About Our School

Pupil Premium


Pupil_Premium Strategy Thurlton 2017-18


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:

2017 - 2018

Total PP budget for year:

£10,618

Total number of pupils:

60

Number of pupils eligible for PP:

9 (1 additional pending)

Amount per pupil:

£1584 x5, £1698 x1, £1000 x1

Date of next PP strategy review:

July 2018

Mission statement

Barriers to future attainment for pupils eligible for PP

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.

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.


IMPACT of PUPIL PREMIUM 2016 - 2017

End of KS1 results:                                                                          End of KS1 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

16

14

2

Number of pupils

5

4

1

Reading:

(% Expected Standard) (% Greater Depth)

 

63% (National 76%)

13% (National 25%)

 

71% (National 76%)

79% (National 25%)

 

0% (National 76%)

79% (National 25%)

Reading:

(% Expected Standard) (% Greater Depth)

 

80% (National 71%)

40% (National 25%)

 

100% (National 77%)

50% (National 29%)

 

0% (National 77%)

0% (National 29%)

Writing:

(% Expected Standard) (% Greater Depth)

 

25% (National 68%)

0% (National 16%)

 

29% (National 772%)

0% (National 18%)

 

0% (National 72%)

0% (National 18%)

Writing:

(% Expected Standard) (% Greater Depth)

 

60% (National 83%)

20% (National 23%)

 

75% (National 81%)

25% (National 21%)

 

0% (National 81%)

0% (National 21%)

Maths:

(% Expected Standard) (% Greater Depth)

 

63% (National 75%)

13% (National 21%)

 

64% (National 79%)

14% (National 23%)

 

50% (National 79%)

0% (National 23%)

Maths:

(% Expected Standard) (% Greater Depth)

 

40% (National 75%)

0% (National 23%)

 

50% (National 80%)

0% (National 27%)

 

0% (National 80%)

0% (National 27%)

 

Reading, Writing & Maths:

(% Expected Standard) (% Greater Depth)

 

40% (National 61%)

0% (National 9%)

 

50% (National 76%)

13% (National 25%)

 

0% (National 67%)

13% (National 25%)


Early Years Foundation Stage Results (end of Reception Year)

The percentage of children who achieved GLD was 80% which is above National (71%)

Year 1 Phonics

86% of pupils reached the expected level. The school is above the National (81%).

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 most year groups Pupil Premium children have made progress – 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.

PSHE, Behaviour and outdoor play equipment purchased

Support and enrich the playtimes (break and lunchtime) for the pupils.

Improvement in pupil’s behaviour at lunchtime and playtime (fewer incidents reported) – School Council reported positive comments.

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 of some pupils.

External barriers:

D.

Provision/access to educational visits 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 time to enable pupils to have access to a personalised curriculum.

-Additional TA’s to support vulnerable children in class throughout the school - Focussed small group work

-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.

 

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.

Fewer incidents logged relating to inappropriate behaviour: 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

TA time to enable pupils to have access to personalise curriculum

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

Enable school to maintain adequate TA support throughout school in all classes to target the vulnerable individuals and groups. Additional TA’s to support vulnerable children in class throughout the school.

-Focussed small group work

Headteacher Pupil Premium designated teacher

£5,000

At least half termly at Pupil Progress meetings

 

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

Headteacher SENDCo

Pupil Premium designated teacher

£2,000

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

Pick & Mix afternoons WOW moments/ Medals of Achievements

5R’s (introduced in school 2018) 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

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.