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Strawberry FieldsPrimary SchoolLearning Together, Building The Future

Welcome toStrawberry FieldsPrimary SchoolLearning Together, Building The Future

Pupil Premium Grant

Pupil Premium information for this academic year.

Schools receive additional funding for any pupils who have been eligible for free school meals during the last six years; pupils who are looked after by the local authority or who are in care, children adopted from care and for pupils from families where a parent serves in the armed forces. This money is known as the Pupil Premium Grant.
This money is allocated to initiatives to ensure that these pupils reach their full potential, both academically and socially. The Government do not dictate how schools should spend this money, but are clear that schools will need to employ the strategies that they know will support these pupils to increase their attainment, and ‘narrow the gap’ between their attainment and the attainment of other pupils.


In 2015-16 the school received £119,830 of Pupil Premium Funding.


This money was used as detailed below:

 

Spending

Aim

Evaluation

Higher Level Teaching Assistant support in each phase.

To raise attainment and accelerate pupils progress. By using pre and post teaching sessions our HLTA have been able to help close the gap, we want this to continue and be able to reach even more children.

Pre and post teaching sessions with a skilled adult have helped our targeted children be able to fully access lessons alongside their peers and in many cases make good progress. This has been so successful that all TAs and HLTAs are now being used to deliver sessions.

Additional Teaching Assistant support in EYFS and KS1.

Having extra adults available during the autumn term to help the children to settle and make a flying start to their education. This support is aimed at closing the gap for those children who start school or move to KS1 below expected levels of development.

The reception children settled to learning quickly, helped by the additional adult support available in their early days in school. Those who needed additional help were supported individually or in small groups.

Training for teachers and support staff.

We have identified training needs directly related to supporting PP eligible children as being:
• Further whole school training on attachment issues
• Training additional staff as swimming teachers to improve ratios in swimming lessons
• Training on making use of outdoor learning experiences
• Training on a variety of speech and language related issues

All staff accessed training on attachment issues which has enabled us all to have more understanding of how to support some of our most vulnerable learners. Many of the strategies discussed are also applicable to a wider group of children. By having additional trained adults available to teach during swimming sessions we have been able to increase the number of children able to swim 25m by the end of their block of lessons. This year we have not needed any child to attend ‘catch up’ lessons in Y5. Outdoor provision in EY and KS1 has continued to improve and PP children are targeted to learn outdoors where appropriate. This has had a particularly positive impact on physical development. The new outdoor provision for Y3/4 which was used extensively by a group of PP children in their early days in KS2 was a huge success. This provision had a major impact on the personal, social and emotional development of a small group of PP boys, enabling them to be fully integrated within class by the end of Y3. The number of targeted speech and language interventions being delivered by support staff has almost doubled across the year.

 

Additional lifeguard for swimming sessions.

Some of our children have never visited a swimming pool before they start swimming lessons in Y3. By having an extra lifeguard available we are able to free our own staff to teach the non-swimmers in smaller groups, and if necessary to get in the water to support.

In addition to having two members of our own staff trained to lead swimming groups this provision has enabled us to work with much smaller groups. Individual children have been supported by a member of staff who was able get in and teach them on a one to one basis.

Buying in additional Speech and Language Therapist time.

Many of our PP eligible children have speech and language difficulties. Buying in additional therapist time means that those children who do not meet NHS thresholds, but whom we identify as needing support, can be added to the caseload.

Additional purchased time allowed us to have a therapist in school on a much more regular basis. She was able to assess children causing concern quickly and make recommendations as to the support we needed to put in place. TAs trained using PP funding were able to provide individual or small group interventions as needed.

Specially trained Teaching Assistant to run specific interventions.

One of our TAs is skilled and experienced in running specific targeted interventions (including ALK, Numicon) which support those children in KS1 and lower KS2 who are failing to make expected progress.

Having this member of staff available and not linked to a specific class meant that many more individuals could be supported. This member of staff also trained up colleagues in delivering specific programmes.

Investment in outdoor learning resources. A group of PP eligible children are moving to KS2 and we have identified that developmentally they still need opportunities to learn through play and in the outdoor environment. The new outdoor provision for Y3/4 which was used extensively by a group of PP children in their early days in KS2 was a huge success. This provision had a major impact on the personal, social and emotional development of a small group of PP boys, enabling them to be fully integrated within class by the end of Y3.

 

Outcomes for 2015/16 children

Year 2 % achieving expected level

Year 6 %  achieving expected level

 

PP eligible

Non PP eligible

 

PP eligible

Non PP eligible

 

 

 

 

 

 

Reading

46

73

Reading

39

52

Writing

27

61

Writing

31

50

Maths

27

64

Maths

31

54

Science

100

96

SPAG

31

57

Reading, writing and maths

27

55

Reading, writing and maths

15

37

 

In 2016/17 the school will receive £111,270 of Pupil Premium Funding.

 

We have planned to spend the money as detailed below:

Spending

Aim

Maintaining quality teaching assistant support in each phase.

Having a teaching assistant assigned to each class for English and maths sessions allows us to make good use of pre and post teaching sessions. These members of staff support during lessons so know the children they work with extremely well, enabling the pre and post teaching to be carefully targeted to individual need. All teachers in KS1 and KS2 skilfully use dynamic differentiation during lessons and having a teaching assistant available allows for the immediate addressing of misconceptions.

Subsidising costs of additional activities such as after school clubs, small group instrumental tuition and residential visit.

To ensure no child misses these additional activities due to financial constraints.

Training for teachers and support staff.

We have identified training needs directly related to supporting PP eligible children as being on:
Growth mindset
Up-skilling subject leaders to be able to monitor and improve provision for vulnerable pupils in their curriculum area
Outdoor learning, building on developments last year and ensuring ALL staff understand the benefits of learning outside the classroom.

Buying in additional Speech and Language Therapist time.

 

This year we are buying in SLT support through a private company. This will allow us to target the support more precisely so that children who do not meet NHS thresholds can still be supported by a trained SLT.

Buying in specialists to advise during our early intervention panel meetings.

We trialled early intervention panels last year. An extension to pupil progress meetings these meetings are structured so that the class teacher (and TA if appropriate) meet with the leadership team and our bought in ‘experts’ (SLT, Ed psychologist and experienced SEN teacher) to discuss any child causing concern. Teachers leave the meeting with a range of tests, interventions and ideas to try out immediately rather than having to wait to access scarce ‘expert’ sessions through the usual LA referral process.

Employing some of our teaching assistants to run targeted lunchtime activities.

Many of the children who find lunchtimes most challenging are our PP children. They can often struggle to manage their behaviour during unstructured times. TAs (who know the children well) provide structured activities both inside (Social Club with games, colouring, jigsaws) and outside (KS1 and KS2 team games such as dodgeball, hockey, kwik cricket). Attendance at these sessions is targeted to include the children who need the support and a few good role models and children who can develop positive friendship with our vulnerable learners.

Ensuring highly skilled support staff are available to support the social and emotional needs of identified vulnerable pupils.

In KS1 and UKS2 we have a number of PP children who are particularly emotionally vulnerable. These children are grouped in such a way that we have been able to provide a highly skilled member of staff in each class affected whose primary role is to provide personal, social and emotional support as without this support being readily available when problems arise a number of our pupils find it almost impossible to access learning.

Mathletics. We have used Mathletics for a number of years and find it particularly useful as ‘homework’ for those children whose parents/carers can’t or don’t support them with more traditional homework tasks.

 

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