Brief Description of Project & Rationale

Funding Amount

Intended Outcome

Speaking & Listening skills are low for the majority of children.

Response:

Provide Speech & Language teacher 1.5 days per week to work in EYFS

£13,500

Number of referrals to SaLT reduces from Yr 1 onwards.  Pupils in EYFS are able to speak more clearly, positively impacting on their reading and writing work.  Results in Expressive Arts & Design (EAD) increases and pupils converse freely and confidently with their peers and other adults.

Pupils lack aspiration and levels of engagement with adults are low, particularly in class.

RESPONSE:

Four support staff employed to work in EYFS, KS1 and lower KS2 to help improve standards and enhance provision.

£51,736

Data shows that attainment across all key stages is consistent, ensuring that all pupils make expected progress in R,W and Ma in all year groups.  School also needs to focus on securing GREATER DEPTH of standards.  These support staff will work with all pupils in their class and will lead interventions for identified pupils.  These small group numbers may be increased with the addition of one or two children not in receipt of the PPG but in danger of falling behind.

Many pupils begin to fall behind due to a lack of support at home or poor absence levels.  We need them to catch up or keep uo with their peers.

RESPONSE:

Subscription to KS2 PiXL Programme and employment of TA to deliver therapies.  School to identify Raising Standards Lead and deliver support to identified pupils both within, and external to, normal classroom lessons.

£19,549

Vulnerable pupils in danger of falling behind or in danger of not making AT LEAST expected progress achieve levels expected of them. 

Some pupils cannot access learning in chool due to barriers at home or problems in their own personal life.

RESPONSE:

School to support families financially to allow their children to attend a range of trips, visits and special events including two residential trips in Yr 5 and Yr 6.  School will also help pay for school jumpers for any family struggling to find the money for this.

£18,000

Families are not charged for any trips, visits or special events. EVERY child in school benefits from this approach.  School does not rely on donations from parents to run these, hence they are not cancelled and are guaranteed to take place helping enhance the curriculum and broaden childrens life experiences.  Children who may not have had a chance to go on the trips previously due to financial difficulties can attend without prejudice.  Every child in school will feel part of a community through the use of a shared uniform – no child will stand out due to financial problems at home.

Many children do not have books at home.  Books we have in school are often tatty and in a poor condition.  This impacts on childrens' desire to take them home and on parents eagerness to listen to children read.  A lack of books at home also means that children often do not have storytime or opportunities to have texts read to them

RESPONSE:

Development of NEW reading scheme, reading at home  and home-school support for EYFS, with focus on deepening reading skills to help secure exceeding standards.  School to run another FRED scheme, purchasing books to read at home and as rewards at this age range.  Increased number of 'core reading books' in KS1 will allow more children to take books home and read with their parents.   Parent workshops to be held in local library and parents encouraged to sign up their child; visits by authors for story-telling sessions (including POETS), and a visit by theatre groups performing shows to link with focus books will be arranged.

£10,000

More children read at home with their parents.  They are active members of their local library.  Books are taken home and brought back on a regular basis with a higher percentage of fathers/male role models involved in listening to their children read at home.  Children have a love of books and of the printed text.  Children actively choose books they enjoy and can talk about the types of books they like to read and are eager to share their books with other adults and children. More parents are involved in the learning of their child; they know how they can support them at home to secure further standards

Many pupils begin to fall behind due to a lack of support at home or poor absence levels.  We need them to catch up or keep uo with their peers.

RESPONSE:

Study Support, 1 to 1 tuition sessions and booster groups to take place in KS1 and KS2. Support staff and agency staff used to ensure a programme of after-school support takes place across the whole of the academic year.  Rewards, prizes, incentives and certificates purchased to motivate and engage pupils even further.

£20,000

All resources are used effectively to ensure that identified children make at least expected progress in R, W and Maths, with a high percentage of them (over 50%) making better than expected progress as a result of the interventions put in place for them and the incentives offered to them as part of their work. 

Some pupls are unable to work at home due to a lack of resources.  Parenst who d want to support their children often find it too expensive to purchase the materials required.

RESPONSE:

Purchase of home study and revision support packs for Year 6 pupils, along with CDROM to support Maths.

Parent workshops invite parents into school to learn how to use the materials effectively

£3,000

Parents work with their child at home, helping secure greater progress and raising attainment.

Parents feel supported in their own ability to work with their child at home.

Some children have low aspirations due to a lack of experience and knowledge fo the wider world. Attendance levels are often low due to a lack of aspiration from the parent.  We need children to want to come to school in order for them to convince parents to bring them each day.

RESPONSE:

Arrangement of special incentive days to promote pupil thirst for progress and greater attainment, including animation workshops, archery lessons and circus days.  Work will be linked to literacy follow-ups

£2,000

Children show self-motivation to learn and do well; this is rewarded by their attendance at a special event or activity.  These activities have been chosen as things children would not normally have access to.

We need to ensure that our PPG allocation is being spent correctly.  We need to continue to devleop and challenge our teachers in our drive for educational excellence.

RESPONSE:

Release time for teachers to meet with SLT and stakeholders to discuss pupil progress for FSM6 pupils; three times per year.  Half-termly meeting costs to be met by school.

Staff to work with other staff within EIP Cluster and to also take part in peer teaching and coaching models

£10,000

SLT, stakeholders and teachers meet to focus on attainment and progress of FSM6 pupils.  Pupils are discussed individually and actions agreed to maximise impact.  As a result of this work the attainment and progress of pupils in receipt of the PPG increases and accelerates. As a result f the work on improving outcomes for those in receipt of the PPG, there is also a noticeable impact on other pupil groups too.

Our children respond diffierently to a range of teaching styles and classroom groups, Extra staff ensure that children can be taught in different ways and in smaller groups.

