Pupil Premium is additional to main school funding and is allocated to schools for children who have been registered for free school meals at any time in the last 6 years, have been looked after for one day or more, are adopted from care or leave care under a Special Guardianship or Residence Order or whose parents have served in the armed forces in any of the previous 4 years.
The aim of the funding is to help address the current inequalities which exist between these children and their peers by raising achievement and improving outcomes. High quality teaching and learning is important to all children, regardless of their background or situation; this is what we strive to provide at Abbeyfields and all staff are committed to this.
It is important to note that not all children eligible for free school meals are low attaining or making poor progress. The individual needs of each cohort in any particular academic year will be assessed and planned for appropriately.
Click here to read our Pupil Premium Strategy Statement.
Click here to see the 2017-18 academic year expenditure.
Planned Pupil Premium Expenditure for 2018-2019 is £38,260
|
Year group (total) |
Number of pupil premium children | Percentage of cohort |
|
Nursery (39) |
4 |
10% |
|
Reception (55) |
5 |
9% |
|
Year 1 (60) |
11 |
17% |
|
Year 2 (59) |
2 |
3% |
|
Year 3 (59) |
4 |
7% |
|
Year 4 (55) |
5 |
4% |
|
Whole School % of disadvantaged pupils is 9% (31 out of 328 pupils) |
||
| Barriers to future attainment for pupil eligible for pupil premium funding in 2018-2019 | |
| A. | An increasing number of pupil premium children also have additional needs e.g. academic, social, emotional. |
| B. | Some children are not able to complete homework tasks e.g. set homework, spelling, reading and times tables practice. |
| C. | An increasing number of children require additional speech and language support and development of vocabulary. |
| D. | Low self-esteem and low aspirations of some pupil premium children. |
| E. | Attendance and punctuality for some children is a barrier to learning and to well-being. |
We will target the attainment and progress of this group in the following ways and spend our allocation as described below.
Some of the interventions are pastoral, some academic and ultimately, all are intended to have an impact on aspiration. N.B. not all actions have a cost implication.
| Title | What we will do | Intended outcomes | Anticipated costs |
| Key Strategies for Disadvantaged pupils | A collaborative document with key strategies to heighten the profile of pupil needs and how all staff can address these needs will be shared with all staff. | Quality first teaching and additional, targeted strategies will lead to improved outcomes for the disadvantaged group. | Universal provision (£0) |
| Golden Room access
To enable small intervention groups and small group learning across the school, including nurture, speech and language. |
Small group and individual teaching and pre-/post-teaching sessions as appropriate.
This gives an opportunity for targets to be addressed with small groups of children and/or individuals and the work is carried out by highly qualified and skilled staff. Year groups will provide access to Nurture sessions to address social, emotional and confidence needs. Playtime and lunchtime support will be given to disadvantaged children in the Golden Room as appropriate, to support social and emotional needs/development. |
The children will have an increased self-awareness of their strengths and areas for development and will make rapid progress as a result.
This will apply to low, middle and higher attaining pupils. Targets will be met. The children will have happy playtimes (less-structured times of the day) and feel ready to learn in lessons as a result. |
Teaching Assistant hours
£11,000 |
| Pupil Premium Mentors | Some children will benefit from additional adult attention and support to achieve their challenging targets. This will be delivered through a mentoring programme primarily addressing academic progress, additional opportunities to complete homework, to raise aspirations and, as appropriate, giving social and emotional support.
Mentors will meet with the HT and Academy Councillor termly to evaluate the programme and to adjust it as necessary. |
The children will make rapid progress from their starting points due to the swift nature of intervention which will be provided through this programme. Attendance and punctuality (if this is an area of concern) will be consistent to ensure the children are “school ready” and making the most of all opportunities afforded to them in school. Targets will be met and celebrated. | Mentor co-ordinator 1 x day a week until Christmas 2018 (Volunteer £0)
Additional TA hours £3,600 |
| Pupil Premium Academy Councillor | Regular meetings in school to work alongside the Headteacher to monitor and evaluate the progress and attainment of these children.
