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Bishop MonktonC of E Primary School

Pupil Premium

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. These include pupils who are entitled to free school meals (FSM - allocated to pupils who have been registered for free school meals at any point in the last six years, known as ‘Ever 6 FSM’) Looked After Children (LAC) and Armed Forces Services Children (FC) .

The government believes that the pupil premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Schools have the freedom to spend the Pupil Premium in a way they believe will best support the raising of attainment and help overcome barriers to learning for the most vulnerable pupils.

 

 

Summary Information

 

 

 

Academic Year

2017-18

Total PP budget

£8060

Number on roll

112

Number of pupils eligible for PP

8

Date of most recent PP review

Dec 2017

Date of next internal review of PP strategy

April 2018

Pupil Premium Strategy

Identified barriers to educational achievement for pupils eligible for PP at Bishop Monkton CE Primary:

In-school barriers:

    • Our PP pupils may be looked-after children who have social and emotional challenges that need to be addressed
    • Children who are identified as PP may also have special educational needs (SEN)
    • Progress for low-attaining PP pupils can be low as a result of lack of engagement /poor attitude
    • Social and emotional intelligence skills combined with low self-esteem and lack of resilience  can impact negatively on outcomes
    • Social and emotional needs can impact negatively on behaviour
    • Access to educational experiences such as trips, residential visits and extra-curricular activities can be limited

External barriers:

  • Lack of life experiences such as accessing family holidays, visiting museums, exploring the countryside
  • Lack of home routine (sleep, food, homework) can lead to poor concentration and behaviour

Key Expenditure for 2017-18

Key area of spend 2017-18

Focus

Total allocation

Play Therapy

Personal and social development

13%

Dedicated TA hours

Progress in Maths and English

80%

Funding for school trips, residential visits, before and after school club

Personal and social development

7%

 

Area of spend 2017-18

Intended outcomes

Actions

Play Therapy

  • To help with emotional well-being which in turn will lead to improved outcomes
  • To empower children to be able to cope with problems in their lives
  • To increase their self-esteem and confidence
  • Liaison between Play Therapist, parents, class teachers and pupils
  • Facilitate use of Play Therapy space
  • Evaluate impact and effectiveness of Play Therapy on PP children

Dedicated TA hours in Early Years and Key Stage 1 and lower Key Stage 2

  • To provide 1-1 or small group support for PP pupils in order to enhance their social and emotional development
  • Increase inclusion in all class activities
  • Improve self-esteem at school, leading to increased confidence and improved attainment in class
  • Use of ELSA material targeted appropriately and delivered by trained TA
  • Regular opportunities for staff to liaise/feedback to one another in order to gain a holistic understanding
  • Personalised curriculum for targeted pupils, supported by TA
  • Personalised behaviour plans to help support pupils through reinforcement of positive behaviours
  • Support from outside professionals with clear actions for TA to deliver
  • Training for TA in order to support LAC more effectively

Funding for school trips and residential visits

  • Pupils can access all school trips and residential visits, increasing self-esteem through extra-curricular activities and further opportunities to promote friendships
  • Pupils can access before and after school club in order to improve friendships and raise self-esteem
  • Classroom learning is supported by outside visits, with learning through context enhancing the curriculum, leading to better outcomes
  • Offer funding for residential trips in 2018
  • Offer financial support for participation in sport
  • Liaise with parents of PP children and ensure support is given for them to access all extra-curricular activities

 

2017-18 predicted outcomes (cohort of 17 pupils)

 

 

 

 

 

 

 

Reading

Writing

GPS

Maths

Working at the national standard or above

Pupils eligible for PP (1)

100%

100%

100%

100%

Pupils not eligible for PP (16)

94%

82%

87%

94%

Working at greater depth within the  standard

Pupils eligible for PP (1)

100%

100%

100%

100%

Pupils not eligible for PP (16)

44%

44%

44%

50%

 

 

Review of expenditure for 2016-17

Area of spend 2016-17

Outcomes

Impact

Implementation of Growth Mindset programme across whole school

  • Raised aspirations for all
  • Increased expectation of achievement by all
  • Better outcomes for targeted PP children with clear progress being made
  • Secondary-ready pupils in Year 6 with Improved results at end of all key stages
  • Consistently high expectations from all staff for all pupils

