Our vision is to be a Christian school providing an education of the highest quality, whereourchildren will recognise their talents and achieve their fullest potential.
What is the Pupil Premium?
The Pupil Premium is an additional government grant, extra to standard school funding, paid to schools to help reduce the attainment gap between disadvantaged pupils and their peers. The amount the school receives is based on the number ofpupils registered who are registered as eligible to claim Free School Meals (FSM) or have been entitled to claim FSM within the last 6 years (Ever 6), or who are in the care of the local authority or who have been adopted from care, or who are from armed forces families. The aim is to target funding towards the pupils who need it most.
The school decides how the Pupil Premium is spent, because schools are best placed to assess what additional provision should be made for their individual pupils. Each school is accountable for the impact their Pupil Premium allocation has.
The Pupil Premium at Radwinter C of E Primary School
Research shows that the most effective way to reduce inequalities resulting from socio-economic factors is by investing in high-quality, inclusive class teaching, and we believe that setting appropriate learning goals, giving children well-executed, differentiated lessons and constructive feedback, and having high expectations for all pupils, regardless of their personal circumstances, will narrow such an attainment gap.
However, we also recognise that, in some cases, targeting resources to providetailoredinterventions for individuals or groups of children to help them overcome their particular barriers to learningwillhave a positive impact on learning and achievement. And we recognise, celebrate and build on children’s strengths, to further boost confidence.
We aim to help every child at Radwinter C of E Primary School achieve their full potential, and every child’s progress is closely monitored and analysed by staff and governors. Specific data about the attainment of children in receipt of PP funding is looked at separately, along with feedback from children, staff and parents, so that wecan identify what is working well and where further support is needed.
Summary of the key strategies used by our school to support our Pupil Premium (PP) children
Leadership & management / QualityFirst Teaching / Social/emotionalneeds / Tailored interventions / Effective use of LSAs / Engaging parents / Attendance / Role of governors
*The headteacher is the key member of staff with responsibility for the PP children
*Actions to improve the progress of this group are in the whole school development
plan
*The progress of PP children is discussed at termly pupil progress
meetings
*A focus on PP children is part of all staff’s performance management / *All staff, including LSAs, receive high-quality training
*Staff share good practice
*We use clearlearning objectives and success criteria
*There is good communication between the class teacher and other supporting adults
*Qualified teachers deliver English and maths interventions
*PP children are identified in planning
*Pupil progress is monitoredand adjustments are made to support where necessary / *Learning mentors
*Breakfast Club
*Counselling
*After-school clubs
*School trips
*Social skills groups and associated
training
*Use of outside agencies / *One-to-one tuition
*Small-group tuition
*Interventions are delivered by qualified teachers
*Interventions are matched to the needs of the children
*Specific maths and English programmes,
e.g., Primary Writing Project, Abacus
*Phonics interventions
*Spelling interventions / *High-quality training is provided
*Communication time with the class teacher is specifically timetabled
*LSAs are involved in planning
*LSA skills are matched to the needs of the children
*LSAs are included in staff meetings
*LSA impact on pupil progress is acknowledged / *Reading workshops
*Home / school reading records with ‘how to help with . . .’ section
*Open-door policy
*Parent meetings and support from headteacher to key families at time of need / *Systems are in place to follow up on attendance/
lateness issues.
*PP children’s attendance isfocused onduring termly review
*Good attendance is celebrated / *Designated governormonitors
progress of PP children
*Governors are aware of how the funding is used to support PP children
*Regular reports on the progress of this group are shared with the governing body
How we plan to spend the money in 2016/17
In 2016/17, 8.73% of our pupils qualify for Pupil Premium funding (this is well below the national average), and the school will receive £7,380.
Outcomes- To improve the English outcomes at all levels in school using the Primary Writing Project approach.
- To improve outcomes for high-attaining pupils eligible for the Pupil Premium.
- To ensure children have a positive attitude to mathematics and areas of weaknesses are addressed.
- To provide pastoral support, particularly at lunchtimes, for children who are vulnerable (including improving attendance rates, confidence and attitude to learning).
Name of Intervention / What it is / Why we do it / How we will use it / How we will measure its intended outcome
Primary Writing Project
£3,150 / A whole-school approach covering all aspects of English. It focuses on the teaching of handwriting, spelling, grammar, storytelling, fiction and non-fiction writing, with strategies that are implemented into the teaching of the subject in school. / This two-year project aims to improve English outcomes (reading, writing, spelling, grammar, handwriting and phonics). / Staff to attend trainingdays, project team to attend termly training. Training circulated to all LSA staff. / Comparison of data outcomes pre and post two-year programme. Use of pupil views to measure impact. Teacher assessment data and teacher feedback.
Small-group maths interventions
£960 / During the maths session, small groups of children are identified for additional support. The small groups focus on number and the four basic operations (+ - x ÷). Class teachers and LSAs plan short booster sessions, often to ‘fill gaps’ or to consolidate more complex concepts. / This smaller group size and specific focus allows children to progress at a faster rate – using a very individualised approach. / This money is used directly to pay class teachers or LSAs so that they can work in this way. / The children who take part in such interventions will undertake pre and post assessment. Our termly tracker data and statements can also be analysed to show current attainment and progress rates.
