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Pupil Premium

Pupil Premium 2016-2017

Pupil Premium funding is given to schools in addition to main school funding. Schools have the freedom to spend the Pupil Premium in any way they think will best support the raising of attainment in English and Maths for the most disadvantaged pupils. Pupil Premium funds are not ring fenced, it is not distributed as a child by child basis and the school has full autonomy on how they chose to spend the money. Therefore, Pupil Premium funds can be used on a variety of interventions personalised to the needs of pupils. 
The interventions that Arunside School put in place are allocated after looking at the gap(s) our students currently have and aim to put in place, procedures, protocols and practices that range from help with the cost of trips and other educational essentials to providing one to one tuition with a specialist Tutor. 

All of our interventions are evidence informed. They are based on key research documents such as The Sutton Trust (http://www.suttontrust.com/about-us/education-endowment-foundation/teaching-learning-toolkit/).  Each year we review the impact of how the Pupil Premium grant was spent. The amount spent is cross referenced against attainment.

Looking forward to this academic year, Arunside School are planning to increase small group work and one to one tuition in literacy and especially numeracy, building on the prior attainment these vulnerable students have when they join us at any stage in their primary education. There are also plans to develop further the quality first teaching that these disadvantaged students receive. The big push for this year is the drive to increase attendance of this cohort of students. Children who have parents in the armed forces are also supported through Pupil Premium.

Pupil Premium Action Plan – 2016 - 17                                    

Context, including data:

 Historically PP funding has been used to support additional TA time to support groups of children which have included PP children. However, our school data now shows that children on FSM are making approximately half the progress of non FSM children. Therefore, as a school we have decided to target this group of children to improve progress. This includes progress of FSM children considered to be more able.

Over-arching Objective:   To make progress against diminishing the difference between PP and non –PP children.

Key Improvement Priorities:

  •  Provide targeted support to improve progress for FSM children.
  • Allocate teachers / support staff to deliver structured approach to intervention
  • Improve awareness of PP within community and improve communication between all stakeholders
  • Teachers to take steps to improve progress of PP children in their classes.

Objectives:

Actions:

Timeframe:

Resources:

Success Criteria:

 PP policy and action plan to be in place and shared with staff and governors. 

 

Meet with BSM to discuss funding available and how spent to date.

DHT to write PP policy, allocate responsible governor.

DHT to write action plan and share with staff and governors.

DHT to meet with BSM to look at costing centre and discuss feasibility for future funding of action plan.

By Feb half term 2017

Time with governors

Staff meeting

Meeting with BSM

Funding

Action plan in place

Policy in place

Funding is agreed

All PP children to be identified

All class teachers aware of their PP children and target them as necessary.

Teachers provide information indicating area of need for appropriate intervention.

DHT to check RAISE information and SIMS PP information to update registers.

DHT to hold staff meeting to inform teachers of children in their class and discuss ways of improving provision (e.g. marking these chn’s books first).

All teachers to fill in request document for support for their PP children to identify area of need.

By end Jan 2017

Staff meeting

RAISE and SIMS data

Documentation to support intervention needs.

Staff aware of all PP children and are putting actions in place to target progress. (This will be part of the pupil progress review).

 

A document of individual child need is completed by teachers (includes assessment from Jan entry).

Intervention support is put in place based on the document of individual needs of the child. (this support will be based on assessment data and may involve children working in a group across age ranges, 4 max).

 

Teachers to work with intervention support person to indicate next steps for the child.

Intervention support teachers to plan for support based on knowledge of the child.

Identify FSM more able and put into place enrichment activities for these children.

 

Identify ways of supporting adopted children through PP funding  

HT and DHT to analyse documents supplied by the teachers and to determine what support is needed where.

 

HT / DHT to appoint staff needed to provide identified support.

 

Intervention support staff to plan sessions to meet needs of the child based on information gathered from teachers.

 

 

FSM more able chn given enrichment opportunities

 

Adopted chn have clear strategy for support or enrichment.

By Feb half term

Time for teachers to meet with appointed intervention support staff.

 

Possible appointment of PP teachers or use of more highly trained support staff.

 

Meeting with BSM / HT to secure funding required.

Costing is clear and agreed

Intervention groups are in place and support the needs of the chn.

 

Over time progress of FSM chn is seen to be in line with their peers. Hence diminishing the difference.

To communicate with PP children families to explain provision for their child

 

 To arrange consultation evenings to discuss progress and support families with what they could do at home with their child.

 

Assessment data is updated and analysed

DHT to prepare letter.

 

Office to send letter out to relevant families.

 

PP teachers to meet with parents for consultation evening

 

 

DHT will analyse assessment data for intervention impact.

By Easter 2017

Time agreed for parent’s consultation

 

PP teachers to contact PP families directly to arrange consultations

 

PP teachers time to prepare documentation to support families at home

 

HT / DHT to be available during the consultation period.

Consultation meetings will have happened.

 

Analysis of data will provide evidence of impact and possible next steps.

To update and improve the website regarding PP provision

HT to check compliant with Ofsted requirements. Any issues with compliance to be solved.

 

From this HT / DHT / HT PA to determine improvements that are needed going forward.

 

Website will show with more clarity how funding for 2016/17 will be / has been spent.

Jan 6th 2017

 

 

 

 

 

Feb Half term 2017

 

 

Easter 2017

Time for HT / DHT / PA to meet and discuss requirements for website

 

HT / BSM to meet to discuss funding/ costing of PP and prepare report for the website

 

Time for DHT to provide impact statement of progress to date (Easter 2017)

 

Time for PA to update website.

Website is both compliant and shows clarity of how funding is used.

 

 

Data analysis and progress measured against non FSM children.

 

 

DHT will analyse data provided by teachers to check that progress is in line with Non FSM children.

 

Use the analysis to decide further action needed / support needed and put this in place.

Easter 2017 and May half term.

 

 

 

 

 

May 2017

DHT time to analyse data

 

Time for teachers to discuss progress during pupil progress meetings.

 

Teachers to provide impact statement for each of their PP children making comparisons to non FSM chn.

Data analysis will begin to show that the there is some diminishing of the difference.

 

Areas of further support needed are identified and actioned.

 

 

Teachers have confidence that the intervention is helping the targeted child.

Awareness of pupil premium funding is heightened ready for next census.

Families of children entering reception for Sept 2017 will be given a letter and had this explained to them by the HT.

 

Letters will be issued to all school families.

 

Letter will be looked at with HT to ensure it explains PP and how it can provide support.

June 2017

 

 

 

 

 

Sept 2017

 

 

June 2017

Letter to be written by DHT and agreed  by HT.

 

Office staff to prepare and send letter by parent mail in September.

 

Hard copies of the letter should be sent to targeted families.

 

Hard copies of the letter to be given to all new parents.

Applications for PP show that we are doing what we can to raise awareness and secure funding for families.

Action plan to be reviewed.

DHT and HT to look at data and discuss impact of the action plan.

 

Complete the next action plan in line with the evaluation and secure future intervention needs of the PP children.

 

DHT to continue to research how best to use PP funding in Primary school to provide the best support for our children

July 2017

 

 

 

 

July 2017

 

 

 

 

 

On going

DHT to read relevant documents and look at Sutton Trust research.

 

DHT / HT to attend CPD that may be available to further support development.

Action plan is reviewed / evaluated. A new action plan is in place to further improve PP provision.