Pupil, staff and parent voice activities. Learning Walks, work scrutiny. Termly report to the Academy Council on progress and attainment; evaluations will inform planning for next term. |
The Academy Council will be well informed regards the impact of actions in this strategy and will be able to provide appropriate support and challenge to ensure this group of pupils make good progress from their starting points. | Mr A Tebbutt/Academy Councillor(Voluntary role – £0) |
| Before School Club (8-9am) and After School Club (3.15-5.30pm) will subsidise attendance for some of our disadvantaged children. | To provide a settled and consistent start and end to their school day for some children. It also supports parents and carers who need to access this service for a variety of reasons. | The children will be settled and ready to learn (before school), benefiting from additional social interaction, additional experiences to up-level a variety of skills and boost their self-confidence/esteem. | Estimated cost £600 |
| We will subsidise a Y4 residential to Swaledale and other school visits. | Outdoor learning benefits all of our children across the school and is a big focus at Abbeyfields, but developing independence in a transition year through a residential visit is a significant priority. | Staff and parents will observe tangible improvements (academic and social/emotional) and participation on this trip will significantly impact on the children’s confidence and independence. | Estimated cost £250 |
| Our SENCo will not have a class commitment this academic year to carry out monitoring and evaluation of pupil premium (with SEND) children across the school. | A significant percentage of children in receipt of pupil premium also have additional educational, emotional and social care needs. | Pupil Premium children who also have additional needs will benefit from regular observation and intervention as appropriate. They will have the best possible chance of reaching their end of year targets. | Additional 2 x days a week SENCo facilitated through 2 days additional teacher time £15,092. |
| We will provide additional reading support through “daily readers” during Early Birds and throughout the school day. | Additional and frequent opportunities to read are essential for children who need extra practice and support with reading comprehension. We want to create a lifelong love of reading in the children. | The children will make positive gains in their end of year outcomes in reading; ideally accelerating progress and developing a secure love of books/reading. | Teaching assistant hours £3,600 |
| A mid-morning snack of toast will be offered/provided to all children in receipt of pupil premium funding. | This is to support families by adopting the same principle attached to FSM. Mid-morning snacks provide children with a much needed boost and it enables them to be ready for learning. | The children will be content and energetic which will enable them to approach learning effectively. | £788 |
| Additional teaching assistant support within Forest School to provide curriculum enrichment activities to help raise aspirations of these eligible pupils, particularly through our Forest Ranger Award. | A significant proportion of this group have additional needs including social, emotional, behavioural, speech and language. | Aspirations and self-belief will be high. Speech and behaviour issues will be resolved and the children will make good progress in all areas as a result. | Teaching assistant hours £3,600 |
Please also refer to the School Development Plan Overview which has a major focus on attainment, achievement and raising the aspirations of disadvantaged (and SEND) pupils this year.
In addition to Golden Room provision, we also have the following interventions in place across the school; please note interventions are liable to change on a half termly basis in response to cohort needs:
|
Current interventions in each year group: |
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|
Early Years |
Year 1 | Year 2 | Year 3 |
Year 4 |
| Small group work 1:1 targets
Speech and language Nurture Maths Extra Homework Fine motor skills Literacy |
1:1 targets/work
Speech Nurture Maths Phonics Fine motor skills Rapid Response Additional support for children who did not meet GLD |
1:1 targets/work
Speech and language Nurture Maths English – common exception words and writing Handwriting Small RWI group Repeat phonics intervention |
Various 1:1 for handwriting, speech, nurture, maths
Nurture Maths Maths rapid response Additional writing RWI/phonics
|
Various 1:1 Individual reading Speech and Language Nurture Maths Maths rapid response Handwriting Group reading Phonics/RWI |
We also have a whole school focus on oracy and the development of core and technical vocabulary.