Lunchtime support groups
£1950 / We employ midday assistants who are already in school (LSAs) to manage and facilitate pastoral issues at lunchtimes. / Some children require additional support, which is diverse and changeable, dependingon the needs of the children. Examples include developing friendship groups, confidence building and improving attendance. / The money is used directly to fund additional LSA hours at lunchtime. / Qualitative data and pupil, parent and teacher feedback.
Other considerations
Of the £7380 grant, £6060 has been allocated so far, as shown in the table. The surplus will be used partially as a contingency fund, to meet the particular needs of the children as they arise. How we spent the whole grant for the full year will be recorded and posted on the school website next year.
We are currently researching training options for the staff specifically on supporting army families. At Radwinter, our community is becoming increasingly more diverse, with a range of families from different countries. The number of service families has seen an increase and we would like to find ways to support these families further.
Are these strategies working?
Staff are constantly assessing the progress of all pupils to make sure they are achieving as well as they possibly can, and assessing the progress of children eligible for Pupil Premium is an acknowledged part of this process. In addition, the progress of different year groups and other groups (including Pupil Premium children) is assessed and reported to the governing body every term. The head teacher, working with the designated Pupil Premium governor, scrutinises the attainment data of this group termly, and (with input from staff) assesses the effectiveness of specific strategies and interventions, as well as monitoring the needs of children (with input from them and their families). This means that we can change a strategy if it is not working, or implement more of the same if it is found to be effective.
What we did in 2015/16
What we spent the PP on / Aim / Was the aim achieved?Primary Writing Project
(a two-year, whole-school project, begun in Sept 2015, covering the teaching of all aspects of English)
£3150 / To motivate children and teachers as writers, developing classrooms and whole schools where everyone is passionate about writing and reading. / Children’s progress data was analysed each half term and the impact of PWP was reviewed and analysed.
Pupil progress cohort data and teacher assessment shows that the children have the tools for writing. KS1 and KS2 outcomes continue to reflect the high quality of the teaching of writing.
Results from the pupil questionnaires prove progress, in terms of attitudes to and engagement with writing and reading.
Lunchtime and pastoral support
£1950 / To provide pupils with the personal, social and life skills necessary for a successful, fulfilling and happy future.
To anticipate and deal with problemsthat individual pupils might experience in school.
To ensure that teaching assists pupils to reach their full potential in curricular or extra-curricular activities.
To support pupils who experience difficulty (behavioural or learning), drawing on external agencies where appropriate. / Support was implemented where necessary. Feedback from pupils helped to measure its effectiveness.
The use of external support ensured children’s needs were met. Referrals were made to the Relate service and this had demonstrable impact.
Staff training (interventions)
£2500 / To ensure staff have the relevant skills, knowledge and understanding to effectively run interventions, to match interventions to key children, and to analysetheir impact and effectiveness.
To ensure that key staff monitor pupils’ progress closely (pre and post assessment).
To ensure that the pupils who would benefit from further support are accurately identified.
To ensure provision is carefully planned to bring about improvement. / Children attended effective interventions that helped to close attainment gaps with peers or enhance progress further.
Interventions were analysed and reviewed regularly.
Extra teaching staff for 1:1 and small-group support
£2000 / To help children reach their full potential in numeracy and literacy.
To ensure staff are clear about the key areas to target and can measure this progress in terms of academic ability and attitudes to learning. / Most children made better than expected progress in the targeted areas. We continue to review and monitor the progress of those who did not make better than expected progress and to work with them on an individual basis.
Planning and delivering effective interventions (LSA time)£4633 / To ensure that the pupils who would benefit from further support are accurately identified and that provision is carefully planned to bring about improvement. / Interventions were delivered, analysed and reviewed regularly.
Children made progress in key areas, which improved attainment, particularly in the KS2 assessments.
Total spend: £14233
Impact of the Pupil Premium in previous years
2013/14 / 2014/15 / 2015/16Pupil Premium allocation: £10,483[J1] / Pupil Premium allocation: £15,200 / Pupil Premium allocation: £13,980
Key Stage 1
% pupils at expected level (2+) / Key Stage 2
% pupils at expected level (4+) / Key Stage 2
% pupils making expected progress
(2 levels) / Key Stage 1
% pupils at expected level (2+) / Key Stage 2
% pupils at expected level (4+) / Key Stage 2
% pupils making expected progress
(2 levels) / Key Stage 1
% pupils at expected level / Key Stage 2
% pupils at expected level / Key Stage 2
% pupils making expected progress
Reading
PP* / 100 / No PP / No PP / 100 / 100 / 100 / No PP / 100 (1) / 100[J2]
Other / 94.4 / - / - / 100 / 100 / 100 / - / 88.9
Gap / +5.6 / - / - / 0 / 0 / 0 / - / +11.1
Writing
PP / 100 / No PP / No PP / 100 / 100 / 100 / No PP / 100 / 100
Other / 94.4 / - / - / 100 / 95 / 100 / - / 94.5
Gap / +5.6 / - / - / 0 / +5 / 0 / - / +5.5
Mathematics
PP / 100 / No PP / No PP / 100 / 100 / 100 / No PP / 100 / 100
Other / 94.4 / - / - / 100 / 100 / 95.5 / - / 100
Gap / +5.6 / - / - / 0 / 0 / +4.5 / - / 0
*PP indicates children in receipt of Pupil Premium
Fairness ~ Kindness ~ Respect ~ Service ~ Forgiveness
[J1]Is this figure OK?
(I also found £9,900 somewhere.)
[J2]No figs for the ‘Other’ in this column?