St. Anne's Catholic Primary School, Ormskirk

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17th November 17
Trail : home / Information : Pupil Premium

Pupil Premium

The pupil premium is additional funding given to schools to raise the attainment of disadvantaged pupils and close the gap between them and their peers. The Government believes that the pupil premium is the best way to address current underlying inequalities between children eligible for free school meals (FSM) and their non FSM peers, by ensuring the funding to tackle disadvantage reaches the pupils who need it most. The government uses eligibility for free school meals as the main measure of deprivation at pupil level. 

Common barriers for disadvantaged pupils can be; weak language and communication skills, lack of confidence, more frequent behavioural difficulties, attendance and punctuality issues and less support at home.  There may also be complex family situations that can have an impact on children’s learning and progress.  The challenges are complex and varied, therefore, it is important that individual needs are identified and catered for as we are very clear that negative, outside influences are not an excuse for underachievement. 

At St Anne’s Catholic Primary School, there is a school-wide commitment to raising achievement for ALL pupils and a key objective for the use of the pupil premium grant is to close the gap between pupil groups. 

Aims

  • To further develop language and communication skills
  • To close the attainment gap in Reading, Writing and Mathematics
  • To continue to improve confidence, independence and self-esteem
  • To continue to improve the wider opportunities available for all our pupils
  • To continue to improve attendance and punctuality
  • To continue to develop parental engagement, support and partnership work to remove barriers to learning
  • For ALL pupils to achieve the highest possible standards and realise their full potential in all aspects of their learning

2016/2017

In 2016/2017, the school has received £22,440 in pupil premium. 

Barriers to future attainment:

~ Low attendance for a small minority of pupils.

~ Socio-economic influences on the family.

~ Individual family circumstances.

~ Speech and language of specific SEN children.

 How we will spend the pupil premium money to address these barriers:

~ Provide specialist training for both our support assistants and teachers to ensure that they have the skills and knowledge to secure high quality teaching and learning. 

~ Provision of extra-curricular activities for children both in an out of school to extend and enrich their learning experiences.

~ Enabling pupils to participate in school residential holidays and educational trips through the provision of financial support for families, to ensure that every child has full access to opportunities in and after school.

~ Retain the IDL Dyslexic Programme and teaching assistant time to implement the programme so that we can effectively support disadvantage pupils who are dyslexia.

~ Purchase a Dyslexia Screening Package so that we can identify disadvantaged children and other pupils with a specific learning need.

~ Provide additional time for the SENCO to develop provision maps and monitor / evaluate impact.

~ Provide cover for classes so that termly meetings can take place so teachers can discuss individual disadvantaged children with the SLT.

How we will measure the impact:

~ Half termly pupil progress meetings to discuss pupil premium and target children. Next steps will be constantly reviewed in these meetings.

~ Termly analysis of data.

~ Attendance at sports / additional activities will be monitored to determine whether there is an increased involvement from pupil premium children.

~ Analyse data from the IDL programme.

 The pupil premium strategy will be reviewed at the end of each term.

 

Spring Term Review of Impact:

  • SENDCO time has been used to review the progress of disadvantaged children in pupil progress meetings, individual targets have been identified and provision mapping has been used to ensure that support is appropriately allocated.
  • Additional training has been provided for teaching assistants so they can support pupils through dedicated intervention programmes and the evaluations from this support show the children are making good progress. 
  • Year 6 internal data shows that the support provided to pupil premium children has accelerated their progress. 
  • In reading 88% of children made progress during the Spring Term, 94% made progress in writing and 82% made progress in maths. 

 

2015/2016

In 2015/2016, we received £22,440 in pupil premium.  The pupil premium was used in the following ways:

~ Employ additional Teaching Assistants to deliver personalised intervention programmes.

~   Employ a Learning Support Mentor to:

  • work with children and families to increase pupil attendance,
  • provide nurturing and support sessions for children
  • work with children to improve their behaviour
  • Help children to build positive relationships.

~ Enabling pupils to participate in school residential holidays and educational trips through the provision of financial support for families.

~ Retain the IDL Dyslexic Programme and teaching assistant time to implement the programme.

~ Teacher time to oversee the SEN provision.

Pupil premium spending was as follows:

Support Staff A:

10 hours per week Learning Mentor Role for Key Stage 1 pupils.

£6,503

Support Staff A worked as a Learning Mentor for 10 hours each week with children who are experiencing obstacles to their learning for various reasons. Many of these children are Pupil Premium children. This allows the children to feel more supported and less vulnerable and achieve greater access to the curriculum. Support Staff A also keeps an overview of the progress of PP children in Key Stage 1

Support Staff B:

15.75 hours per week.

10 hours working to support Year 5 PP children within groups

5.75 hours per week Learning Mentor Role for Key Stage 2 pupils

£10,953

Support Staff B works as a Learning Mentor for 5.75 hours each week with children who are experiencing obstacles to their learning for various reasons. Many of these children are Pupil Premium children. This allows the children to feel more supported and less vulnerable and achieve greater access to the curriculum. Support Staff B also keeps an overview of the progress of PP children in Key Stage 2

Support Staff C:

15 hours per week supporting 1:1 vulnerable PP child.

6 hours per week supporting PP children (within groups) in Years 3,4 & 5 with additional literacy and numeracy guidance.

£10,783

The work with the vulnerable PP child has allowed that child to be accommodated within the mainstream setting and avoiding conflict and anxiety. The work with the literacy and numeracy guidance allows the children to experience the additional support to encourage and enable to the children to access the higher  standards of the National Curriculum.

Support Staff D:

17 hours per week supporting 1:1 vulnerable PP child.

£8,585

The work with the vulnerable PP child has allowed that child to be accommodated within the mainstream setting and avoiding conflict and anxiety.

Support Staff E:

3 hours per week supporting PP children (within groups) in Year 5 (literacy and numeracy guidance.)

£1,556

The work with the literacy and numeracy guidance allows the children to experience the additional support to encourage and enable to the children to access the higher standards of the National Curriculum.

Staff Member F

Staff Member F receives a TLR for overview of SEN and PP children

£2,975 (inc oncosts)

Support With Residential Trips:

This year the following financial support for PP children was provided:

Year 5 York Trip: £385

Year 6 Tower Wood Trip: £425

 

Total Spending: £42,165

 

Impact

  • The overwhelming majority of pupils participating in the IDL programme made progress compared to their starting points on the programme.
  • Pupil premium children benefitted from high quality individual and group which focused on their individual targets. 
  • Residential visits were part funded and these opportunities enriched the pupils' sporting and cultural experiences. 
  • Individual learning mentor support increased children's confidence and had a positive impact upon their emotional well-being.
  • The SENDCO time was used to liaise with parents, assess children and monitor the support.
  • Individual support was provided for children who were more able. 

 

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