Pupil Premium The Use of Pupil Premium

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1 Pupil Premium The Use of Pupil Premium The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM) in both mainstream and non-mainstream settings, and children who have been looked after continuously for more than six months. From this will also include pupils eligible for FSM at any point in the last six years (known as the Ever6 FSM measure). Funding is also allocated to children in Service families and children who are looked after or adopted. Schools are free to spend the Pupil Premium as they see fit. However, we will be held accountable for how we have used the additional funding to support pupils from low-income families to ensure these children fulfil their potential. From September 2012, we are required to publish online information about how we have used the Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium and the extra support that they receive. At Heymann Primary School we support all our pupils. We do this by providing high quality teaching, supplemented by interventions to support vulnerable learners as and when required and providing opportunities for our Gifted and Talented pupils. The School Leadership Team and the Governing Body monitors the impact of all spending and interventions, including the Pupil Premium. In Heymann Primary School received for Pupil Premium.

2 Spending of the pupil premium allocation and impact Pupil Premium used for: Booster (outside of the school day) Amount allocated to the intervention / action ( ) Is this a new or continued activity/cost centre? Brief summary of the intervention or action 13, 000 Continued Identified children from Yr1-6 for English and maths booster groups Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? Pupils will make at least expected How will this activity be monitored, when and by whom? How will success be evidenced? Actual impact: What did the action or activity actually achieve? As a result of booster classes some had greater impact than others: Maths in Year 5, Year 4 and in Yr 1 were particularly effective. However some children reluctant to attend after school due to other commitments. Next year will reduce amount of after school club boosters and replace with increased effective feedback sessions

3 Enhancing extra curricular provision 2,500 Continued Giving access to weekly extra curricular provision for identified children music tuition, martial arts, including a rail pass so that a child can attend national competitions Allow children to develop possible talents they otherwise would not have access to Discussions with providers Children are ing well. One child has competed and won gold in national taekwando championships. Residential visits, trips, extracurricular activities 2500 Continued Child enabled to take part in residential. Enhance social relationships with peers and experience outdoor adventurous activities Feedback from parents, child and staff after residential Children benefited from spending time away from home and with peers. Had experiences both to enhance the curriculum and push themselves out of their comfort zone which built self-confidence. Very positive impact on two children giving them respite from difficult home situations. 1:1 in class support 8,460 Continued Children identified to receive very Pupils will make good Effective. Most children making expected or more

4 specific interventions than expected. Four did not make expected but all 4 have other needs. Booster during the school day 9000 new Identified children to be boosted during English and maths dependent on ability Pupils will make good Mainly used in Year 6 rather than after school boosters. All children made expected or more than expected except 1 who has complex needs. Also used in Year 2 and 3 where all children made expected or more than expected Small group intervention support 10,000 Continued Children identified to receive very specific interventions with peers Pupils make good Vast majority of children making at least expected. Feedback support 3500 new Targeted children to receive 1:1 specific feedback support. Focus Year 3 Children very aware of their next steps in learning and make good Very effective in closing the gaps and children making accelerated. Will

5 extend this support next year. 1:1 Outside school day support 1200 Continued Identify children who would benefit from 1:1 12 x1 hour sessions for English and Maths Pupils make at least good Very TA intensive although children were ing not as effective as feedback sessions. Money vied to feedback. Think Children 800 Continued Identified children to receive 12 x 1 hour play therapy Children allowed to talk about issues in confidence Feedback from play therapist and CT at pupil meetings Children benefited emotionally and in self confidence Breakfast Club provision 1120 Continued To support identified children up to 5 sessions per week Breakfast provided and activities Feedback from breakfast club staff to class teachers termly Children provided with breakfast and social activities which aids focus during school day After School Club Provision 2220 Continued To support identified children up to 5 sessions per week Opportunities to do homework with support. Allow children to socialise Feedback from after school club staff to class teachers termly Homework gets completed. Children safe and benefit from social interaction

6 Travel assistance 800 New To assist a child with home school travel (child has physical disability) Child will arrive to school on time therefore not missing phonics sessions Progress tracked through pupil Effective in getting child to school on time so he accessed phonics session and therefore made. Child left in Feb.

7 Impact of spending of on individual children Year Maths Writing Reading Sum Sum APS Sum Sum APS Progress Sum Sum APS Progress Yr1 W4 1B+ 6 W5 1A 6 W4 1A 7 1C+ 2C 5 1C+ 2C 5 1B 2C 4 1C 1A 4 W5 1A 6 1C- 1A+ 6 W4 1B 9 W5 1B 4 W5 1B+ 5 AV APS PP Av APS non PP Yr2 1B 2B 6 1B 2C+ 5 1B+ 2B+ 6 1B 2C 4 1C 1A+ 5 1C 1A+ 5 1A 2A+ 7 1A 2B 4 1A+ 3C 7 1A 2A 6 1B 1A+ 3 1B+ 2B 5 1B 2C 4 1C- 1B+ 4 1C+ 1A+ 4 1A 2B+ 5 1B+ 2C+ 4 1A 2A 6 1C 2C+ 7 P8 1C+ 2 P8 1B 3 1C+ 2C 5 P7 1B 6 P7 1A 6 1A+ 3C 7 1A 2A 5 2C 3C 6 1C+ 2B 5 1B+ 2B 5 1A 2B 4 Av APS PP Av APS non PP Yr3 2C+ 2A+ 4 1A+ 2B+ 4 2B 4 2C 2A+ 5 2C 2A+ 5 2B 3C 4 3C 3A 4 3C 3A 4 3C 3A 4 3C 3A 4 2A 3C+ 3 3C 3B+ 3

