Tudor School Pupil Premium Grant 3 Year Strategy 2019- 2022
Year 1: September 2019- September 2020
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1. Summary information |
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School |
Tudor Primary School |
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3 Year Academic Plan |
2019/2022 |
Cycle Y1 2019-2020 |
No. of pupils eligible for PPG |
115 |
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Total number of pupils |
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Total PP budget |
£151,800 |
Date for next internal review of this strategy |
Summer 2020 |
2. Previous years attainment – End of KS2 performance July 2019 |
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Pupils eligible for PP |
not eligible for PP (national average) |
% achieving in reading, writing and maths |
62.3% |
65% |
Progress scores in reading |
1.8 |
0.03 |
Progress scores in writing |
2.6 |
0.03 |
Progress scores in maths |
3.3 |
0.03 |
3. Barriers to future attainment (for pupils eligible for PP, including high ability) – see above |
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In-school barriers (issues to be addressed in school, such as poor oral language skills) |
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A. |
Ks2 Reading results were lower than Ealing and National due to poor language acquisition in vocabulary and knowledge |
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B. |
Sentence structure and vocabulary is weak in writing in pupils who are low secure in writing |
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C. |
Learning behaviour is often passive and receptive rather than active and investigative. |
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External barriers (issues which also require action outside school, such as low attendance rates) |
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D. |
Attendance rates for pupils eligible for PP are 95.7% (target for all children of 96%). However, 11.7 % of this group are Persistent absentees .This reduces their school hours and causes them to fall behind on average. |
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4. Desired outcomes |
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Desired outcomes and how they will be measured |
Success criteria |
A. |
To develop teachers’ pedagogy – with focus on planning, assessment and delivery so that the quality of education is improved, leading to increased outcomes for pupils, particularly in literacy. |
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B. |
Pupils make at least good progress in writing demonstrating clear structures within their work. |
Developing subject knowledge and pedagogy of staff in writing Pupils effectively use the correct grammar structures within their writing for meaning Pupils use precise vocabulary to enhance their writing. Pupils can write confidently across a range of genres and for a range of purposes. |
C. |
To develop the pedagogy and cultural capital to facilitate positive learning behaviours and to widen pupils experiences beyond their own experiences. |
Different approaches are explored by SLT to develop independence CPD to train staff on selected approaches across the school Approaches are embedded in school practice Pupils are actively engaged and challenged in learning |
D. |
Increased attendance rates for pupils eligible for PP with attendance rates below 90% currently. |
Reduce the number of persistent absentees among pupils eligible for PP. |
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5. Planned expenditure |
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Academic year |
2019/20 |
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The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. |
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1: Quality of teaching for all |
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Desired outcome |
Chosen action / approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
A. Improved teaching of reading across the school |
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English Reading Lead to deliver training.
CPD within Reading
Teacher Support Teacher Voice Learning Walks to review practice Book Scrutiny Pupil voice
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English lead |
Termly |
B. Pupils make at least good progress in writing demonstrating clear structures within their work. |
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Use INSET days and staff meetings to deliver training. Monitor books. Moderation with partner schools Pupil Progress meetings End of year outcomes |
English lead |
Termly |
C. To develop the pedagogy so that lessons help to facilitate positive learning behaviours such as active engagement, independence, resilience and critical thinking. |
Develop classroom practice in order to encourage more active participation e.g. through the use of more practical activities or Kagan strategies TALK 20 Reintroduce strategies such as The Learning Pit, No Hands Up, I cannot do it YET, Growth Mindset, Mind Up and Mindfulness training etc.
