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Allocation of Pupil Premium Funding 2015-16

The Pupil Premium funding is allocated to schools from the Department for Education for all children who are entitled to Free School Meals, Looked after Children and the children of parents serving in the armed services.

At Gilbert Colvin Primary School we are committed to ensuring that all our children achieve and make excellent progress regardless of their gender, ethnic background, family income or background.

The progress of all children is regularly tracked throughout the year to ensure no individuals or groups of children fall behind. Where required, interventions are put into place so that children can catch up. The pupil premium funding has allowed us to finance a wide variety of interventions and strategies which are detailed below.

The success of these strategies is evaluated regularly to check their impact on the progress of our pupils. Where a strategy has not been successful it may be adapted or discontinued to ensure that what we are doing is worthwhile and so that we achieve good value for money.

How will the Pupil Premium be spent in 2015-16?

Strategy Purpose
Employment of a non- class based Inclusion Leader Greater focus on pupils with specific needs, child protection, CAFs, liaison with and support for families, improving SEN provision and deployment of support staff to ensure impact.
Employment of additional teacher and Learning support assistants to release class teachers for interventions Teachers to lead small group sessions to accelerate progress for targeted pupils including PP group. Targeted pupils being those who need additional support to make expected progress and ‘keep up’ with Age-related Expectations for the end of year and Key Stage. This is allocated following a needs analysis and termly Progress meetings.
Release for Teacher/ pupil conferences Teachers released to work with pupils one to one and in small groups to review their current learning and address any gaps in the children’s learning; to review and set targets and to discuss learning strategies to enhance future learning.
Team teaching by Senior Leadership team SLT out of class to improve quality first teaching by monitoring and providing action plans and focussed feedback to all staff on a weekly basis. Team teaching to ensure all teaching is good or better.
Employing support staff to deliver one to one and small group interventions Catch up phonics programme for identified pupils to include PP to ensure all children become fluent and confident readers.

Catch up Maths programme ‘Power of one’ to ensure children become confident handling number and early mathematics skills.
Behaviour groups Training and deployment of staff to support pupils with their behaviour and/ or social skills.
Subsidies for enrichment activities Part funding of activities such as instrument tuition, school visits including the Year 6 visit to Glasbury enables disadvantaged pupils to have experiences otherwise beyond their means.

Impact of this funding for 2015-16

See attached Impact Statement.

Allocation of Pupil Premium Funding 2016-17

Amount received per pupil

£1,320

Number of pupils

86      

(1 LAC at £1,900)

Total amount of Pupil Premium received

£115,420

Main Barriers to Educational Achievement for Eligible Pupils in the School

  • Low starting points
  • Lack of aspirations in home environment
  • Lack of parental engagement in academic activities
  • Low academic achievement of parents
  • Lack of life experience generated from activities outside of school
  • Crisis management of poverty and/ or housing

Strategies to Address Main Barriers to Educational Achievement

How will the Pupil Premium be spent in 2016-17?

Strategy

Purpose

How will impact be measured?

Employment of a non- class based Inclusion Leader

Early intervention ensures greater focus on pupils with specific needs, child protection, CAFs, liaison with and support for families re access to services and advice e.g. FIND, improving SEN provision and deployment of support staff to ensure impact.

PP, SEN and EAL pupils make good progress in in-school data tracking and in National data at the end of Key Stage

Employment of additional teachers to release class teachers for interventions

Teachers to lead small group sessions to accelerate progress for targeted pupils including PP group. Targeted pupils being those who need additional support to make expected progress and ‘keep up’ with Age-related Expectations for the end of year and Key Stage. This is allocated following a needs analysis and termly Progress meetings.

In-school tracking shows that focus PP groups make accelerated progress to achieve their end of year targets

Release for Teacher/ pupil conferences

Teachers released to work with pupils one to one and in small groups to review their current learning and address any gaps in the children’s learning; to review and set targets and to discuss learning strategies to enhance future learning with the pupil and with parents.

Pupil survey show that pupils know their targets and how they are supported to achieve these.

National and in-school data shows accelerated progress to identified targets

Team teaching by Senior Leadership team and Phase Leaders

SLT/ Phase Leaders released to improve quality first teaching by monitoring and providing action plans and focussed feedback to all staff. Team teaching to ensure all teaching is good or better.

Observations and inspections identify teaching and learning as highly effective

Employing support staff to deliver one to one and small group interventions

Catch up phonics programme for identified pupils to include PP to ensure all children become fluent and confident readers.

Catch up Maths programme ‘Power of one’ to ensure children become confident handling number and early mathematics skills.

Focus pupils make good progress with specific programme and in-school data shows they make accelerated progress

Behaviour groups

Training and deployment of staff to support pupils with their behaviour and/ or social skills.

In-school behaviour systems show improvements in behaviour for learning and generally for identified pupils

Subsidies for enrichment activities

Part funding of activities such as instrument tuition, school visits including the Year 6 visit to Glasbury enables disadvantaged pupils to have experiences otherwise beyond their means.

Pupil surveys and observations show increased engagement and understanding of learning

Next Review of Pupil Premium Strategy

September 2017

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