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Pupil Premium

 Pupil Premium Strategy :-  

(for full academic year reports see below)

Context

Sandlings is smaller than the average primary school and is located on a Ministry of Defense base surrounded by outstanding natural beauty. Most pupils (75% +) come from the base with the remainder drawn from the surrounding rural area. A high proportion of pupils join or leave the school other than at the usual times of admission or leaving; all of these factors combined make us a very unique school.

A high proportion of pupils receive the PPG and this funding is received by the school annually and used in a variety of ways in order to improve the attainment and progress of groups considered vulnerable to under achieving (children receiving free school meals, children who are looked after and children from service families); Throughout any academic year many children who attract pupil premium will access some form of intervention. These interventions are predominantly delivered by the Learning Support Assistants who have been trained in the wide variety of programmes of support we offer.

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 unique 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

For our MOD children a known barrier to achievement is the emotional and social needs of children being greatly affected by high mobility, parent deployment and friendship groups and cohorts ever changing.  Therefore, we place great emphasis on using the PPG to negate this impact through our ethos of creating nurturing environments and nurturing programmes, to enable children to have a sense of belonging, quickly settle and so that we can support children’s needs on a daily basis in order to negate the potential negative effect 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 and Thrive.

 

 

 

                                     

OFSTED

2018 personal development and welfare of pupils are outstanding. The headteacher and deputy headteacher have tenaciously ensured that pupils’ welfare has remained a top priority.”

 

“Many pupils arrive or leave the school at times other than at the start of the academic year. A big proportion of pupils arrive at the school with specific social and emotional needs. Leaders’ work to support all pupils, including the most vulnerable, is exemplary; they ensure that each pupil receives the one-to-one care and support that they need to engage in all aspects of school life.”

 

" Pupil premium funding has been allocated to support The Thrive Approach provision in the school this year. This is particularly effective in supporting those pupils who really need intensive support to manage their emotions, behaviour and social needs”.

 

“The curriculum develops pupils into well-rounded citizens and is a strength of the school’s work. In particular, pupils learn about other people from a range of cultures and lifestyles in a sensitive yet critical way. Leaders skillfully ensure that these opportunities support the development of a cohesive school community where members respect and value one another. Additionally, leaders’ work with parents and other carers ensures that children and pupils receive the wraparound support that they need”.

 

“In order to meet pupils’ often complex needs, leaders work closely with parents, previous schools and other relevant agencies to ensure that they have a thorough understanding of pupils’ experiences before they arrive at the school. Leaders provide a high-quality induction package for pupils and their families to ensure that these pupils rapidly become part of the school community and feel safe. As a result, almost all pupils settle very quickly and make friends”.

 

 

 2012 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            2018/2019 

 

children from service families (MOD)

 £19,384 

£31,500 

£26,000 £22,100 £21,000 £25080 £28,200                   £24,900  

free school meals (FSM)

 £3,340

£7,800

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

looked after children (LAC)

£0

£600 

 £900 £3800 £600 £0 £0                          £0  

Total

£22,724

£39,350

 £44,050 £47900 £46,600 £36,960 £34,800                  £33,150  

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 

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