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Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils. The EEF Toolkit |
More Visible Learning in classroom Monitoring books will show that children take on challenge, learn from mistakes and persevere. Learning walks will show a ‘have a go’ approach. |
SLT |
Termly |
Total budgeted cost |
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2: Targeted support |
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Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
A. Improved phonics skills in KS1 |
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Organise timetable to ensure staff that the structured provision of Phonics is in place. Learning Walks to monitor teaching of Phonics Half termly Phonics assessment. |
Phonics Lead Literacy Lead |
Half Termly |
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B: Accelerated progress to Greater Depth from ARE for more PP pupils |
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Pupil voice Ensure Library slots continue to be timetabled Monitor how well pupils articulate and justify their understanding of text using evidence
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SLT |
Termly |
C: Greater progress for lower attainers |
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Many of these pupils do not have access to books other than through school Many do not read regularly at home Evidence suggests that by reading regularly and frequently improves accuracy and fluency (automaticity). Regular reading improves mechanics of reading so that children can more easily read of meaning |
Monitoring Book monitoring Pupil Progress meetings Learning walks |
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.. D. .To develop the pedagogy and cultural capital to facilitate positive learning behaviours and to widen pupils experiences beyond their own experiences |
Mind Up in EYFS Develop Mind Up in Y1 Play Therapy Clinical Psychology Talking box Lego Therapy Subsidising funding to enable pupils to have a range of additional social and cultural experiences that they would not have otherwise e.g. residential trips and cultural day trips to the theatre, Houses of Parliament etc. Enable pupils to have access to a variety of enriching and educational experiences as well as exposure to a breath of quality encounters that they would perhaps not have otherwise e.g. Visiting artists and authors, visiting drama groups, educational workshops, public transport etc. Clubs run by teachers linked to the physical, emotional and academic wellbeing of pupils. |
Interventions which target social and emotional learning (SEL) seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning. SEL programmes appear to benefit disadvantaged or low-attaining pupils more than other pupils, though all pupils benefit on average.
The Nuffield Foundation says clubs are an "easy vehicle" for enrichment. The study, found taking part in activities after the formal school day could play a role in closing the attainment gap between children from economically disadvantaged backgrounds and those with more family resources. The report says: "Compared with disadvantaged children who did not attend after-school club at the age of 11, those who attended after-school club one or two days per week had made significantly more progress than predicted. The research also found poor children who attended after-school clubs developed better social, emotional and behavioural skills than those, also from similar social circumstances, who did not. The results indicate that after-school clubs also bridged the gap between rich and poor, as children from disadvantaged homes participated to the same extent as those from affluent ones. |
Pupil voice Parent voice Teacher voice Talking and Drawing Friendship groups |
SLT All Staff |
Termly |
Planned enrichment learning during school |
Inclusion |
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3: Wider Outcomes |
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Desired outcome |
Chosen action /approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
D. Increased attendance |
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SH KH |
Termly |
rates |
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Impact of Pupil Premium Funding Evaluation
The School’s Pupil Premium Grant (PPG) strategy for April 2018-April 2019 identifies the following aims to overcome barriers to educational achievement for our pupils eligible for Pupil Premium funding:
•To accelerate the progress and improve the attainment of pupils eligible for Pupil premium in order to narrow any gap between non Pupil Premium pupils in school and nationally.
•To continue the progress made in improving writing and to narrow the gap for PPG pupils in Reading and Maths.
•To improve access to learning opportunities including to books, trips and workshops
•To address the barriers of social, emotional and mental health needs which impact on learning, behaviour, confidence and resilience.
• To address low levels of parental engagement.
•To address the need to develop parental support skills and confidence.
•To address the barriers of low attendance, punctuality and disrupted education amongst PPG pupils.
