Since April 2011 schools have received an additional allocation of funding to support specific groups of pupils who may be disadvantaged. Schools receive a pupil premium grant to support work with pupils who have been registered for free school meals at any point in the last six years, have been looked after continuously for more than six months or are the children of service personnel. For further information about this funding use the following link.
Stalmine Primary School Strategy for the use of Pupil Premium 2016/17
We want our Pupil Premium pupils to achieve at least in line with age related expectations and recognise that those pupils who are capable of achieving above age related expectations should be challenged and supported to do this.
We recognise that some Pupil Premium pupils who have additional barriers such as SEND might not be able to achieve in line with their peers but we will strive to narrow the gaps in achievement and ensure their progress from their individual starting points is good.
£26,400.00 allocated 2016/17
Summary of main barriers to education achievement faced by eligible pupils at Stalmine 2016/17:
- 39% of our Pupil Premium pupils also have SEND
- 50% of our Pupil Premium pupils are also Summer Born
- 33% of our Pupil Premium pupils are also Summer Born boys
- 33% of our Pupil Premium pupils also have SEND and are also Summer Born
- 50% of our KS2 Pupil Premium pupils are not achieving within age related expectations in Maths, of these 25% have no identified SEND so should be able to achieve in line with their peers
- 67% of our KS2 Pupil Premium pupils did achieve expected (or above) at the end of KS1 so progress and attainment through KS2 can be tackled to ensure outcomes improve for these children
- 22% of our KS2 Pupil Premium pupils have issues around resilience and emotional wellbeing
How we will spend 2016/17 Pupil Premium funding to address these barriers and the reasons for this approach:
TA hours in order to support targeted pupils to work on key basic skills, interventions and also Upper Key Stage 2 Maths - 2 additional TA's employed to work specifically with pupils who have additional needs or who are disadvantaged (£18,759)
Reason why: 39% of our PP children are in the Upper Key Stage 2 class and all are either working below age related expectations in Maths or have not made sufficient progress in Maths from KS1. An additional TA will be deployed into this class every morning from 8.45 - 10.30 to work under direction from the class teacher in Maths so that these children can have more direct teacher (and TA time) and their needs can be addressed. Outcomes will be assessed every Half Term to monitor impact. The other TA funded by Pupil Premium Funding is deployed to support a pupil with high SEN needs every morning. This pupil does not have an EHCP so does not get any funding from elsewhere to support their additional needs.
Trinity Hospice School Support Service Level Agreement/Pebbles Resilience Group/1:1 counselling (£888.00)
Commando Joe (£2,000.00)
Funding for TA's and qualified staff to cover lunchtimes to improve resilience, behaviour and manage conflict positively - 2 hours a day (£3,751.80)
Reason why: Many of our Pupil Premium children (and non PP children) struggle with self esteem and resilience and this has a negative impact on how well they can access learning within class and also how they behave around school. The resilience work supports these pupils in developing more appropriate emotional responses and a more robust attitude to their work and learning. The investment in lunchtimes ensures the children come back into school at 1pm in a fit state to learn and lesson time is not wasted in resolving lunchtimes issues in class.
Reason why: Some of our Pupil Premium children have either a specific learning difficulty with Reading or Spelling or have a Reading age which is below their actual age. Pupil Premium pupils in KS2 who need additional support with Reading follow the IDL programme with a TA to increase their Reading and Spelling ages. Outcomes will be assessed termly to assess the impact of this programme.
Maths interventions – TA to deliver Talk for Number Intervention (Cost of TA Training £600.00)
Reason why: Talk for Number is an intervention which aims to improve Maths outcomes for pupils by developing their confidence to talk in detail about their maths and what they are doing. It is designed for pupils who are operating close to age related expectations in Year 3 and 4. 1 Pupil Premium pupil is taking part in this new intervention for our school this year the impact of this will be assessed when the first group have completed the programme and a decision taken about whether to continue with another group.
Mastery in Mathematics sessions for more able Pupil Premium pupils (Head Teacher to deliver from January 17)
Reason why: There are several Pupil Premium children within school who have the potential to achieve at least age related expectations within Maths and some have the potential to achieve better than age related. Offering them additional sessions involving mastery and challenge should increase their potential to excel.
Total to be spent 2016/2017 £26,476.00
Pupil Premium Grant Academic Year 2015/16 £30,940.00 allocated
· Additional TA hours in order to support targeted pupils to work on key basic skills (£9,188.00)
· Play Therapy and Counselling to support with developing resilience and positive behaviours for learning (£2,844.00)
· Talk Boost (£1,672.00)
· Toe by Toe/Better Reading (£4,389.00)
· Maths interventions – Qualified teacher to work 1:1 and in small groups on Maths interventions (£6,650.00)
· Writing interventions – Fine Motor and Handwriting (£836.00)
· Funding for specialist teacher to work with pupils and offer advice and strategies linked to learning and behaviour (£1,000.00)
· Funding for TA's and qualified staff to cover lunchtimes to improve behaviour and manage conflict (£2,926.00)
Total to be spent 2015/2016 £29,505.00
Impact/Evaluation of 2015/16's Pupil Premium spending
Having qualified school staff covering lunch duties has had a big impact on improving behaviour and managing conflict at lunchtimes and has proved good value for money in that it allows lessons to start promptly at the end of lunchtime as there are far fewer incidents to resolve.
Specialist teacher has been able to offer strategies and support we would otherwise have struggled to resource and this has allowed pupils to make good progress from their starting points.
Writing interventions during 2015/16 have proved less successful although all pupils have made some progress so school will investigate some alternative writing interventions for 2016/17.
Maths interventions from qualified teacher enabled pupils to make good progress but did not allow them to catch up and achieve age related expectations at the end of KS2 during 2015/16 so this will not be repeated in 2016/17. Instead staff development on meeting the needs of all learners (various courses and also work with a Maths consultant) will allow quality first teaching to move all pupils on.
Toe by Toe reading allowed all identified pupils to make progress in their reading.
Talk Boost intervention had a positive impact on those pupils identified.
Play therapy and counselling sessions had a positive impact during the sessions but there remain some pupils with an ongoing need for this type of intervention in 2016/17.
Additional TA hours used effectively to develop basic skills in targeted pupils and all pupils did make progress.