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Equality and Disadvantaged Children

(including use of the Pupil Premium Grant)

Aldermaston Primary School values the fact that it is enriched by the diversity of its community, and stands up against discrimination and inequality. We are aware of, and embrace, our obligations under the Equality Act 2010.


Our objectives are available via a link on this page.  At the moment we have objectives that set out our plans to reduce discrimination amongst two groups of people: the disabled and the economically disadvantaged. We welcome your views on these objectives, and on any other areas of potential discrimination or inequality. Direct your views to enquiries@aldermaston.w-berks.sch.uk or address written views to the school. If you would like to chat about this subject, please phone or call in.

Disability Objectives

Economically Disadvantaged Objectives

Aldermaston CE Primary School

Closing the gap for Disadvantaged Children: Pupil Premium Statement

Pupil Premium Funding is given to schools to support the education of disadvantaged children in certain categories: those who receive, or have received, free school meals, children in the care of the local authority (looked after children), those who have left care e.g. adopted from care, and children of service families. This additional funding has been allocated to all schools to ensure the best possible opportunities for these children. 

Our aim is to make sure that this group of children are motivated as learners and that they make progress against their own individual targets in order to meet or exceed the national average expectations in reading, writing and mathematics, and perform as well or better than their colleagues in our school.

We welcome discussion about the provision for your child – please give us a call to arrange a meeting if this is something you would appreciate.

If you think your child may be eligible for free school meals, please do not hesitate to contact the school office and we will help you with your application.

Vision statement for 2017-18

In 2017-2018 there is £42,299.49 of pupil premium funding being invested to improve the outcomes of disadvantaged children at Aldermaston CE Primary School.

How is the funding used?

Aldermaston seeks to ensure the effectiveness of its use of the Pupil Premium. We recognise that barriers to achievement take a variety of forms and look for individual ways to support each child to achieve their very best. We do this by offering our children a wide range of opportunities and ensuring that these are accessible for everyone. We work with our families and colleagues to make sure everyone has high aspirations for all pupils.

Our aims in deciding how to allocate Pupil Premium funding are:

  • 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 or the end of Key Stage
  • 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.
  • Reading, writing, numeracy
  • Behaviour, Mental health and therapeutic support
  • Need for individual targeted interventions  to accelerate learning
  • Personal and social skill development.
  • Ensuring children are motivated by both extrinsic and intrinsic reward systems
  • Children who have limited home support and opportunities for pre learning and consolidation.
  • Physical development; fine and gross motor skills.
  • Restricted life experiences and the impact on learning.

 We have identified how best to use this income to address inequalities, raise attainment and support these children. 

 This money will be allocated in the following ways;

  • For carefully identified needs we will provide Qualified teacher support (1:1 or in small groups). Class teachers will plan for appropriate interventions to target particular gaps in learning.
  • Support for children who required extra intervention in phonics by an HLTA specifically trained in this area: 1:1 and small group work. In addition, provide new staff with detailed training in delivering the Letters and Sounds program. Provide regular opportunities to observe, monitor and evaluate the phonics provision across school.
  • A key focus on developing early reading skills and approaches for guided reading sessions. Provide 1:1 support for children who required intervention to improve their reading (decoding and comprehension) skills by a trained HLTA. Every class will provide a guided reading opportunity each week.
  • Fund after school and out of school clubs to provide wider opportunities to develop new skills. Support for families to access extra-curricular activities which would be otherwise be impossible financially. We hope to assist with developing more positive social interactions; Football club; Top club kayaking/canoeing; residential trips e.g. Rhos-y-Gwaliau week's residential for Year 6, Skillforce programme for Year 5, sports clubs for KS1 pupils ‘Playzone’- after school club, music lessons, clothing.
  • Structured training opportunities for staff with regard to Speech and Language programs and how these should be delivered.
  • To address on-going behaviour and social relationship issues we will plan for small group work. We are focussing on promoting Social Skills led by an experienced and skilled teaching assistant. In addition we plan to fund support from our Emotional Health Academy to work with key individuals, groups and whole classes.
  • We will fund a qualified therapist to carry out play therapy sessions with a range of specific children who we will feel would benefit.
  • To provide more resources to support the learning of More Able children including inspirational reading materials and extension activities.
  • We hope to provide available transport for those who require such assistance.
  • Develop the use of ICT in providing alternative ways for children with specific learning difficulties to record their work. Train staff on current resources including IT resources (Learnpads) to support the learning and motivation of disadvantaged children and research into what supports this most effectively.

How will the impact of the spending of the Pupil Premium be measured?

  • To monitor progress on attainment, measures will be included in the performance tables that will capture the achievement of students covered by the Pupil Premium. At Aldermaston, the usual cycle of data collection and the monitoring and tracking of the cohort’s attainment, will be used to inform student progress and enable the early identification of need, support and appropriate intervention. In addition, we will carry out termly monitoring of each classes standardised scores and their progress towards closing the gap for all pupil groups.

Review date: September 2018

Provision for  2016/2017

Provision for  2015/2016

Provision for 2014/2015

Provision for 2013/2014

Provision for 2012/2013

Provision for 2011/2012


 

 

 

 

 

 

 

 

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