Pupil premium strategy statement

Transcription

1 Pupil premium strategy statement Summary information School Richmond Methodist Primary School Academic Year Total PP budget estimated Date of most recent PP Review Total number of pupils 315 Number of pupils eligible for PP 59 Date for next internal review of this strategy March attainment and progress-year 6 children Richmond Methodist School Pupils eligible for pupil Premium n/a The national average for all pupils % achieving in reading, writing and maths 50% 53% progress measure in reading from KS1 to KS progress measure in writing from KS1 to KS progress measure in maths from KS1 to KS Barriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers A. Emotional and social needs which affect their learning B. Access to extra-curricular activities eg residential visits C. The number of pupils who are in receipt of Pupil Premium and who are also Vulnerable eg on the SEN register for cognition and learning External barriers D. Attendance E. Reaching parents 4. Desired outcomes Desired outcomes and how they will be measured Success criteria

2 A. Improved attendance of Vulnerable children-half termly monitoring of attendance figures Vulnerable children will have attendance over the school year in line with their peers (target of 96%) B. Diminishing the Difference in children s writing between pupil premium children and their peers-pupil premium review meetings at least termly to assess progress and need C. Emotional and Social support for identified children and parents-pupil premium meetings and multi-agency meetings around the child to monitor impact of support and next steps D. Children within the Yr 4 vulnerable group including children in receipt of Pupil Premium make progress that is at least in line with their peers-pupil premium review meetings at least termly to assess progress and need Children make progress in writing that is at least in line with their peers Children with emotional and social needs better placed to engage with learning Children make progress in reading, writing and maths that is at least in line with their peers 5. Planned expenditure Academic year Area of spend Total allocation Intended outcomes why these approaches were taken Actions Pupil Premium Learning Mentor 2 ½ days each week Reaching parents and Nurture Group Support for families to increase parental involvement in school life and to aid parents in supporting their child with reading. To provide opportunity and resources to aid parents to support their children in the completion of homework A nurture group for vulnerable children- to support children at the start of each day-ensuring children have a calm positive start to the day and have had a suitable breakfast. To meet their social and emotional needs. To develop friendships, working with others and gaining support from others Parental involvement in gardening within school Setting up Explorer Club to support families in reading with their children Additional parents information events To provide children with a breakfast and a quiet and positive start to the day within the calming environment of the Lilypad. To set up a homework club to support parents and children To set up a daily Nurture group and as part of that set up a Gardening Club. Improved learning outcomes in writing and maths (meeting end of year age-related objectives) and ensuring progress is at least in line with their peers Improved editing skills to improve writing across the curriculum

3 Improved confidence for pupils in specified areas Learning tasks tailored to specific needs of pupils closing gaps in understanding Consolidation of learning completed in classes time for practise and application of skills. Post learning tasks Pre-teaching to prepare pupils for future learning in order to build confidence and give higher level starting points to learning. Preteaching to include pre-reading of texts in English, research for writing units, key vocabulary, concepts in SPAG and maths calculation strategies and terminology HLTA 1582 Improved learning outcomes in writing and maths (meeting end of year age-related objectives) and ensuring progress is at least in line with their peers-as identified in school data Improved editing skills to improve writing across the curriculum-this is an area of focus across the school Regular communication between PP Learning Mentor and individual pupils needs, preteaching materials, learning to consolidate, sharing of resources Teaching resources and materials PP teacher to liaise with DHT as necessary PP teacher to attend staff meetings up-todate with school priorities, teaching strategies and national developments Small group intervention with identified KS2 children (particularly Yr 6 children) focusing on developing editing skills Pupil Premium Learning Mentor 2 ½ days a week See items highlighted above See items highlighted above

