Pupil Premium

The pupil premium is additional funding given to schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. (Dfe website)

This funding is used to support the attainment and progress of children who are entitled to free school meals.
Each year schools must report how they have used this funding and what the impact has been.

Pupil Premium Report

Early Years Pupil Premium 2016-17 £1,429

 

Funding used for

Detail Monitoring
(evidence source)
Impact & Evaluation
Family support worker Support for families- supporting early learning Progress of children Children make good progress compared to other children

 

How much Pupil premium has Woodgrange received?

2014-15 2015-16 2016-17
£123,500 £121,280 £110,140

What was the impact of our Pupil premium spend in 2015-16?

Project Detail Impact

Speech and language support (therapist and programs delivered by school staff)

Groups and individuals supported by SLT and by school staff delivering programmes

Training for teachers

Children had access to quality support. Staff competence and skills set well established providing sustainability within school.

Good practice embedded across school

Reading support teacher

1:1 reading on a structured programme (KS1)

% of children reaching expected standard inKs1 in  line with national

% achieving expected standard in phonics up by 4% to 91%

Reading support TA

Regular reading practice for identified children (KS1)

Family support

Parent workshops on a range of issues such as routines, attendance, supporting learning
1:1 support for parents on a range of issues that impact on children’s well-being

Attendance

Targeted support and rigorous follow up to attendance related issues
Home visits

Attendance of disadvantaged pupils improved
No significant gap in attendance levels between disadvantaged and other pupils

Staff training
maths mastery (KS1)
Power of reading
Philosophy for children (P4C)

Teachers revised how maths and writing are taught.

This in line with a focus on learning behaviours dovetails to greatly impact on the quality of teaching and learning across the school, benefitting all pupils

Improved provision and teaching increased children’s engagement and participation in lessons e.g.  technical aspects of writing taught through lively texts.

% of children reaching expected standard in KS1 in line with national.

No achievement gap in EYFS

How will we use this year’s allocation?

The children who attend Woodgrange Infant School come from an extremely wide range of socio-economic and cultural backgrounds.  The most significant barrier to learning across the spectrum of pupils includes speech and language development needs that impact on learning across the curriculum.  We also have 70% of children with English as an additional language, an increasing proportion of who are new to English or at the early stages of English acquisition. Because of this much of the focus of PP spend is towards improving spoken language as this impacts an all areas of learning.

Our adoption of a both the Maths mastery approach and of the “Power of Reading” as drivers for English and maths teaching was driven by this need to enrich our use and development of language across our school. Identified children are given specific support whilst all children benefit from extensive opportunities to share, rehearse, explore and use spoken and then written English across the curriculum.

Input and support from our Speech therapist has embedded successful strategies such as colourful semantics and the use of IT programs to scaffold learning.

Project Detail Intended impact (monitored through)
Employing school based Speech and language therapist (SLT) one day per week throughout the school year.
.
Therapist will see children who would not ordinarily be picked up by the nhs services. Therapist will run group sessions to meet learning needs- narrative group/ comprehension etc. Sessions will be in school so reduce disruption to attendance and timetables
School based training for staff to run intervention groups.
Children’s speech, vocabulary and language structures improve, improving access to learning. (tracking progress in S&L)
Improved comprehension skills impact on outcomes in English for all pupils.
(tracking progress)
Staff training on best practice improves outcomes in Speaking and listening and impacts on outcomes in writing.
Reading and writing support
Teacher salary 3 days per week
Group and individual sessions to support reading and writing in KS1 Higher % of children reach national expectations- gap closes
Improved outcomes in phonics screening check (tracking progress)
P/T TA practising basic skills in writing Daily practice of handwriting Increased fluency in writing helps children reach expected standard at end of year (tracking progress in writing)
Parental support activities
2 days p/w
Release time for TA to undertake parental support and family workshops and related intervention activities with EY pupils Improved outcomes for EY pupils- speech/ KU/ literacy & maths
(tracking progress in EYFS)
Improved attendance (tracking attendance)
Attendance officer
Contribution to officer salary
Disadvantaged pupils with attendance below 90% targeted and monitored Raise attendance of  disadvantaged pupils to 95%
Improved punctuality
(tracking attendance)
Staff Training on key areas: 
Maths mastery curriculum (EYFS)
Maths mastery curriculum- courses and cover costs Improved teaching and learning in maths translates into improved outcomes for all pupils, particularly disadvantaged pupils (monitoring teaching and learning/ talking to pupils/ tracking progress)
Lesson Study projects (Maths EYFS/ Writing KS1)
Release time for planning, observing and reflection on lessons taught
Applying successful staff training model from Far East to improve impact of teaching on learning- particular focus on higher achieving disadvantaged pupils Outcomes in writing and maths improve due to improved targeted teaching
(tracking progress)
Year group leader role Leaders
1 day per week cover teacher 
Release time for year group leaders to monitor and support colleagues Improved quality of provision and teaching & learning across the school
Improved outcomes in EYFSP
(monitoring teaching and learning/ talking to pupils/ tracking progress)
Higher level Teaching assistant – Targeted support SENCO directed sessions with target children. Focus on Maths and writing. Children do not fall behind peers
Achievement Gap closes
(tracking progress)
Language Support in EYFS
TA 3 days per week
Maths language development a focus Children’s speech, vocabulary and language structures improve, improving access to learning across the curriculum
Improved outcomes in EYFSP
(tracking progress/ observations by S L T)
Daily Teaching Assistant targeted support Class teachers and subject leaders direct TAs to deliver daily catch up sessions and develop key skills in writing /maths Children do not fall behind peers
Achievement Gap closes
Improved outcomes in EYFSP
(tracking progress)
School counsellor half day per week 1:1 sessions for identified children to develop emotional resilience Identified children maintain high levels of well-being and are ready to learn
(talking to pupils/ tracking progress)

This strategy will be reviewed in October and March of each year in terms of impact and value for money.

 

Sports Premium 2016-17

Total pupils on roll (full time) 360 Allocation for Sports premium £8,970

 

Funding used for £ Detail Monitoring
(evidence source)
Impact & Evaluation
Employment of specialist dance teacher £8,000 p.a. One day per week Dance Teacher works with children across school on a rota. Weekly after school club  Class teachers join in with the session School leadership monitor the quality of the sessions Performances to parents throughout the year The children have access to high quality, engaging teaching which motivates them to be active throughout the session. Teacher participation supports assessment of children’s skills and fitness progress. Improving Teacher subject knowledge
fun physical activity sessions
Subsidy towards the cost of after school clubs £500 After school dance club top up £ to keep fees as low as possible Club well attended
Subsidy towards yoga sessions for pupils with SEND £500 weekly sessions for small groups at local centre observation of children in sessions
tracking physical development
Children engage with sessions, developing calm, controlled movements and develop body strength