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Equality and Disadvantaged Children

(including use of the Pupil Premium Grant)

Aldermaston Primary School values the fact that it is enriched by the diversity of its community, and stands up against discrimination and inequality. We are aware of, and embrace, our obligations under the Equality Act 2010.

Our objectives are available via a link on this page.  At the moment we have objectives that set out our plans to reduce discrimination amongst two groups of people: the disabled and the economically disadvantaged. We welcome your views on these objectives, and on any other areas of potential discrimination or inequality. Direct your views to enquiries@aldermaston.w-berks.sch.uk or address written views to the school. If you would like to chat about this subject, please phone or call in.

Disability Objectives

Economically Disadvantaged Objectives

Aldermaston CE Primary School

Closing the gap for Disadvantaged Children: Pupil Premium Statement

Pupil Premium Funding is given to schools to support the education of disadvantaged children in certain categories: those who receive, or have received, free school meals, children in the care of the local authority (looked after children), those who have left care e.g. adopted from care, and children of service families. This additional funding has been allocated to all schools to ensure the best possible opportunities for these children. 

Our aim is to make sure that this group of children are motivated as learners and that they make progress against their own individual targets in order to meet or exceed the national average expectations in reading, writing and mathematics, and perform as well or better than their colleagues in our school.

We welcome discussion about the provision for your child – please give us a call to arrange a meeting if this is something you would appreciate.

If you think your child may be eligible for free school meals, please do not hesitate to contact the school office and we will help you with your application.

Pupil premium investment 2016-17

In 2016-2017 there is £34,760 of pupil premium funding being invested to improve the outcomes of disadvantaged children at Aldermaston CE Primary School.

Vision statement for 2016-17

How is the funding used?

Aldermaston seeks to ensure the effectiveness of its use of the Pupil Premium. We recognise that barriers to achievement take a variety of forms and look for individual ways to support each child to achieve their very best. We do this by offering our children a wide range of opportunities and ensuring that these are accessible for everyone. We work with our families and colleagues to make sure everyone has high aspirations for all pupils.

Our aims in deciding how to allocate Pupil Premium funding are:

  • To ensure that teaching and learning opportunities meet the needs of all of the pupils.
  • To raise attainment of pupils at risk of underachieving in English and Maths by falling below end of year or key stage national curriculum levels
  • To provide additional support for those pupils who are at risk of underachieving in English and Maths at the end of the Year or the end of Key Stage
  • To ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
  • In making provision for socially disadvantaged pupils, recognising that not all pupils who receive free school meals will be socially disadvantaged.

Summary of the main barriers faced by eligible pupils:

  • Pupils who have suffered early trauma and experience on-going attachment issues - this includes pupils with emotional and developmental delay
  • Delays in social/emotional/behavioral development
  • Cognitive delay
  • Medical conditions which can impact on attendance and thus learning
  • Communication and language barriers.
  • Reading, writing, numeracy
  • Behaviour, Mental health and therapeutic support
  • Need for individual targeted interventions  to accelerate learning
  • Personal and social skill development.
  • Ensuring children are motivated by both extrinsic and intrinsic reward systems
  • Children who have limited home support and opportunities for pre learning and consolidation.
  • Physical development; fine and gross motor skills.
  • Restricted life experiences and the impact on learning.

 We have identified how best to use this income to address inequalities, raise attainment and support these children. 

 This money will be allocated in the following ways;

  • For carefully identified needs we will provide Qualified teacher support (1:1 or in small groups). Class teachers will plan for appropriate interventions to target particular gaps in learning.
  • Support for children who required extra intervention in phonics by an HLTA specifically trained in this area: 1:1 and small group work. In addition, provide new staff with detailed training in delivering the Letters and Sounds program. Provide regular opportunities to observe, monitor and evaluate the phonics provision across school.
  • A key focus on developing early reading skills and approaches for guided reading sessions. Provide 1:1 support for children who required intervention to improve their reading (decoding and comprehension) skills by a trained HLTA
  • Fund after school and out of school clubs to provide wider opportunities to develop new skills. Support for families to access extra-curricular activities which would be otherwise be impossible financially. We hope to assist with developing more positive social interactions; Football club; Top club kayaking/canoeing; residential trips e.g. Rhos-y-Gwaliau week's residential for Year 6, Skillforce programme for Year 5, sports clubs for KS1 pupils ‘Playzone’- after school club, music lessons, clothing.
  • Opportunities for a qualified Speech and language therapist to work with children where specific 1:1 therapy is required. This is in addition to more intensive/regular provision that can be provided by the local authority offering
  • Structured training opportunities for staff with regard to Speech and Language programs and how these should be delivered.
  • To address on-going behaviour and social relationship issues we will plan for small group work. We are focussing on promoting Social Skills led by an experienced and skilled teaching assistant.
  • We will fund a qualified therapist to carry out play therapy sessions with a range of specific children who we will feel would benefit.
  • To provide more resources to support the learning of More Able children including inspirational reading materials and extension activities.
  • We hope to provide available transport for those who require such assistance.
  • Develop the use of ICT in providing alternative ways for children with specific learning difficulties to record their work. Train staff on current resources including IT resources (Learnpads) to support the learning and motivation of disadvantaged children and research into what supports this most effectively.