Impact:
Evidence
EYFS
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School 2019 |
National 2019 |
% of disadvantaged pupils attaining GLD children attaining GLD |
100% |
Unavailable |
% of Non-Disadvantaged Pupils attaining GLD |
80.9% |
Unavailable |
Key Stage 1- % of children reaching the expected level or higher
Performance of Disadvantaged Pupils at the end of KS1 |
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(ARE=Age related expectations) |
2018 |
National 2019 (non-disadvantaged) |
% of disadvantaged pupils at ARE in Reading |
87% |
75% |
% of other pupils at ARE in Reading |
76% |
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% of disadvantaged pupils at ARE in Writing |
80% |
69% |
% of other pupils at ARE in Writing |
79% |
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% of disadvantaged pupils at ARE in Maths |
100% |
76% |
% of other pupils at ARE in Maths |
83% |
Key Stage 2-% of children reaching the expected level or higher
Performance of Disadvantaged Pupils at the end of KS2 |
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(ARE=Age related expectations) |
2019 |
National 2019 (non-disadvantaged) |
% of disadvantaged pupils at ARE in Reading |
79% |
73% |
% of other pupils at ARE in Reading |
59% |
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% of disadvantaged pupils at ARE in Writing |
88% |
79% |
% of other pupils at ARE in Writing |
79% |
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% of disadvantaged pupils at ARE in Maths |
92% |
78% |
% of other pupils at ARE in Maths |
90% |
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Disadvantaged pupils progress score in Reading |
1.8 |
Unavailable |
Other pupils progress score in Reading |
3.1 |
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Disadvantaged pupils progress score in Writing |
2.6 |
Unavailable |
Other pupils progress score in Writing |
5.7 |
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Disadvantaged pupils progress score in Maths |
3.2 |
Unavailable |
Other pupil progress score in Maths |
5.2 |
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% of disadvantaged pupils at ARE in R,W,M combined |
75% |
Unavailable |
% of all pupils at ARE in R,W,M combined |
52% |
Tudor School Pupil Premium Grant Strategy April 2018- April 2019
Evaluation and Impact of Pupil premium spending April 2017-April 2018
The School’s Pupil Premium Grant (PPG) strategy for April 2017-April 2018 identifies the following aims to overcome barriers to educational achievement for our pupils eligible for Pupil Premium funding:
Results from July 2018
Performance of Disadvantaged Pupils at the end of KS2 |
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(ARE=Age related expectations) |
2018 |
National 2018 (non-disadvantaged) |
% of disadvantaged pupils at ARE in Reading |
86% |
80% |
% of other pupils at ARE in Reading |
83% |
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% of disadvantaged pupils at ARE in Writing |
81% |
83% |
% of other pupils at ARE in Writing |
81% |
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% of disadvantaged pupils at ARE in Maths |
100% |
81% |
% of other pupils at ARE in Maths |
86% |
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Disadvantaged pupils progress score in Reading |
4.0 |
0.31 |
Other pupils progress score in Reading |
3.3 |
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Disadvantaged pupils progress score in Writing |
2.5 |
0.24 |
Other pupils progress score in Writing |
2.6 |
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Disadvantaged pupils progress score in Maths |
5.1 |
0.31 |
Other pupil progress score in Maths |
4.7 |
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% of disadvantaged pupils at ARE in R,W,M combined |
81% |
70% |
% of all pupils at ARE in R,W,M combined |
78% |
Performance of Disadvantaged Pupils at the end of KS1 |
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(ARE=Age related expectations) |
2018 |
National 2018 (non-disadvantaged) |
% of disadvantaged pupils at ARE in Reading |
63% |
79% |
% of other pupils at ARE in Reading |
81% |
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% of disadvantaged pupils at ARE in Writing |
63% |
74% |
% of other pupils at ARE in Writing |
81% |
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% of disadvantaged pupils at ARE in Maths |
75% |
80% |
% of other pupils at ARE in Maths |
81% |
Context When making decisions about using pupil premium funding it was important to consider the context of the school and the subsequent challenges faced by our proportion of pupil premium children. Common challenges for pupil premium children at Tudor Primary include the following: overcrowded, temporary and unstable housing, high mobility, digital access challenges, lack of space and resources to study at home and or play safely outside, EAL, attendance and punctuality issues. The school recognises that whilst a significant number of our pupils are not eligible for recourse to public funds, due to immigration and benefit reasons, they would otherwise be considered as meeting the criteria of “disadvantage”. |
The School’s Pupil Premium Grant (PPG) strategy for April 2018-April 2019 identifies the following aims to overcome barriers to educational achievement for our pupils eligible for Pupil Premium funding:
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Objectives and Principles
Our key objective in using the Pupil Premium Fund (PPF) is to narrow the gap between pupil groups and ensure that each child maximizes their potential. Through quality first teaching and targeted interventions we are working to eliminate barriers to learning and progress. For pupils who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations as they move through the school. Also to ensure that we cater for all academic abilities, including challenging high attaining pupil premium (PP) pupils, we analyse our data comprehensively, in order to make decisions relating to pupil premium funding. We have nominated members of the SLT team to lead and drive pupil premium as well as sharing information regularly with Governors.
Further to this we outlined key principles which we then focused on in order to successfully narrow the gap and maximise the impact of our pupil premium spending.
The ethos of the school is built upon the belief that all staff believe in all pupils and there are no excuses made for under-performance. We have high expectations and aspirations for all our pupils and encourage them to take a full and active part in all that we offer. We value diversity, promote curiosity and inspire excellence.
