Skip to content ↓

Pupil Premium

To download a copy of the Pupil Premium Leaflet click here

Pupil premium strategy statement

Summary information

School

Moulton CEVC Primary School

Academic Year

2016/17

Total PP budget

£37,560

Date of most recent PP Review

n/a

Total number of pupils

171

Number of pupils eligible for PP

37

Date for next internal review of this strategy

April 2017

School Development Plan

Leadership and management

To develop, monitor and evaluate the impact of the pupil premium grant.

Teaching, learning and assessment.

The senior leadership team provides detail information about how groups of pupils are doing.

Outcomes of pupils

Increase the proportion of children reaching the expected level in the Y1 phonics screen

Increase the proportion of children reaching the expected level at the end of KS1

Information and current attainment (based on 2016 KS2 results)

Length of school years in our setting:

40% of pupil premium children with us for 7 years

20% of pupil premium children with us for 3 years

40% of pupil premium children with us for 2 years.

 

SCHOOL

Pupils eligible for PP

SCHOOL

All pupils

NATIONAL

Pupils eligible for pupil premium

NATIONAL

Pupils not eligible for PP 

% achieving expected level in reading, writing and maths

40%

52%

60%

53%

% of pupils achieving expected standard in reading

100%

74%

71%

66%

% of pupils achieving expected standard in writing

60%

81%

79%

74%

% of pupils achieving expected standard in maths

80%

74%

75%

70%

Progress score in reading

2.85

1.06

The average progress score for ALL pupils nationally is 0.

Progress score in writing

-4.62

1.04

Progress score in maths

0.03

2.63

Barriers to future attainment

 

 In-school barriers

 

A

Parents experiencing difficulties supporting their child’s education at home

 

B

Limited access to resources due to low income

 

C

Children with difficulties forming relationships with adults and children

 

D

A requirement of nurture and emotional support for parents and children

 

E

Limited access to experiences/wider opportunities due to parents’ low income

 

F

Punctuality

 

External barriers

 

G.

Attendance rates for some pupils eligible for PP are below the target of all children of 95%.  This has potential to affect their academic achievement.

 
  1. Desired outcomes
 

Desired outcomes and how they will be measured

Success criteria

A

Parents will understand how to help their child at home. Views will be gathered by pupil premium questionnaires and interviews with parents.

Parents of pupil premium children will attend information and curriculum evenings (Phonics, SATs, reading, reading cafes etc). Attendance will be monitored by registers.

Parents will receive letters and invites into school when new schemes/resources are introduced. E. G Times table rock stars, online grammar support etc

Children will receive extra intervention in school if required. The school will evaluate and assess interventions.

B

The school will purchase resources for children if required. Stationery is provided by the school, revision books will be purchased if required, the school will pay for online subscription packages as required. Records of all purchases will be kept. All pupil premium children will have the same resources in school as non-pupil premium children.

C

Children will be included in nurture groups, social groups and other groups that help them with their challenges. Staff will receive training to deal with anxiety, and emotional difficulties. Feedback from adults in school and from parents will indicate that children are benefiting from extra support with their academic progress, behaviour and emotions. Parents will be direct to external support and they will receive school support as necessary.

D

E

The school will financially support visits and visitors for children in receipt of PPF as well as resources and costumes needed for the trip. All children in receipt of PPF will be part of the visits and visitors part of the curriculum. Records will evidence this.

F

Pupils who are regularly late for school will be contacted by the school’s leadership team and feedback given to them regularly regarding their punctuality. If appropriate, a place will be offered in the school’s breakfast club. If children’s home lives are difficult, they will be offered a place in the before and after school club to provide a stable environment for more hours.

G

Increased attendance rates for 8 x pupils eligible for PP.  Their attendance ranges from 79.68% to 94.68%.  The target for all pupils is at least 95%.

Reduce the number of persistent absentees among pupils eligible for PP.  PP attendance improves to at least 95% for all eligible PP children.

Planned expenditure

Academic year

  1.  

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

  1. Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve attainment for all

Targeted in-class and small group/: support for children in receipt of PP

Approaches used:

Anxiety Gremlins

The Mindful Garden

Social skills activities

Programmes to support Literacy and

Numeracy skills

Areas of need identified by teachers during pupil progress meetings, weekly pupil update in staff meetings and data collection.

Support put in place following collection of baseline data

Impact measured in follow-up assessment (support adjusted accordingly)

Trained staff

Regular sessions (not to happen in English or maths lessons)

Children do not miss out on their favourite subjects in the afternoons.

SENDCo

Head teacher

January 2017

Total budgeted cost

£9762.50

  1. Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Organised play activities to support children who struggle socially and emotionally.

Additional lunchtime supervisor support

Feedback from teachers and TAs about children who are struggling to learn following difficult play times and lunchtimes

Regular contact between head teacher and lunch time mentor.

