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Chantry Primary Academy

Chantry
Primary Academy

Learning values for life

Pupil Premium Spending

Pupil Premium Expenditure 2017 – 18

 

 

What is the Pupil Premium?

 

Pupil Premium is additional funding to help schools close the attainment gap between children from low-income and other disadvantaged families and their peers. If a child is or has been eligible for Free School Meals (FSM) at any point over the last 6 years, or is being looked after in care (LAC) or through adoption, the school receives an amount per head within their budget. For the academic year 2017-18 this amount for children from Year One to Year six stands a £1320 per pupil. For those who are currently under the care of the local authority an addition payment is made of £1900 per pupil. The provision of pupil premium is also made for children who have a parent in the armed forces.

 

What Pupil Premium funding do we currently receive?

 

Summary information – School contextual data:

School

Chantry Primary Academy

Academic Year

2017-18

Total PP budget

£318,120

Date of most recent PP Review

December 2017

Total number of pupils

599

 

Total PP budget for previous year

£332,640

Date for next internal review of this strategy

November 2018

Percentage of pupil Premium Children 

40.2%

Number of pupils eligible for PP

241

 

 

 

Our approach to Pupil Premium

Chantry Primary Academy is committed to improving the life chances of all our pupils so that they achieve as well as they can whilst in our care. Our aim is for all children to leave Chantry with the skills, attitudes and behaviours that will enable them to play a full and active role in their next setting and beyond. We recognise that some pupils may require additional support to help them achieve this aim. Chantry Primary Academy is committed to ensuring maximum progress for all groups of children and strives to close any gaps. We have a clear, strategic approach to the use of specific Pupil Premium funding and plans are integrated into wider school support and improvement strategies. These are monitored and evaluated regularly and data analysis ensures that the correct support and strategies are identified to maximise progress.

 

A review of our previous Pupil Premium budget expenditure:

Year 2 - 2016-2017 Data Outcomes:

 

Disadvantaged Pupils

All Pupils School 

All pupils – National 

% meeting the expected in reading 

68% (-8%)
1% below the 2017 expenditure target

76%

76%

% meeting the expected in writing

66% (+1%)
1% below the 2017 expenditure target

65%

68%

% meeting the expected in maths

68% (-2%)
1% above the 2017 expenditure target

70%

75%

 

Year 6 - 2016-2017 Data Outcomes:

 

Disadvantaged Pupils

All Pupils School 

All pupils – National

% meeting the expected standard in reading, writing and maths 

69% (+1%)
Equal to the 2017 expenditure target

68%

61%

% meeting the expected standard in reading

79% (+1%)
10% above the 2017 expenditure target

78%

71%

% meeting the expected standard in writing

72% (-1%)
3% above the 2017 expenditure target

73%

76%

% meeting the expected standard in maths

89% (+6%)
17% above the 2017 expenditure target

83%

70%

 

 

A Review of the impact from previous expenditure

(A review of key strategies used to impact on progress)

Academic year

2016 – 2017

Targeted Support:

Pupil Premium used for

Summary of intervention/action

Cost

Total

Intended outcomes

Monitored by

Review of strategy

(The Review is completed by those staff responsible for it – and will include data where appropriate.)

Quality of teaching for all:

Extra teacher in Year Six

Reduced class sizes – offer a better chance for children to have access to learning  

£43,297

Individual gaps in learning will be picked up within the pace of the lesson and will be addressed through at speed to ensure good progress.   

H. Page

This continued to be an effective use of pupil premium money. Pupil premium outcomes within KS2  (for teacher assessment and tested outcomes) were for those children achieving the expected standard in line with or better than their non-disadvantaged peers (within Reading and Maths – were we met or exceeded national outcomes)

 

Writing at KS2 sees a slight dip (2%) difference when comparing disadvantaged and non-disadvantaged pupils  - this is something for us to focus on in the new academic year – along with pupil premium outcomes at greater depth.

High Quality Marking and Feedback – linked resources and training

Children will be aware of their achievements and easily identify where to improve and teachers will quickly and effectively address misconceptions and offer support.

£1,000

Children will be aware of their achievements and easily identify where to improve and teachers will quickly and effectively address misconceptions and offer support.