Analysing Data- We ensure that all staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school (e.g. pupil progress meetings).
Identification of pupils - We ensure that:
Improving day to day teaching - We continue to ensure that all pupils across the school receive good teaching achieved by using our Senior Leaders to:
Increasing learning time -We maximise the time pupils have to “catch up” through:
Individualising support- We ensure that the additional support we provide is effective by:
Measuring impact
The impact of the Pupil Premium spending is measured by the EYFS, Phonics, KS1 and KS2 results at the end of the year.
For non-statutory year groups the school’s internal data will be used to measure the impact of the spending.
Review date – July 2019
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Planned Expenditure: Spending and Impact 2018-19 Tudor Primary School |
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This year 1320 x 113 = £149,160 |
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Item/Project |
Cost |
Objective |
Desired Impact |
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Beanstalk Reading Helper |
£580 |
Trained reading helpers give selected Y5 PPG children with low Reading ages, additional opportunities to explore text. |
To support children reading 1:1 for pleasure and thereby improving confidence, fluency and breadth of experience Pupil Premium pupils have additional reading opportunities |
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Learning village (annual costs + 0.5-RP 0.2 EAL manager) |
£12,000 |
Individualised access to scaffolded program of vocabulary and syntax development. This is to accelerate the development of language structures necessary to underpin curricular learning and communication. |
To raise levels of confident oracy and literacy in pupils who may not have frequent home exposure to the English language in its correct form. Pupil premium pupils acquire English oracy confidently in a structured, relevant and correct way. This will reduce isolation and enable rapid integration in to the school and British community. Pupils who have participated have shown an improvement in confidence and enthusiasm |
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Equipment – Netbooks/Chromebooks and headphones |
£5,000 |
Children having a chance to do independent learning on netbooks on sites such as Learning Village, Mathletics, MyMaths, Maths Factor, Education City, SPAG.com, Spelling Shed. Some children do not have access to computers at home and so can use the school’s equipment for online homework or independent learning. |
Children will become independent learners. Children will have the opportunity to use technology they may not have at home. Children are able to complete learning tasks set for them online during school time as they have no access to computers at home. |
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Education city |
£1,961 |
Subscriptions to provide enhanced access to teaching and learning activities outside of school as many parents do not speak English or have the skills or resources to provide access to such activities. |
To enable our pupils to have quality educational online activities which they would otherwise not have access to. To increase the confidence and breadth of our pupils to safely use online platforms as tools to learning. |
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1:1 reading |
£9,233 |
In line with our aim to raise the progress and attainment of pupils with PPG in Reading and Literacy, we have committed staff to ensure pupils have additional opportunity to read to an adult individually. Staff have ongoing CPD to develop phonics, fluency, articulation and comprehension. |
To ensure that pupils have the opportunity to practise their reading by reading frequently to adults who can support their reading for pleasure, reading for meaning and reading fluency and accuracy. This frequent practice should improve fluency, accuracy, confidence and comprehension of pupils. |
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Full time additional TA for PP support (ID, LH, AT |
£32,931 |
Targeted support to boost learning for Y5/6 pupils focussing on meeting the demands of the New Curriculum and SATS. Pupils have the opportunity to have a safe and supportive environment to revise, fill gaps in learning (high mobility) and ask for help to maximise their learning at the end of KS2. Many students have gaps in learning due to mobility and do not always have access to eg reliable broadband, tutors or people who have the time and skills to support them in accessing the National Curriculum at age appropriate levels. High levels of housing issues in the area mean that it can often be difficult to revise at home over holidays. |
Good outcomes for PP pupils. |
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Feb/Easter booster sessions |
£3,240 |
Target pupils with extra sessions in year 6 to enable rapid progress |
Improved outcomes for PP pupils |
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West London Speech & Language (0.3) (0.1=SH, 0.5=TAs) |
£14,000 |
Language skills are key to communication and learning. Baseline data shows that our cohort often starts our schools with very low levels of Language, Literacy and vocabulary. Communication and Language is key to Literacy and Learning. It is the precursor to successful reading and writing. Commissioned SLT support helps to upskill our staff and develops an inclusive environment to improve access and engagement to pupils who may not have a wide vocabulary or syntax. This should improve Literacy and Learning |
