Pupil Premium Planned Expenditure 2019-20

Chaucer Pupil Premium Planned Expenditure 2019-20

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. Since then the amount schools and academies receive has increased. Schools and academies will receive funding based on the number of pupils who have been eligible for free school meals at any point in the last 6 years.

Summary of the barriers to learning:

Deprivation – The school serves a community which reflects social and economic challenges. 53% FSM6. 

Social care needs – 30% of children and their families are supported currently or historically by Social Care. Parents need support from school to help them address their needs and to support their children’s learning. 

Behavioural, Mental and Social Health and Wellbeing needs- Many of our children and families have challenges with routines, parenting capacity, mental health and managing emotions.

Diversity – We have a growing number of pupils from Eastern European backgrounds and a number of Syrian refugees. In the academic year 2018-19 the number of children with English as an additional language doubled. This creates challenge with transitions mid year, Spoken English and Reading for understanding. 

Start Points – Assessment on entry to the foundation stage, show many children have poorly developed communication skills, little or no English, poor personal. Social and emotional development. Attainment on entry shows the vast majority of children are starting Reception below age related expectations. 

Total Indicative Amount: £184, 920

No of children: 132, 2 service children 

Pupil Premium Spending Brief Details % of total PP spent Purpose of spending
Specialist teacher and related bought in services  Dedicated Senco (2 days) 

Additional services for pupil support and advice (Headstart 1:1 counselling. Early Intervention team)

Alternative provision

Educational psychologist.

24% To support SEN disadvantaged pupils and their families.

Children face many challenges to their learning, some of which are additional learning needs, some are emotional early attachment needs. These needs are identified and supported by a wide range of professionals bought in by school to support children and their families. Support and guidance is also given to staff in school to ensure the learning needs of all children are met. 

Children and Family Support Children and Family Support and services to support pupils and families in need and access to individualised services  15%

 

Targeted support for families and pupils experiencing crisis- health, social care, counselling services. 
(TA3) Targeted nurture support and intervention 9% To ensure pupils experiencing  challenge in their personal and family life are supported to  make progress in line with their peers
Learning resources Support  Curriculum professional services bought in

Whole school assessment and monitoring programmes

Accelerated Reader/IDL

I-track primary

CPOMS

Enrichment activities. Residential trips, clubs, uniform.

15% Additional support for curriculum delivery ensuring high engagement and breadth of experience.

Ensure focused interventions are measured for impact. 

To ensure safeguarding procedures are rigorously recorded and monitored.

Enrichment activities ensure all pupils have equal access to the curriculum and support with additional activities.

Administrative Staff Admin support 9% Additional support for pupils and parents to manage and support attendance, school clothing and school meals
Breakfast club to facilitate pupils and their families Catering services 2% Ensure pupils and their families are able to access a breakfast before school ensuring a good start to the day. 
Training & CPD

Professional Curriculum Resources bought in

All relevant staff

LA 

4% Ensure any new initiatives are delivered consistently across school to ensure progress.
Additional ICT Resources Classroom resources which enable pupils to access learning. 4% Resources to support Better Reading and Accelerated Reader
Additional TA support for children in class  Intervention support for children either in small groups or 1:1 18% To ensure children experience additional interventions when necessary in order to close the gap

Impact of expenditure will be reported to Standards and Effectiveness Committee in the Autumn term.

Review of expenditure will be reported to Resources Committee in the Autumn Term.