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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Pupil Premium Information Academic Year 2016 -2017

 

Background:

The Pupil Premium is an initiative that aims to raise achievement and, where applicable, narrow the attainment gap between pupils from disadvantaged backgrounds and those from less deprived families. The government believes that the pupil premium fund, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.  Schools are responsible for the allocation of Pupil Premium funding to ensure the best outcomes for children.

 

The Pupil Premium grant is allocated to schools according to numbers of children in school whose parents receive certain benefits, children who were adopted from care and children whose parents are employed by the Armed Forces.  Looked After Children are also eligible for funding if school applies for this and indicates how this funding will be used.

 

Vision:

  • We ensure that teaching and learning opportunities meet the needs of all the pupils in school.
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups and this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
  • The Pupil Premium Grant is allocated to support any pupil or group the school has legitimately identified as being socially disadvantaged and underachieving.
  • Interventions for each pupil are decided on individual needs led basis thus children may benefit from more than one intervention.
  • Much of the support provided through Pupil Premium Grant will be aimed at accelerating progress and helping pupils to achieve at least age related expectations in English and Maths.
  • Pupil Premium Grant is also used to support more able pupils, who are socially disadvantaged, to achieve their full potential.
  • Decisions regarding how to spend Pupil Premium Grant using direct approaches will be made following research into successful strategies plus provision which uses other more creative interventions which will subsequently influence academic achievement and importantly enhance their social and emotional well- being. 
  • We ensure we involve parents as early as possible to maximise their engagement with their child`s education; workshops, parental consultations, home visits.
  • Pupil Premium Grant supports the development of personal, social and emotional skills to promote independence and self-efficacy, where children are equipped to independently make a positive difference to their own lives and those of others.

 

Impact of Provision

Measuring, demonstrating and evaluating impact is used to inform future policy, actions, strategies and interventions;

  • Case studies and provision maps are used to ensure every child eligible is allocated the provision they are entitled to.
  • Assessments half termly or more regularly are used to demonstrate progress within social, emotional behavioural development as well as academic progress. (Various forms of evidence is gathered; attendance records, questionnaires, discussions with pupils, parents feedback, children’s oral discussions, higher levels of involvement as well as more formal academic assessments).
  • Provision Management evaluates the interventions and directly compares them to allocated funds to ensure value for money.

 

Ashbrook School Context

Mrs Claire Sharples (Executive Headteacher) and a Link Governor (to be named shortly) are responsible for the achievement of Pupil Premium at Ashbrook school. 

 

The strategic lead is Heather Cormack, (Deputy Headteacher) however day to day contact regarding these children can be made through class teachers.

 

Ashbrook has 180 children on roll and is considered an average sized infant school.  The number of children eligible to receive Pupil Premium funding is 15 – 8%. There are 2 adopted children and 1 Looked After Child.  3 children are Ever 6 children (children who remain on the register for 6 years) and 1 service child. Numbers are likely to change if new children arrive or if family circumstances should change for any of our children. 95 of our children are registered as EAL (English as Additional Language) and 3 of those children are also entitled to Pupil Premium funding.

 

FUNDING FOR 2016/2017

Pupils eligible for FSM

 

11 children @ 1320

14520

Pupils eligible for Ever 6

3 children @ 1320

3960

Pupils from service families

1 @ 300

300

Pupils In Local Authority Care

1 @ 1867

1867

Pupils Adopted

2 @ 1900

3800

Total funding

 

24,447

 

Our intended expenditure is approximately £24,447 therefore the school central budget will supplement the provision for these pupils due to the crossover of achievements and educational benefits intended for all children.  Our ethos is to supplement and enhance provision to provide the best outcomes for ALL our children, Pupil Premium and Non Pupil Premium.

 

Attendance

The attendance of the whole school is in line with the target of 96%. The attendance of pupils on the Pupil premium register is just below that of other children in the school. Low attendance is thoroughly monitored by the SLT (Senior Leadership Team) and Welfare Assistant, daily, weekly, half termly and timely interventions are put in place to maintain a higher %. 

For Pupil premium children’s attendance, see below;

 

 

ATTENDANCE END OF AUTUMN

ATTENDANCE END OF SPRING

ATTENDANCE END OF SUMMER

Whole School

96.96%

94.99%

 

NON Pupil Premium

97.04%

95.19%

 

Pupil Premium

96.05%

92.94%

 

 

2015-2016 data shows the greatest gaps in attainment for disadvantaged pupil is in reading at expected outcomes, writing at greater depth and maths at greater depth at the end of KS1. 18% are below expected and 7% below at greater depth in reading, 10% below expected and 16% below at greater depth in writing, 23% above expected and 20% below greater depth in maths and 5% below expected in science.

Pupil Premium funding is used to support closing these large gaps in attainment and progress between those children and others in school.

 

Key priorities 2016-2017

Issue         

Action

Closing the gap in reading

 

Regular guided reading  sessions introduced across KS1 with differentiated groups  

1:1 daily reading for children who need a little extra support

Close monitoring from English leader on staff expertise.

Whole school training in guided reading to ensure consistency.

Purchasing of new comprehension resources for KS1.

