Pupil Premium

Pupil Premium Summary

The government continues to provide funding targeted at addressing underlying inequalities and aiming to tackle the disadvantages that some children experience in life. As a school we use the money carefully to ensure that our vulnerable children achieved the best support possible. One of the measures for assessing the impact of this funding is to look at those children who claim free school meals (FSM). The OFSTED inspection in July 2015 stated that, ‘The school uses additional government funding, such as the pupil premium, highly effectively. As a result disadvantaged pupils make excellent progress in their academic, personal and social development.’
 

Summary Information

School

Deansfield Primary School

Academic Year

2016/17

Total PP Budget

£107,640 (with £1,500 for EYFS).

Date of Most Recent PP Review

July 2016

Total Number of Pupils

479

Number of Pupils Eligible for PP

60

Date of Next Internal Review of Strategy

July 2017

 

Barriers to Future Attainment (for pupils eligible for PP including high ability)

The government continues to provide funding targeted at addressing underlying inequalities and aiming to tackle the disadvantages that some children experience in life. As a school we use the money carefully to ensure that our vulnerable children achieved the best support possible. One of the measures for assessing the impact of this funding is to look at those children who claim free school meals (FSM). The OFSTED inspection in July 2015 stated that, ‘The school uses additional government funding, such as the pupil premium, highly effectively. As a result, over time disadvantaged pupils make excellent progress in their academic, personal and social development.

In-school Barriers

A.

Oral communication skills and vocabulary acquisition is often low for children in receipt of PP funding on entry to FS 2. This slows early progress for these children especially in Reading and writing

B.

Some children present with insecure learning skills such as focus, self-organisation and aspirations. This can lead to learning gaps and low self- esteem especially over KS2

C.

Social disadvantage can manifest in limited aspirations and a lack of parental engagement. Children may not be exposed to rich and varied life experiences and this can put them at a disadvantage

External Barriers

D.

A number of children entitled to pupil premium have social, emotional and behavioural issues that have a detrimental impact on their academic progress

 

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Outcomes

 

 

Desired Outcomes and How They Will Be Measured

Success Criteria

 

A.

Children who are in receipt of PP funding make rapid progress in order to end FS 2 reaching GLD.

Improved communication skills for all children during their time in EYFS, especially for those in receipt of PP funding.

 

B.

Children, especially those in receipt of PP funding, will make expected or better than expected progress to reach ‘expected’ at the end of Year 6, especially in the combined measure.

Children’s learning gaps have been closed and children have learning behaviours that enable them to sustain independent learning over time and in test conditions.

 

C.

Children, especially those in receipt of PP funding, will make expected or better than expected progress to reach ‘expected’ at the end of Year 6, especially in the combined measure.

Children and families are engaged in rich learning experiences and are empowered to have positive aspirations

 

D.

Children, especially those in receipt of PP funding, will make expected or better than expected progress to reach ‘expected’ at the end of Year 6, especially in the combined measure.

Children and families are supported to resolve social, emotional and behavioural issues, accessing long term strategies so that children can access education successfully

 

Academic Year

2016-17

 

Desired Outcomes A&B

Chosen Actions

Evidence & Rationale

Review

Cost

Improved understanding and oral skills in the EYFS.

Improved provision maximising interactions between staff and children.

 

Focused interventions from Inclusion team

SALT training

 

Tracking system – Early Excellence including staff training

 

Improved language skills in the early years provide a good foundation for later learning

 

All interactions are maximised to accelerate progress

 

Evidence taken from learning walks, observations, data drops, progress meetings and reports for Governors

 

Jan 2017

£10,000

All children consistently receive Quality First Teaching  throughout Deansfield in all year groups

           

Provide outstanding training for all staff ensuring that learning and feedback is effectively differentiated and precisely targeted to accelerate progress for children with Pupil Premium funding and close learning gaps.

 

CPD is research driven

 

Training for Higher Level Teaching Assistants and Teaching assistants

 

Lead teacher time is dedicated to EYFS/KS1 and KS2 to support teaching and learning and support Subject Leadership.