RESPONSE:

Part time support from 0.5 teachers to work in Y2 and Y6 (5/12 of school year)

£42,000

Increased standards in reading, writing and maths at the end of KS1 and KS2 - particularly at exceeding levels for KS1.

TOTAL COST OF OUTLINED PROJECTS

£189,785

Pupil Premium Allocation for 2016 - 2017

   £188,523

Brief Description of Project

Funding Amount

Intended Outcome

Provide Speech & Language teacher 1.5 days per week to work in EYFS

£13,500

Number of referrals to SaLT reduces from Yr 1 onwards.  Pupils in EYFS are able to speak more clearly, positively impacting on their reading and writing work.  Results in Expressive Arts & Design (EAD) increases and pupils converse freely and confidently with their peers and other adults.

Teacher in Year 5 and Year 6 two days per week to improve reading, grammar, spelling and punctuation levels.  Teacher to support provision for ERiC/Class reading through advice and ordering of resources/class reads.  Teacher to work with Year 3, Year 4 and Year 5 from May 2016 onwards.

£16,400

Standards in GPS and Reading improve in Yr 5 and Yr 6.  ERiC takes place in all classes.  School has a good selection of class reads and guided reading materials.  Standards in GPS are improved at accelerated rate following on from input of additional teacher for .75 of Summer Term.

Teacher employed on .5 contract to work with KS1, improving reading, maths and writing standards.

£27,612

Standards in reading rises in all KS1 classes.  Number of pupils passing Yr 1 phonics screening check increases for 2016.  Number of children leaving at, or above age-related expectations in R and W increases and is in line with national averages.

Teacher employed on .5 contract to work with KS1, improving standards in maths

£27,612

Standards in maths rises in all KS1 classes.   Number of children leaving at, or above age-related expectations Maths increases and is in line with national averages.

Three support staff employed to work in EYFS, KS1 and lower KS2 to help improve standards and enhance provision.

£38,802

Data shows that attainment across all key stages is consistent, ensuring that all pupils make expected progress in R,W and Ma in all year groups.

Subscription to KS2 PiXL Programme and employment of TA to deliver therapies.  School to identify Raising Standards Lead and deliver support to identified pupils both within, and external to, normal classroom lessons.

£19,549

Vulnerable pupils in danger of falling behind or in danger of not making AT LEAST expected progress achieve levels expected of them. 

School to support families financially to allow their children to attend a range of trips, visits and special events including two residential trips in Yr 5 and Yr 6.  School will also help pay for school jumpers for any family struggling to find the money for this.

£14,000

Families are not charged for any trips, visits or special events.  School does not rely on donations from parents to run these, hence they are not cancelled and are guaranteed to take place helping enhance the curriculum and broaden childrens life experiences.  Children who may not have had a chance to go on the trips previously due to financial difficulties can attend without prejudice.  Every child in school will feel part of a community through the use of a shared uniform – no child will stand out due to financial problems at home.

Development of reading scheme, reading at home  and home-school support for EYFS.  School to organise and run its own FRED scheme, purchasing books to read at home and as rewards at this age range.  Increased number of 'core reading books' in EYFS will allow more children to take books home and read with their parents.   Book and Story bags purchased to extend current lending system.  Parents invited into school to share writing lessons with EYFS pupils; weekly input to help parents support their child at home.  Parent workshops to be held in local library and parents encouraged to sign up their child; visits by authors for story-telling sessions, and a visit by theatre groups performing shows to link with focus books will be arranged.

£10,000

More children read at home with their parents.  They are active members of their local library.  Books are taken home and brought back on a regular basis with a higher percentage of fathers/male role models involved in listening to their children read at home.  Children have a love of books and of the printed text.  Children actively choose books they enjoy and can talk about they types of books they like to read and are eager to share their books with other adults and children. More parents are involved in the learning of their child; they know how they can support them at home to secure further standards

Study Support, 1 to 1 tuition sessions and booster groups to take place in KS1 and KS2. Support staff and agency staff used to ensure a programme of after-school support takes place across the whole of the academic year.  Rewards, prizes, incentives and certificates purchased to motivate and engage pupils even further.

£20,000

All resources are used effectively to ensure that identified children make at least expected progress in R, W and Maths, with a high percentage of them (over 50%) making better than expected progress as a result of the interventions put in place for them and the incentives offered to them as part of their work. 

Purchase of home study and revision support packs for Year 6 pupils, along with CDROM to support Maths.

Parent workshops invite parents into school to learn how to use the materials effectively

£3,000

Parents work with their child at home, helping secure greater progress and raising attainment.

Parents feel supported in their own ability to work with their child at home.

School to purchase bank of refurbished laptops for children to use at home to help support learning taking place in school.  Software and licences to run these laptops will be purchased  

£4,000

Children use technology to support their learning at home.  Children are all able to complete tasks set on computers irrespective of financial background.  Pupils progress and attainment increases.

Arrangement of special incentive days to promote pupil thirst for progress and greater attainment, including animation workshops, archery lessons and circus days.  Work will be linked to literacy follow-ups

£2,000

Children show self-motivation to learn and do well; this is rewarded by their attendance at a special event or activity.  These activities have been chosen as things children would not normally have access to.

Release time for teachers to meet with SLT and stakeholders to discuss pupil progress for FSM6 pupils; three times per year.  Half-termly meeting costs to be met by school.

£5,400

SLT, stakeholders and teachers meet to focus on attainment and progress of FSM6 pupils.  Pupils are discussed individually and actions agreed to maximise impact.  As a result of this work the attainment and progress of pupils in receipt of the PPG increases and accelerates.

TOTAL COST OF OUTLINED PROJECTS

£201,875

Pupil Premium Allocation for 2015 - 2016

£200,478