 

Dedicated TA hours in Early Years and Key Stage 1

  • EYFS data above national and improving for third year in row
  • KS1 Data Reading, Writing, Maths combined above national for both expected standard and greater depth
  • Children have a good start to their education with a good level of development from which to begin the National Curriculum from
  • Children move into KS2 with an expected standard, or above of reading, writing and maths

Funding for school trips and residential visits

  • Pupils were able to  access all school trips and residential visits
  • Access to Before and after school club
  • Increased self-esteem and confidence impacted positively on academic achievement
  • Improved friendships raised self-esteem

 

How will the school measure the impact of the Pupil Premium?

To ensure that PP funding is being used effectively the following procedures are in place:

  • Weekly update with all staff regarding vulnerable pupils
  • Termly review meetings with all staff to monitor and track attainment and progress of PP pupils
  • Termly monitoring report for Governors identifying allocation of funds, spending  to date and impact of actions
  • Parent consultation evenings to evaluate the growth of confidence and self-esteem in the classroom

Outcomes for end of key stage 2: 2016-17

2016-17 outcomes (cohort of 17 pupils)

 

 

 

 

 

 

 

Reading

Writing

GPS

Maths

Working at the national standard or above

Pupils eligible for PP (2)

100%

100%

100%

100%

Pupils not eligible for PP (15)

94%

100%

94%

94%

Working at greater depth within the  standard

Pupils eligible for PP (2)

50%

50%

50%

50%

Pupils not eligible for PP (15)

35%

35%

41%

47%

 

 

2015/16

Pupil Premium Grant (PPG) Allocation for 2015/16 is:  £15,047

Targeted area for PP pupils

Impact of PPG

Funding TA support to work alongside disadvantaged pupils (both full-time and mornings only).

Pupils are able to be supported effectively with personalised timetables, pre-teaching objectives, resolving any conflicts (playtimes) and having a key-worker who models appropriate communications.  This results in greater participation in learning activities and improved outcomes.

TA  to deliver Maths intervention

Consolidation of number work resulted in progress in outcomes in Maths

Visits and residential trips funded

Participation for all PP children – increased self-esteem and confidence

Providing daily Breakfast Check-in for some PP pupil

Positive start to the day enabled pupils to be ready for engagement in learning

TA to support transition activities

Greater familiarity with High school, reduce anxiety for September

TA training and implementation of Social intervention group

Provides focused emotional and social support, teaching children life-long skills

 

Daily emotional check-ins/outs supported by key-workers

 

Emotional regulation taught so that learning can take place

TA training for Better Reading Support Partners and implementation of 1-1 reading intervention

Rapid progress gains in reading made by PP pupil

Training for two TA’s for Drawing and Talking and implementation of 1-1 intervention

Provided a medium to explore emotional responses; was effective in developing learning behaviours

 

 

2014/15

Pupil Premium Grant (PPG) Allocation for 2014/15 was:  £19,459

 

Targeted area for PP pupils

Impact of PPG

Support children’s learning by ensuring that class sizes are as low as possible

 

 

At the end of KS2 100% of pupils attained level 4 or above in reading, writing and maths with 92% achieving level 4 or above in spelling, punctuation and grammar. Overall APS in reading, writing and maths was 31 which is above North Yorkshire data

Training for TA’s on Attachment Disorder

Better understanding of looked after children – able to support more effectively. Improved outcomes for pupils.

Visits and residential trips funded

Participation for all PP children – increased self-esteem and confidence

Funding attendance at Quackers Breakfast Club

 

Positive start to the day enabled pupils to be ready for engagement in learning

Provision of a Sports Club offering self-defence

Children participate in a disciplined sport learning control and self-regulation

Provide additional TA support for vulnerable and/or socially disadvantaged pupils

No children were excluded from school

 

1:1 TA support focused on improving reading

50% of targeted pupils gained more than expected progress in reading benefitting from additional 1-1 reading support

 

 

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