Pupil Premium

The aim of the Government’s Pupil Premium is to raise attainment among disadvantaged children. It aims to provide additional funding for disadvantaged pupils to ensure they benefit from the same educational opportunities as pupils from wealthier families.

Proposed Allocation 

  • We ensure that teaching and learning opportunities meet the needs of all pupils.
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
  • Pupil premium funding will be allocated following analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.
  • All our work through the pupil premium will be aimed at accelerating progress moving children to at least age related expectations.

Pupil premium strategy statement: 2016/17

1.   Summary information

School

Cam Woodfield Infant School

Academic Year

2016/17

Total PP budget

£28,020

Date of most recent PP Review

N/A

Total number of pupils

144

Number of pupils eligible for PP

21 (2 PP+)

Date for next internal review of this strategy

July 2017

1.   Current attainment

Attainment for: 2015-2016

Pupils eligible for PP (your school)

Pupils not eligible for PP (school/ national average)

% achieving expected standard or above in reading

71%

72% / 74%

% achieving expected standard or above in writing

43%

44% / 65%

% achieving expected standard or above in maths

56%

57% / 73%

1.   Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.    

Social and emotional issues (low self esteem)

B.    

Behaviour

C.

Poor academic skills

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Lack of support from home due to external issues (relationship with parents, siblings)

2.   Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

A.    

Children have a good level of self-esteem both socially and academically

Children talk about their future with enthusiasm

Children talk about academic targets with excitement

Children set/attempt challenging targets

Children speak ambitiously about their future.

 

B.    

Incidents of poor behaviour decrease so that learning can take place.

Children understand how to behave and use strategies to ensure that their behaviour does not hinder their progress.

 

C.    

PP children’s reading, writing and maths improves in line with non-pp children.

PP children make better progress in reading so that their writing is influenced by this.

PP children improve their language skills so that they have a range og vocabulary to use in their writing.

PP children achieve well in spelling

Children enjoy reading and can talk enthusiastically about a book they are enjoying

PP children are able to use and apply their mathematical knowledge independently

PP children achieve in line with non-PP children.

 

D.    

Parents/carers are supported with issues (specific to each family)

PP children understand their ‘life story’ and can feel more secure about their futures.

PP children are given strategies to deal with issues in the home so that they are able to focus on learning at school.

 

E.     

PP children and families receive support to ensure that there is a good routine for bedtime and completion of homework.

PP children complete homework tasks on time.

PP children are alert and focussed in school.

 

2014 - 2015

1.   Planned expenditure

Academic year

2016/17

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

    i.   Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Children have a good level of self-esteem both socially and academically

Staff training on mastery especially in maths

 

Reading Champions

 

Team Points

 

EEF maths reasoning project for Year 2

 

 

Changes to the curriculum – depth not breadth.   Whole school action to support using and applying maths and working independently.

EEF toolkit suggests mastery learning approaches are effective, leading to an additional five months’ progress over the course of a school year compared to traditional approaches.

Support from maths CPD (maths subject leader)

 

Whole school staff training

 

Staff meetings and focussed observations and visual displays

JL

 

 

HH / JL (Steve Lomax)

Jan 2017

July 2017

 

July 2017

PP children’s reading, writing and maths improves in line with non-pp children. There is accelerated progress.

Small classes in R and Y1 enabling teachers to focus on individual pupils.

Class teacher support for small groups rotated with TA support – quality first teaching.

New maths scheme (mastery approach).

Reading champions introduced and supported with new reading diaries.

Guided reading daily.

Daily language focus (1/2 hr) – vocabulary, story telling, questioning skills

Collaborative learning - structured approaches with well-designed tasks lead to the greatest learning gains.(EEF)

Time to support new members of staff

Analysis of data for progress and attainment with teaching staff and TAs

All teaching staff

Dec 2016

Apr 2017

July 2017

Incidents of poor behaviour decrease so that learning can take place.

Consistent use of school behaviour policy – ‘green for great’ and ‘cloud’ system. All staff to review policy at the beginning of the school year. New staff to understand policy as part of induction.

Evidence suggests that behaviour interventions can produce large improvements in academic performance along with a decrease in problematic behaviours (EEF)

1 permanent exclusion in the last 3 years.   Incidents of poor behaviour reflect the success of this consistent use.

All classes to have ‘cloud’ display

 

Cause for concerns staff meeting agenda item raises any behaviour issues.

HH / JL

 

HH

July 2017

 

ongoing

COST

 

 

£2200

   ii.   Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Children have a good level of self-esteem both socially and academically

Work with PSA to achieve tasks to help with self-esteem.

 

Work with PSA or TA to deal with friendship issues.

 

Support children to learn new skills

Some of the children need focussed work to develop self-esteem often developed due to external home life issues.

Using the PSA ensures that they have access to a range of resources and can also work on issues that may be happening at home.

Learning new skills has shown benefits on attitudes to learning and well-being.

Referrals made to PSA.

Regular meetings with the PSA, teaching staff and parents to ensure that all staff can support child.

SK / HH

 

all staff

ongoing

(July 2017)

Incidents of poor behaviour decrease so that learning can take place.

