continue diminish difference in 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 and precision teaching where needed
- EYFS/KS1 interventions to develop talk, reading comprehension, embedding ‘Cracking comprehension’
- ELSA trained member of staff with priority for PP children
- Purchasing private counselling sessions for children with specific needs
- Through training on a pupil led curriculum – ensuring that pupils’ voices are heard and their interests furthered
- 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 we review our strategy?