H. Page

 

 

Marking and feedback plays and important role at chantry. It continues to be an effective way that teachers monitor progress of all pupils. Give explicit feedback and steps for improvement. This has been further developed this year with development around the use of the left hand page.

TA support – A proportion of TA salary paid 

Appropriate support to be given to pupils within the classroom – to support progress and attainment

£113,437 ( based on 35% of cost)

Appropriate support to be given to pupils within the classroom – to support progress and attainment

C. Bateman

Each class within the school has a dedicated teaching assistant, this continues to positively impact on learning, providing support and guided groups which enable teachers to plan for misconceptions to be addressed, learning consolidated and pre-teaching to occur when appropriate.

 

Last year some thought was put in about how to improve this -  with all support staff attending SLE and School Leader lead sessions on Reading, Writing and Maths. This training continues in to the 2017-18 with teaching assistants  accessing support on developing mastery across the curriculum, supporting pupil premium children across all abilities and developing practice about how to support those whom have English as an additional language (EAL)

 

Within the last round of professional deployment of classroom support (Within Classroom leadership) was picked out as strong. With  67% of teachers gaining fully evident within this area and 23% receiving a partially evident. This is an improvement and something the school intends to build on as we move forward in to 2018.

Staff training 

Improved subject knowledge of teachers

£2,500

 

Improved subject knowledge of teachers

C. Bateman

Teachers within year 6 attended the accelerating progress course run by the Local Education Authority and this proved successful. In addition to that two members of the Senior Leadership team also engaged with the Local Authority run ‘Spotlight in Standards’ which encouraged schools to develop the curriculum around Reading, Writing and Maths specifically with focused training and sessions.

 

In addition to this our SLE for Maths attended Ray Mayer Training and engaged with the maths Hub. Her work and support has developed how we approach the teaching of maths and continues to prove successful.

 

Percentage of children making the expected 4 steps progress in year within maths; Yr 1-93%, Yr2-91%, Yr3-97%, Yr4-95%, Yr5-90% and Yr6-97%.

Assessment resources – training on Target Tracker 

Pupil progress off all (and pupil premium) children monitored

£1,825

Pupil progress for all children.

H.Page

Assessment systems at Chantry are strong, the use of programs such as Target Tracker continue to enable staff to clearly measure, plan for and identify progress, supporting all learners in making appropriate progress across the school.

 

In addition to this assessment materials including Rising Star Sample tests in year 2 and 6 prepare children for the rigor and increased expectations within the standardized testing.

 

Mock results within year 2 and 6 showed children progressively improving their outcomes as they furthered their understanding of how to approach the tests and refined their understanding of the KS2 and KS1 Curriculums

 

Targeted support:

Third Space 1:2:1 Tuition

Improvement in Maths outcomes for all (including those pupil premium support)

£14,925

Targeted children receive support and intervention to support through an internet based programme which focuses on a child’s individual areas for development leading to greater confidence and success within maths.

Class Teachers and H. Page

This intervention was very positive. The support was focused on year 6 children and outcomes demonstrate the effectiveness: 83% of the total year group met the expected standard, with 89% of our pupil premium children doing so. The pupil premium outcome was 17% above the targeted outcome within the last review.

 

Whilst this intervention was effective – the cost of the interventions could be better used to support whole school teacher lead interventions (small group tuition) and this will be factored in.

Read on 1:2:1 Tuition

Improvement in reading outcomes (including those pupil premium support)

£500

Targeted children receive support and intervention to support them in closing the gap between their current attainment and their targets.

C. Bordiak

This intervention continues to prove highly effective with all children engaging in the programme making considerable progress, particularly with Pupil Premium children. As well as academic impact, there has also been notable change in children’s attitudes and confidence. At least 3 children in each class take part in this 10 week scheme a year. Spring Term 2017:

·         Average progress for all students: 15 months

·         Average progress non-PP: 14.2 months

·         Average progress PP: 15.8 months

English 1:2:1 tuition

Targeted children in year 2 to have made expected and accelerated progress by the end of KS1

£6,928

 

Targeted children receive support and intervention to support them in closing the gap between their current attainment and their targets.

