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Pupil premium investment 2016-17

In 2016-2017 there is £34,760 of pupil premium funding being invested to improve the outcomes of disadvantaged children at Aldermaston CE Primary School.

Vision statement for 2016-17

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/behavioral 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
  • 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.
  • Opportunities for a qualified Speech and language therapist to work with children where specific 1:1 therapy is required. This is in addition to more intensive/regular provision that can be provided by the local authority offering
  • 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.
  • 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 2017

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