8 2C+ 2A+ 4 1A 2B 4 2C 2A 4 Av APS PP Av APS non PP Yr4 3C 3B+ 3 2C+ 2A 3 1A+ 2B 3 2A 3C+ 3 2B 2A+ 3 2B 3C 4 2A+ 3B 3 3B 4C 4 2A 3A 4 2A 3C+ 2 2B+ 3C 3 2B+ 2A+ 2 2A 3C+ 3 2B 2A+ 3 2B 3C 4 Av APS PP Av APS non PP Yr5 3A 4A 6 3C 3A 4 3A 4C 2 3A 4C 2 3C 3A+ 5 3C 3A 4 3B 3A+ 3 3B 3A+ 3 4C 4B 2 2A 3C+ 3 2A+ 3B+ 4 3C 4C 6 Av APS PP Av APS non PP Yr6 2A+ 3A 5 3C 3A 4 3C 3A+ 5 3C+ 4C 5 2A 3C 4 2B 3C 4 3C+ 3A 3 3C+ 4C 5 3B+ 4C 3 5C 5A 4 4B+ 5C 3 5C 5B+ 3 3A 4A 6 3A 4B 4 4C 4A 4 2A 3A+ 7 3C+ 4C 5 3C 4C+ 7 3B 4C+ 5 3B 4C 4 3B+ 4C+ 4 2B 2A+ 3 1A+ 3C 7 2C 2B 2 Av APS PP

9 Av APS non PP Key Progress of PP greater than of Non PP group Progress of PP equals of Non PP group Progress of PP is below of Non PP group Summary AV APS PP Average Points score Pupil Premium Children AV APS non PP Average Points Score for non Pupil Premium Children Expected at Key Stage 1 (Years 1 and 2) is 4 APS. All PP children made at least expected and some made outstanding. The vast majority of PP children at Key Stage 1 made more than non PP children therefore PP money has had a positive impact on learning and. Expected at KS2 (Years 3 to 6) is 3APS. The vast majority of PP made at least expected some making outstanding. Those children who made less than expected also have other learning needs. The vast majority of PP children made the same or more than non PP children therefore PP has had a positive impact on learning and. In Year 4 where less was made by PP children than non PP in maths the gap between the PP and non PP over the year decreased.

10 Planned spending of Pupil Premium Funding 72,501 Pupil Premium used for: Booster (outside of the school day) Amount allocated to the intervention / action ( ) Is this a new or continued activity/cost centre? Brief summary of the intervention or action 3,182 Continued Identified children from Yr1-6 for English and maths booster groups Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? Pupils will make at least expected How will this activity be monitored, when and by whom? How will success be evidenced? Actual impact: What did the action or activity actually achieve? Be specific: Enhancing extracurricular provision 2,500 Continued Giving access to weekly extracurricular provision for identified children music tuition, martial arts, including a rail pass so that a child can attend national competitions Allow children to develop possible talents they otherwise would not have access to Discussions with providers Residential visits, trips, extracurricular activities 2770 Continued Child enabled to take part in residential Enhance social relationships with peers and experience outdoor Feedback from parents, child and

11 1:1 in class support Continued Children identified to receive very specific interventions adventurous activities Pupils will make good staff after residential Booster during the school day 14,600 Continued but extended to pm for maths feedback sessions across KS2 Identified children to be boosted during English and maths dependent on ability Pupils will make good Small group intervention support 10,500 Continued Children identified to receive very specific interventions with peers Pupils make good Feedback support with TA 9,929 Continued but rolled out in to other year groups (trialled with Yr3 last year) Targeted children to receive 1:1 specific feedback support Children very aware of their next steps in learning and make good 1:1 feedback with class teacher 9,200 new Targeted children to receive 1:1 pre teaching/feedback sessions with class teacher Children very aware of their next steps in learning and make good

12 Think Children 800 Continued Identified children to receive 12 x 1 hour play therapy Children allowed to talk about issues in confidence Feedback from play therapist and CT at pupil meetings Breakfast Club provision 2120 Continued To support identified children up to 5 sessions per week Breakfast provided and activities Feedback from breakfast club staff to class teachers termly After School Club Provision 3220 Continued To support identified children up to 5 sessions per week Opportunities to do homework with support. Allow children to socialise Feedback from after school club staff to class teachers termly Pre learning boosters 4000 New Trial before school/assembly sessions with targeted children To cue children in to what is going to be taught so that they can participate actively in whole class teaching and impact on Feedback from TAs and teachers at pupil meetings