2017/2018

Amount of Pupil Premium funding received 2017-18

Number of pupils eligible

(including 4 x adopted)

TOTAL PP received

£69,000

Identified barriers to educational achievement

Ashby C of E has identified these as some of the barriers to pupil premium pupils learning. We appreciate that each family is different and the points below not to apply to all.

Parental engagement- some parents find it difficult to support pupils at home for a variety of reasons
Attendance- 50% of those pupils with persistent absence in 2016/2017 (under 90%) were pupil premium pupils, 13% of this group. The remaining pupils with PA make up 1.9%. Some of these are also late, which has an impact on their learning.
Some pupil premium pupils also have SEND difficulties
Lack of experience, reduced range of vocabulary, resources to support learning at home
Social and emotional difficulties

Rationale for expenditure

As identified in the 2016/17 impact statement, accelerated progress is required for PP pupils to achieve age related expectation by the end of year 6, this is across a range of areas, for some extra input in maths and for others reading or writing. Allocated PP tutor time has been dedicated with particular focus on these pupils. Maths is the combined weakest area so funding has allowed smaller maths groups across all of key stage 2. Individual or small group support is focused daily from 8.50am to 9.30am on target children who are not on track for age related expectation across the school. In addition, funding has been allocated to release class teachers to teach a specific group which includes a large proportion of PP pupils not at ARE at the start of the year or in danger of not being. Some PP pupils have been identified as benefiting from receiving resources to support their learning and these will be purchased from the PP budget. We are currently investigating different online maths resources which pupil’s premium pupils will be able to access at home. Many of the PP pupils’ parents are unable to afford to pay for school trips, residential and music tuition. In order to support their learning in all areas of the curriculum and to build confidence, the school has allocated funding to pay for these additional expenses throughout the academic year.

Key expenditure – how the allocation will be spent

Area of spend	Focus	Total allocation
Dedicated PP tutor x4 mornings a week	English and Maths	£15,000
Forest Schools Experience	Personal and social	£4,000
Cover for weekly intervention sessions	English and Maths	£17,000
Funding for extra-curricular music lessons/clubs	Personal and social	£5000
Attendance and Welfare Officer	Personal and Social	£4800
Additional learning resources (Kindles, spell-checkers, iPads, on 2 one online tuition if required for pupils below age related)	English and Maths	£12000
Funding for school trips and residential trips	Personal and social	£5000
Funding for breakfast club supervision	Personal and social	£4100

Area of spend

Intended outcomes – why these approaches were taken

Actions

Dedicated PP tutor x5 mornings a week

Improved learning outcomes in reading, writing and maths (meeting end of year age-related objectives)
Improved confidence for pupils in specified areas
Learning tasks tailored to specific needs of pupils – closing gaps in understanding
Consolidation of learning completed in classes – time for practice and application of skills

Regular reviews of PP group timetable with Headteacher(x4 milestones per year)
Regular communication between PP teacher and class teachers – individual pupils’ needs, pre-teaching materials, learning to consolidate, sharing of resources
Teaching resources and materials – PP teacher to liaise with HT as necessary

Cover supervisors to cover class to release teachers for intervention

Forest School Experience

Funding for extra- curricular music lessons/clubs

Additional learning resources (Kindles, spell-checkers, iPads, online resources)

Funding for school trips and residentials

Employment of Education Welfare Officer

1:1 and/or small group interventions planned to cater for individual needs (i.e. spelling, reading, handwriting)
Support within lessons to improve understanding of learning in reading, writing and maths
Consolidation of learning completed in classes – time for practice and application of skills

To develop confidence and build self-esteem.
To wider pupils experiences.

Social skills are developed through participation in a range of clubs provided by the school or external providers, this includes breakfast club.
Pupils enjoy the experience of being at school and are keen to come before/stay later to participate in chosen activities

Talent, skills and efforts in non-academic subjects are celebrated and develop self-confidence

Pupils are fully supported by learning resources being made available to them
Pupils enjoy using resources such as iPads to complete games/tasks that consolidate learning

A range of learning styles can be catered for

Pupils are able to participate fully in school trips and residential trips
Learning is supported by trips that are carefully planned to enhance the school’s curriculum
Social skills, independence, perseverance and team-work are developed through participation in group activities and over-

night stays on residentials

To reduce or eradicate pupil premium pupils having persistent absence

Regular meetings with SENCO – review of interventions, re-shaping of groupings and focuses, sharing of ideas and resources

TAs complete impact statements to provide evidence of outcomes and plan for next steps
SENCO observe interventions and provide feedback regarding

Groups of 10 pupils from each phase to attend a 6 week block of Forest schools for one session a week.

Ensure that pupils have appropriate outdoor wear and if not make sure this is provided.

Liaise with Forest School staff on pupils engagement

Annual analysis of number of pupils who have taken part in clubs
Staff to talk to children/parents about possible interests and available clubs
RB to arrange funding (as appropriate) for clubs and resources required (i.e. musical instruments, sports clothing)

Pupils regularly asked for ideas about how to spend funding – School Council
Teachers and TAs made aware of apps available to support different areas of need (i.e. spelling, memory, times tables)

Initial letters to include information for parents about available funding
KL to liaise with parents and HT regarding specific requests for funding

Teachers made aware of funding available – can approach parents if appropriate

Monthly meeting with Headteacher to discuss low attenders
Work with EWO to encourage parents to come into school for meetings if requested
Track attendance daily for those causing concern

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

At Ashby C of E Primary School, the usual cycle of data collection and the monitoring and tracking of the cohort’s attainment, will be used to inform pupil progress and enable the early identification of need, support and appropriate intervention. Review meetings will take place at each milestone (approximately every 9 weeks) and will include a member of Senior Management, teachers, TAs and the Pupil Premium Tutor if applicable.

At each milestone, the school will review the impact of actions taken and will plan for how the funding will be specifically allocated over the next phase. When selecting pupils for Pupil Premium target groups, the school will look at all pupils across the school. There are some pupils who are not eligible for PP who will benefit from these groups if their needs are similar and we believe progress can be made towards individual targets.

Pupil Premium Funding and the impact of this is a regular item on the governors’ School Improvement and Resources committees.

Pupil Premium staff member : Mrs L Powell

Nominated governor: Mr Mark Eydman

Date of next Pupil Premium Strategy Reviews:

13th November 2017, 2 nd February 2018, 4th May 2018, 6th July 2018

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Ashby CE Primary School