How will the impact of the spending of the Pupil Premium be measured?

  • To monitor progress on attainment, measures will be included in the performance tables that will capture the achievement of students covered by the Pupil Premium. At Aldermaston, the usual cycle of data collection and the monitoring and tracking of the cohort’s attainment, will be used to inform student progress and enable the early identification of need, support and appropriate intervention. In addition, we will carry out termly monitoring of each classes standardised scores and their progress towards closing the gap for all pupil groups.

Review date: September 2017

 

Pupil premium investment 2015-16

In 2015-2016 £34029.27 of pupil premium funding was available to improve the outcomes of disadvantaged children at Aldermaston CE Primary School. Eligible children included children who were eligible for free school meals, or who had been eligible at some point in the previous 6 years, plus 2 children adopted from local authority care (eligible for pupil premium plus) and 2 service children. There was a carry forward of £4559.27 representing funding allocated and committed in the previous financial year for spending in the 2015-2016 academic year.

The funding was used to fund the following activities:

Speech and language provision from a qualified speech and language therapist where children would benefit from more intensive/regular provision that could be provided by the local authority offering

Qualified teacher support (1:1 or in small groups) for carefully identified areas within e.g. Maths, Reading, Spelling.

Support for children who required extra intervention in phonics by an HLTA specifically trained in this area: 1:1 and small group work

1:1 support for children who required intervention to improve their reading (decoding and comprehension) skills by a trained HLTA

Small group work to promote Social Skills led by an experienced and skilled teaching assistant

Resources to support he learning of More Able children including inspirational reading materials

Transport to provide post domestic abuse recovery work for a family

Resources including IT resources (Learnpads) to support the learning and motivation of disadvantaged children and research into what supports this most effectively

Support for families to access extra curricular activities which would be otherwise be impossible financially: access to after school club (Playzone) to increase social interaction; Football club; Top club kayaking/canoeing; residential trips e.g. Rhos-y-Gwaliau week's residential for Year 6, Skillforce programme for Year 5.

Impact of pupil premium expenditure 2015-2016

Standardised scores was analysed: they showed accelerated gain in PPG groups in 2015-2016 in 4 out 6 groups in Maths, 4 out 6 groups in Spelling (particular gains in Year 1 PPG group of 5 children) and 4 out of 5 groups in Reading/decoding and in all PPG groups for comprehension where these results were collected.

Longer term impact of pupil premium expenditure 2013-2016 for children moving on to secondary school

The impact of small numbers should be recognised in the following statements (in 2014 the number of disadvantaged children at the end of KS2 was 1/16, in 2015 5/16 and in 2016 1/24).

In the period 2014 to 2016 the within school gap for Mathematics, Reading and Writing (TA) combined between disadvantaged children and other children has narrowed year on year, with a positive gap for the disadvantaged group in 2015 for both Reading and Grammar, Punctuation and Spelling.

In the same period the gap between disadvantaged children and National other and the Within school gap for the percentage of children achieving above Level 4 in Mathematics, Reading and Writing (TA) combined and in each subject individually narrowed year on year, with a positive gap for all in 2015.

 

Impact of pupil premium investment 2012-2014

 
End of KS2
In 2014 there were five disadvantaged children and one further in receipt of PPG (service child). In 2013 there was one disadvantaged pupil and in 2012 there were two disadvantaged children.

 Year on year comparisons are therefore difficult however the gap:      

  •             narrowed between 2013 and 2014 in maths
  •             narrowed year on year in reading from 2012
  •             narrowed year on year in writing from 2012

End of KS1

In 2013 there were two disadvantaged children, in 2013 there were four, and in 2014 five.

The gap has

  •             narrowed between 2013 and 2014 in maths
  •             narrowed year on year in reading from 2012
  •             narrowed year on year in writing from 2012
 
End of 2014
For the last group of children leaving to go to secondary school, the proportion of disadvantaged children achieving Level 4 or above at Key Stage 2 was in line with the National Other group and, given the small cohort size, within 1 child of the school's "Other pupils" group, and within 1 pupil of the national proportions of children gaining Level 5 or above.
The proportion of disadvantaged children making expected progress and more than expected progress between Key Stage 1 and 2 was as close as it could be to the National Average for "Other Pupils" given the cohort size. 
 
