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Funding and Impact for academic year September 2015 – July 2016

Total Pupil Premium 2015 – 2016 = £33,500

We continued to improve the progress of Pupil Premium children by targeting areas of underperformance and supporting the whole child.  

Year 1 Phonics Screening Check

 

Number in Cohort

School – Meeting expected standard

National – Meeting expected standard

All Pupils

30

77%

81%

Disadvantaged children

3

66%

70%

Boys

18

78%

77%

Girls

12

75%

84%

Year 2 Phonics Screening Check

 

Number in Cohort taking Check

School – Meeting expected standard

All Pupils

3

67%

Disadvantaged children

2 (1 SEND)

100%

Boys

2

100%

Girls

0

Non-applicable

Year 2 Phonics Screening Check Cumulative

 

Number in Cohort

School – Meeting expected standard

National – Meeting expected standard

All Pupils

30

97%

91%

Disadvantaged children

2

100%

86%

Boys

18

94%

89%

Girls

12

100%

93%

 

Year 6 pupils achieving standard who were in receipt of Pupil Premium Funding (7 pupils)

School compared to Local Authority.

 

School

Local Authority

Reading

71.4%

56.3%

Writing

57.1%

47.6%

Maths

71.4%

54.1%

 

Whole School:

Progress of Pupil Premium children against non-Pupil Premium children                                                                             (making at least 6 steps progress)

 

Pupil Premium

Non Pupil Premium

Reading

75%

68%

Writing

75%

65%

Maths

79%

68%

 

This shows that the accelerated progress of the children in receipt of pupil premium funding is closing the gap between the two groups.

 

Spending and Impact September 2015 - 2016

 

Amount

One to one and small group interventions in Key Stage 2 and small group intervention in Key Stage 1

A range of individual support and small group interventions took place in both literacy and numeracy. Some of these were implemented by teachers and some teaching assistants. All were monitored on a regular basis and resulted in increased progress for the children involved. Pupil Premium children who have had regular “one-to-one” reading and maths have continued to make particularly good progress. 

 

£11,291

 

Nurture (Rainbow) Groups

Nurture groups operated during the year, run by trained Teachers and Teaching Assistants, to support many of our disadvantaged pupils with their social and emotional skills. They were monitored on a regular basis showing an increased emotional stability for these pupils, removing barriers to learning.  For the groups that involved parents, it was found that the adults became more confident in conversing with their children and therefore building a positive relationship towards learning and school engagement.

 

£1800

 

Swindon Music Service – Contribution from funding

Children in Years 2, 3, 4, 5 and 6 had access to music tuition of sort over the course of the year.  This included African drumming, recorders, clarinets and music composition using technologies.  This was a fantastic opportunity for all the pupils but particularly to those who never have experience of different musical genres.  The opportunity to learn an instrument was very well received by the children.  The impact was on their self-esteem and confidence as well as broadening their cultural understanding.  Children who struggled to express themselves in literacy and numeracy, found that musical sessions gave them a forum to develop their confidence.  Consequently, this had an impact on their performance in other curriculum areas.

 

£500

Inclusion Managers

The Inclusion Manager’s hours were able to be maintained by targeting the use of the funding to support the Pupil Premium children.  She has continued her learning mentor role for all the Pupil Premium children, working alongside them to discuss and share issues to ensure that they are ready for learning.  The children (and their parents) have really benefited from this chance to talk about their worries and concerns with an impartial but supportive person.  The Inclusion Manager is also able to attend meetings and liaise with parents and outside agencies to ensure the best outcomes for the children.  The Inclusion Manager has built in time to observe the children in class and support the staff in providing specific learning tasks to enhance learning.  She has been involved in Pupil Progress meetings and regularly provided feedback and given updates on possible new initiatives to the Senior Leadership Team.

 

£8654

The Heron Club Extended Schools Support

Our Extended Schools provision was offered, at a subsidy, to those Pupil Premium families that need our additional support. This provision allowed the children extra time in a supportive environment and benefit from the equipment and meals provided.

 

£4370

Educational Psychologist

The Educational Psychologist spent time assessing children who were both Pupil Premium and SEND.  This gave the teachers support with how best to move their learning forward and ensured that these children made good progress with their learning.  The service also provided support to parents on how best to support their children at home.

 

£1800

Additional Support & Subsidies

This has paid for the individual needs of disadvantaged pupils that have been identified during the year by their class teachers. The subsidies enabled Pupil Premium children take part in a wider range of school activities such as trips, residential visits, instrument lessons, extended reading materials books to read at school and home.

 

Extended Reading Materials

Feedback on having the extended reading materials in class has been positive.  Boys in particular have enjoyed the variety of themes which aren’t always available in school reading books.  The use of comics during Guided Reading Time has shown an excitement within the group carrying our this activity.

 

£1750

 

 

 

 

 

£500

Residential Trip to Abbey Farmhouse

Pupil Premium children were assessed and specifically chosen to attend a two day residential trip to Abbey Farmhouse in June 2016.  The ratio of two adults to six children meant that the children opened up about their experiences, in a way that they felt unable to do within a whole class environment. One of the children presented to the Governing Body, outlining her experience at the farm.  She said she felt she was able to open up in class and wasn’t as shy.  The very fact that she presented to a group of adults was testament in itself to how her confidence had grown.  This growth in confidence was also evident in one of the other children in the group.  He made particular friendships within the small group of children which has enhanced his day to day experiences in class.  There has also been a rise in his attendance rate which has been historically poor. One of the children felt more accepted by his peer group on his return to school as he had bonded with children from other friendship groups whilst at the farm.  Although it is too early to tell how this increase in confidence has affected results, increase in emotional wellbeing is evident.

The staff at Abbey Home Farm tune into individual children's needs very quickly.  They interact with the children, taking these needs into account and managing them in such a way that they open up and share their experiences; often trying activities that they would otherwise have passed by. 

By involving the children in the gathering and preparation of their meals, the changing of their beds and their duties around the farm and accommodation, teamwork becomes seamless.  The tranquillity and respect that is evident at Abbey Home Farm rubs off on the children, giving them an experience that makes them sad to leave.

 

£820

Catch Up Programme

Two teaching assistants were trained on how to use the Catch Up programme: one for Maths and one for English.  Each training course will took place over three days.  Children were screened to find gaps in the above areas then became part of an intensive programme to focus on filling these gaps and moving on their learning. 

Unfortunately, due to illness (and the need for a qualified member of staff to run the Catch Up programme), the Literacy Catch Up Programme did not take place from January onwards.  However, the English one to one sessions provided the children with individual time with an adult, giving them the opportunity to have someone to confide in should they feel the need to.

 

£500 x 2

 

 

 

 

 

£2000

(for an additional TA to replace class hours of Catch Up TA)