About Our School

Pupil Premium

Pupil Premium Strategy 2018-19


What is Pupil Premium?

Pupil Premium is a Government initiative designed to narrow the attainment gap between disadvantaged pupils and their more economically advantaged peers. Introduced in April 2011, the Pupil Premium provides additional funding to schools to target specific groups of children who are vulnerable to underachievement. These include those children who are in receipt of Free School Meals (FSM) or have been in receipt of free school meals in the last 6 years (Ever 6), Looked After Children and for Children of Service Families.

Thurlton Primary School is committed to ensuring the difference is diminishing for disadvantaged pupils and the Pupil Premium forms 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.

Summary information of pupil premium (PP)

Name of school:

Thurlton Primary School

Academic year:

 

2018 - 2019

Total PP budget for year:

 

£14,160

Total number of pupils:

 

60

Number of pupils eligible for PP:

10 

Amount per pupil:

FSM/Ever 6 £1320,  LAC £1800

Date of next PP strategy review:

 

July 2019

Mission statement

Barriers to future attainment for pupils eligible for PP

Thurlton Primary School is committed to ensuring the difference is diminishing for disadvantaged pupils and the Pupil Premium forms a vital part of that process. We are committed to ensuring high attainment and progress throughout the school in Literacy and Numeracy.

We want the pupils to leave Thurlton Primary school with skills that will prepare them for life in both in the next stage of their education and after education. We want to empower our pupils with the skills of collaboration, a respect and understanding for the beliefs and opinions of others even if those ideas differ from their own. We want to ensure they have the skills to openly and confidently discuss social and emotional issues and empower them with skills and strategies to manage, in a socially acceptable way, these issues.

IMPACT of PUPIL PREMIUM 2017 - 2018

End of KS1 results:                                                                           End of KS2 results:

 

Year 2

 

 

Total in Year 2

 

 

Non Pupil Premium pupils

 

 

Pupil Premium pupils

 

 

 

Year 6

 

 

Total in Year 6

 

 

Non Pupil Premium pupils

 

 

Pupil Premium pupils

 

 

Number of pupils

 

 

5

 

 

5

 

 

0

 

 

 

Number of pupils

 

 

6

5 eligible to take SATs

 

 

5

 

 

1

 

 

Reading:

(% Expected Standard)

(% Greater Depth)

 

 

100% (National 75%)

40% (National 26%)

 

100% (National 75%)

40% (National 26%)

 

0% (National 63%)

0% (National 0%)

 

 

Reading:

(% Expected Standard)

(% Greater Depth)

 

 

20% (National 75%)

0% (National %)

 

20% (National %)

0% (National %)

 

0% (National %)

0% (National %)

 

Writing:

(% Expected Standard)

(% Greater Depth)

 

 

100% (National 70%)

0% (National 16%)

 

100% (National 70%)

0% (National 16%)

 

0% (National 55%)

0% (National 0%)

 

 

Writing:

(% Expected Standard)

(% Greater Depth)

 

 

20% (National %)

0% (National %)

 

20% (National %)

0% (National %)

 

0% (National %)

0% (National %)

 

Maths:

(% Expected Standard)

(% Greater Depth)

 

 

100% (National 76%)

0% (National 22%)

 

100% (National 76%)

0% (National 22%)

 

0% (National 50%)

0% (National 0%)

 

 

Maths:

(% Expected Standard)

(% Greater Depth)

 

 

20% (National 76%)

0% (National %)

 

20% (National %)

0% (National %)

 

0% (National %)

0% (National %)

 

RWM:

(% Expected Standard)

(% Greater Depth)

 

 

100% (National 65%)

0% (National 12%)

 

100% (National 65%)

0% (National 12%)

 

0% (National 50%)

0% (National 0%)

 

 

RWM:

(% Expected Standard)

(% Greater Depth)

 

 

20% (National 64%)

0% (National 10%)

 

20% (National %)

0% (National %)

 

0% (National %)

0% (National %)

 

 Early Years Foundation Stage Results (end of Reception Year)

 The percentage of children who achieved GLD was 80% which is above National (72%)

 Year 1 Phonics

  90% of pupils reached the expected level. The school is above the National (83%).

 

Provision

 

 

Outcome and monitoring

 

 

Impact

 

 

Teacher/Teaching Assistant small group activities

 

 

 

Extra tuition targeted for specific educational needs of individual pupils

Tracking of individual progress. Progress shown on tracking system.

 

 

Individual pupils learning improved, evidence in logs of progress made and on tracking system.

 

In all year groups Pupil Premium children have made good progress from their starting point at the beginning of the year – though not all in-line with non-Pupil Premium children.

 

 

Participation by staff in skills based training programmes to foster social and emotional development: Social Communications Building Blocks

 

 

Pupil’s emotional well-being and resilience is strengthened through engagement with activities that promote exploration and strategies to develop emotional well-being.

 

 

A clearer understanding by staff of the barriers to learning which some children experience leading to adjustments in approach to individual pupils which has resulted in an improvement in pupil’s behaviour and has empowered the pupils to ability to resolve issues through talking rather than physical routes.

Activities have shown an impact on the confidence of some pupils to socially interact with peers (previously hampered by communication issues).

 

Significant academic progress has been made by many as a result of different approaches initiated.

 

Teaching Assistants intervention training to support English and Numeracy in the classroom

 

 

 

To diminish the difference and enable pupils to better access the whole class teaching.

 

Well structured, focused interventions enabled disadvantaged pupils, including those with SEND to progress at a good and in some cases an accelerated rate. 

