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Pupil Premium

Summary of 17/18 Pupil Premium Strategy :-  

(for full academic year reports see below)

 

Barriers to achievement and Objectives of Pupil Premium Grant Spending

When making decisions about using pupil PPG funding it is important that we consider the context of our school and the subsequent challenges faced.

Common barriers for some FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing.  To this end we have a FSM action plan for all children that is regularly reviewed. It outlines their barriers to achievement and our plans to overcome these.

For our MOD children barriers to achievement include   high mobility and we place particular emphasis on using the PPG to negate the impact of children’s high mobility on progress and attainment and support for emotional needs of our children due to movement and deployment of family members. A high proportion of pupils join or leave the school other than at the usual times of admission or leaving. Our ethos is to ensure our children settle quickly and have a real “sense of belonging” to our school community which will impact positively on progress and attainment.

The challenges are varied and there is no “one size” fits all so it is essential that we identify individual barriers for individual children in order to provide personalised targeted support so that our children flourish.

 

 

This year we aim to:-

 

  • Continue to ensure that children starting school (at any time) with low attainment make rapid progress in order to reach age related expectations as they move through the school.
  • Continue to develop children’s sense of belonging- important for children who are with us for possibly only 2 years through a Life Skills afternoon where children experience a range of activities.
  • Continue to provide a wellbeing programme for our children using yoga, PSHE, philosophy and first aid as a basis for the work. As part  of this work we have brought an annual package of THRIVE support ( a nurture and behaviour package)  
  • Training  for staff this year will include subject leader development, INSPIRE maths training  and working towards achieving silver arts mark and soil association mark
  • Continue with our  Catch Up Literacy, Catch Up  Maths, phonics intervention and FFT reading programme

                                        As a school we have an excellent track record of ensuring that pupils make good progress.

OFSTED 2013

Robust school data shows that all groups of pupils from both civilian and service families, including those in receipt of pupil premium, disabled pupils and those with special educational needs, and those at an early stage of learning English make equally good progress and a few make outstanding progress in reading and mathematics. This is as a result of some outstanding teaching and the wide range of effective support groups for learning, especially those for pupils who are in receipt of pupil premium funding. In 2012, the attainment of non-free school meals pupils was above average in English and mathematics whereas the attainment of pupils eligible for free school meals was above average in mathematics and below average in English. The school has been successful in eliminating this difference and attainment is now above average in English and mathematics for both groups, who make good equally progress from their different starting points.

Funding received by the school

 

Groups eligible for PPG funding

2011/2012

2012/2013

2013/2014  2014/2015 2015/2016 2016/2017 2017/2018 

children from service families (MOD)

 £19,384 

£31,500 

£26,000 £22,100 £21,000 £25080 £28,200

free school meals (FSM)

 £3,340

£7,800

 £17,150 £22,000 £25,000 £11,880 £6,600

looked after children (LAC)

£0

£600 

 £900 £3800 £600 £0 £0

Total

£22,724

£39,350

 £44,050 £47900 £46,600 £36,960 £34,800

In addition, the school addresses other educational inequalities by financially supporting children (using the FSM criteria) in the following ways:-

  • Instrumental tuition
  • Extra-curricular clubs
  • Holiday activities
  • Educational trips and visits

Specifically we will spend the premium in three ways:-

1. Learning in the Curriculum i.e. TA support, TA led Interventions and booster teacher

2. Social emotional behaviour i.e.  TA run nurture provision including World Club, Lunchtime play club

3. Enrichment beyond the Curriculum i.e. funding club and visits