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Pupil Premium 2017/2018

Key Messages

The pupil premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. These include pupils who are entitled to free school meals, those Looked After by the Local Authority and children of armed service personnel. The intended effect of this funding is to accelerate progress, raise attainment and support the pupils in the participation of activities in the wider curriculum. Schools decide how the allocated pupil premium funding should be spent, since they are best placed to assess what additional provision should be made for these pupils. All schools are required to report on the amount of funding received, how this is being allocated and the impact of any additional support or provision. For more information on the Pupil Premium, please visit: http://www.education.gov.uk/schools/pupilsupport/premium

If you feel that your family are eligible for Pupil Premium please apply by following this link:

Our Vision

 We have a clear vision for what all our pupils will achieve through high quality teaching, with an ethos that reinforces aspiration and attainment for all. We realise the importance of getting the basics right, like attendance and behaviour, and understand that failing to put these building blocks in place will undermine the effectiveness of the pupil premium funding in raising standards. We have adopted a whole school approach to our use of the pupil premium grant that focuses on the full potential of every pupil, including nurturing our more able pupils to excel.

Our Principles and Steps to Success:

  • To ensure that teaching and learning opportunities meet the needs of all of the pupils.
  • To raise attainment of pupils at risk of underachieving in English and Maths by falling below end of year or key stage national curriculum levels

To provide additional support for those pupils who are at risk of underachieving in English and Maths at the end of the Year.

  • To ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
  • In making provision for socially disadvantaged pupils, recognising that not all pupils who receive free school meals will be socially disadvantaged.

 

Summary of the main barriers faced by eligible pupils: 

  • Pupils who have suffered early trauma and experience on-going attachment issues - this includes pupils with emotional and developmental delay
  • Delays in social/emotional/behavioural development
  • Cognitive delay
  • Medical conditions which can impact on attendance and thus learning
  • Communication and language barriers.
  • Limited progress in Reading, Writing and Maths
  • Behaviour, Social, emotional and Mental health difficulties. Therapeutic support needed for key individuals.
  • Personal and social skill development.
  • Lack of children who are motivated by both extrinsic and intrinsic reward systems
  • Children who have limited home support and opportunities for pre learning and consolidation.
  • Delay in Physical development; fine and gross motor skills.
  • Restricted life experiences and the impact on learning.

 

We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged. We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.

 Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals.

We monitor and evaluate our Pupil Premium spending, avoid spending it on activities that have little impact on achievement, and spend it in ways known to be most effective.  Provision is evaluated at Pupil progress meetings each half term.

Aldermaston School Pupil premium strategy statement

  1. Summary information

School

Aldermaston C.E Primary School

Academic Year

2017/18

Total PP budget

£43,680

Date of most recent PP Review (internal/external)

January 2018

Total number of pupils

 

Number of pupils eligible for PP

29

Date for next internal review of this strategy

April 2019

 

  1. Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% Achieving GLD (2/15)

0%

87%

% Achieving Phonics (4/25)

40%

92%

% achieving Expected or above in KS1 RWM

67%

82%

% achieving Expected or above in KS2 RWM

0%

73%

Progress R/W/M

 

 

 

  1. Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers (issues to be addressed in school, such as poor oral language skills)

  1.  

Spelling and maths attainment, particularly PPG boys.

  1.  

Social, emotional and mental health difficulties which impact behaviour.

  1.  

Delayed speech and language skills and ability to communicate appropriately with other peers due to social communication difficulties.

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Parental support with homework and reading.

  1. Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

  1.  

Spelling and maths attainment, particularly PPG boys.

Standardised scores are monitored and show an increase in progress in all targeted areas of learning.

  1.  

Social, emotional and mental health difficulties which impact behaviour.

Increased attendance is recorded. Lower number of entries on behaviour logs and fewer referals to SLT.  Monitoring shows more engagement in learning and lessons, following school rules and expectations, respect is shown to all adults, peer relationships have improved and there are less disagreements.

Children’s learning is not  disrupted by behaviour and emotional needs, which has a positive impact on attainment

  1.  

Delayed speech and language skills and ability to communicate appropriately with other peers due to social communication difficulties.

Speech and language recommendations are implemented where needed in each class.

S & L therapist assessments identify the progress for each individual.

Differentiation and alternative provision is planned for and acknowledged on planning. SAP targets reflect this and alternate provision is implemented.

  1.  

Parental support with homework and reading.

Parents to attend more teacher meetings with class teachers and staff. Parents are positively engaging  with school and supporting their child’s learning.

Completing more reading and homework tasks.

 

       

 

Planned expenditure

Academic year

2017/2018

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.

  1. Quality of teaching for all

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?

Behaviour of key PPG has become more positive. Children are more engaged in their learning and fewer disruptions are recorded.

 

Support from BST to target particular PP children and provide appropriate recommendations.

More behaviour logs entries have been noted

More visits to SLT have been recorded.

Incidents of lack of respect noted in classrooms and during assembly times.

Observations in class.

Monitoring of behaviour logs and implementation of recommendations supplied by outside professionals.