K. Bailey

Additional interventions were put in place to support the children who had not met the expected standard (32) within the year one phonics score. Out of the 28 children retested 13 went on to gain the mark (46% of those retested) bringing our year 2 phonics outcomes to 82.6%.  We recognise that this is lower than the national average so it is important to note that 14 children out of the 28 were identified as having a special Education need (50%)

 

Children were additionally targeted for support from: Mandy Stables, Jane Stephens and Emma Hammond. This included reading, extra phonics and spellings – these interventions were successful at supporting progress. 

Maths 1: 2:1 tuition (Targeted year 2 and 6)

Improvement in maths outcomes (including those pupil premium support)

£29,092

Targeted children receive support and intervention to support them in closing the gap between their current attainment and their targets.

L. Phee

Key Stage 2:

 Support in year six (additional maths boosters and additional maths specialist in year 6) enabled staff to target pupil premium children for the fast feedback model within both reasoning and arithmetic sessions daily. Results from the KS2 SATs demonstrate that this approach was hugely successful - with Pupil Premium children doing particularly well at the national standard. Next year some focus will need to be targeted towards those children achieving the greater depth outcome (scaled score of 110+) 

 

2017 outcomes

At and Above

Scaled scores (100+)

Greater Depth

Scaled scores (110+)

Provisional 2017 National Test Averages

All

Excluding PP

(Other)  

Pupil Premium

All

Excluding PP

(Other)  

Pupil Premium

Maths

83%

78%

89%

22%

31%

11%

75%

 

Key Stage 1:

·      Quick Impact Strategies for KS1 SATs training  At Ferrars Junior School Friday 3rd February 2017- Lessons were adapted accordingly in light of the training to provide the children (including those eligible for pupil premium)  with the best chance of achieving their best in the KS1 SATs papers in May. Mock testing showed that that the children progressively improved their outcomes and their resilience in approaching the tests.  

·      NRich problem solving roadshow workshop 7th June 2017 - This supported in the develop maths day across the school where children took part in maths lessons and deepened their understanding of how to solve problems and reason mathematically.

·      TA interventions- across the year - Children were able to work on their gaps in knowledge and therefore reach higher standards in maths.

 

Whilst attainment outcomes do not reflect children achieving the expected standard, progress was positive – we believe that the attainment outcomes were due to cohort specific issues. As we move forward the types of intervention being run within year two will be monitored closely to ensure this is the case/

Easter School

Year 6 pupils to attend English and Maths sessions for four mornings of the Easter Break.

£5,000

Pupils will be better prepared or the KS2 tests.

J. Kelly and H. Page

Easter school continued to be a huge success – with all 60 children within the cohort attending the sessions run by senior leaders and year six teachers. Children focused on developing their arithmetic skills and speed along with focused support around SPAG and Reading.

*Reading outcomes surpassed the national Average – with our pupil premium children achieve better than our non-disadvantaged

*Maths outcomes surpassed the national average significantly, with our pupil premium children doing better still than our non-disadvantaged (See table above)

Summer School

Individual pupils to be targeted for support during the last week of the summer break

£2,400

Pupils will be better prepared for the fourth coming academic year.

H. Page

Summer school wasn’t run in the form of 1:2:1 tuition as before.

However targeted children were given support from year 5 through targeted small group tuition approach – preparing them for the new academic year.  This proved to be positive, but could be further enhanced by more collaboration between the year 5 and 6 teams.

Financial Support for school WOW days and Fantastic finishes (Trips)

Parents offered 50% discounted places on school trips will encourage children to attend and gain from the experience

£10,170

Disadvantaged families may not have the income to enable children to attend these visits. By discounting the trips the children can still partake in the activities which will support them with their learning back in school.

J.Kelly

Across the school children whom are entitled for free school meals receive support with financing trips. This continues to enhance the learning of those children – whom without the funding would miss out on the many opportunities which our school plans to enrich and diversify the curriculum. The schools implementation of WOW days and Fantastic finishes (trips and enrichment opportunities) is often raised as an area of success within pupil progress meetings showing the children continue to be inspired to further their thinking and learning following these trips.

 

This use of the budget is effectively used – however the amount of the budget should be increased moving forward in to the 2017-18 academic year.

