To make sure that our approach to the investment of disadvantaged children is robust and consistent over time, our governing body have adopted a policy which can be obtained from this link.
For information on how we are spending our disadvantaged funding, see below.
ACADEMIC YEAR 2016/17
MAIN BARRIERS TO EDUCATIONAL ACHIEVEMENT
STATISTICS FOR 2016/17
STRATEGY FOR USING THE FUNDING
The school has looked carefully at the needs of each pupil and we have decided to use the following intervention strategies:
Evaluation of the strategies used:
The school received a letter congratulating us on the progress of our Disadvantaged children - we narrowly missed a Pupil Premium Award.
The attendance of all but 1 of the GRT families increased and 2 children have above NA. Attendance for this group currently stands at 94% for the first term of 2016-7
There have been no exclusions of children since January, 2015. Previously, 3 Pupil Premium children had had various short-term exclusions. This is as a result of effective ‘whole child’ provision within school through the learning Mentor role which has also resulted in even better relationships with those families. The Learning Mentor also works, predominantly with Pupil Premium children – the last timetabled provision was 95% Pupil Premium.
The school implements the Read, Write Inc programme, partly funded by Pupil Premium. Through this, we have been able to provide effective TA training and support, leading to good quality phonics teaching and 1:1 catch-up programmes in the afternoons. As a result, Year 1 achieved a 93% pass rate and Y2 achieved a 66% pass rate (2/3 children)
Pupil Attainment for Year 2 disadvantaged pupils- 2016
Progress Measure for Disadvantaged Pupils (KS2)
This data is calculated based on the Disadvantaged children in the cohort
Attainment for Year 6 disadvantaged pupils – 2016
Our main strategy was to use 1:1 support and small group interventions delivered by experienced teaching assistants.
The biggest impact on attainment is seen when the Learning Mentor is involved in the support for the child.
The biggest barrier to accelerating progress is when the child has other identified issues – for example special educational needs or families in need.
Learning Mentor support also proved successful for children with low confidence. Our Learning Mentor was able to support children individually and in small groups and also offer family support where appropriate.
Total funding spent: £104,280
For the future:
Which strategies should be continued and why:
Learning Mentor support to improve attendance has been successful and resulted in some good rates of progress.
Support from the Learning Mentor to improve social skills and attitudes to learning have also been successful and will be continued.
Intervention by experienced TA has resulted in pupils that may otherwise not have made expected progress making expected or good progress.
Close monitoring of the progress of these pupils resulted in ensuring that appropriate provision was in place, and was amended at Pupil Progress Meetings to ensure it remained appropriate. This was done by Senior Leaders and the Assessment Leader.
The new mastery approach for Mathematics has resulted in better outcomes for disadvantaged pupils in Year 6. The pedagogy is now going to be extended to other years in school for Mathematics and developed for other areas of the curriculum, particularly writing.
New strategies which should be adopted:
Phase Leaders to develop and embed their role in ensuring that disadvantaged pupils get the most appropriate provision.
We have invested in further training for TAs to ensure that they can deliver interventions effectively, particularly for KS2.
SENCO to monitor targeted work to the lowest achieving disadvantage pupils, particularly where other barriers to progress exist.
Date of the next review of the school's pupil Premium Strategy - September, 2017.