Pupil Premium Information

Marlborough St Mary’s C of E Primary School – Pupil Premium Strategy Statement 2016-2017

What is Pupil Premium Funding?

Pupil Premium funding is provided to schools and is additional to the main school funding.  The funding is allocated according to the number of pupils on-roll who are:

  • Currently Eligible for free school meals (FSM) other than the Universal Free School Meals for EYFS and KS1
  • Have been eligible for free school meals (other than Universal FSM) within the past 6 years
  • A child from a family where one or both of their parents is a serving member of the Armed Services
  • A “looked after” child (in care) for 6 months or more.

In addition – the amount of funding allocated to support these children varies between the categories:

  • Children in receipt of Free School Meals now or within the last 6 years £1,320 per child
  • Children who are from Service Families £ 300 per child
  • ‘Looked after’ children (LAC) / special guardianship £1,900 per child

Summary Information – allocated funding for 2016-2017

We currently have 336 children roll of whom 88 children (26% of the school roll) are in receipt of Pupil Premium Funding.

As we are a new school this year our funding runs for 7 months from September 2016 to April 2017.

 

  Pro-rata places Pro-rata Funding
Current FSM + FSM Ever 6 44.83 £59,178
Service Pupils 10.00 £3000
Adopted from Care 1.00 £1,900
Total Pupil Premium Grant £64,078

Current Attainment

As a new school we are yet to have official end of Key Stage results.

This information will appear in this section from September 2017.

Identified barriers to educational achievement

Marlborough St Mary’s C of E Primary School has identified the following as potential barriers to achievement experienced by some of the pupils currently in receipt of Pupil Premium Funding:

  • Access to language / understanding and application of phonics skills and reading skills.
  • Access to extra-curricular activities – educational experiences such as day trips, residentials and music lessons.
  • Parental engagement with school – especially regarding attendance at My Child Parent Meetings; curriculum workshops; support to complete homework.
  • The number of pupils who are in receipt of Pupil Premium funding who are also on the SEND register for cognition and learning.
  • Pupils with specific social and emotional needs which affect their learning.
  • Irregular attendance.

Desired Outcomes

  • Higher rates of progress across all phases for non-SEN Pupil Premium pupils.
  • Higher rates of progress and greater attainment across all phases for all Pupil Premium pupils.
  • Higher rates of engagement with extra-curricular activities – including residential trips.

Success criteria

  • Pupils eligible for Pupil Premium, who do not have an additional educational need, make good to outstanding progress in all curriculum areas. This will be measured through the school tracking system and monitored through pupil progress meetings.
  • Progress and attainment more in line with non-pupil premium children
  • Extra-curricular activities registers show a representative proportion of Pupil Premium children

Review of Actions from the Previous Academic Year

As a new school this is our first Pupil Premium Strategy statement.

Information involving a review of the strategy will appear in this section from September 2017.

Planned expenditure for the 2016-2017 academic year

 

Area 1:  Quality Teaching
Area of expenditure Intended Outcomes Actions
Additional teacher support for focussed interventions

 

 

 

Lead:

DHT, Intervention Lead, SENCO

·  Improved learning outcomes in reading, writing, and maths – PP children meeting the end of year age-related objectives / closing the gap with their peers

·   Improved confidence for pupils in identified specific areas

·  Intervention learning tasks tailored to meet the individual needs of pupils – overcoming a barrier to their understanding and progress

· Consolidation of learning completed in class – practise and application of skills

·  Regular analysis and review of PP group timetable with DHT

· Regular communication between additional teachers and class teachers – individual pupils’ needs, teaching materials, learning to consolidate, sharing of resources, discussion of progress and attainment

 

TA support for 1:1 / 1:2 focussed interventions

 

Lead:

DHT, Intervention Lead, SENCO

 

·  1:1 / 1:2 interventions planned to cater for individual needs  (eg: spelling, handwriting, reading, number work etc…)

· Consolidation of learning completed in classes – time for practise and application skills

· Improved rate of progress for focus children – closing the gap with their peers / meeting the end of year age-related objectives

· Regular communication between TA and teachers to discuss key areas to address / activities / progress

