Pupil Premium Grant Information

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The Pupil Premium for primary schools is a designated amount of funding aimed towards supporting disadvantaged children in making good progress in school.

 

1.   Summary information

School

St Bede’s RCVA Primary

Academic Year

2017-18

Total PP budget

£45,680

Date of most recent PP Review

Oct 2017

Total number of pupils

202

Number of pupils eligible for PP

34

Date for next internal review of this strategy

Feb 2018

2.   Current attainment

 

Pupils eligible for PP (8 children)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

63%

67%

% making progress in reading

88%

95%

% making progress in writing

63%

71%

% making progress in maths

75%

86%

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers

Early language development

Early Reading development

Social development

Emotional well-being

External barriers

Parental engagement

Extra-curricular activities

4.   Desired outcomes

Desired outcomes and how they will be measured

Success criteria

Eligible pupils attain and make as good progress as children who are not eligible

Assessment results show progress and attainment is in line with other children

Pupils engage in the reading curriculum and reading for pleasure

Data shows that eligible children are using the library as much as non-eligible children

Eligible children are happy in school

Data from attendance, pupil interviews and questionnaires show increased levels of engagement in all school activities and children have positive social interactions with the peers and adults

Parents support their children’s learning and emotional well-being in school and at home

Parents report improved outcomes for the children via the Family Support Worker and parent questionnaires

Eligible children to have equal opportunities of engaging in extra-curricular activities in line with other children

Children and parents report increased engagement in activities and no child misses an opportunity due to financial restrictions


5.   Planned expenditure

Academic year

2017-18

 

    i.   Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Eligible pupils attain and make as good progress as children who are not eligible

Quality First Teaching

DCSF guidance on Quality First Teaching

Observation, work scrutiny, pupil voice, data analysis, performance management

Class Teacher

Termly

Pupils engage in the reading curriculum and reading for pleasure

Whole school themed reading curriculum.

Outstanding Reading School Project and National Literacy Trust 2013

By implementing the 6 strategies which form the project

SLT

Termly

Outstanding reading school project

Outstanding Reading School Project and National Literacy Trust 2013

By implementing the 6 strategies which form the project

SLT

Termly

Total budgeted cost

£10,000

   ii.   Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Eligible children are happy in school

Employ a full time Family Support Worker to work with vulnerable children

Future in mind: promoting, protecting and improving our children and young people’s mental health and wellbeing – Government Report 2015

Relevant training to support the worker and dedicated time and resources to aid effective working

Family Support Worker

Termly

Eligible pupils attain and make as good progress as children who are not eligible

Small group and individual tuition

Sutton Trust (4 months + impact)

Observation, work scrutiny, pupil voice, data analysis, performance management

SENCo

Termly

Early Years intervention

Sutton Trust (4 months + impact)

Observation, work scrutiny, pupil voice, data analysis, performance management

SENCo

Termly

Total budgeted cost

£20,000

 iii.   Other approaches

 

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Parents support their children’s learning and emotional well-being in school and at home

Family Support Worker

Junior Librarian home/school online platform

Teacher Guide: Parental Engagement and Narrowing the Gap in Attainment for Disadvantaged Children (NFER 2013)

Professional Development of dedicated staff. Investment in relevant resources. Regular contact with identified parents

Family Support Worker

SLT

Termly

Eligible children to have equal opportunities of engaging in extra-curricular activities in line with other children

Breakfast School and After School Clubs available to all.

Sign Posting to relevant activities

Family Support Worker directs parents to appropriate avenues of external support

Forest School

Council for Learning Outside the Classroom 2014

Professional Development of dedicated staff. Investment in relevant resources. Regular contact with identified parents

Family Support Worker

SBM

Forest School Lead

Termly

Total budgeted cost

£16,000


6.   Review of expenditure

Previous Academic Year

2016-17

    i.   Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact:

Lessons learned

 

Cost

Eligible pupils attain and make as good progress as children who are not eligible

Quality First Teaching

Effective Feedback

Peer Tutoring

Data analysis

Assessment systems introduced

Increased knowledge of staff in understanding the performance of groups of children

Increased expectations of staff for all children in their class

 Staff training is essential to ensure new staff understand the systems more fully.

Clear guidance required for the Key Performance Indicators which lead to the progress of all children

£10,000

   ii.   Targeted support

Desired outcome

Chosen action/approach

Estimated impact:.

Lessons learned

 

Cost

Eligible pupils attain and make as good progress as children who are not eligible

Early Intervention Programmes

Early identification of children and their individual issues enabled targeted support to occur in a timely manner leading to greater progress in lower Key Stages

Having a larger number of staff in the Early Years increases the focus on specific assessment leading to a sharper focus on the relevant children

£18,000

Small group and one to one tuition

The children made consistent progress when the support was targeted appropriately with the relevant resources

Staff training required for all support staff. SENCo to identify most effective startegies that lead to greater progress for vulnerable children and lead to closing the gap on their peers

£15,000

 iii.   Other approaches

Desired outcome

Chosen action/approach

Estimated impact:

Lessons learned

 

Cost

Eligible pupils to have equal access to all extra-curricular activities

Assess financial implications and needs of specific children

All eligible children enjoy the experience of school trips, access breakfast clubs and after school clubs as well as all other curricular opportunities

All children accessed relevant opportunities but we need to ensure we have communicated this information with all parents to ensure no child is exempt through lack of information

£12,000