Pupil Premium Strategy 2017-2018

Pupil Premium Strategy 2017 -2018

 

Amount of pupil premium funding received 2017 – 2018

 

Number of pupils eligible

Total PPF received

2017 – 2018

 

45

61,580

2016 - 2017

41

 

57,460

2015 - 2016

 

 

55,520 (+ 9924) brought forward totalling = 65444

2014 - 2015

 

 

55,528

 

Identified barriers to educational achievement

St Marys School have identified the following barriers for some children who are currently in receipt of Pupil Premium:

  • Access to extra-curricular activities – educational experiences such as trips, music lessons
  • The increasing number of pupils who are in receipt of pupil premium and are on the schools Special educational needs register (currently 45%). 66.6% have needs related to cognition and learning and 66.6% have needs related to social, emotional and mental health.
  • Engagement in extra –curricular clubs remained at the lower end with less than half FSM children attending after school clubs 2016-2017
  • Reception class 50% Pupil Premium and SEN in Autumn 2017

 

Rationale for expenditure

As identified in the 2016-2017 impact statement the majority of children in receipt of pupil premium funding made inline progress across the curriculum areas. Accelerated progress is now required for PP pupils in receipt of FSM in Maths throughout the school. In order to address this need and the identified barriers St Marys School have allocated the Pupil Premium funding in the following way to raise attainment and achievement of disadvantaged children to at least expected progress through:

  • Academic
  • Enrichment/Engagement
  • Well being

 

 

 

 

Key expenditure – Proposed summary of spending 

Supporting the whole child

Area

Focus

Total allocation

Academic

-          Provision to raise literacy and numeracy attainment and accelerate progress

-          Personalised learning support

43531

Enrichment/Engagement

-          Enhanced/improved cultural capital – trips, activities, uniform, extra curricula activities

-          Increasing parental engagement

5100

 

Well being

-          Providing social and emotional support/interventions – Thrive/nurture/ breakfast club

-          Building self-efficacy

-          1:1 Thrive Support

-          Development of TIS

12947

 

 

 

 

Area of spend

Intended outcomes – why approaches were taken

Action

Academic

TA support focused interventions .

 

HLTA Inclusion Co-ordinator

-          Improved learning outcomes in reading, writing, maths and GLD in EYFS

-          1:1 and/or small groups intervention planned to cater for individual needs.

-          Support within lessons to improve understanding.

-          Consolidation of learning completed in class

-          Focus on Reception class with targeted PSED, CCL work

 

-          Regular communication between class teacher and TAs

-          TAs receiving regular updates on PP children at weekly TA meetings.

Part Funding Educational Psychologist

To provide support as required

 

-          Accurate assessments

-          Clearly identify barriers and support planning for provision

Reception class - supporting high proportion of SEN and PP

Improve ELG outcomes from starting points PSED/PD/Communication and Language

 

Enrichment/Engagement

School trips and residential subsidised to ensure access for all pupils

 

 

 

 

-          Raise aspiration, motivation and engagement. Develop individual self – efficacy

-          Pupils are able to participate fully on school trips

-          Learning is supported by trips to enhance the learning experience leading to improved academic achievement

-          Social skills, independence, preservice are developed through school trips.

-          HT to liaise with parents regarding funding available

-          Available funding is noted on initial letters home about trips.

Forest schools weekly sessions to focus a range of individual needs

-          A wide range of needs addressed such as self-confidence, communication and corporation.

-          Meetings held with forest school team and staff to  carefully choice the most suitable pupils

Monies available to support children in their choice of after school for Music tuition

-          Talent, skills and efforts in non – academic areas are celebrated and self-confidence is increased.

 

-           

Well being

Funding for attending breakfast club. Breakfast club is subsidised 100% for FSM children.

-          To provide a range of opportunities and equal access for all children and to promote healthy active lifestyles

-          To promote good attendance

-          Inform parents that PP children can attend breakfast club at a subsidised cost.

-          Purchase of activities, games to support engagement during breakfast club.

Thrive Approach being used and the development of moving to a TIS

 

-          1:1/small group work focusing on thrive activities

-          Thrive TA employed specifically to target this area.

 

How will the school measure the impact of Pupil Premium?

At St Mary’s school we have rigorous monitoring measures in place to track progress on attainment. Data is input continuously by class teachers and the collated half termly by members of the senior leadership team.  The usual cycle of data collection will continue throughout the year with termly in-depth cohort tracking. This will be used to inform pupil progress and allow for early identification of need, support and appropriate intervention. Review meetings with parents of children eligible for PP take place termly. In these meetings parents, children and teachers decide on targets to move learning forward.  Termly meetings with the Pupil Premium Governor allow for the governing body to be firmly involved in the pupil premium funding process.

Pupil Premium Coordinator- Mrs E Hope

Pupil Premium governor - Rev. S. Yates

Date of next pupil premium strategy reviews:

Termly PP Governor meetings/regular SLT pupil premium strategy meetings