Pupil Premium – 2015/16

The school received £314,600 for Pupil Premium and £9,000 for Pupil Premium LAC. As a school, we used the guidance from the Sutton Trust to support the use of the funding. The money was therefore spent on the following provisions:

Meta-cognition and self regulation

  • High quality staff training in Building Learning Power – training children to become independent ‘learners’. We developed a school vision for what ‘independent learning’ and good ‘learning behaviours’ look like and implemented these across the school. We have also been reworking BLP and have developed a school vision for this.
  • Mindfulness – we looked at simple ways we can get the children to be more mindful of their reactions to challenging scenarios. All teachers learnt how to lead lessons in this area, supported by the Wellbeing team and the school’s child psychotherapist.
  • We developed an area in the wellbeing hut to support children’s self regulation.

Early years intervention

  • Interventions in Early Years were based on the main areas of need the beginning of the year, which were physical – fine motor skills, communication and basic reading / writing and maths. As the year progressed, interventions were focused on individual children’s needs and challenging the more able children.
  • A staff member led the training for staff in this area and monitored progress.
  • Additional staff led the interventions
  • The Early Years team led a number of parent workshops to help parents understand what the children were learning in school and how to support them at home.

One to one tuition

  • This was provided for a large number of Year 6 Pupil Premium children in Reading, writing and maths.

Phonics

  • The school continued to invest heavily in phonics teaching, especially in Key Stage 1. All year groups decided to set in phonics and additional staff supported children who were struggling in their acquisition of phonics.
  • Interventions were led by staff members for children who did not pass their phonics screening in Year 2 and Year 3.

Small group tuition

  • Six maths groups were created in Year 6 to ensure smaller classes for children.
  • Five class groups were created in Year 5 to ensure that children were in smaller classe.
  • Senior staff worked to provide small, targeted comprehension groups in year 6.
  • An very experienced teacher was employed to teach maths to small groups of Year 6 children.
  • Qualified teachers were employed to provide small, focused maths and literacy groups in KS1.
  • Intervention groups were run by trained TAs (ELS, Talking maths etc) and progress of children tracked through newly introduced tracking grids.

Behaviour interventions

Social and emotional learning 

  • Learning and Wellbeing mentors mentor children struggling with behaviour and social/emotional issues that impact learning and attendance.
  • A wide range of interventions are led – ‘fun’ friends, social skills, Drawing and Talking’, ‘You and Me’.
  • A behaviour group was run in the summer holidays and this continues – led by a mentor and Family Worker.
  • A child psychotherapist was employed to provide therapy for a wide range of children and their parents.

Digital technology

  • A wide range of programmes have been purchased to support children’s learning.
  • Every child has an IPad and Pupil premium children have individualised aps to support their learning.

Parental involvement

  • A large team of family workers support parents with a variety of needs including poor/late attendance of children.
  • Parent learning classes are run for parents of Year R and Key Stage 1
  • Parent workshops were offered in a number of curriculum areas – writing , maths, reading etc.
  • Parents in Years R – 3 were encouraged to come into school once a week to support their child’s learning.
  • A number of activities were run for parents to support their child’s learning – e.g. World book day costume making etc.
  • Coffee mornings were held with a range of speakers – including Year Leaders to discuss how parents can support their child’s learning.

Sports participation

  • The PE team, teachers and other staff run a large number of sports clubs that target Pupil premium children.
  • Attendance at number of inter school activities has been increased and minibuses used to transport children.
  • Specialist staff have been employed to teach sports and train others
  • Pupil Premium children are encouraged to partake in extra curricular activities.

Extended school time

  • After school and breakfast clubs are heavily subsidised / free to enable pupil premium children to attend.
  • An HLTA is on hand to support with homework during these sessions.
  • Homework clubs and sports clubs are run most evenings for children.
  • Classrooms in Year 6 were opened from 8.15 am to support children’s learning.

Data tracking

  • Data was tracked three times a year
  • Pupil progress meetings were held and any pupils (including Pupil Premium) not making appropriate progress identified and discussed. Interventions were tailored to the needs of these children.

Access to a full range of educational experiences

  • All trips (including residential trips) are subsidised for children in receipt of pupil premium funding.
  • Year groups planned for a variety of trips and visitors so that each half term’s topic starts with a ‘Wow’ and ends with a ‘Bang’.

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