Financial Support for

Residential trips

Parents offered 50% discounted places on school trips will encourage children to attend and gain from the experience

£3,589

Disadvantaged families may not have the income to enable children to attend these visits. By discounting the trips the children can still partake in the activities which will support them with their learning back in school.

J.Kelly & C. Bateman

This continued to be an effective use of the budget – with children gaining experiences which support their learning journey, which without the funding, would not have been possible;

 

·         Land and Wave (Yr6):

Total Land and Wave subsidies from Pupil Premium = £910. This was 32% of the children who attended

·         Kingswood (Yr5):

Total Kingswood subsidies from Pupil Premium = £720. This was 18% of the children who attended.

·         Science Night (Yr6):

Total Science Night subsidies from Pupil Premium = £132. This was 100% of the children who attended.

 

·         Dell Farm (Yr2):

Total Dell Farm subsidies from Pupil Premium = £385. This was 28% of the children who attended.

·         Bewilderwood (Yr3):

Total Bewilderwood subsidies from Pupil Premium = £102. This was 10% of the children who attended.

Breakfast club – discounts when needed

Children (When and where needed) can have discounted places to ensure al children are looked after  and receive a breakfast.

£200

This will support children in being ready to learn in the mornings following a healthy breakfast. It would also support our families in getting back to work.

 

J.Kelly and J Bruce

This continues to support parents and in-turn the children of our school enabling them to provide care and breakfast for their children so that they can begin their working day. For many of children breakfast club enables them to begin their day within a structured setting which positively impacts on their readiness to learn as the school day begins.

Care club - discounts when needed

Parents offered places at a discounted rate where and when needed

£200

Development of children’s social skills and supporting parents with getting back to work. It also enabling children to have consistent care. Children will be more focused at school

J.Kelly and J Bruce

This continues to support parents and in-turn the children of our school enabling them to provide care for their children as they return to work or attend multi- professional meetings to support their children with their education.

Uniform - discounts when needed

Children to feel part of the school community and to be ready and focused to learn.

£50

Pupils will be ready to learn and be able to fit in to the safe stable environments with greater ease. 

J. Kelly and C. Bateman

Parents received support with uniforms which ensure that children are in school, feeling part of the learning community and ready to learn

Transport – children to be provided with transport to and from school when need

Children in school and able to access the learning.

£100

Parents to be offered support in getting their children in to school. Children who are In school will be able to access learn

C. Bateman

Parents received support with transport where appropriate. This did and still does ensure that children are in school, feeling part of the learning community and ready to learn on time – this impacts on children being ready to learn.

 

Other approaches – Whole School impact.

Attendance mentor

Children’s attendance will be monitored and picked up on quickly to ensure that children are in school.

£28,049

Currently there are 69 children on role where attendance has or continues to be a concern which hinders learning; 22 of these (32%) of these children are pupil premium children. Support/learning can also be offered to those who cannot attend school

C. Bateman and D. Williams

 

 

Attendance can rise and fall minimally from one term to the next – just as it will do within any setting. Attendance at Chantry Primary Academy continues to be a focus with an attendance mentor monitoring closely and ensuring that support is offered. Recent comparisons identify;

·         0.58% increase in pupil premium attendance (present)

·         0.19% increase In pupil premium attendance including authorised educational activities (present +AEA)

·         (0.22%) decrease in PP authorised absence

·         0.03% increase in PP unauthorised absence

As well as monitoring data – attendance mentor always does the following to further support children in accessing learning; Home tuition for pupils unable to attend but well enough to work (tonsillectomy, medical conditions), Daily register checks and monitoring to establish patterns/concerns  and then contacting parents/carers to discuss concerns, distribution and monitoring of Six- weekly concern letters for attendance and punctuality, attendance and pupil performance and progress meetings and Transportation of pupils to and from school for struggling families. (This is not an exhaustive list)

 

Moving forward with attendance we are engaging with a new Education Welfare officer and developing current systems to ensure that this approach is even more effective in 2017-2018

Extra Family worker – to support vulnerable families

Parents are supporting their children with their education.

£22,175

Supporting parents will improve the quality of life our children have. Resulting in them being ready for school and more prepared for learning.