4 Yr 4 Vulnerable Group HLTA working with ½ day a week GTA ½ day a week Dynamo Maths Improved learning outcomes in reading, writing and maths (meeting end of year age-related objectives) and ensuring progress is at least in line with their peers-as identified in school data 1:1 and small group phonics and writing support Support in class to ensure skills are transferred back into the classroom Small group maths support of Yr 4 Vulnerable group at least termly. Meeting individual pupils needs, pre-teaching and post learning materials, Teaching resources and materials ICT 1:1 personalised maths programme implemented and assessed GTA 30 hours to support 2 LAC children To provide dedicated time and support (1:1 and group) to help build pupils emotional development To improve the self-esteem, social skills and behaviour of identified pupils leading to increased confidence and attainment in the classroom To provide opportunity for chunking the school day-to support children in accessing learning Support in class Timetabled time in the Lilypad to support in coping with the school day EMS support and liaison Regular review meetingsinternally and with outside agencies KS1 support and interventions GTA 2 3/4 hours 1271 Improved learning outcomes in reading, writing and maths (meeting end of year age-related objectives) and ensuring progress is at least in line with their peers-as identified in school data Specific phonics intervention for targeted groups to support in reaching the Yr 1 standard Maths groups Handwriting groups to develop fine motor skills Additional phonics group to support spelling. Additional reading groups

5 KS2 support and interventions ATA 14 ½ hours 6905 Improved learning outcomes in reading, writing and maths (meeting end of year age-related objectives) and ensuring progress is at least in line with their peers-as identified in school data Arithmentic groups Handwriting groups to develop fine motor skills Social and emotional support Additional phonics group to support spelling. EGPS support groups Milk 339 Develop a healthy lifestyle Children are in receipt of daily milk Resources-particularly gardening equipment 2000 To develop a healthy lifestyle and life skills, encouraging socialisation and communication. Resources for children in learning in specific areas of the curriculum. Resources for children with emotional and social needs Gardening equipment to be purchased to support this aspect of the Nurture Group To supply resources to aid the learning of children in areas of the curriculum and/or emotional and social aspects of learning Course Fees Success at Arithmetic Disadvantaged Pupils in EYFS 130 To provide catch up for identified children in maths-children identified from school data. To benefit all children within targeted group with increased knowledge of maths interventions/support. Increase staff knowledge and expertise. To identify vulnerable children on entry, track and support their learning Funding for residentials 600 Pupils are able to participate fully in school trips and residential trip Learning is supported by trips that are carefully planned to enhance the school s curriculum Social skills, independence, perseverance and team-work are developed through participation in group activities and overnight stays on residentials Pupil Premium Learning Mentor to liaise with parents and HT regarding specific requests for funding

6 Contingency for school uniform, swimming and future trips 2032 Pupils are able to participate fully in school trips Learning is supported by trips that are carefully planned to enhance the school s curriculum Social skills, independence, perseverance and team-work are developed through participation in group activities Teachers made aware of funding available Swimming 250 Pupils are able to participate fully in school curriculum Health and well-being developed through participation in activities Children involved in curriculum activities 6. Additional detail How will the school measure the impact of the Pupil Premium? At Richmond Methodist School, the usual cycle of data collection and the monitoring and tracking of the cohort s attainment, will be used to inform pupil progress and enable the early identification of need, support and appropriate intervention. In addition we carefully monitor the progress and attainment of pupils covered by the Pupil Premium Funding. Review meetings take place at least termly and will include a member of the Senior Leadership, teachers, TAs and the Pupil Premium Tutor. The school will review the impact of actions taken and will then review how the funding will be specifically allocated over the next term. When selecting pupils for Pupil Premium target groups, the school will look at all pupils across the school. There are some pupils who are not eligible for PP but who have similar needs and who would also benefit from being part of these groups, therefore we include these vulnerable children too. Pupil Premium Funding and the impact of this is a regular item on the governors school data and improvement committee meeting. Designated staff member in charge: Mrs Susan Gardner Pupil Premium learning Mentor: Mrs Andrea Ketley Nominated governor: Mrs Eithne Longstaff

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