Pupil Premium Review of Expenditure 2016-17
Chaucer Pupil Premium Review of Expenditure 2016-17
Pupil Premium is additional funding given to schools and academies to raise the attainment of disadvantaged pupils and close the gap between them and their peers. It was first introduced in April 2011.
Total Amount for 2016-17: £195,660
No of children: 146, 1 service child
|Previous academic year|
|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|
|Co-ordinated support for families working with multiple agencies in order to ensure family interventions have greater impact||Children and Family Support manager||The role of children and family support manager was vital in ensuring support for children and their families was coordinated effectively in order to have the best chance of successful outcomes for pupils.
In excess of 34 pupils have utilised support and their families.
|Will be continuing the approach as the coordination of support for children and their families is vital in ensuring pupil progress is sustained.||£27967|
|To ensure pupils experiencing challenge in their personal and family life are supported to make progress in line with their peers||Targeted nurture support and intervention from experienced TA3 Support staff||Pupils across school have been supported to overcome personal challenges in order to continue to make progress with their learning. Support has taken different forms in response to the differing needs of our pupils, this has been consistent support over the year for some children and others has taken the form of short term support when necessary.||The support and experience TA3 support staff provide has had a positive impact on pupils. Most TA3 positions have taken on extra training such as Every Child a Counter in order to ensure high quality interventions impact on progress which can then be rolled out across school.||£16,284|
|The gap will close for pupil premium children against national averages for core subjects including letters and sounds (ks1), Better Reading Programme.||Learning Support Assistants TA2
To support pupils across school to access the curriculum.
Targeted support and intervention.
1:1 support and delivery of support programmes.
|Small focus groups and 1:1 interventions have been conducted across school by teaching assistants in order to close the gap in reading, writing and maths. Teaching assistants across school have ensured they have had up to date knowledge and training in order to do this.||The support staff across school are key to ensuring pupils access extra support when necessary across reading, writing and maths but also in swimming, sport and personal/ social development.
Phase leader reports on interventions and outcomes of these have ensured progress is measured and impact is tangible.
|Additional support for pupils and parents to manage and support attendance, school clothing and school meals||Additional Admin support||Admin support staff have had dedicated time to monitor attendance, organise uniforms, sign-post to additional support/ services from the local council/ community which has ensured that attendance across school has improved for persistent absence and overall outcomes have improved for disadvantaged pupils.
Evidence – Head teacher governor reports, attendance data.
|Administration staff dedicated to attendance and monitoring has had a positive impact on families with early intervention and support offered and overall persistent absence improving.||£20750|
|To monitor and track progress of pupils allocated pupil premium funding ensuring they make expected progress in line with other pupils nationally||Assistant Headteacher with focus for achievement outcomes for pupil premium children
Assessment focus 0.2
|Assistant head has had allocated time to monitor achievement of pupil premium groups across school in order to ensure they make the expected progress consistently from all starting points.
(Please see data below)
|Assistant Head supported the headteacher with monitoring of pupil premium groups at the end of year 6. Data detailed below evidences the close tracking of these groups for attainment and progress.||£11577|
|Ensure focused interventions are having an impact||Whole school assessment and monitoring programmes||Assessment programmes have ensured teachers are confident with new national curriculum requirements and can be used to plan effectively and assess progress towards end of year expectations, particular for individual children and target groups of children.||The changes in assessment over the past couple of years have meant that data is presented and outcomes measured in a variety of different ways, now these things are becoming more embedded in may not be necessary to re purchase all assessment programmes although intervention programmes still evidence progress, particularly for reading.||£1400
|Ensure pupils and their families are able to access a breakfast||Breakfast club to facilitate pupils and their families||Breakfast club provision has ensured pupils are in school and make a positive start to the school day.||More and more families accessing the provision together and in order to ensure they can work through utilisation of the breakfast club. The children and family support manager runs the provision and this has allowed families to access support more informally. This informal access to support is something we need to consider more for next year as a lot of families chose this avenue of support.||£2000|
|Ensure any new initiatives are delivered consistently across school to ensure progress||Training & CPD||New initiatives have consistently been delivered across school to ensure progress from these has been evaluated for impact.||New initiatives continue to require additional training and CPD.||£5000|
|Resources to support Better Reading and Accelerated Reader||Resources||Children either beginning Chaucer in Reception or joining as non routine admissions are assessed and have benefitted from accelerated reader in order to ensure they are becoming confident readers, reading for pleasure and information.||Chaucer continues to close the gap for reading and utilises the resources well across school. New reading scheme/ letters and sounds resources, homework resources have all supported the improvement of the teaching of reading at Chaucer.||£4000|
|Pupil Premium data|
|End of EYFS||Ever6 FSM Good Level of Development is 63% at Chaucer primary school , this is above the national benchmark for 2017 of 57%. The national benchmark for all pupils 2017 is 71%.|
|KS1||Pupil Premium attainment has increased in all subjects against our 2016 outcomes with Reading at 82% above national benchmark of 79% for 2017. Writing and Maths reflect the all percentages for Chaucer. The focus will be to ensure pupil premium expenditure ensures the gap closes for pupil premium children to be at least in line with national averages for Maths and Writing as well as for Reading.|
|KS2||Chaucer Pupil premium attainment for reading, writing and maths combined is 56%, just 2% below that of Chaucer all pupils 58%, National benchmark for all pupils is 61% and 67% is the national disadvantaged benchmark. We will continue to use pupil premium funding to provide extra interventions and resources in order to ensure progress for pupil premium children and continue to close the gap against national benchmarks.|