The school is proud of the fact that, when you take into consideration the particular Special Educational Needs in this cohort, there was NO GAP in attainment between the disadvantaged children and others in the group.

 

All disadvantaged children at the school

As of April 2015 there were 21 children in receipt of pupil premium at the school. The table below shows a summary of their attainment and progress in Reading, Writing and Mathematics:

Measure

Reading

Writing

Mathematics

No gap or positive gap between disadvantaged children and other children

6 (29%) children

5 (24%) children

6 (29%) children

Performing at or above Age Related Expectations

15 (71%) children

13 (62%) children

12 (57%) children

No gap/gap closing/good SEN progress

12 (57%) children

15 (71%) children

13 (62%) children

 

Provision for the Year 2014-2015

Our funding for this financial year has increased, due to an increase in the value of the premium for eligible children, and because of the inclusion of children adopted from care. The total funding was £41 400. 

In choosing this provision we have looked at provision that has had most impact in previous years, drawn from national research, and looked carefully at the needs of individual children.

Provision for eligible children for this year:

1:1 tuition from experienced, qualified teachers to close the gap in children's reading, writing and mathematics development

Small group (2-3 children) tuition from experienced, qualified teachers to close the gap in children's spelling, writing and mathematics development

Higher Level Teaching Assistant with specific training deployed in Year 3 to provide targeted support for phonics development of disadvantaged children.

1:1 or small group sessions with a teaching assistant to address particular gaps in learning e.g. readers with low decoding and/or comprehension skills, difficulty with numeracy (e.g. place value, applying understanding to word problems) etc.

Fully qualified Play Therapist to address emotional and/or behavioural challenges that have an impact on progress and attainment.

Emotional Literacy Support through a trained ELSA (Emotional Literacy Support Assistant) to address emotional needs.

Family Support Worker/Pastoral Care Manager to work directly with families whose challenging circumstances are making (or have the potential to make) an adverse impact on their children's achievement.

The provision of 1:1 support for children who have diagnosed conditions and are undergoing the lengthy process towards accessing SEN provision through am Education Health Care Plan.

The provision of an extra teaching assistant to increase supervision of class or group learning at certain times while the class teacher directs her attention to promoting the achievement of disadvantaged pupils.

The provision of educational resources, particularly textbooks for use at home, for children who would otherwise find it hard to afford such "extras". This supports home-learning and family engagement in learning.

The provision of non-educational items that have an impact on self-esteem, pride, etc. which has a knock-on effect on attainment e.g. school uniform, school shoes.

Speech therapy where the Local Authority-funded provision is not regular or frequent enough to make an impact on children's language skills.

The funding of extra-curricular activities, particularly the Year 6 residential trip to Rhos-y-Gwaliau, which develops transferable skills and attributes (team-work, independence, resilience, confidence) that translate into improved educational outcomes.

 

 

Provision for the Year 2013-2014

Funding has increased for children who are eligible for free school meals or are looked after and for the year 2013-2014 this amounts to £900 per child. For forces children the amount increases to £300.  Our school received £18,900. 

Provision to be implemented to close gap between pupil premium children and all children in reading, writing and maths:-

New Provision:-
  • Interventions to embed phonic skills in KS1
  • KS1 Higher Level Teaching Assistant with expertise in teaching phonics and reading skills to support children in Y3,4 & 5
  • Teacher to carry out 1:1 and small group tutoring x 1 hour per week working on targeted objectives for individuals in upper juniors.
  • Year 6 children to receive an additional before school teaching session in maths with teacher x 1 per week
  • Support children in KS2 to do talk for writing and planning into writing where these children do not get sufficient help with this at home.
  • Purchase of resources to supported first curriculum topic of the year – ‘My Amazing Brain’.This aimed to provide children with an understanding of how they learn (metacognition), different styles of learning and strategies to support learning.
Repeated Provision:-
  • Continued group interventions at KS1 supported by Higher Level Teaching Assistant and Special Educational Needs Co-ordinator.
  • Continued group interventions at KS2 with leading English teacher to address writing objectives and spelling punctuation and grammar.Some maths calculation strategies to embed –Repeat
  • Purchase of Book List for ‘Read for My School’ national reading competition and encourage children to take part fully in the competition during Spring Term.
  • KS2 Higher Level Teaching Assistant leading catch-up reading sessions x 2 per week for children still learning to read and reading comprehension sessions for those who need opportunity to move to retrieval and inference questioning.
  • Enrichment resource – Aquilla magazine.
Other Provision:-
  • Social and Emotional needs being addressed through Emotional Literacy Support Assistant (1:1 with targeted outcomes),Play Therapist (mostly 1:1 and again with targeted outcomes) and our Family Support Worker (working alongside children and their families).
  • Swimming Lessons
  • Rhos y Gwaliau residential funding support – outdoor education and working collaboratively in teams
  • Supporting educational visits/trips