·  Impact statements at the end of each term – TA and class teacher

·  Monitoring of progress for focus children – analysis of specific individual barriers to learning

 

TA support for 1:1 Reading / Small group phonics

 

Lead:

DHT, Intervention Lead, SENCO

·  1:1 reading sessions to take place daily

·  Improved rate of progress for focus children – closing the gap with their peers / meeting the end of year age-related objectives

· Small phonics group

· 1:1 Reading daily for focus children

· Regular communication between TA and teachers / DH regarding progress / understanding and key areas for development

·  Monitoring of progress for focus children – analysis of specific individual barriers to learning

Training support for staff (AfA)

 

 

 

Lead:

DHT, Intervention Lead in conjunction with the AfA coach

· Children with learning memory difficulties identified and supported and making progress

· Differentiation strategies matched to children’s learning styles

· Seating and grouping of children in classes matched appropriately to their learning styles and needs

· Joint / individual Learning behaviour observations conducted by AfA coach, DHT and Intervention Lead – teachers to receive feedback and advice

· AfA coach to conduct whole school training activities for teachers

· Children identified through learning behaviour observations / working memory observations are supported and their progress monitored with further analysis of specific individual barriers to learning

· My Child / Structure Conversations to develop Parental involvement and engagement with school

Total budgeted cost: £16,500  

 

Area 2 – Curriculum Access
Area of expenditure Intended Outcomes Actions
Educational experiences including support for access to extra-curricular activities

 

Lead:

HT, DHT

· Improved engagement with learning through inclusion in key activities · Residential and day trips subsidised

· Extra-curricular activities subsidised

· Record kept of involvement in extra-curricular activities

TA support for identified children

 

Lead:

DHT, SENCO

·  Focus children able to access the curriculum with support

· Focus children make progress in all curriculum areas

· Timetable adaptations for specific children

· Monitor progress, attainment and achievement

Forest School

 

Lead:

DHT, Intervention Lead, Forest School Lead

· Focus children increasingly more engaged with school and learning opportunities

· Focus children show, where relevant, greater levels of attendance and/or improved behaviour

· Focus children show greater rates of progress and higher levels of achievement and attainment

 

· Resources purchased and areas established for Forest Schools activities to take place

· Forest School training completed by identified staff members

· Participation tracked

· Monitor progress, attainment and achievement

Total budgeted cost: £7578  

 

 

Area 3 – Health and Wellbeing
Area of expenditure Intended Outcomes Actions
Funding for total of three wrap-around care sessions

 

Lead:

DHT

· Attendance improvements for target children

· Children start school calmly

· Children access a range of after-school supported activities

· Three sessions of before or after school care to be made available for Pupil Premium children

· Attendance at Breakfast / After school club recorded

· Range of activities provided at both clubs

ELSA provision for focus children

 

 

Lead:

DHT, Intervention Lead, SENCO

· Improved progress, attainment and achievement for participating pupils

· Pupils in receipt of ELSA support demonstrate more settled / confident behaviour within the school environment

· Funding for training for additional adults to lead ELSA support within school

· Timetable ELSA sessions for focus children

· Monitor progress, attainment and achievement of participating pupils

· Timetable meetings for key staff with parents of focus children involved in ELSA

Pastoral support

 

Lead:

DHT, Intervention Lead, SENCO, Pastoral Officer

 

· Children in receipt of direct, focused 1:1 pastoral support settle more quickly into class in the mornings and have fewer incidents at break times / lunch times · 1:1  “Meet and Greet” established for focus children

· Break and lunch time strategies / timetables introduced and staffed where appropriate

· Small supported play groups established in order to   aid development of social skills

Total budgeted cost: £40,000  

 

Monitoring and Evaluation

All actions and outcomes will be monitored, evaluated and reviewed by the Head Teacher and Deputy Head Teacher in conjunction with members of the Senior Leadership Team and other staff members as appropriate.

Review

This strategy will be reviewed annually for the beginning of each academic year.

Abbreviations used in this document

 

HT Head Teacher
DHT Deputy Head Teacher
SENCO Special Educational Needs Co-ordinator
AfA Achievement for All
ELSA Emotional Literacy Support Assistant