WOODLANDS INFANT AND NURSERY SCHOOL PREDICTED SPEND -PUPIL PREMIUM REPORT 2015/2016

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1 Pupil Premium Budget 2015/16 75,240 Carry forward from 2014/15 32,745 Total Pupil premium budget 2015/16 107,985 Year Group Pupil Premium Area of Spending salary of the family support worker Why To engage and support vulnerable families in the school. This includes multiagency working and improving attendance and the reduction of persistent absenteeism How will this make an impact on children receiving Pupil Premium? Children s needs met by the multiagency working and support within school. Team around the child, Child in Need, Child protection meetings. Support for the children in understanding why attending school regularly is important. / Costing 6,124 Impact Next Steps cost of consultancy work from an attendance officer To support the school team to target support to vulnerable families and find alternative ways to support improved attendance. Barriers to low attendance can be investigated with families and addressed. Attendance rates will increase for children accessing pupil premium along with all children in school funding so will be supported further with 200 Rewards for good attendance and positive behaviour for Positive approach to improved attendance weekly certificates for children with monitored attendance. Termly treat for children with good attendance and positive behaviour for Children will have a motivation to work towards increasing attendance and positive behaviour for 200

2 Proportion of breakfast club staff salary to lead activities and have a positive start to the day. Children with Pupil premium funding receive 50% discount 50% Discount for some extracurricular activities Milk Free for PP Families are supported in maintaining good attendance and punctuality. PP children have access to the same provision as their peers. Places are available for children in receipt of pupil premium. Pupil premium children can access the same wide range of experiences as their peers to broaden horizons and raise aspirations. Children are in school on time and improve punctuality and avoid lost learning time and have had a balanced breakfast to prepare them for Activities and games are planned and children engage in these before the school day. Time to talk to staff and build positive relationships and build self-esteem. To provide positive learning opportunities Investigate new experiences and raise aspirations Improve self confidence 5,394 3,000 Support funding educational visits and experiences with incur additional costs to parents/carers up to 50% off Employment of 2 members of staff -One to model and lead quality lunchtime play and an additional member of staff to facilitate a positive eating experience To provide planned outdoor play which engage the children and meet their needs developmentally and emotionally. To provide the calm environment and specific support for children who find unstructured time difficult. Improved social, emotional and physical wellbeing. Improved attitude to learning and behaviour for Positive impact on the amount of children taking up hot school meals. 2,191

3 High quality teaching Assistant intervention. A proportion of TA wage to provide high quality speech and language support in school. To support quality first team teaching with the teacher to address specific needs and focus support to provide equity for children in receipt of PP funding. Focused and targeted interventions within whole class and more specific small group time. Time needed to provide quality CPD and sharing good practice between TA s. Time for the TA to work closely with SALT professionals and parents to support all round development. Individual support programmes carried out in school to ensure improved progression for secure speech and language development. Support and advice to parents to maintain good progress within Speech and language development Training and support for the wider school team so to extend the impact of this role. Positive impact on pupil progress for children in receipt of PP especially. Focus on reading, writing, and maths development and progress. Increased confidence and self-esteem for these children. Focused approach so progress can be seen and measured. Children able to access the wider whole school curriculum more effectively. 13,270 9,239

4 Proportion of additional Teaching assistants salary to support the focused delivery of Read Write Inc Phonics Children are able to be grouped into homogenous small groups to have specific needs addressed. Opportunities for regular assessments (at least every 6 weeks) to be carried out by RWI leader and RWI TA to ensure good progression and any slower progress is addressed. Clear links made with the phonic learning each day to wider areas of the curriculum. Decoding and wider reading and book knowledge are clearly linked. Reading books are targeted specifically and the programme is followed to ensure success and application of using new sounds in reading. 7,641 Additional Read Write Inc Training and development throughout the year. Essential resources to support the delivery of RWI part paid by PP funding. staff attend day 2 of 2 day phonic training (Autumn 2015) Further training and support in place for RWI leader to ensure data is being used effectively to monitor progress staff are confident in teaching RWI phonics effectively showing good progress for all children. Release time for ongoing CPD and planning time for TA s Data is interrogated so that equity can be seen for PP children and support is in place where needed for a timely period. PP children experience equity in the amount of targeted support and 1-1 reading that is taking place. Increased confidence and self-esteem as they become fluent readers and can see personal progress. Improved behaviour for learning and understanding of next steps. Gap between school and national average in phonics check narrowed significantly. Gap between PP and others nationally to be reduced significantly and in line with school others as a minimum clear 3 year plan in place. 3,703

5 salary of behaviour Improvement Mentor salary of an additional teacher and TA to ensure quality first teaching To be decided during the course of the year according to the needs of the children in the school To address specific children s needs in school and model positive behaviour for learning to all pupils. Work closely with SENCO, family support worker and class teachers to address specific needs and model inclusive learning at specific times of the day. To provide the ability to support training and continued professional development of staff to ensure positive outcomes for all and equity for children in receipt of PP teachers and TA s will have opportunities to build on strengths and develop specialisms and lead across the whole school. To retain smaller class sizes and not mixed years. Enhanced ratio of support at lunchtimes and break times to support positive behaviour choices and supported activities. Meet and greet session in the morning providing the emotional support and time to talk and be ready to learn. Opportunities to have discussions about learning and behaviour choices and try alternative choices in a supportive environment. Increased engagement with learning time in the class and focused progress in personal, social, emotional development as well as reading, writing and maths development. Structured school curriculum will meet the needs of all learners and will provide a positive attitude to Constructive and regular feedback will ensure pupils are actively involved in next steps. Staff strengths are used to focus high impact quality first teaching and wider interventions. 5,094 18,192 TOTAL 74,248 33,737

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