 

 

Impact of Provision for Year 2013-2014

 

 

The impact of this provision was monitored across the year and reviewed at the end of the year using teacher assessments, test results and feedback from children and parents.  The year was launched effectively using resources for children to find out how they learn best and understand more about their amazing brains.  This topic was a great success and children talked about new strategies to help them with learning.  Assessments show that most children in receipt of pupil premium have made good or better progress in reading and maths.  Motivation for writing has increased in KS2 through the use of BIG Write and the extended opportunities children receive to write on a weekly basis which has been further supported in school for our pupil premium group.  This initative has increased the quantity of writing children produce and enabled them to receive further feedback for improvements.  Those children with identified special educational needs also made progress whilst sometimes not making as much progress as others.  Our considerable work with children to target social and emotional needs has been successful.  Feedback from external providers, parents and children has shown that this type of provision has enabled children to gain strategies for coping  and helps children to focus on learning in class.

Click here to see Details of spending for 2013-2014

Provision for the Year 2012-2013

Funding has increased for children who are eligible for free school meals or are looked after and for the year 2012-2013 this amounts to £623 per child. For forces children the amount increases to £250.  Our school will receive £14,456.  We are building on our successful interventions from last year.  The range of provision planned for this year is:-

  • For children in KS1 continue to target fine motor skills, handwriting, phonic and reading skills using teaching assistants to support small group interventions and SENCo support.
  • For children in KS2 we will provide small group support to enable progress to be made in writing composition, sentence skills and develop motivation and engagement in writing tasks.  This will be delivered by a leading teacher of English.  Further small group interventions will take place to improve phonic, spelling and grammar skills led by a teacher.
  • Purchase of resources to support group interventions and particularly for writing.
  • Purchase of books from a book list provided by Pearson Foundation and Booktrust  to engage in a national reading competition to encourage wider reading for those children in upper juniors.
  • Author residency to stimulate and motivate children to read and write.  
  • Enrichment opportunities will be provided for children through provision of gifted and talented materials which teachers will plan for children to access on a weekly basis.
  • Support for swimming lessons
  • Subsidising school trips

    Impact of Provision for Year 2012-2013

    The impact of this provision was monitored across the year and reviewed at the end of the year using teacher assessments and test results to analyse progress in areas targeted.  Motivation and engagement in writing increased considerably following our ‘Poet in Residence’ workshops for children.  Visitors to our school have commented upon how well children are engaged during writing activities.  Assessment of children’s levels in writing shows that progress varies with some children making better than expected progress whilst others need further focussed interventions.  This is an area which will continue to be targeted for some children next year.  Junior children were inspired through an excellent choice of books purchased from the reading competition book list and an on-line review of reading opportunity.  Children with targets to improve reading all made good progress according to our end of year assessment data.  All children made progress in swimming ability and some will continue to build on this progress next year to reach a target level for their age.

    Click here to see Details of spending for 2012-2013

 

Provision for the Year 2011-2012

For the year 2011-2012 this amounted to £488 per child receiving free school meals and £200 for children in forces families.  Our school received £6,344.   The range of provision was:-

  • 1:1 support working towards individual targets led by  an experienced teacher
  • Small group sessions aimed at closing the gap in literacy attainment at KS1 focussing on fine motor skills, handwriting, phonics and reading skills.
  • Small group sessions aimed at developing reading comprehension skills and mathematical skills were provided in KS2
  • Resources were purchased to support group session learning at both key stages (Rapid Maths and Rapid Reading materials, Collins comprehension materials)
  • Additional support during PE lessons to focus children on key skills
  • Gifted and talented opportunities in extra-curricular music lessons (drumming) aimed at raising motivation and self esteem
  • Personal, social and emotional 1:1 support provided by a fully trained ELSA (Emotional Literacy Support Assistant) allowing children to share concerns, worries and equip them with coping strategies
  • 1:1 social skills games with a support assistant to practice turn-taking, appropriate behaviour and reactions).
  • Subsidising school trips

 

 

Impact of Provision for Year 2011-2012

The impact of this provision was monitored across the year and reviewed at the end of the year using teacher assessments and test results to analyse progress in areas targeted.    All children made excellent progress in reading achieving above national average or average levels.  Progress was also made in writing helping to close the gap towards meeting national average levels.  Children accessing ELSA provision and social skills sessions felt that they had met their goals and didn’t feel they would need to continue with the support given.