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Pupil Premium Spending Plan Spring 2016

Spring 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

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

NEW - in response to analysis of data and meetings with teachers where just needed a little extra time to fully understand concepts or work in greater depth was identified as main barrier to progress in the majority.

All PP children will make at least expected progress.

Governor visit 10.02.16

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

Teacher assessments (formative and summative).

Pupil perceptions

Where this was done most rigorously (Y5/6) this had a marked impact on progress and attainment of PP children (see breakdown by child)

Significant resources diverted to this from Easter, using the successful model used in Y5/6 across the school.

Will need close monitoring to ensure impact and value for money!

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


Staff training on use of eg work association activities/poetry at the start of a unit.

This approach to be adopted across the school.


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.

Repeat pupil perceptions exercise May 2016 (one term later).

Children’s outcomes in books.

Teachers’ assessments (formative and summative)

Teachers report a positive impact of this - too early to be able to evaluate fully in children’s outcomes.

Further develop - KS1 to use unit on poetry to stimulate vocab and understanding in space topic. Will need to evaluate!

Teacher intervention individual work - literacy focus


£255 over term

Y4 PP children

1/2hr a week:

cont., but tweaked

To use of simple sentences and identify what does and does not make sense in context of what is written.

Review of session notes

Review of evidence in work half termly

Discussion with teachers at half term on progress towards objectives

Positive impact on reading and writing outcomes.

Divert resources to class-based additional hours.

Will need to closely monitor to ensure learning gains are sustained for Paul.

Teacher intervention individual work - literacy focus


£255 over term

Y4 PP child

1/2hr a week

cont., but tweaked

To write accurate simple sentences.

To know all corresponding capital letters to be able to punctuate sentence correctly.

Review of session notes

Review of evidence in work half termly

Discussion with teachers at half term on progress towards objectives

Limited impact in relation to cost of intervention - larger impact from class based support

Divert resources to class-based additional hours.

Writing intervention group with teacher (HB)


Y5/6 3 children:

Work on improving language and sentence structure in writing.

cont., but tweaked


End of term data

Children’s writing in class books will show improvement

Changed to individual support as needs were different. Limited impact on William. Positive impact on Courteney

Follow similar model, but use HLTA (more cost effective)

Teaching staff development in effective feedback and marking - 2 x staff meetings

(focus on marking - identifying, communicating and scaffolding next steps)


Identified internally and externally as an area for development.

Sutton Trust research identifies quality  f&m as one of the most effective ways to improve outcomes for disadvantaged pupils.


Teachers and TAs will be skilled at identifying next steps for children, communicating this appropriately and scaffolding their learning to support them to achieve these.

Hard to quantify, but should lead to higher outcomes for all, including disadvantaged pupils

Improved feedback and marking evident from monitoring - impact versus workload is still questionable.

Continue to follow policy and monitor impact closely to review over summer.

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


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


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

Teaching staff will gain skills in early intervention 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.

Very positive impact on lots of PP children eg ** maths.

Formative assessment improvements will be firm foundation for class-based interventions next term.

Will support class-based interventions as formative assessment is of such high quality now.

Breakfast Club

£600, but some income will contra this

All PP children: to be encouraged to attend.

7/16 disadvantaged children currently attending.

4 more to be targeted


Those children who attend will be seen to settle more easily into school day after a positive start, having a positive impact on learning.

If  *** (x3) can be persuaded, will impact on punctuality and possible hunger. Will also support language and social skills, having a positive impact on learning.

Teachers report evidence of these.

Difficult to find enough evidence of impact to justify such a high spend.

However, for one family this has allowed mum to work full time, improving her self esteem and having a significant impact on a difficult situation at home - has been identified by professionals at Child Protection meetings..

Breakfast Club fees will be paid for PP children, but no additional funding for BF Club from PP budget from April

Lunchtime Club

(details TBC)


Lunchtime club run by HLTA:

4 x children

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

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


(but change in format)

There will 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.

Liam is more engaged at school.

Behaviour files

Views of staff who work closely with them.

Pupil perceptions.

These children have had fewer lunchtime incidents and there is evidence of very positive discussions.

Liam is not much more engaged in school.

Talk to session facilitator and decide whether to continue

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.

Majority of children attend clubs and enjoy participating.

Supports child care for some low income families who have now come off benefits, taking children out of poverty and improving parents’ self-confidence.


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...

No PP children are noticeable in having scruffier uniform.


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...

PP children particularly enjoy trips, but hard to evaluate impact further.

Continue, but need to be aware of significant cost of residential trip for PP children - cost to school of over £1000. May need to review and ask for part payment in future years.

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 intervention

by teacher (VJD)


2 x PP (& 2 non PP children)

30 - 45 mins a week

Targeting something identified in class work that week


End of unit formative assessments will show that Abi and Courteney has grasped concepts that they were not able to grasp in class.

End of unit assessments.

Pupil perceptions about confidence in maths.

Impact on specific areas of learning and ability to do detailed assessments

Divert HT time to teaching whole year group and maths booster class and this kind of booster group to be done by class HLTA

Phonics and maths daily intervention by teacher


** (YR)

15-25 minutes a day targeted to specific needs


By end of term, ** is working securely within PH2 phonics - can blend and segment and recognises 15 graphemes.

Class assessments

Making better than expected progress and should be ARE in reading


Daily speech and language intervention by TA


** (YN)

30 mins a day


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

Class assessments

Progress towards targets, but high level of need (speech disorder) has been identified.


WIll need to allocate resources to additional support next year when in larger class.