Pupil Premium Policy Bengeo Primary School

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1 Pupil Premium Policy Bengeo Primary School Responsibility: Governors Published: October 2015

2 Rationale All members of staff, governors and teaching assistants accept responsibility for socially disadvantaged pupils and are committed to meeting their pastoral, social and academic needs at Bengeo Primary School. Bengeo Primary School is committed to Narrowing the Gap between vulnerable pupils and the pupil premium will form a vital part of that process. The Governors reserve the right to allocate the pupil premium funding to support any pupils or groups of pupils the school has legitimately identified as being socially disadvantaged. Provision will be made through: Facilitating pupils access to education Facilitating pupils access to the curriculum Alternative support and intervention within the school environment. Support for extracurricular activity Support for social behavioural needs Support for health related activities Reporting Pupil Premium: Each year the school will publish details of pupil premium allocation on its website. This report will outline how pupil premium has been used within the school. The red writing indicates the budget heading. Additional Provision Impact Cost 1:1 tutoring Small group and individual sessions to support PP pupils in all year groups who have gaps in their learning[y6 2015] Misconceptions, misunderstandings etc in basic skills can be remedied, progress accelerated 6000 Booster Booster Lessons: Additional teacher for Maths and English Lessons geared to PP pupils as well as those on the underachievement register. Revision of basic skills plus techniques for recall [Y6 2015]plus Year5 INCO Support [1day] Identification and analysis of need Working and assessing children individually Liaising with other professionals and agencies to ensure effective provision. Pastoral Support Teacher [2 days] Specialist teacher to work with PP children who have emotional Pupil confidence increased plus familiarity with test format. Gaps in learning addressed. Fun sessions that are motivational where children can achieve success in a small group. Through appropriate intervention matched to needs Pupils progress is accelerated Regularly liaising with the teacher and specialist teachers, monitoring and assessing progress leads to improved progress during year and pupils are able to catch up with their peers. PP children with EBD problems have regular sessions of positive behaviour management and encouragement and a Positive Behaviour Plan Maths 3914 English Y2 Planned supply budget 9,729 16,138.66

3 behavioural difficulties in order to enable them to make increased progress in lessons and to avoid exclusion Additional swimming lessons for PP &DA Year 6 pupils Booster sessions set up for any Y6 pupils or PP pupils who could not swim 25 metres. Nuture group and homework club for PP/UA pupils Breakfast and games provided before school [ Tues, Weds, Fri] to create a positive start to the day Support with homework for PP pupils once a week after school Sanctuary Garden/ Lego club/homework club /fit for life club PP/DA To create a safe and stimulating haven for children, who may find socialising in the playground environment difficult. To give them opportunities to develop their playing skills and to have experiences they may have missed when younger, eg water, sand, role play etc. Homework club: to ensure that all children in classes have an equal opportunity to prepare for and consolidate their learning. Fit for Life Club To encourage active participation in sports and engagement in healthy lifestyle. Senior team support on school journey To ensure attendance by EBD pupil PPG children Funding support for clubs, trips and school journeys school uniform to support nutrition This enables them to be able to concentrate in lessons, less off task activity focussing on playground incidents, more communication with parents / teacher focussing on strengths. This improved behaviour leads to improved progress. 1 week intensive course with I swimming instructor. All PP pupils able to swim 25metres at the end of the week. Children happy and upbeat when they go into class, ready to learn Homework completed with the aid of a teacher making it a positive experience, enabling pupils self-esteem to grow and also for them to have practiced their skills. Plus having a healthy breakfast and snack after school. Children happy, stimulated and ready to take on more learning. Less disruptive, distracting incidents, relationships with other children improved. Children feel cared for and supported. Parents are able to see the difference these nurturing experiences make for their children. Children s health improves and with this attendance Children feel equal to their peers and have better chance of moving their learning forward. Children begin to enjoy participation in sport and grow in confidence whilst becoming more aware of the benefits of a healthy lifestyle SP attended school journey to oversee behaviour management and lead the group as several PP attended. This enabled the PP pupils to attend and have a really positive experience. All these positive factors lead improved self-esteem and confidence and contributed to all gaining improved results. 11 pupils eligible in Year 6 for school journey All other PP children [38] costs covered for extra- curricular clubs, sports equipment and trips. 250 Swimming 2500 Learning Resources 2500 Learning resources 704 5,000 Learning resources