Monitoring books and the children’s engagement in tasks.

Class teachers and inclusion lead.

Termly

Class teachers take more responsibility of implementing targeted interventions. They ensure impact of each intervention is measured and recorded.

Teachers identify PP children on their planning. Share interventions/ targets with all staff involved and review half termly during pupil progress meetings

PP previously not identified on planning.

PP needs to be the first priority. After recommendations from SIP – new systems need to be put in place.

 

Implementing a new PP form to record individual targets  - impact of all interventions are closely tracked.

All staff know who their PP children are in class and are following the recommendations from the SIP PP review.

Class teachers and inclusion lead.

Termly

Total budgeted cost

 

  1. 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?

PPG children have tailored interventions to support their key needs.

PPG children identified on all planning and each child has at least one targeted intervention in addition to their daily learning.

Impact needs to be more closely monitored to ensure the most beneficial provision is being implemented in the classroom.

Inclusion leader to monitor and observe.

Key recording sheets are used to note attendance, next steps, duration and objectives for each session.

Inclusion Lead and class teachers.

Termly

Appropriate TA support provided for key PPG children in each class.

All TAs have detailed information provided to them with regards to all PPG children in their class. Background information must also be provided.

Each class teacher completes a detailed intervention timetable.

Not all staff were aware of their targeted PP children in the classroom.

TA’s have access to all PP information/ targets and background.

Inclusion leader to monitor and observe.

Evidence is provided to Inclusion leader with regards to allocation of TAs and interventions covered.

Class teacher/ inclusion lead needs to ensure all information/ targets are circulated with all staff in the school.

Inclusion Lead and class teachers.

Termly

External agencies are used effectively to target the needs of PPG.

Use PP budget more effectively to incorporate more support from external agencies.

Budget allocation of agency use reflects the needs of individual PPG children and the difficulties they have.

Regular meetings with professionals and obtain reports from each.

Inclusion leader to document the involvement and ensure all recommendations/ advice are shared with class teachers.

Inclusion lead.

Termly

Total budgeted cost

 

  1. 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?

More PP children attend extra curricula activities.

Inclusion leader to source alternate clubs.

A very small majority of PP children are attending lunchtime and after school clubs.

Recent interviews and questionnaires have identified the gap in attendance to clubs and the noted the clubs which are of interest to PP child.

Attendance to more clubs is noted and an evaluation of each PP child’s views is recorded.

Class teachers, Inclusion Lead and lunchtime supervisors.

Termly

Total budgeted cost

 

 

  1. Review of expenditure

Previous Academic Year 2016/17

 

  1. Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

  • To ensure that teaching and learning opportunities meet the needs of all of the pupils.

 

Meet with all teachers regularly to assess the impact particular interventions are having on targeted PP children.

Assisting SAP reviews, joining PM meetings and pupil target setting, behaviour training with staff and lunchtime controllers, attachment training, meeting with Tim Khules to discuss Raise Online and attainment, lesson observations and phonics monitoring in KS1, including attending a Phonics Lead training session – Inclusion Lead has provided support.

- GRT focus, particularly boys; including behaviour and literacy skills (reading and writing).

 - PPG focus for spelling and reading. Training TA’s on a Catch programme, Lifeboat spelling and Precision Teaching intervention.

 - Allocating additional TA time to cohorts/ groups with low attainment, including PPG. Contacting outside agencies to carry out additional assessments where necessary.

 - Supporting teachers with differentiation for children who monitored by SISS. 4 children.

 

 

  1. Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

  • To ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

 

Recommendations are recorded on individual plans.

Appropriate therapy sessions are implemented into targeted child’s weekly plans.

Involvement with Behaviour plans and organising and supporting staff with interventions, PPG allocation – matching adults to children/ need and time allocation, outside agency meetings, involvement in new performance management documents, particularly the TA document.

 

Definite impact has been noted with regards to emotional needs, including self-esteem and confidence.

Recommendations need to be implemented in all classrooms.

Close monitoring, observations and timetabled meetings need to be regularly retained.

Need to keep targeted sessions running for key children – Inclusion leader needs to source additional therapy sessions with regards to emotional and social needs.

 

  1. Other approaches

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Parent engagement in reading.

New initiatives from our Literacy co-ordinator.

Children have more recorded reads at home.

They have more opportunities given at home and at school to read a range of genres.

New reading café and whole class competitions has been working well – need to continue next year.

New reading records with house point rewards has been working well. Class teachers need to be aware of those that do not take their reading books home and plan for more opportunities for reading in school.

 

 

 

 

 

Financial breakdown:

Carry forward from 15/16

  £6422.47

PP funding 16/17

  £36,080.00

Total for 16/17

  £42,502.47

Expenditure for 16/17

  Predicted £40,890.00

Carry Forward for 17/18

  £11,700.00

PP Funding 17/18

  £31,980.00

Total for 17/18

 £43,680.00

 

 

 

 

Provision for  2016/2017

Provision for Previous Years


 

 

 

 

 

 

 

 

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