C. Bordiak

This support is still very valid and effective as can be seen in the number and range of parents and families that are supported by the team – this would not be possible without the provision of this extra Family Worker. Without this Family Worker the school would be unable to offer the range of support it does. Many tier 1 services are offered that support family’s needs when difficulties first start, for example parenting programmes, PEEP and Freedom programmes. Many of these services cannot be provided by other schools due to lack of capacity. These provisions have led to a higher number of parents accessing support than would be possible without the extra Family Worker, due to the relationships that have been built with families and the services already offered. Signposting to other agencies and services has also seen a direct impact on children. The provision also allows vulnerable parents and children to better access opportunities and assessments from other professionals and agencies for educational purposes e.g. attending Edwin Lobo appointments and completing paperwork. There are solid relationships with sibling and feeder schools to ensure early intervention and support - Chantry are now hosting the West Area Partnership Meetings for Family Workers. At many Social Care meetings praise is given to Chantry and the provision and support that it gives its parents.

Pastoral Support – In class behaviour interventions

Children will remain in lessons to access the learning with the rest of the class.

£41,390

Children whom struggle with remaining on task due to behaviour – will be kept on track and able to stay within the lesson with additional support.

B. Rowe

The behaviour team proved to be particularly effective in supporting children with their learning; ensuring that children could stay in the classroom supported or providing opportunities for the children to access their work within a different environment where appropriate. Last year the team worked closely with a variety of children and consistently with 32. 25 of these 32 (25/32 78%) of the children were pupil premium children.

12 of these 25 children achieved the expected standard in reading, writing and maths within their year groups. (48%) , with a further 12% only missing the combined outcomes due to one area learning. 8% of these children secured greater depth within subjects and have made positive steps towards ensuring they secure combined greater depth outcomes during the next steps of their learning journey.

Monitoring over time shows positive improvement with children achieving more ‘greens’ (positive outcomes) on their charts over time and approaches scaled back from head teacher reports to traffic light charts where appropriate. 
Behaviour incidents logged on SIMS and later CPOMS decreased and children spent more time in class accessing learning alongside their peers.

Fruit and Milk for all.

Children (KS2) will receive fruit during their morning break and Milk will be available during lunchtime.

£7,039

A healthier diet supports attendance and supports the children in accessing the learning

D. Williams

The health and well-being of our children continues to be benefited from this. Children eating a nutritionally balanced diet are less likely to be absent from school and more likely to have the energy and capacity to learn with their basic needs being met

 

 

Total expenditure

 

£318,543

 

Current Planning for our Pupil Premium budget:

Year 2 Predicted Outcomes 2017 – 2018

(These are subject to change as data within Autumn Term one is collected and accelerated progress is planned for)

 

Pupils eligible for PP (your school)

All Pupils  (national average)

% achieving in reading, writing and maths

67%

77%

% making progress in reading

76%

82%

% making progress in writing

67%

79%

% making progress in maths

71%

81%

 

Year 6 Predicted Outcomes 2017 – 2018

(These are subject to change as data within Autumn Term one is collected and accelerated progress is planned for) 

 

Pupils eligible for PP (your school)

All Pupils (national average)

% achieving in reading, writing and maths

77%

81%

% making progress in reading

84%

87%

% making progress in writing

79%

83%

% making progress in maths

86%

88%

 

Planned Pupil Premium Expenditure

Academic year

2017-2018

The three headings below identify how we as a school are using the pupil premium to improve classroom pedagogy, provide targeted support and implement whole school strategies.

    i.   Quality of teaching for all

Chosen action / approach

Desired outcome

A rationale for this choice

How will you ensure it is implemented well?

Staff lead

Cost

 

Small group tuition sessions – Reception –Year 6

 

( Reception begin in January)

To diminish the difference for targeted children to ensure that all children make appropriate progress within reading writing and maths.

Targeted children to be selected (including pupil premium where appropriate) for focused sessions based on areas of need within the class.

Year leaders and senior leaders review data across the school each half term and review the current interventions in place during pupil premium and pupil progress meetings.

C. Bateman and H.Page 

£20,760

Extra teacher in Year Six

 

 

Reduced class sizes – offer a better chance for children to have access to

Smaller class sizes will enable teachers to focus in on smaller groups and address misconceptions more effectively. Thus improving outcomes for all.

