Number of pupils & pupil premium (PPG) received Percentage of pupils eligible for PPG
140
Amount of PPG received per pupil
£900 (April 2013) £900 per LAC
Total amount of PPG received
£140,000 £2700 (LAC)
Summary of PPG spending 2013-14 Key Priorities for spending PPG: To narrow the gap for disadvantaged students by:
Raising the attainment of vulnerable pupils Providing additional support for those vulnerable pupils who are at risk of underachieving in English and maths. Accelerating the progress of vulnerable pupil Increasing attendance rates of vulnerable pupil so they are at least in line with all pupils.
Continued from previous year/new initiatives Actions for spending PPG 2013-2014 Item/Project/Action Inclusion Team staffing including:
Objectives
Inclusion manager Learning Mentor - Behaviour Learning Mentor – Children in Care Learning Mentor – learning Behaviour Family Support Worker Link to SDP – Key Priority 1, strand a-d Key priority 2, strand a,b Achievement 4 All programme Link to SDP – Key Priority 1, strand d Key Priority 3, strand c
Peer tutoring
Link to SDP – Key Priority 1, strand a - d
Foundation Stage indoor/outdoor environment
Link to SDP – Key Priority 1, strand c Key Priority 2, strand a & b
Success Criteria/tracking
To improve the behaviour and self-confidence of targeted pupils within school. To support, through intervention, pupils at risk of underachieving (target Y1 & Y4 class). To champion Inclusion throughout school ensuring consistently high quality interventions take place. To support parents
Case studies of pupils accessing Inclusion opportunities Tracking data shows pupils making accelerating progress Pupil engagement in their own is improved Impact Analysis completed
To support the lowest 20% of pupils in school (Target classes Y3 & Y5) To improve pupil progress, parental engagement.
Targeted pupils make accelerated progress
To support pupils (Y1 initially) who are underachieving in maths/reading
Impact analysis completed Data Tracking of tutors and tutees academic levels
To review indoor and outdoor learning to assess whether they provide enough opportunities for talk
All provision is designed to encourage and develop speaking and listening skills
Impact As a result of Inclusion team pupils supported back into class and achieving good progress (RoL) - significantly higher than national. CiC made good progress (RoL) – significantly higher than national.
Sports Coaches to produce good quality PE lessons through-out school via PPA
Link to SDP – Key priority 1, strand a
Attendance Awards/Initiatives (see also attendance action plan)
To enable TA’s to plan and assess with class teacher. Working collectively to analyse data and make decisions about which children will benefit from extra support. To support team working (classes paired for PPA) To improve attendance across school and reduce the incidence of persistent absenteeism.
Attendance improves in all year groups to at least 95%
To improve the attendance of targeted pupils and reduce persistent lateness
Attendance improves for targeted pupils
To extend breakfast club to KS1 pupils To improve the attendance of targeted pupils and reduce persistent absence and lateness
Attendance improves for targeted pupils
To improve the achievement in reading across school (KS1 based reading programme)
Pupils make accelerated progress in reading
To provide qualified support in an atmosphere conducive to learning/study in order to raise standards in literacy and numeracy. To develop children’s self-esteem and confidence, which will impact on all areas of learning. To provide early intervention of speech & language intervention to support acquisition of language skills. To develop speaking and listening skills
Homework club pupils to make good progress
Pupils communication and language skills are improved impacting directly on levelled outcomes
To provide a consistent approach to how reading is taught across school All staff trained on how to deliver effective reading and writing To provide ‘in-house’ outstanding teachers to support colleagues through mentoring and/or tutoring To develop ‘in-house’ teaching expertise To develop teacher coaching and mentors within school to support teachers aspiring to be good To improve the quality of QFT (quality first teaching) throughout school To ensure that all pupils receive ‘good’ ‘Quality First Teaching’. Teaching assistants trained to deliver intervention
Accelerated progress in reading Reading intervention established in upper KS2 All staff trained in the teaching of reading
Coaching model of CPD is established in school
To monitor the time TA’s spend with SEND pupil groups Impact analysis compelted
Link to SDP – Key Priority 3, strand b Subsidised Breakfast Club Places Link to SDP – Key Priority 1, strand a –d, Key priority 3, strand b Breakfast club staffing Link to SDP – Key Priority 1, strand a –d, Key priority 3, strand b Reading Recovery (ECaR) Link to SDP – Key priority 1, strand a to d Homework Clubs Yr5&6 Link to SDP – Key priority 1, strand a -d Speech & Language/occupational therapy TA’s
Read, Write Inc training for whole school (March 2014)
Outstanding Teacher programme
Link to SDP – Key priority 2, strand a- c
Improving teacher Programme to support Quality first Teaching
Link to SDP – Key priority 2, strand a 1st Class @ maths training
School teaching profile shows majority of teachers at’good’ or above
Pupils make accelerated progress in maths
Performance of pupils eligible for FSM or LAC % of pupils achieving age related expectations in English (L4+) % of pupils achieving age related expectations in Maths (L4+) 2012
2013
Nat 2013
KS2
FSM
Non-FSM
FSM
Non-FSM
Non-FSM
L4+ in Reading, Writing & Maths Combined
67%
81%
74%
75%
81%
26.0
27.0
28.5
28.5
29.1
89%
75%
89%
95%
100%
93%
Average Point Score
Expected progress in Reading Expected progress in Writing Expected Progress in Maths
87% (English)
100% (English)
80%
94%
100%
100%
90%
6.2%
4.4%
5.9%
5.0%
4.2%
8.1%
0
6.0%
3.2%
2.3%
Absence
Persistent absentee
Plans for current next school year 2014-2015
To continue and extend the Inclusion Team To ensure interventions accelerate progress T continue to raise standards in reading (Read, Write, Inc)