Pupil Premium Grant – Primary Funding Allocation 2017-2018

Key Group Information

Group

(2017-2018)

Number or % of pupils

Taken from DFE Website

Total number of pupils on roll 1299
Total number of pupils eligible for PPG 594
Whole school % of disadvantaged pupils 45.7%

Funding for Primary Disadvantaged pupils

Total TBC by PP notification

Summary of the main barriers to educational achievement faced by eligible pupils at the school:

Deprivation

The school serves a community with a deprivation indicator of 0.3, placing us in the top 20% nationally. Our families and pupils face significant social and economic challenges; 46% of children are eligible for pupil premium funding.

Starting Points

On entry to the Foundation Stage, baseline attainment information shows that our pupils are significantly below the age related expectation. In 2017, baseline data showed that 100% of Nursery pupils entered significantly below the age related expectation. Assessments identified pupils’ personal, social and emotional development and communication, language and literacy skills were poorly developed.

Diversity

95% of pupils are from minority ethnic families with 86% speaking English as an additional language.

SEN

16% of pupils have Special Educational Need with the greatest number of pupils having a ‘Moderate Learning Difficulty’ followed by Speech, Language and Communication needs.

Review of PP Strategy: July 2018

How are we spending the funding?

PPG Intervention Beneficiaries Rationale Expected Impact & Measure Lead Staff Cost

 

Additional staffing in Y6, target YG and identified vulnerable pupils (FT/PT teachers and support staff) Target pupils, including disadvantaged and vulnerable pupils

 

  • To secure early intervention in EYFS through targeted support through strategically focussed provision
  • To provide high quality focussed teaching and learning in English and Maths through booster groups.
  • Secure ‘Quality First Teaching’ in every teaching group that is tailored to meet the individual needs of pupils and secure good or better progress.
  • Reduced teaching group sizes to enable pupils to have greater adult support to secure substantial and sustained progress for all pupils from their different starting points and raise pupil aspirations.
  • To provide high quality and focussed interventions SEN interventions (Toe by Toe, Rapid Read, Stiles, My Maths)
  • To secure equal access to the curriculum and close gaps in progress and attainment through additional adult support for groups of and individual pupils.
  • To secure a high degree of personalised learning in the classroom.
Pupils make expected or better progress and attainment is raised.

Measure: attainment and progress data

Assessment Leaders and DHTs (N. Riaz & H. Rifat) £
Y6 Booster classes and 1:1 tuition Year 6 pupils not on track to achieve end of Key Stage 2 targets

 

 

  • To close gaps in progress and attainment of identified groups of and individual pupils through accurately matched and pitch focussed provision that accelerates pupil progress.
  • To raise self-esteem and aspirations of identified pupils and create a positive climate of achievement for all.
  • To provide the individual support needed to attain end of Key Stage 2 targets through 1:1 tuition.
  • After-school and holiday booster classes.
Pupils make expected or better progress from their individual starting points

 

Measure: pupils achieve their end of Key Stage 2 targets

DHTs & Y5/6 Phase Leaders £
Contribution to the cost of Inclusion staff to remove barriers to learning Target pupils, including disadvantaged and vulnerable pupils

 

  • Additional SENCo (non-class based) to close gaps in progress and attainment of identified groups of and individual pupils.
  • Services of a weekly Speech and Language therapist
  • Cost of support from ‘Pupil School Support’
  • Resources to secure robust safeguarding procedures, including purchase of ‘My Concern’ and the training of additional Designated Safeguarding Leads.
Improved aspirations of targeted pupils to achieve.

Measure: expected or better progress to achieve/exceed end of year targets.

Inclusion Leaders

(M. Alcock & S. Taylor)

£
Contribution to the cost of after-school clubs, school visits, extra-curricular activities and special curricular event (Our Wider Learning) Target pupils, including disadvantaged and vulnerable pupil
  • To meet the social, moral, spiritual and emotional needs of pupils.
  • To provide pupils with enriched and wider learning opportunities.

 

Pupils have access to a varied and enriched curriculum which enables them to expand their knowledge and experiences of the world around them and supports them in making informed choices as positive citizens of modern Britain.

Measure: pupil voice and outcomes from parent questionnaires

Curriculum Leaders (S. Portlock & S. Ahmad) £
Music lessons and extended experiences

  •  Whole Class Instrumental Teaching in Year 4 for all pupils
  • Small group tutoring/electives

 

Year 4 pupils

KS2 pupils

All disadvantaged pupils

  • To meet the social, moral, spiritual and emotional needs of pupils.
  • To provide pupils with enriched and wider learning opportunities.

 

Pupils have access to a varied and enriched curriculum which enables them to expand their knowledge and experiences of the world around them.

Measure: pupil voice, number of pupils continuing as music electives in Y5 & Y6, participation in in-school and local performances

Curriculum Leaders & Music Leader (S. Portlock, S. Ahmad & A. Pretty) £
Improve reading and writing attainment and mastery of the YG curriculum though a novel-based curriculum. All pupils

 

 

  • To develop a cohesive and bespoke approach to teaching and learning in English through a novel-based curriculum.
  • To ensure the curriculum design nurtures pupils who read easily, fluently and with enjoyment and depth of understanding.
  • To enable pupils to become effective, not formulaic writers as they learn about how writers use language and words to impact on the reader and use them as models for their own writing.

 

Almost all groups of pupils master the year group curriculum

 

More pupils achieve mastery with greater depth and transfer embedded skills in English confidently, effectively and accurately across the curriculum.

 

Measure: attainment and progress data

English Leader (N. Malhi) £
Contribution to the cost of Pastoral staff to remove barriers to learning. Target pupils, including disadvantaged and vulnerable pupils

 

  • Additional mentoring support to remove specific barriers to learning and meet the social, moral and emotional needs of pupils.
  • Personalised behaviour support, e.g. structured play
  • To monitor attendance and provide families with support to improve attendance, e.g. through attendance workshops.
  • Attendance rewards to reward good or better attendance.
  • To meet the social and emotional needs of families.
  • To strengthen home-school partnerships through communication, parent workshops and supporting parent with becoming partners in supporting their pupils’ learning, e.g. raise the profile of homework.
Parents and pupils feel supported in times of crisis or difficulty.

Pupils have a designated point of contact beyond their class teacher. Social and emotional barriers to learning are broken down.

Positive experiences linked o good attendance.

Pupils develop good routines and behaviours which nurture good attitudes to work at school and in later life.

Measure: attainment and progress data, pupil voice, behaviour data (Mentoring tracker)

Inclusion Leaders

(M. Alcock & S. Taylor) and DHTs

£