Observations and pupil progress meetings will ensure that the progress of all pupils will be monitored.

Senior Team Leaders will monitor the performance

H. Page

£43,280

High Quality Marking and Feedback – linked resources and training

 

Children will be aware of their achievements and easily identify where to improve and teachers will quickly and effectively address misconceptions and offer support.

The Sutton Trust report that high quality marking and feedback is one of the best ways to raise achievement

Year Leaders and the Senior Leadership Team will ensure that marking is consistent across the school 

H. Page

 

 

£1,000

TA support – A proportion of TA salary paid 

 

Appropriate support to be given to pupils within the classroom – to support progress and attainment

All children along with specific and targeted children (from all ability groups) across the classroom will receive support where needed and be guided towards working with greater independence using effective support strategies – leading to better outcomes.

Teachers will monitor the effectiveness of TA support and will deploy them appropriately this will be monitored through performance reviews and check at pupil progress meetings.

C. Bateman

£58,600  

(Based on 40.23% of class TA cost x 50% so 20.12% of cost)

 

Teacher Staff training

 

 

 

Improved subject knowledge of teachers

Teachers who have a greater understanding of teaching and learning will be able to further support children of all abilities leading to better outcomes.

Performance management meetings will allow senior leaders and teachers to reflect on the implementation of training

 

 

 

 

C. Bateman

£2,500

 

 

 

Teaching Assistant Staff training

 

 

 

 

 

Improved subject knowledge of teaching assistants. 

TA’s who have a greater understanding of teaching and learning will be able to further support children of all abilities leading to better outcomes.

Performance management meetings will allow teachers and middle leaders to reflect on the implementation of training across year groups.

 

 

 

 

C. Bateman J.Lloyd

£2,500

 

 

Assessment resources – training on Target Tracker 

 

 

 

 

 

Pupil progress off all (and pupil premium) children monitored

Teachers will be able to identify pupil premium children, the levels of support we have in place and monitor and review their progress – implementing interventions when needed.

Pupil progress data will be checked and monitored

Teachers will be part of their pupil progress meeting and be expected to talk confidently about attainment and progress

H.Page

£1,825

Additional PE/ Personal Health and Wellbeing teacher

To support children across the school look at a wider curriculum and to enable teachers time for further tuition and fast feedback marking 

Additional time for teaches is needed as is a high quality sessions of personal health and well-being education. By securing an additional member of the team – the PE team are able to deliver the sessions and give time back to teachers for targeted support, fast feedback approaches and pre-teaching.

Lessons delivered will be planned and resourced by a member of the senior leadership time.

Teachers will be asked to comment on the quality and impact of the addition booster sessions they will provide during the lesson which are taught by the PE team 

J.Loyd

£25,720

Total budgeted cost

£156,185

   ii.   Targeted support

Chosen action/approach

Desired outcome

A rationale for this choice

How will you ensure it is implemented well?

Staff lead

Cost

Read on 1:2:1 Tuition

 

 

Improvement in reading outcomes (including those pupil premium support)

Targeted children to receive support and intervention to support them in closing the gap between their current attainment and their targets.

 

45minutes per week for each TA in all school

Reading ages will be taken at the beginning of programme and then reassessed at the end. Reading sessions will be monitored throughout by class teacher.

 

 

 

C. Bordiak

£9,290

 

hour of each TA time a week across the school

 

English 1:2:1 tuition

Targeted children in year 2 to have made expected and accelerated progress by the end of KS1

Targeted children receive support and intervention to support them in closing the gap between their current attainment and their targets.

Standard reviews which highlight the progress of pupil premium children – these to be fed back to Senior Leaders within leadership meetings.

K. Bailey

£4,600

Maths 1: 2:1 tuition (Targeted year 2 and 6)

 

 

Improvement in maths outcomes (including those pupil premium support)

Targeted children receive support and intervention to support them in closing the gap between their current attainment and their targets.

Standard reviews which highlight the progress of pupil premium children – these to be fed back to Senior Leaders within leadership meetings.

L. Phee

£24,800

Easter School

 

Year 6 pupils to attend English and Maths sessions for four mornings of the Easter Break.

Pupils will be better prepared or the KS2 tests.