Improved engagement and outcomes for PP pupils in Literacy and Language |
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Trips and visitors |
£10,000 |
Subsidising funding to enable pupils to have a range of additional social and cultural experiences that they would not have otherwise e.g. residential trips and cultural day trips to the theatre, Houses of Parliament etc . Enable pupils to have access to a variety of enriching and educational experiences as well as exposure to a breath of quality encounters that they would perhaps not have otherwise eg visiting artists and authors, visiting drama groups, educational workshops, public transport etc |
Increased knowledge, confidence, independence and collaborative skills in participating pupils resulting in enthusiastic learning. Improved social and cultural inclusion in wider society so that our pupils can understand, experience and relate meaningfully to British Values. |
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Attendance Projects (0.2=KH, 0.5=MR, 0.1=SH) |
£16,455 |
Support families in to overcome barriers to attendance through targeted family work |
Improved attendance for PP pupils so that all PP pupils have attendance of at least 95% |
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Apprentices Support – 5 Mayzee, Ellie, Nargi, Fizza, Zainab, Amelia |
£11,000 |
Enabling pupils to have regular 1:1 phonic, HFW and reading opportunities – overseen by teacher |
Improved engagement and outcomes for PP pupils |
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Differentiated phonics groups – 4 TAS EVERY DAY – ONE HOUR |
£9,360 |
To provide differentiated support to meet the precise needs of KS1 pupils to improve literacy skills early. We have a Phonics pass rate of 85%. |
Phonic screening shows rapid progress of pupils through the scheme Increased % of pupils meeting the expectation of the phonics screening test |
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Catholic Society |
£2,500 |
To increase the social, emotional and mental wellbeing of children through Play or Drama therapy. We have had groups of children who have difficulties initiating and sustaining relationships. Group and individual sessions are undertaken with children who have more embedded issues or who may be finding it difficult adjusting to loss/bereavement/acrimonious family breakdown etc Where possible, parents are also engaged in promoting positive relationships with their children in play and communication. |
Improved social, emotional and mental wellbeing of pupils therapy leading to better play skills, fewer behaviour issues, greater engagement and improved learning. Increased engagement and support from parents of participating pupils. |
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Behaviour management at lunchtimes |
£5,200 |
Pupil premium children taking part in lunchtime sports club. |
Children have more settled lunchtimes and are then able to concentrate and engage in their afternoon learning which will lead to improved outcomes. |
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Clips |
£4,500 |
A Commissioned Clinical Psychologist works as a member of staff for one day a week. She works with parents, pupils and staff to support the emotional and mental wellbeing of our pupils and where relevant, of their carers. She works as intensively as required, doing home visits over the holidays where necessary or is a supportive and advisory role where appropriate. Many pupils on the Clips caseload are PP. |
Social and emotional stability for very vulnerable pupils to ensure they are safe, stable and able to access education and the school community. |
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Educational Psychologist |
£1,200 |
We commission educational psychology support to ensure that precise educational needs can be better identified and supported. |
Children’s needs can be assessed and understood thereby allowing pupils to be supported accordingly and learn. |
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Library Club |
£4,000 |
We employ a qualified and experienced school librarian who ensures pupils have access to a wide range of literature and quality text. She also reads to pupils and supports their reading widely. She also runs a library club for motivated readers during lunch times and afterschool where parents can also come and help their children choose books. |
Many children do not use any other library service. This helps them have access to a wide range of books that they can select and enjoy safely. |
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Books for soft start |
£3,000 |
Soft Start is very well attended. Children are encouraged to come to school before 8.50 and read before school. EYFS and KS1 Soft Start is available for parents and children to share books and read together. KS2 pupils so not need their parents to stay with them. |
Children enjoy reading, thereby become more fluent, accurate and confident. Children are far less likely to be late because they are at school earlier. Children are ready to learn when school officially starts because they are already in class and calm. |
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PP free access to clubs |
£3,000 |
There is a range of recreational and educational activity clubs eg Art, cooking, ballet, maths etc. These broaden children’s experiences and skills and improve their confidence and engagement. |
Children have a range of experiences that they would not have otherwise. They are more engaged, motivated, sociable and skilled as a result. |
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