Menu
Home Page

Working today for a better tomorrow

Deployment of Pupil Premium Funds

Deployment of PP Funds:

2017– 18: Desired outcomes

 

Desired outcomes

Success criteria

A.

Improved outcomes for Pupils eligible for the PP.

The difference between pupils eligible for PPF and their peers achieving the expected standards and above is diminished.

An increased % of pupils eligible for PPF are working at the expected standards at the end of FS and KS1 and pass the Year 1 Phonics check.

Progress of pupils eligible for the PPG is at least in line or better than their peers.

Pupils’ work shows progress over time.

Pupils receive high quality first teaching.

B.

Pupils’ social and emotional needs are met.

Pupils have improved social and emotional skills.

Pupils have improved communication skills.

Pupils are included in school activities and school life.

Pupils receive intervention and use the Nurture Suite to improve their personal, social and emotional development and this impacts positively on their behaviour and self-esteem.

C.

Improved provision and progress for SEN pupils who are eligible for the PPG.

Pupils with SEN have targeted Personalised Learning Plans which enable them to make progress from their baseline.

D.

Improved provision and progress for HA pupils who are eligible for the PPG.

An increased % of pupils eligible for PPF are working at the exceeding standards at the end of FS and KS1.

 

E.

Increased attendance rates for pupils eligible for the PP grant.

Attendance %s for pupils increases to be in line with the rest of the school.

Parents are supported to improve the attendance of their children.

F.

Increased engagement from parents/carers of pupils eligible for the PPG.

Parents/carers are involved in school life.

Parents/carers regularly hear their children read and complete homework with their children.

 

 

Rationale of Strategic Deployment of Funds

As demonstrated above, Reading is a key area we wanted to focus on. Based on previous years’ experience we knew that an effective way of narrowing the gap was to utilise Project X because it was highly successful in improving the fluency, comprehension and reading confidence of disadvantaged pupils.

 

The teaching of Phonics is a whole school priority and the LA advisor who worked with us at the beginning of the year recommended that with the changes to the teaching of phonics that we have made so far, along with continued support and monitoring and effective intervention being in place, we should expect a rise in Phonics attainment for all pupils, including disadvantaged pupils. We have focussed our Phonics and reading intervention on our disadvantaged pupils and the gap has already began to narrow with 100% of our Year One pupils working with our PP teacher making progress in phonics and 92% moving up a reading band. This additional practice takes place in short bursts, so pupils are not missing out on lessons and also go towards making up for a lack of reading support at home.

 

Based on our Pupil Premium Review, our priorities have been reassessed, with the implementation of a measure of pupil need to be put into place using a new assessment tool, and an individual plan put together for PP pupils based on this assessment.

 

Planned Expenditure: Summary of Autumn Term:

 

Identified Issue

Action/Activity

Expected Impact

Real Impact

Cost

Sophisticated, nuanced measure of pupil need

24 PP pupils (initially 18, then building)

 

360 assessment carried out, leading to meaningful discussion around pupil needs

 

Looking at each pupil as an individual and devising a bespoke set of targets for them based on their 360 assessment will address underlying issues with the individual pupils, leading to an individual plan for pupils, focusing on their needs

To be measured Jan 18.
 

x 1 staff meeting

x 6 hours teacher cover for PPMs

Plan for individual students with gap

Teacher complete ‘One Pager’ for targeted pupils

x 9 hour teacher PPA time

Any incentive costs eg pencils, books etc

Support for teachers personalising learning to meet individual needs

 

Initially offering support to teachers in implementing this new strategy will lead it to be more successful.

x 2 hours per week, Pupil premium teacher

Advice to teachers targeted, clear, useful and easy to measure impact

Complete Provision Map

Adapting our current provision map will

To be measured Spring 18.

x 10 hours time, Senco and TA

Phonics

15 PP pupils Y1

17 PP pupils Y2

 

These interventions are in addition to the teacher led work that is taking place in the classroom, focused on narrowing the gap in phonics.

Phonics intervention with teacher

 

Autumn 1: 100% of year one pupils receiving this intervention with the moved up at least one phonics band.

92% of year one pupils receiving this intervention moved up at least one reading band.

x 4 teacher hours per week

TA-led Phonics intervention

 

Autumn 1: 96% of year one pupils receiving this intervention moved up at least one phonics band.

94% of year two PP pupils receiving this intervention moved up at least one phonics band.

 

x 16 TA hours per week

Reading

15 PP pupils Y2

 

 

Project X

Increase of reading levels, comprehension and confidence against baseline thus narrowing the gap in line with their on-PP peers

Autumn 1: All pupils show progress, increase of confidence and development of comprehension skills.

93% moved up a phonics band and over half of pupils receiving this intervention moved up at least one reading level.

 

x 6 Teacher hours per week

Writing

7 PP pupils Y2

4 PP pupils FS

English lessons in a small group with 2 experienced staff

Improve basic skills in English and writing

Work scrutiny shows progress of pupils’ writing in books.

x 8 TA hours per week

 

Fine motor group

Develop fine motor skills

Autumn 1: All pupils have improved their fine motor skills, based on observations.

x 1 TA hour per week

Social and Emotional Development

4 PP pupils KS1

2 PP pupils FS

Social Skills and Self confidence group

Improve confidence and turn taking skills

Resulted in an increase of confidence for pupils in a range of different ways.

 

x 1 TA hour per week

Bucket time

Improve attention, concentration and engagement

Concentration in class reported as much improved.

x 2.5 TA hours per week

Draw and Talk

Emotional support

Pupil progressing well.

x 1 TA hour per week

Lunchtime Club

To develop playing and social skills to be able to access playground with peers

Autumn 1: Behaviour is improving, based on observation.

x 5 TA hours per week

Language acquisition

2 PP pupils KS1

1 PP pupil FS

Speech and Language

Develop S and L

One Y2 child has made great progress and has been signed off from external support.

One FS child has only just started programme and is showing potential.

x 2 TA hour per week

Language for thinking

Develop language skills and understanding

Child is making progress and has moved up a level.

x 1 TA hour per week

Attendance

Attendance is a whole school focus, however we work with targeted families

3 PP families

Weekly attendance award

Improve attendance

Foundation stage PP up to 94% this year vs 90% last year,

Photocopying costs

EWO

Pupils’ attendance and lateness will improve

Attendance and lateness improving with these individual children.

Cost of EWO service

Home engagement

10 PP pupils KS1

5 PP families

Homework Heroes Club

Support pupils with homework

To commence Aut 2

x 1 TA hour per week

Family Art Club

Engage with PP families

To commence Aut 2

x 1 family worker hour per week plus resources

Top