Senior Leaders will attend

J. Kelly and H. Page

£5,000

Financial Support for school WOW days and Fantastic finishes (Trips and Events) 

 

Parents offered 50% discounted places on school trips will encourage children to attend and gain from the experience

Disadvantaged families may not have the income to enable children to attend these visits. By discounting the trips the children can still partake in the activities which will support them with their learning back in school.

A discount will be applied to trips for those children - resulting in parents paying less. Jamie Kelly will assess which trips and clubs this is applied to.

J.Kelly & J.Briggs

£25,866

 

40.23% of budget amount (£45k)enabled for 50% contribution

 

Financial Support for

Residential trips

 

Parents offered 50% discounted places on school trips will encourage children to attend and gain from the experience

Disadvantaged families may not have the income to enable children to attend these visits. By discounting the trips the children can still partake in the activities which will support them with their learning back in school.

Jamie Kelly and Cori Bateman will assess the discount applied to residential trips based on the individual need of the family.

J.Kelly & C. Bateman

£3,410  

 

40.23% of 16/17 cost enabled for 50% contribution

Breakfast club – discounts when needed

 

Children (When and where needed) can have discounted places to ensure al children are looked after  and receive a breakfast.

This will support children in being ready to learn in the mornings following a healthy breakfast. It would also support our families in getting back to work.

 

 

 

Jamie Kelly and Janine Bruce will assess the discount applied based on the individual need of the family

J.Kelly and J Bruce

£300

 

These will need to be looked at

Care club - discounts when needed

 

 

Parents offered places at a discounted rate where and when needed enabling children to have consistent care. Children will be more focused at school

Development of children’s social skills and supporting parents with getting back to work

Jamie Kelly and Janine Bruce will assess the discount applied based on the individual need of the family

J.Kelly and J Bruce

£300

 

These will need to be looked at

 

Uniform - discounts when needed

 

Children to feel part of the school community and to be ready and focused to learn.

Pupils will be ready to learn and be able to fit in to the safe stable environments with greater ease. 

Jamie Kelly and Cori Bateman will assess the discount applied based on the individual need of the family

J. Kelly and C. Bateman

£50

Transport – children to be provided with transport to and from school when need

 

Children in school and able to access the learning.

Parents to be offered support in getting their children in to school. Children who are In school will be able to access learn

 

 

 

Cori Bateman will assess the discount applied based on the individual need of the family

C. Bateman

£100

 

 

 

 

 

Total budgeted cost

£73,716

 iii.   Other approaches – Whole School impact.

Chosen action/approach

Desired outcome

A rationale for this choice

How will you ensure it is implemented well?

Staff lead

Cost

Attendance mentor

 

Children’s attendance will be monitored and picked up on quickly to ensure that children are in school.

 Currently there are 230 pupil premium pupils; 101 of them have attendance concerns. 75 of them are working with our attendance mentor to improve both punctuality. This gives a figure of 74.3%

Pupil’s attendance to be taken by teachers and imputed on to SIMs – The attendance team will be asked to liaise with parents. Attendance figures are shared with teachers and SLT.

C. Bateman and D. Williams

£22,424

 

74 %

Extra Family worker – to support vulnerable families

 

Parents are supporting their children with their education.

Supporting parents will improve the quality of life our children have. Resulting in them being ready for school and more prepared for learning.

Regular family team meetings will ensure that the team are focused on key children and families to support those who need it most.

C. Bordiak

£24,410

 

Pastoral Support – In class behaviour interventions

Children will remain in lessons to access the learning with the rest of the class.

Children whom struggle with remaining on task due to behaviour – will be kept on track and able to stay within the lesson with additional support. Currently there are 23 children

Bill Rowe will meet with the behaviour team, track behaviour on Sims and guide the team to support those who need it – training will also be supplied as and when needed for that team.

B. Rowe

£34,630

 

Fruit and Milk for all.

Children (KS2) will receive fruit during their morning break and Milk will be available during lunchtime.

A healthier diet supports attendance and supports the children in accessing the learning

Fruit and milk will be monitored and lunch staff will ensure that it is being drunk and eaten by the children.

D. Williams

£7,000

 

This will need to go up minimally.

Total budgeted cost

£88,464

 Combined Total

£318,365