 

Year 5 and 6 teachers John Hattie Visible learning project

 

Tracking system

 

More rigorous assessment supported by tests and quizzes to support improved retention of learning

 

Leadership coaching for key staff

 

SLT coaching re designs for learning and expectations for key staff

 

Inclusion team support for identified children

 

 

This will ensure that all children get the best provision possible within the classroom for Reading, Writing and Maths. Teaching is rapidly improving and children are receiving at least good teaching consistently across the school.

 

Ensures that interventions for vulnerable groups, are taught by outstanding practitioners and learning gaps are closed.

 

Key Teachers are accessing relevant training which will impact on their regular practice.

 

Feedback and precise AFL is an effective strategy for improved attainment

 

Focus group teaching is known to have dramatic effect on the attainment and progress of children.

 

Evidence taken from learning walks, observations, data drops, progress meetings and reports for Governors

 

 

Dec 16

£40,000

Precision teaching in Reading to enable children to access higher level text and inference questions.

Investments in high quality texts

 

PEE approach to answering inference questions.

 

Not enough children eligible for Pupil premium reached expected levels in Reading at the end of KS 2. Children need precise teaching of vocabulary and comprehension skills to accurately reflect their reading abilities in a test.

 

Evidence taken from learning walks, observations, data drops, progress meetings and reports for Governors

 

Dec 2016

£5,000

Precision teaching in Maths to close learning gaps.

Training and resources to ensure staff are using every opportunity to clear up early misconceptions.

 

Revision and embedding of key mental maths targets

 

Not enough children eligible for Pupil premium reached expected levels in maths at the end of KS 2. Children need precise teaching of number skills in order to master and carry out calculations accurately and at speed to accurately reflect their reading abilities in a test.

 

Evidence taken from learning walks, observations, data drops, progress meetings and reports for Governors

 

Dec 2016

£5,000

Precision teaching in Grammar to close learning gaps.

Subject training and resources to ensure staff are using every opportunity to clear up early misconceptions.

 

Babcock spelling programme

Not enough children eligible for Pupil premium reached expected levels in Grammar at the end of KS 2. Children need precise teaching of Grammar skills in order to accurately reflect their Grammar and spelling abilities in a test.

 

Evidence taken from learning walks, observations, data drops, progress meetings and reports for Governors

 

Dec 2016

£5,000

Children receive a personalised provision, where appropriate, to ensure all learning gaps are closed

Booster classes

 

Additional teaching and precision teaching for focus groups to close learning gaps

 

Targeted interventions and specific support for learning to enable children to access the curriculum

 

HLTA and Leadership time

 

In school case studies show that children who receive targeted support make accelerated progress.

 

Evidence taken from data drops, progress meetings and reports for Governors

 

Dec

2016

£20,000

All children, but especially those in receipt of PP funding, will have access to the cultural enrichment elements of our curriculum.

Investment in high quality texts and artefacts.

 

School Library is open twice weekly at lunchtime.

 

The school works in partnership with the Unicorn Theatre, The Tower of London and The Young Shakespeare Company.

 

All children have access to and learn how to use cutting edge technology to support their learning.

 

Funding has been used to provide places at our extra provisions.

 

Learning Mentor in role.

Support rich and creative learning environments encourage interest and a thirst for learning.

 

Ensure that all children have access to high-quality texts throughout the school, regardless of their background.

This will give children the opportunity to explore the natural around them.

 

Ensure that all children have access to music lessons

 

All children will go to the theatre and experience live performances regardless of their background.

 

All children will be able to experience our enriched curriculum.

 

Investment in lego resources to support coding element of the computing curriculum.

 

Children have the opportunity to use the internet and computer software to support with home learning activities.

 

Vulnerable children are able to access these provisions, including School Journey, irrespective of means.

 

FSW supports families to access educational provision effectively.

 

July 2017

£15,000

Desired Outcomes C&D

Chosen Actions

Evidence

Review

 

Children who are in receipt of PP funding, are identified and supported

Inclusion leader and learning Mentor to  support vulnerable families and signpost support

 

Parent classes and workshops

 

Inclusion Leader to hold progress meetings for those children who are vulnerable.

In school case studies show that children who receive targeted support make accelerated progress.

Interventions are well led by TAs and progress is seen. 

 

Evidence taken from data drops, progress meetings and reports for Governors

Dec 2016

£5,000

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