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Pupil Premium 2015-16



Pupil Premium Spending Plan - Autumn 2015

Pupil Premium Spending Plan - Spring 2016

Pupil Premium Spending Plan - Summer 2016

Pupil Premium Outcomes (data) - 2015-16


Pupil Premium Statement 2015-16

At Wetheringsett, we have high aspirations and ambitions for all our children to become caring, confident and successful individuals. We believe that no child should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning, that make the difference between success and failure, and we are determined to ensure that all our children are given every chance to realise their full potential.


Like all schools, each year we receive extra money through the government “Pupil Premium” grant. This funding is awarded on the basis that some children are potentially disadvantaged in terms of their chances of making the best possible progress at school. In 2015-16 this grant amounted to £24,920 and we use this money to fund a number of different initiatives that we intend will ensure that there are no barriers to any child’s learning.

Our key objective in using the Pupil Premium grant is to reduce and remove the gap that often  can arise in the achievement of disadvantaged pupils compared to their peers by carefully identifying and targeting any barriers to learning. To this end, some of the money is used to make sure we have extra classroom support in each class in the mornings from our highly experienced team of teaching assistants. This allows  teaching staff to plan and prepare high quality, personalised learning for individuals or in small groups. When planning for how adult support will be deployed in each lesson in the class, teachers pay particular attention to making sure that targeted children are supported so that no children is left behind. In Key Stage 2, targeted support is also provided outside the classroom through one-to-one and small group tuition.


Following concerns about the progress of some disadvantaged children in December 2015, governors agreed to provide funding for additional TA hours in the afternoons to provide pre and post teaching for target children, directly relating to learning that happens in the classroom in the mornings. This was a result of careful analysis of the individual characteristics and barriers to achievement of those children who were causing concern. It was identified that the majority of the children needed just a little extra time to go over concepts that they had learnt in the morning to ensure that the learning objective have been securely achieved or to go over concepts in advance to boost confidence and provide a secure foundation for the learning that will take place later in the week. Other children, particularly those who achieved slightly higher than the nationally expected standard at the end of KS1, will have opportunities during this time to be supported to work in greater depth by, for example, having support with ambitious vocabulary.


Some of the money also supports whole school initiatives that will have a particular impact on the barriers to achieving that disadvantaged children can have. For example, work on learning powers and philosophy has also been further developed across the school to promote higher level thinking and greater participation, confidence, thinking and debating skills. The school is also aware that the main factor that will have an impact on outcomes for all children, but particularly for disadvantaged pupils, is high quality teaching. Whole staff training over the past year has focused on the use of effective feedback, which is proven to be highly effective in raising standards for all, and on developing skills in assessment for learning.


At lunchtimes, the school also runs several initiatives that support lots of children, but are particularly targeted to address disadvantaged children’s barriers to learning. This includes Lego Therapy and a social skills group.Positive results have been seen in social and language skills as well as children’s readiness to learn in the afternoons after a positive lunchtime.


The school has also addressed the aspirations, attitude to learning and self esteem of disadvantaged pupils this year by targeting these children for positions of responsibility within the school as Sports Leaders, Librarians, mentors and Ethos Committee members. Support, mentoring and training has been provided to main maximum advantage from these initiatives. Evidence from those who work with the pupils shows that leadership skills and confidence have increased. This has also helped support the attendance of some children.


We also use Pupil Premium money to support equality of access and inclusion. Twice a week we run a very popular homework club, staffed by teaching assistants, which many Pupil Premium children enjoy going to. Children who generate Pupil Premium funding also have their uniform, school trips and clubs funded by the school.  Last year this included fully funding four children on a residential visit to London.


The school has several case-studies that highlights how barriers and needs are identified, actions put in place to target specific outcomes and the impact of these. However, in such a small school, it is felt that these should not be published in order to protect the identity of individuals.


Termly spending plans are available above.