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Pupil Premium Spending Plan - Summer 2016

Summer Term 2016: Pupil premium funding planning


Pupil Premium to be used for:

Amount allocated to intervention / action

Brief summary of intervention / action, including details of year groups and pupils involved and timescales

Is this a new or continued activity?

What are the specific intended outcomes?

(Be specific: Think – ‘as a result of this intervention / action…’)

How will the activity be monitored and by whom? How will success be evidenced?

Actual impact: what was achieved? (Be specific: As a result of this intervention / action…)

Will the intervention /activity be repeated? Will any changes be made (specify)?

Additional TA hours for pre/post teaching (based on morning work) in afternoons, targeting PP children

£1500 over term

To support all PP children in school, according to need. Other children will be included in groups, but priority to PP children, particularly focusing on those who are not at ARE or who have not made expected progress

Some will be specific actions to support medium term learning needs, with a 6 week intervention plan, others will be according to need eg pre and post teaching to support to meet learning objectives


Trialled in KS2 Spring Term and very effective when used rigorously.

Will roll out to rest of school and learn from successful practice

All PP children will make at least expected progress.

Governor visit TBC

Review of session notes and work in children’s books.

Teacher assessments (formative and summative).

Pupil perceptions

(2 xmonitoring weeks in diary)

80% of PP children made at least expected progress over the year.

Progress was lowest in LKS2 which reflects complex learning needs and big gaps in children’s learning as a result of issues with teaching the previous year.

Yes, but resources need to be diverted to UKS2 due to a reduction in the number of PP children in other classes.

Whole school approaches to support idea generation and good vocabulary in writing.


Further develop Spring Term CPD with use of poetry in KS1 being trialled.


In response to pupil perception exercise which identified a correlation between disadvantaged children and lower enjoyment of writing. One of the reasons children identified for this was not knowing what to write.

Disadvantaged children (who identified this as an issue) feel more confident about coming up with ideas for their writing.

Disadvantaged children make at least expected progress in writing.

Children’s outcomes in books.

Teachers’ assessments (formative and summative) and perceptions on impact.

80% of children made at least expected progress in writing.

This strategy was particularly effective for target children in UKS2 and KS1.

To continue to be used in teachers’ practice, but at no further cost to the school.

Teacher intervention individual work


£300 over term

1.5hrs a week (2nd half term only)

Change in teacher (mainly for budgetary reasons)

Different teacher

TBC - will take place after SATs and other more pressing uses of HT’s time

Review of session notes

Review of evidence in work half termly

Discussion with teachers at half term on progress towards objectives

This did not take place due to other school improvement needs taking priority.

Resources to be directed more to class-based interventions as these have been shown to be most effective at supporting children to implement what they have learnt independently within class work.

Teaching staff development in mastery approach to learning and high quality formative assessment


Previous 2 term’s work on mastery had a positive impact on 2 disadvantaged children in particular in maths.


Develop with lesson study project (potential for focus on learning within lesson of disadvantaged pupils)

All staff will have high aspirations for all and a culture of ‘learning without limits’ will continue to be established, leading to improved outcomes for disadvantaged pupils..

Teaching staff will gain skills in general pedagogy  and ongoing targeting of those falling behind which will lead to improved outcomes for PP children

End of term data - PP gap narrowing between PP and peers.

Work scrutiny and other monitoring shows most  PP children are achieving the planned objective.

This had a marked impact on outcomes for PP children with 33% making accelerated progress in maths.

Continue to embed in practice and support new staff to adopt this approach.

Breakfast Club


All PP children: to be encouraged to attend.

7/16 disadvantaged children currently attending.


BUT significant reduction in amount of PP budget used to subsidise as could not justify with impact (staffing reduced and fees increased to meet shortfall)

Those children who attend will have a positive start to the day and enriched language and opportunities for communication as well as ensuring they have a good breakfast.

This also supports low income working families and has been seen to raise the self-esteem and mental well-being of at least one parent, improving the situation at home for the children.

Teacher perceptions of wellbeing of children who attend.

7 children continued to attend and teachers felt it had a positive impact.

Monitoring visits showed children were engaged in positive conversations with children and adults, well behaved and enjoyed being there.


Lunchtime Club

(details TBC)


Lunchtime club run by HLTA:

4 children

This will  also have time to reflect on feelings/ managing behaviour/ team work etc.

An aim for *** is to make him more engaged in school as well.


(but change in format)

There will be continue to be fewer incidents at lunchtime involving these children, meaning less disruption to afternoon learning.

Improved relationships with adults

Children are able to manage their feelings and conflicts better.

** is more engaged at school.

Behaviour files

Views of staff who work closely with them.

Pupil perceptions.

Behaviour of fous PP children continued to improve.

Engagement of ** was not greatly improved, but attendance continued to be good.

Unlikely due to changes  in children on roll.

Funding Clubs


All clubs for disadvantaged pupils are fully funded:

15/16 PP children currently attend clubs


Positive and safe time for those with difficult home lives.

Supports childcare needs.

Health and fitness of disadvantaged pupils.

Equality of opportunity.

Engagement  in school improves.

Can quantify number who attend clubs, but will be difficult to evaluate impact.

PP children’s attendance at clubs continued to be high, giving them access to wider life experiences.


Funding uniform


Specific items of clothing are provided free of charge each year for disadvantaged pupils


Disadvantaged pupils will feel pride in their appearance and able to achieve as well as their peers.

Equality of opportunity.

Difficult to evaluate impact...



Funding Trips


All school trips are funded for disadvantaged pupils.


Widen experiences and raise aspirations for disadvantaged pupils.

Equality of opportunity.

Difficult to evaluate impact...



Funding school meals




statutory obligation




Part funding TAs


Extra time to focus on disadvantaged pupils in class (teacher or TA)


More time to meet needs of disadvantaged pupils will result in improved outcomes


Lesson observations - what is the focus on PP children?

PP are evident focus in all classes


Homework Club


1 x a week., staffed by HLTA.

All children able to attend, but disadvantaged children encouraged. Currently attended by:

4xPP children


Disadvantaged pupils are able to have the support and resources they need to complete their homework to a high standard.

Equality of opportunity.

Impact on outcomes, but difficult to separate.

Pupil perceptions?

Well - attended by PP children


Maths booster group (VJD & KS)


(for whole cohort - only 2/10 are PP)

** and **(& other non-pp children)

1hr  a week

Targeting areas that have been identified in class assessments.

Cont from Spring

Abi & Courtney will meet ARE at the end of Y6

Teacher assessments/SATs

1 of the 2 target children achieved ARE in maths.

Continue next Spring and Summer Term

Phonics and maths daily intervention by teacher (EYFS)


** & **15-25 minutes a day targeted to specific needs


By end of term, ** reaches ARE  in reading and makes at least expected progress in maths and writing

Class assessments

** reached ARE in reading and made accelerated progress in maths, very nearly reaching ARE from a low starting point.

Yes, possibly by HLTA in new class.

Daily speech and language intervention by TA


** 30 mins a day


** to meet targets on Support Plan (see SEN documents)

Class assessments

Targets were met and good progress can be evidenced.

Child has left the school.