Weekly discussions about the children who need lunchtime support during staff meetings. All midday supervisors aware of children on the lunchtime mentor’s list

Head teacher

Lunchtime mentor

January 2017

A calm start to the day, a chance to have mentoring time, a, a chance to have an energy burst prior to settling down to learning.

Before school 1:1 and small group support

Registration details and teachers Indicating that some pupils are late to school.

Teachers felt that some children would benefit from mixing with a different social group of all ages in the breakfast and after school club environment.

Case study from children who attend the breakfast club to monitor.

Quality activities on offer at the breakfast and after school club sessions.

Head teacher

Breakfast club team

SENDCo

January 2017

Social and emotional intervention sessions.

During afternoon sessions 1-1 and small group work.

When children in receipt of PP were discussed at the staff meeting, children who might benefit from this approach were put forward. It was felt that children might have more confidence to participate if they strengthened their social skills and emotional awareness.

Trained staff

Quality resources

Ensure that children are not missing their favourite subjects or key areas of the curriculum regularly.

Case study

 

January 2017

Total budgeted cost

£22,666

  1. Other approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Children are able to participate in activities which would not have been possible without funding.

Funding for music tuition, after school clubs – sports,craft, swimming, funding for school visits

Parents have expressed that their child would like to learn an instrument but are unable to due to financial constraints.

Follow up work after visits would not be accessible if pupils have not been on the trip

Good communication with parents – they are aware of upcoming trips and understand that the school will support them financially.

DS

January 2017

Improvement to health from vitamins and minerals in milk

Providing daily milk at break time

Parents have expressed that their child would like milk, but cannot afford it due to financial constraints.

Regular contact with parents to ensure that children enjoy the milk.

DS

January 2017

Total budgeted cost

£5330

Review of expenditure

Previous Academic Year

  1.  
  1. Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Improve attainment for all

Targeted in-class and small group/: support for PP chidren

Approaches used:

Anxiety Gremlins

The Mindful Garden

Social skills activities

Programmes to support Literacy and

Numeracy skills

Areas of need identified by teachers

Support put in place following collection of baseline date

Impact measured in follow-up assessment (support adjusted accordingly)

The groups were broadly successful.

Base line measures need to be looked at carefully, so as to measure impact accurately.

Ensure that children are not involved in too many interventions – spread them across the year.

To continue but take above points into account.

Teacher hours/planning

TA hours

Training

Resources

£22,000

  1. Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Organised play activities to support children who struggle socially at lunch times and play times.

Additional lunchtime supervisor support

Fewer lunchtime incidents (happier play times)

Successful. See separate case studies.

Further case studies to be done.

Case study to be done on an ‘other’ child.

Other = a child not in receipt of PP funding, but who may be vulnerable.

To continue.

MDSA additional hours

£2,300

A calm start to the day, a chance to have mentoring time, a chance to have mentoring time, a chance to have an energy burst prior to settling down to learning

Before school 1:1 and small group support

Impact measured (questionnaires) – discussion with staff

Successful. Staff felt that the 1-1 time helped the children to settle into school quickly. They also felt that the opportunity to talk to an adult 1-1 helped.

To continue.

TA additional hours

£1,100

To support vulnerable children and to help them resolve some of the issues causing them emotional “pain”

Drawing and talking therapy

To resolve emotional issues

To evaluate further.

12 sessions period of support for 30 minutes a week 1:1

Staff costs and training

£1,900

  1. Other approaches

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Improved confidence and resilience

Riding for the disabled

Children have taken stable management awards level 1 and 2

Improved coordination and attention/concentration

Parent and child questionnaires to gather impact evidence

This was a tricky intervention to staff as it took the TA away from the rest of the class for the whole morning. Whilst the children enjoyed horse riding, it would be worth looking at confidence building activities that could happen in school, negating the travel time and as much time away from school for the TA.

Discontinue. Look at other alternatives.

TA support for the group, travelling expenses and contribution to stables

£1,010

A calm start to the day with breakfast and/or a calm end to the day.  Additional time for parents who work/have younger siblings.

Provision of breakfast and after school club

Children start the day in a positive way

Children end the day in a positive way

Successful. Case study to be done as further evidence.

To continue.

Breakfast and After School places

£2,880

Children are able to participate in activities which would not have been possible without funding.

Funding for music tuition, after school clubs – sports,craft, swimming, funding for school visits

Ability to participate in activities with their peers

Improved confidence

Successful. All children have had access to visits and visitors.

To continue.

Cost of, tuition, activities and trips

£1,750

Improvement to health from vitamins and minerals in milk

Providing daily milk at break time

Children are able to join in with their friends at this sociable time

We are questioning if this is a social time now that children do not sit together in the hall and rink the milk.

Continue to monitor.

Cost of milk provided

£200