Closing the gap in writing

Closer monitoring from English leader on staff expertise

Whole school has writing as part of performance management targets

Staff meetings and INSET to explore cross curricular writing

KS1 staff attendance at courses relating to higher standards in writing

Purchasing of new handwriting resources for the whole school    

Closing the gap in maths

Introduction of maths mastery in KS1.  To teach maths mastery we are using the Maths No Problem scheme of work in year 1 and year 2 as our starting point. Maths No Problem is based on the Singapore method of teaching and learning. It focuses on learning through concrete apparatus, pictorial images and finally abstract representations (numbers and symbols).

Purchasing of new resources

Staff training and links with local maths hub and other schools teaching maths mastery to share good practice.

Peer observations to share good practice

Staff meetings and INSET to develop maths mastery teaching.

Closing the gap in Science

 

Whole school INSET on new curriculum content/practical ideas

New planning

Science week planned in

Links made with secondary school to enable older students opportunities to visit and share science enthusiasm and ideas

New resources purchased

Children not learning ready

Breakfast club called ‘Cereal Chatter’ for children to get ready for learning

Daily check-ins introduced

Children not engaged

Well Being scales introduced to track and promote the well-being of all pupils

Learning Zones introduced to monitor the engagement of pupils in their learning and promote good learning habits

Files open on pupils showing low well-being or learning zones scores with timely intervention put into place.

Lack of parental engagement

Parents spoken to about the funding and ideas of how to spend some of the allocation explored and shared together

Individualised targeted meetings

General low attainment

Discussions at pupil Progress meetings

Liaison with SEND lead

See interventions below

 

Record of Pupil premium Funding 2016 – 2017

Learning and curriculum Support

Initiative

Objectives

Target group

Estimated cost (£)

Evaluated impact July 2017

Refocus on guided reading  

To implement daily guided reading.

Whole school staff training

250

 

Maths Mastery

To implement a new maths program

Whole KS1 staff training and purchasing of new resources

Resources 1,543.02

14 half day cover for 4 classes – 1330.

 

Trips

To provide similar social opportunities as all other pupils

All PP children x 1 trip per year

255.00

 

Talking Partners

To increase confidence when speaking in front of other

Targeted children across the school

6 hrs per week TA 2332.80

 

Rainbow road

To develop children’s fine and gross motor skills in preparation for writing.

Small group sessions

4 hrs a week – TA  1553.76

 

Additional individualised and group interventions for phonics, spellings, reading, speaking and listening, handwriting, number recognition, fine motor skills

To embed basic skills for all children

To ensure all children under-achieving catch up and gaps between those and others are narrowed

All under-performing children in reading, writing and maths in each class

6 TA x 3 hours per week

10235.16

 

 

Record of Pupil premium Funding 2016 – 2017

Behavioural and Emotional Support

Initiative

Objectives

Target group

Estimated cost (£)

Evaluated impact July 2017

Cereal Chatter

To support children in coming in to school ready to learn each morning.

Small group of 10 KS1 children

5 days a week  NN –

1942.20

Resources 50.00

 

 

Lego therapy

 

Small groups as identified by class teachers

1 hr per week – TA 388.44

 

Attendance support

To maintain target of 96% for all children

Children under 90% 

5 x 30 mins day welfare assistant

1263.60

 

Safeguarding and pastoral support

Bespoke support and guidance for families re: lateness, health issues, injuries

Vulnerable families

3 x 30 mins day welfare support

758.16

 

Kaleidoscope sessions

To support emotional, behavioural and social needs

Small group sessions in each class

2 sessions  per week TA 388.44

1 session per  week teacher 1950

 

Outside learning

 

To support emotional, behavioural and social needs

All year groups

6 hours per week TA

3411.72

 

 

 

Record of Pupil premium Funding 2016 – 2017

Extra- curricular

Initiative

Objectives

Target group

Estimated cost (£)

Evaluated impact July 2017

Sports clubs

 

 

To enhance specific pupils accessibility to a PE curriculum and promoted  levels of self-esteem, confidence and speaking and listening skills

Any PP child who would not be able to access the activity otherwise

36.00

 

Transport

To ensure specific pupil is supported emotionally in alterative provision by staff from Ashbrook.  

Children who attend alterative provision

120.00

 

 

Record of Pupil premium Funding 2016 – 2017

Miscellaneous Support

Initiative

Objectives

Target group

Estimated cost (£)

Evaluated impact July 2017

Numicon resources

To continue practise skills at home

Pupils working below expected outcomes

45.00

 

Jolly Phonics resources 

To practise phonic knowledge at home

Pupils working below expected outcomes

100.00

 

Stationary resources

To support emotional,  behavioural and social needs 

Pupils working below expected outcomes

16.00

 

Milk

To maintain good health

PP children who are not able to afford milk

320.00

 

 

 

Impact/Review

We review and update our interventions constantly throughout the academic year in response to our Pupil Progress meetings, parent consultations, data and progress. We evaluate their cost and impact and assess value for money with the School Business Manager termly.

 

Analysis informs future provision, policy, actions and practice.  SLT along with the designated Pupil Premium governor and the whole governing body will continue to explore creative and innovative ways to utilise the Pupil Premium resources to the utmost effect. 

 

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