Use of the Pupil Premium

This section is updated every year and shows the current and previous years budget coverage. It should be looked at in conjunction with our Policy on Pupil Premium Funding.

Use of Pupil Premium Funding 2015-2016

2013 -2014.   Planned for a Budget of £ 6,300.    Actually received £4,500.   Programme of Intervention subsidised by £1,800.

In this section we will outline how we used the Pupil Premium Funding in our school.

  • 1:1/1:2 teaching for specific targeted pupils with social and emotional needs in both key stages
  • 1:1/1:2 teaching for those with Literacy needs in booth key stages.
  • Additional training days to deliver training to class teachers and TAs in relation to: book banding, reading level and spelling analysis.
  • Purchase, CPD and implementation of: Forest School Training and Cascade training as well as resources for curriculum development
  • Purchase, CPD and implementation of Talking Partners – one leader review of previous training and one new to the Intervention Scheme – Speech and Language training
  • Discretionary educational visits subsidies
  • Discretionary breakfast and after-school club subsidies
  • Discretionary subsidies for enrichment
  • Activities outside of the school day
  • Teaching Resources to include: reading books and IT resources including site Licences.
  • Support for parental engagement; drop in sessions, modelling, techniques for reading, resources for parents home use

 

2014 -2015. Budget received for Intervention £9,700, less previous years subsidy of £1,800 – Intervention Budget available £7,900 (adjustments again were made during the year. Allocated – £6,500, increased to £7,800, less £1,800 subsidy from previous year – £6,000, plus additional sum of £1,900 = Total of £7,900)

 

  • 1:1/1:2 teaching for specific targeted pupils with social and emotional needs in booth key stages.
  • 1:1/1:2 teaching for those with Literacy needs in both key stages.
  • To deploy an additional TA in a mixed aged KS1 class so that identified children have access to 1:4 or 1:5 in order to support focused learning.
  • Additional training days to deliver training to class teachers and TAs in Attachment Issues
  • Discretionary educational visits subsidies
  • Discretionary breakfast and after-school club subsidies
  • Discretionary subsidies for enrichment
  • Activities outside of the school day
  • Teaching Resources to include: reading books and IT resources including site Licences.
  • Support for parental engagement; drop in sessions, modelling, techniques for reading, resources for parents home use
  • Providing individual “book sacks” for children in receipt of Pupil Premium – collections of books chosen by and purchased for each individual child, to inspire greater home reading and enjoyment of books.

 

RAISING ATTAINMNET OF PUPILS ELIGIBLE FOR FREE SCHOOL MEALS (FSM), LOOKED AFTER CHILDRE, (LAC) AND CHILDREN WHOSE PARENTS ARE SERVING IN THE ARMED SERVICES.

  1. Know the individual vulnerabilities of all of these pupils
  2. Identify potential barriers to learning
  3. Identify and analyse patterns of vulnerability
  4. Assess and track the progress of pupils and overlay with attendance data – are there any patterns?
  5. Check to see if these pupils are also in other vulnerable groups for example: SEN, EAL, G&T
  6. Ensure all staff and governors are aware of any within school gaps
  7. Support all staff to have high expectations and aspirations for all pupils especially those known to be vulnerable.
  8. Monitor and evaluate impact as well as analyse data
  9. Use evidence from data to make decisions about future provision
  10. Plan and implement appropriate interventions
  11. Adapt high quality whole class teaching, including guided work, to meet the needs of all pupils
  12. Identify staff with relevant knowledge, understanding and skills to provide additional provision
  13. Ensure pupils have opportunities to apply and consolidate what they have learned from group and individual provision to a variety of contexts in whole class teaching
  14. Involve pupils and parents/carers in a review of support
  15. Encourage parental engagement with high aspirations and high expectations
  16. Regularly listen to and share information with parents/carers about their child’s progress and discuss provision.

USE OF THE PUPIL PREMIUM
PAWLETT PRIMARY SCHOOL
Few pupils are in receipt of this type of funding and most of it is used to support access to a broad and balanced curriculum which includes a wide variety of extra- curricular activities. Pupils are also targeted to receive additional support regardless of their academic profile. This is carefully matched to individual need, monitored by senior staff and governors as to the impact of the impact on pupil progress.
2015 -2016. Budget received for Intervention £7,920, less £1,3200 adjustment plus £ 1,900 special category, plus £138. Total of £8.638)

RAISING ATTAINMNET OF PUPILS ELIGIBLE FOR FREE SCHOOL MEALS (FSM), LOOKED AFTER CHILDRE, (LAC) AND CHILDREN WHOSE PARENTS ARE SERVING IN THE ARMED SERVICES.
1. Know the individual vulnerabilities of all of these pupils
2. Identify potential barriers to learning
3. Identify and analyse patterns of vulnerability
4. Assess and track the progress of pupils and overlay with attendance data – are there any patterns?
5. Check to see if these pupils are also in other vulnerable groups for example: SEN, EAL, G&T
6. Ensure all staff and governors are aware of any within school gaps
7. Support all staff to have high expectations and aspirations for all pupils especially those known to be vulnerable.
8. Monitor and evaluate impact as well as analyse data
9. Use evidence from data to make decisions about future provision
10. Plan and implement appropriate interventions
11. Adapt high quality whole class teaching, including guided work, to meet the needs of all pupils
12. Identify staff with relevant knowledge, understanding and skills to provide additional provision
13. Ensure pupils have opportunities to apply and consolidate what they have learned from group and individual provision to a variety of contexts in whole class teaching
14. Involve pupils and parents/carers in a review of support
15. Encourage parental engagement with high aspirations and high expectations
16. Regularly listen to and share information with parents/carers about their child’s progress and discuss provision.

error: Content is protected