Pupil Premium Grant – Primary Funding Allocation 2018-2019

Summary Information (January Census 2019)

Summary Information (January Census 2019)
FSM/Ever 6 LAC
Number of pupils 495 0
Amount per pupil £1,320
Projected Funding £653,400 Funding allocated through PEP
Total PP Budget                                             £653,400
Total number of pupils on roll 1,277
Pupils eligible for PP 495
Total % of disadvantaged pupils 39%
Review of PP Strategy July 2019

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; 39% of pupils 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 2018, baseline data showed that 94% of Nursery pupils entered significantly below the age related expectation.  Assessments identified pupils’ personal, social and emotional development, communication, language and physical development were poorly developed.

Diversity

95% of pupils are from ethnic minority families with 84% speaking English as an additional language.

SEN

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

Ability to support Learning

Ability to support learning at home and opportunities to develop outside of school hobbies/learning in the wider community is compromised in some families.

 

Planned Expenditure

PPG Intervention Beneficiaries Rationale Expected Impact/Measure Lead Staff Cost
Academic

Additional teachers and TAs (FT/PT) to deliver small group, 1:1 interventions targeting identified vulnerable pupils.

Target pupils, including disadvantaged and vulnerable pupils.
  • To secure early intervention in EYFS through targeted support and strategically focused provision.
  • To use the ‘Welcomm’ pack to improve oral language skills and vocabulary for disadvantaged pupils in EYFS and identified pupils in KS1.
  • In KS1 to develop and embed phonics and reading skills through phonics groups and targeted interventions.
  • In Years 2 and 6 to reduce 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 secure high quality focused teaching in English and Maths through booster groups.
  • To secure ‘Quality First Teaching’ in every teaching group that is tailored to meet the individual needs of pupils and secure good or better progress.
  • To secure high quality and focused interventions – Pocket Folders, Toe by Toe, Rapid Read, Stiles, IDL, Words First and Maths Whizz.
  • 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.

 

Continue to diminish the difference between PP and Non-PP pupils in progress and attainment.

 

EYFS: Welcomm – improved language and communication skills.

Measure: attainment and progress data is in line with or above national at end of EYFS, KS1 and KS2.

Assessment Leads (N Riaz & H Rifat)

 

DHTs

£415,304
Academic

Y6 Booster and 1:1 tuition

 

Development of English and Maths skills through 1:1 tuition and small targeted booster support.

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 pitched focused provision that accelerates pupil progress.
  • To provide the individual support needed to attain end of Key Stage 2 targets through 1:1 tuition.
Increased attainment in Reading, Writing and Maths.

 

Measure: KS2 attainment and progress

 

DHTs

Y5/6 Phase Leaders

£12,000
Academic/Well Being

Contribution to the cost of Inclusion staff to remove barriers to learning.

Target pupils, including disadvantaged and vulnerable pupils.
  • Additional SENCos (non-class based) and support assistants to close gaps in progress and attainment of identified groups of and individual pupils.
  • Development of language skills – weekly targeted support from a Speech and Language therapist.
  • Cost of support from ‘Pupil and School Support’ – to increase confidence, self-esteem and help better engage vulnerable pupils in learning.
  • Resources to secure robust safeguarding procedures, including purchase of ‘My Concern’ and the on-going training of Designated Safeguarding Leads.
Targeted pupils develop increased self-confidence, greater independence and resilience – impacting upon attainment and progress.

 

Measure: Expected or better progress by SEN pupils.

Inclusion Leader ( S Taylor) and SENCOs £128,060
Enrichment and Engagement

Contribution to the cost of providing out of classroom opportunities and experiences to ‘diminish the difference’ for pupils to widen their horizons and impact positively on life experiences that can be used in learning.

Target pupils, including disadvantaged and vulnerable pupils.
  • To ensure all pupils have the opportunity to engage in enriched and wider learning opportunities.
  • –  Planned Kingswood residential visit that will enhance the life skills of pupils and develop social skills such as teamwork, leadership and resilience.
  • –  Planned educational visits that provide stimulus for learning and ‘diminish the difference’.
  • –  Planned projects, trips, workshops and visitors allowing pupils to participate in arts, build understanding of the world and explore the rich artistic, cultural and social heritage of the UK.
  • –  School TV and radio show providing collaborative learning experiences and development of performance skills.
  • –  After-school/extra-curricular clubs allowing access to activities and experiences unavailable and the development of skills and talents.
  • To meet the social, moral, spiritual and emotional needs of pupils.

 

 

Pupils have access to 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.

 

TV/Radio show – Increase in pupils’ confidence and improved attainment in speaking and listening, reading and writing.

 

Measure: Pupil voice and outcomes from parent questionnaires.

Strategic Curriculum Leaders

(S Portlock &

S Ahmed)

 

DHTs

£29,080
Enrichment and Engagement

Music lessons and extended experiences

–  Year 4 Whole Class Instrumental Teaching

–  Small group tutoring/electives

Year 4 Pupils

Year 5 and 6 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 Year 5 and 6, participation in in-school and local performances.

Strategic Curriculum Leaders and Music Leaders

(S Portlock,

S Ahmed &

A Pretty)

£7,661
Well Being

Contribution to the cost of Pastoral staff to remove emotional and mental health and wellbeing 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.
  • To monitor attendance and provide families with support to improve attendance, e.g. through attendance workshops.
  • Attendance rewards to reward good or better attendance.

 

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.

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.

Inclusion Leader ( S Taylor)

DHTs

£36,561
Well Being

Contribution to the cost of Family and Community Engagement Team to provide targeted support, remove barriers to learning and develop mental health for families.

Target disadvantaged and vulnerable families.
  • To meet the social and emotional needs of families.
  • To support families who are facing challenges, ensuring Early Help is in place.
  • Supporting parents/carers to overcome barriers to pupils learning and increasing engagement of parents in learning.
  • Supporting parents to attend family learning sessions.
  • 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.
Increased parental engagement in meetings, workshops – to support parents understanding of how their child learns in school.

 

Measure: Parental engagements at meetings and workshops.

Family and Community Engagement Team (C Francis, and N Osman-Ghani). £17,734
Academic

Improve reading, writing and maths attainment through a mastery approach and continue to address gaps in understanding.

All pupils
  • Staff training to develop Guided Reading provision that offers a precisely focused skills-based curriculum.​
  • Guided Reading has a weekly skill focus and clear learning objective to ensure pupils use and apply reading skills (word reading and comprehension) to develop independent reading strategies.
  • For teaching of mathematics to develop a mastery approach that supports all pupils in accessing their year group curriculum with sufficient breadth and depth.
  • To develop basic number skills and fact fluency through additional interventions.
  • Staff training and investment in resources to develop the use of models and images in lessons to represent key concepts and secure/embed understanding and to develop skills of reasoning and problem solving
A higher percentage of pupils to master the year group curriculum.  Impact of reasoning and mastery teaching is evident in outcomes and lesson observations.

 

Measure: attainment and progress.

English and Maths Leaders (N Malhi and E Clifford). £7,000