 

Broadening experiences: Residential trips, visits, extra-curricular activities are subsidised

 

 

 

 

 

 

 

 

Pupils are able to experience and enjoy a widening range of extra-curricular activities and are not disadvantaged by cost.

 

 

Provision will be made through:

Facilitating pupils’ access to education and broad and balanced curriculum.

Alternative support and intervention within the school, for example through enhancing the staffing provision, training and purchasing materials.

Subsidising the costs of such things as residential and other educational visits.

 

In-school barriers:

A.

Lower than age expected social and communication skills.

B.

Lower than age expected Literacy and Numeracy skills: Challenge and Aspiration

C.

Low self-esteem/self-confidence/poor mental health/lack of resilience for some pupils.

 

External barriers:

D.

Provision/access to educational visits, IT (internet/computers)  and extra-curricular activities.

Aims and outcomes

 

Desired outcome:

Success criteria:

A.

Age related expectations/Standards are met in Literacy and Numeracy.

Expected and/or accelerated progress in Literacy and Numeracy is evident.

- TA and Teacher time to enable pupils to have access to a

   personalised curriculum.

- TA’s to support vulnerable children in class throughout the school.

- Focussed small group work

- Extension and support to accelerate progress in all planning

- Targets set and tailored to each child

-  Emotional and pastoral support for vulnerable children

- Supported play and adult intervention leading to positive outcomes

B.

Behaviour and Behaviours for Learning clearly embedded

Provision of Nurture Group, Lego Therapy workshops, social skills/restorative groups to support communication, social and emotional development, use of Woodlands room at play times to encourage positive play.

C.

Broadening of experiences with all pupils able to participate in extra-curricular activities

Pupils are not disadvantaged from attending these experiences due to cost (Trips/Residential trips).

 

 

How improvement will be measured:

A.

Attainment/progress shown on schools tracking system on a half termly basis: Pupil Progress meetings – half termly(including use of Target Books where appropriate): Book scrutinies, learning walks and Parent/Pupil voice questionnaires: Tracking of progress by Teachers and Teaching Assistants and monitored by Headteacher/SENDCo

B.

Positive attitudes towards learning will impact across all subjects and all learners: Quality of interaction with peers (Pupil and Parent/Carer voice): Pupils able to name and understand skills needed to be a good learner and believe they can achieve these goals (Pupil voice); Learning walks

C.

Pupils experiences are broadened and enriched (Pupil and Parent/Carer voice): Register of pupils attending events, trips are organised that inspire ‘awe and wonder’ and work to improve self-esteem as well as curriculum knowledge.

 

Planned expenditure

Desired outcome

Action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Budget

Review date

A

 

Enable school to maintain adequate TA support throughout school in all classes to target the vulnerable individuals and groups.

 

 

£5,000

 

A

 

 

Focussed small group work, writing groups

Extra tuition for specific educational needs

School tracking system & Pupil Progress meetings.

Book scrutinies

Learning walks

 

Prior experience has identified individual/small group targeted intervention has most effect on progress and attainment of learners.

 

 

Early interventions for misconceptions relating to specific learning issues

Interventions clearly evident on class timetables.

Training for person leading intervention – planning, implementation and recording of progress.

Target books used effectively between home and school

TA use in the classroom to focus on PP children as and when barriers to learning are identified.

Headteacher

SENDCo

Pupil Premium designated teacher

 

 

£2,500

 

 

 

 

 

 

At least half termly at Pupil Progress meetings

 

 

 

 

 

 

B

 

 

 

 

Focussed small group work, restorative

Art/play therapy type activities

Lego Building Blocks communication/Lego Therapy type activities

Greater  focus on PSHME through assembly/Class Circle time etc

Pick & Mix afternoons

WOW moments/ Medals of Achievements

5R’s

Interactive School Code Board

Therapeutic and pastoral approaches to children and their emotional well-being and emotional literacy has a positive impact upon learning. Research illustrates that it removes barriers to learning and can support engagement in all subject areas.

 

 

Interventions clearly evident on class timetables

5R’s clearly visible around school, children understand and can explain 5R rationale

PHSME clearly timetabled within classes.

Art/Play therapy to be available as and when required.

Use of discussion/books with a trusted adult as and when need is identified

 

 

 

 

 

 

 

Headteacher

SENDCo

Pupil Premium designated teacher

 

£2,500

 

 

 

 

 

 

 

 

 

 

 

At least half termly at Pupil Progress meetings

Regular discussion, agenda item on staff meeting/Inset

 

 

 

 

 

 

NB Not all funding has been allocated – it will be allocated as need arises throughout the year.

Governors and staff also recognise that giving effective feedback is crucial to the success of children in vulnerable groups. Improving feedback and assessment for learning continues to be a major part of our School Improvement and Development Plan and is part of our discussions for assessment.

Our schools

Clarion Academy Trust is a multi-academy and primary school Trust in South Norfolk. We aspire to excellence in all aspects of our practice. Mutual support, collaboration and challenge are key to our success. Raising standards for teaching and learning is at the core of all we do; providing students, pupils and staff with the opportunity to thrive, flourish and excel. This is a common vision for all our academies, no matter what their setting, context or circumstances.

Our schools

Clarion Academy Trust is a multi-academy and primary school Trust in South Norfolk. We aspire to excellence in all aspects of our practice. Mutual support, collaboration and challenge are key to our success. Raising standards for teaching and learning is at the core of all we do; providing students, pupils and staff with the opportunity to thrive, flourish and excel. This is a common vision for all our academies, no matter what their setting, context or circumstances.