4 Specialist SpLD Support teaching: Additional SpLD teacher to support PP/UA pupils with dyslexic tendencies in reading and writing Also to train TA s Lexia subscription ICT programme used before school by UA and PP pupils to further develop phonic knowledge and reading 10 children Additional reading Scheme Books Suited to pupils with SpLD difficulties or those in Year 3,4,5 and 6 who struggle with reading and need more sophisticated modern content. Training for all staff in giving effective feedback to accelerate progress. Additional release time for Phase Leaders to monitor this. Additional TA s in FS KS1 and KS2 To support PP children in classes who are underachieving.to hear all these children and those on the underachievement register to read before school and where necessary to do phonic intervention. Family learning/adult Learning To support families to overcome difficulties with parenting, create routines; develop an understanding of boundaries and appropriate discipline and of the value of good school attendance for their children. Teaching focussed strongly to need. Children grouped according to need Small groups individual attention Clear simple targets for improvement TA s trained to implement programmes Children s reading improves enabling them to access their learning and catch up with their peers Pupils more motivated to read because books are interesting and modern. Reading improves therefore ability to decode maths and English problems improve and progress accelerates. All teachers aware of PP pupils in their class and have had clear guidance on expectations of marking for these pupils. Weekly Phase meetings will focus on reviewing marking of these children s books. PP children and others who may not read at home not disadvantaged. Fluency and consistent support leading to improved reading skills. Children supported at home, families more settled, parents able to support children with their home learning or attendance etc. Children s health improved, Diet and sleep habits improved. 3,000 1,500. ICT Learning Resources 2,000 English 4,800 Planned supply 4,000 2,500 Head s Projects Total amount of Pupil Premium funding allocated to Bengeo Primary School 64,680 Total amount allocated by Bengeo Primary School to Narrowing the Gap and improving PPG and disadvantaged children s chances. 69,232.46

5 Impact of PPG [Pupil Premium Grant] spending Narrowing the Gap. Attitudes and Key Characteristics of Effective Learning. Noted Improvements: Improved behaviour and attitudes to learning. [Less exclusions, entries in behaviour books, good behaviour seen in lesson observations. Drop ins etc.] Improved engagement with learning and effort in lessons.[ Lesson observations, drop ins] Improved social attitudes and friendships.[ Sanctuary Garden,Lego Club pastoral support teacher monitoring] Improved confidence dealing with new situations.[ class teacher, pastoral support teacher evidence] Improved engagement with hard to reach families.[ Family learning, constructive conversations, class teachers, INCO, Pastoral support teacher] Improved attendance and punctuality.[ for the PPG group] Improved presentation and handwriting.[class teacher assessment/work in books] Improved reading, comprehension and vocabulary.[cta] Improved health and nutrition through breakfast club/fit for life club.[pe subject leader/dht] Improved inclusion in lessons through homework club[cta] Narrowing the Gap in Achievement The minimum progress point score expected between KS1 Year2 SATs and then Year 6 Key Stage 2 SATs is 12 progress points in Reading, Writing and Maths. Average progress for Year 6 pupils benefiting from the PPG was 12.3 points [only just above the minimum expectation]. Non PPG PPG Reading Writing Maths Average in year progress for Y6 was 4.6 points and for PPG children 4.1points. We can see from the rates of progress made in previous years that PPG pupils did make accelerated progress in Year 6, however, not enough and this progress was particularly low in Maths. One factor that should be taken note of is that on average each PPG Pupil is worth statistically approximately 9 50 percentage points due to the low numbers in each class.eg. in Y3 where there were only 2 PPG pupils. Other pupils in the class are 1.6 percentage points. The Y6 PPG group really struggled with maths, despite additional interventions such as 1:1 support, on line tutoring and additional small group work. Several of the children displayed aspects of dyscalculia and really poor memory retention both with maths and spelling.writing intervention [re imagination and structure] and Reading support however, was seen to be effective, with some PPG children exceeding their personal targets.

6 There is a gap in progress in all classes [other than year 3] however, without doubt, the PPG pupils are benefiting from additional intervention and as they progress through the school and gain confidence and skills, the gap is closing. Year group Number in year group [number of children in PPG group] % NON PPG making expected progress % PPG making expected progress E W M E W M Year1 60 [6] [+8] 83[-5] 83[-4] Year2 90 [11] [-20] 45[-43] 64[-27] Year3 60 [2] [+1.7] 100[+1.7] 100[+6.7] Year4 60 [11] [-39.7] 54.5 [24.2] 72.7[19.1] Year5 60 [10] [-5.4] 80 [-5.2] 70[-16.9] In 2015/2016 we are introducing further strategies and arranging our intervention differently to further accelerate progress and close the gap.

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