Seek advice from ATS

 

Involvement of the EP as necessary.

 

Seek advice from the Behaviour Inclusion team.

 

Support from Early Help Co-ordinators

 

Reward charts, visuals, behaviour management tools tailored to needs

 

 

We always focus on the unique needs and behaviours of a pupil. However, we also understand that these individual needs and behaviours are part of the wider context of the pupil’s interactions with teaching staff and peers. As such, we achieve the best outcomes by gaining an insight into the impact of the challenging behaviours on other children and adults in school.

 

Whilst the challenging behaviour is always at the heart of our work, we recognise that staff who enjoy a sense of assurance and worth, feel more energised and effective in their management of even the most challenging behaviours.

Referrals made. Clear records of behaviour kept.

 

Progress and attainment data show improvements.

 

My plans (+) produced to reflect the support and advice received

SK / HH

 

SK / HH

 

SK / HH

 

 

SK / HH

July 2017

PP children’s reading, writing and maths improves in line with non-pp children. There is accelerated progress.

One to one and small group interventions

Precision teaching.

Bearing Away, Bear Necessities.

Code.

Language for thinking.

Time to talk.

Listening in the Early Years (with puppet)

Funky fingers.

 

Advice sought from EP.

Programmes recommended at Closing the Gap and SEN conferences.

Interventions discussed at cluster meetings.

Attainment and progress of children show success of specific interventions.

SENCO to monitor data and intervention impact.

SENCO to seek further advice from SEN monitoring and school support officer and ATS

Contact Outreach for advice on implementing strategies.

 

 

 

teachers

SK

SK

Reception

Reception

 

Reception

Dec 2016

Apr 2017

July 2017

Parents/carers are supported with issues (specific to each family)

 

PP children and families receive support to ensure that there is a good routine for bedtime and completion of homework.

PSA to support families with issues at home and/or school.

PSA and school to signpost through the Early Help support.

PSA attending the Early Help panel.

Parent Plus course arranged locally

Reward charts, visuals, behaviour management tools tailored to needs

 

Families are best supported by those who are already working with them, with additional support from local partners arranged as needed. Children and families are entitled to early help if and when they need it. (Gloucestershire Early Help team).   Children Centre provide the family worker and this gives her the wider resources to support.

DSL and SENCO work closely together to support vulnerable families to ensure a quick and effective response to need.

PSA / SENCO support parents at parenting sessions

SK

 

SK

 

SK

 

SK

July 2017

 

July 2017

 

July 2017

 

Dec 2016

COST

 

£25,000

The allocated funding is £42,100.

Spending

£23076 has been used to give release time for PSA work and also time for interventions.

£5145.97 has been allocated to teaching assistants doing various interventions

£5741 has been allocated to continue the IGCC programme

£5110 has been allocated to allow for TAs in Reception in the afternoon (during the summer term only)

£500 has been allocated to continue providing free milk for those previously entitled

£306.92 has been spent on resources

£2220.11 remaining

2013 - 2014

The gap between Pupil Premium and non Pupil Premium children has narrowed over the last year and there is now a smaller gap in the school to nationally

Narrowing the gap

  School 2013 National 2013 School 2014 National 2014
All 4.7 2 1.4 1.8
Reading 4.3 2 1.2 2.0
Writing 4.7 2 1.4 1.9
Maths 5 1.8 1.4 1.7

Our Pupil Premium allocation for 2013-2014 was £26,100.

There were 29 children on roll who have or have ever had FSM (Free School Meals).

£7692 of this was used to fund the PSA (Parent Support Advisor) who works with many of these families.

£523 funded the continuation of free milk for FSM children who are over the age of 5.

£14245 funded the release of the SENDCo from PPA. This has meant, through meetings with the teachers, pupils and other staff that an individualised programme has been put together to meet the needs of individual children. For example being part of a targeted reading programme; 1:1 handwriting or phonics work.

Y2 SATs

School FSM

National FSM

All

15.0

14.6

Reading

15.7

15.0

Writing

14.3

13.7

Maths

15.1

15.0

2012-13

£17,400 was allocated in the 2012-13 budget.

What it has been spent on:

  • Largely used to ensure that all classes have 15 hours per week of TA time. This means that work can be targeted and small groups worked with.
  • Social skills group, led by a TA, was targeted at specific children to help them to develop their confidence in themselves and making friends.
  • Fine motor skills groups helped to improve children’s handwriting skills.
  • Bearing Away and Bear Necessities are targeted phonics programmes. The first helping to learn sounds and the second supporting with blending. It costs £496 per year to deliver this to an individual child.
  • PSA has provided support to parents for a variety of reasons. The impact of this often leads to things working more smoothly at home and has a positive impact on the children in school.
  • Y2 SATs

    School FSM

    National FSM

    All

    12.7

    14.3

    Reading

    13.4

    14.8

    Writing

    11.9

    13.5

    Maths

    12.8

    14.7

    2011-12

    Y2 SATs

    School FSM

    National FSM

    All

    16.1

    14.1

    Reading

    15.7

    14.1

    Writing

    15.7

    13.2

    Maths

    17.0

    14.6