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Pupil Premium 2016/2017

PPG boys attainment in Y1 & Y2 was lower than girls we need be aware that there is a large proportion of boys with SEN in both these year groups.  .  SENCO has been working with a range of external agencies, to ensure we are supporting these children appropriately.

• Following an identified gap between PPG and non PPG attainment, in Y5/6/3/4 we have had a focus on improving reading and spelling attainment. We have implemented new interventions with key groups this year, and are now following a new spelling resource, streaming across the whole of KS2. We have timetabled regular assessments to measure impact in each group and class. Thinking ahead to next year in  year 4, the current year 3s are needing additional behaviour support and we will need to seek advice from external agencies for key individuals. Additional reading/ spelling intervention is also needed to ensure we are plugging the gaps.

This year we have been using the Catch Up reading programme for PPG readers,  including additional spelling interventions.

•There has been a large proportion of PPG in year 5 this year. We have ensured PPG provision and funding has been used to target specific needs. We have arranged additional TA support each afternoon in the class. The TA and class teacher have designed a curriculum to target PPG and SEN children’s identified needs

•The inclusion leader has taken on PPG provision for 1 hour per week and the head teacher has be covering the year 5 class to allow this provision to take place. The hour has been shared between KS1 and KS2.

•We have targeted KS1 phonics this year. In particular we have needed to concentrate on boys when streaming across the key stage.   Regular assessments have been made on all groups to ensure all interventions have been effective.

Foundation Stage receive a constant monitoring of phonics progression and have spent a great deal of time targeting the progress of boys. An action plan has been implemented to ensure key progress of individuals has been made. In addition, Individual Behaviour Plans have also been  in place to ensure all areas difficulty are identified and targeted. In addition, support from our EWO has been greatly beneficial.

 

School:

Aldermaston CE Primary School

Date of Audit:

 

Total NOR

154

Context PP Pupils

LA

No.   16     %

No. Of PP Pupils    / %

28

18.18 %

National

No.   31     %

PP Budget

£37,840.00

Attendance data

Whole School:

Last Term    96.7%    Last Year  95.9%

No. PP pupils per year group

F2

Y1

Y2

Y3

Y4

Y5

Y6

 

PP Pupils

Last Term    95.7%    Last Year  93.8%

3

6

3

4

5

6

1

No. PP pupils per class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exclusions data (previous year)

Permanent:

    No                %

Fixed Term

     No. 5       3.246%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NOR 173

Whole School:

0

0

2

1.156%

No. of  Current FSM pupils (not LAC/Service) /%

20

12.987%

 

PP Pupils

0

0

1

0.64%

No. of Ever6 pupils (not LAC/Service)   /%

26

16.88%

No. of PP pupils with SEN

No.  4     2.597%

No. of LAC pupils/%

0

0%

No. of PP pupils with EAL

No.   0     0%

No. of Service pupils/%

2

1.298%

Audit carried out by:

BB & RB

PP Achievement 2017

Subject (no. PP/no. non-PP)

PP (no. of pupils)

Non-PP (no. of pupils)

PP Targets 2018

PP Pupils

Non-PP Pupils

GLD (1/28)

0% (1 pupil)

79% (28)

GLD (2 (1 out of yr) /15)

0%

87%

Yr1 Phonics (2/28)

100%

80%

Yr1 Phonics 4/25

40%

92%

KS1 Reading Exp/GD (3/25)

33%

0%

72%

25%

KS1 Reading Exp/GD 3/26

67%

0%

87%

 

KS1 Writing Exp/GD (3/25)

0%

0%

64%

8%

KS1 Writing Exp/GD 3/26

67%

0%

83%

 

KS1 Maths Exp/GD (3/25)

0%

0%

68%

12%

KS1 Maths Exp/GD 3/26

67%

0%

83%

 

KS1 RWM Exp (3/25)

0%

64%

KS1 RWM Exp 3/26

67%

82%

KS2 Reading Exp/GD (4/16)

25%

25%

81%

50%

KS2 Reading Exp/GD 1/15

100%

0%

80%

47%

KS2 Writing Exp/GD (4/16)

25%

25%

75%

13%

KS2 Writing Exp/GD 1/15

0%

0%

73%

27%

KS2 Maths Exp/GD (4/16)

25%

25%

81%

25%

KS2 Maths Exp/GD 1/15

100%

0%

80%

33%

KS2 GPS Exp/GD (4/16)

25%

25%

81%

44%

KS2 GPS Exp/GD 1/15

0%

0%

80%

20%

KS2 RWM Exp (4/16)

25%

60%

KS2 RWM Exp 1/15

0%

73%

Progress R/W/M

-5.29

-2.22

-2.59

0.34

-3.34

-2.56

Progress R/W/M

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

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