Quinton primary school

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Pupil Premium

Pupil Premium Statement (based on 2015-2016)

At Quinton Primary School we are committed to offering our pupils the highest possible quality of education.  We want our children to:

Develop imagination and creativity

Acquire skills and abilities

Have a love of learning and become independent learners

Through respect, teamwork and partnerships, we will work together to ensure that all children achieve, succeed and become responsible and well mannered members of our community.

Principles

Every child with his/her individual needs is unique and special. All members of staff, governors and teaching assistants accept responsibility for, ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring environment. As with every child in our care, a child who is considered to be ‘socially disadvantaged’ is valued, respected and entitled to develop to his/her full potential, irrespective of need.

Background

The pupil premium is a Government initiative that targets extra money at pupils from deprived backgrounds, which research shows underachieve compared to their non-deprived peers. The premium is provided in order to support these pupils in reaching their potential. The Government have used pupils entitled to Free School meals as an indicator for deprivation, and have deployed money to schools, based on the number of pupils registered for Free School meals over the last six years. In-line with the government policy, Quinton Primary School will be using the indicator of those eligible for Free School meals as our target children to ‘narrow the gap’ regarding attainment.

The Government are not dictating how schools should spend this money, but are clear that schools will need to employ the strategies that they know will support their pupils to increase their attainment, and ‘narrow the gap’. Schools will be accountable for narrowing the gap, and there is a planned reform to the school performance tables to include new measures that show the attainment of pupils who receive the pupil premium compare with their peers.  In school we closely monitor the attainment and progress of every child, including all vulnerable groups. Our detailed Provision Map is reviewed at least every half-term, after our Pupil Progress Data meetings and we have the flexibility in our systems to make immediate changes to provision, if needed.

Provision

In order to meet the above requirements, the Governing Body of Quinton Primary School will ensure that provision is made which secures the teaching and learning opportunities that meet the needs of all pupils. Our priority in the academic year 2016 to 2017 will be focussed on ‘narrowing the gap’ for those pupils not on track to achieve ARE (Age Related Expectations) by the end of the year. As part of the additional provision made for pupils who belong to vulnerable groups, the Governors of the school will ensure that the needs of socially disadvantaged pupils are adequately assessed and addressed through half-termly targets and pupil progress meetings. In making provision for socially disadvantaged pupils, the Governors of the school recognise that not all pupils who receive free school meals will be socially disadvantaged. The Governors also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. The school and the Governors reserve the right to allocate the Pupil Premium funding to support any pupil of groups of pupils the school has legitimately identified as being socially disadvantaged.  In many instances, a whole school initiative which benefits every child may be funded through Pupil Premium money, e.g sports coaches, improvement of library/reading facilities, specialist teachers.

The Range of Provision

The Intervention Lead (and SENCo), in conjunction with the Headteacher, will maintain an ongoing provision map of support for socially disadvantaged pupils.  The school is also developing the range of expertise for more precise intervention, by:

Facilitating pupils’ access to education     
Facilitating pupils access to the curriculum  
Providing additional teaching and learning opportunities  
Ensuring that all children take part in at least one educational trip/visit per year.  As a result of this all the children are enhancing their social, personal and emotional development and taking part in an activity to which they may never have access.  The children are able to experience hands on learning which enables better achievement, motivation, personal development and behaviour. 
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Part-funding specialist coaches for P.E. and extra-curricular clubs supports children’s physical development, movement skills, body confidence and sportsmanship.  Additionally all children’s physical, mental and emotional health and well-being have been enhanced.  5k
Developing/training staff in-house for specific areas (e.g Speech and Language; EAL, maths, handwriting) to work across age ranges with individuals and small groups allowing for interventions to be tailor made to the individuals needs, e.g the EAL children during 2015-2016 grew in confidence with their language skills and understanding.   2k
Part-funding a full-time Intervention Lead dedicated to co-ordinating/delivering intervention and support. The result of this is a detailed intervention/provision map to inform all staff across the school of provision taking place, implementing the correct resources to provide a tailor made intervention for children. These interventions are reviewed and monitored for impact at regular intervals and adapted accordingly. Having this dedicated role also ensures that there is time to carry out any intervention duties either internally or with external agencies.  9k
Continuing to develop our phonics programme.  We were able to fund resources when we started up our daily phonics over five years ago.  The impact of this has resulted in an increase of Year 1 children passing the Phonics screening, and as a result of our phonics programme across the school, phonics has been embedded, resulting in children who are better able to read and began to develop higher level reading skills as they move through KS2.  
Continuing to develop strategies to improve Spelling, Punctuation and Grammar.  
Using graded mental maths booklets for homework and three ability based “mathletics” sessions 3 mornings per week. The impact of the mental maths booklets and ability based sessions has been to improve the maths data across the school.  Children have been equipped with the skills to be able to work out problems mentally and have grown in confidence with regards to all areas of maths which are being applied in different contexts.  1k
Funding a maths specialist for intervention work and training across the whole school, for two mornings per week. This has allowed for the development of staff expertise in the area of maths leading to an improvement of the quality of teaching.  Children have benefited from the skills of a maths specialist and we have seen excellent progress in the children who require intervention to overcome their barriers to learning in  maths.   5k
Working closely with any parents and external agencies when necessary.  The impact of this has shown an improvement of children’s learning as clear and consistent goals are set and achieved.    4k
Buying resources (e.g. phonics play; espresso; reading and maths materials) to supplement the new curriculum and to provide a kinaesthetic approach to learning.  Children are able to access the online resources such as Espresso (funded by the school but free for the children) at home which allows the children to consolidate their own learning and be competent with the topic they are currently studying.  5k
Using TA’s to work on-to-one or with small groups when needed. The impact of this allows the child to receive overlearning of the area providing challenge, pre-teaching and consolidation along with concentrated learning which in turns allows the child to achieve success.    2-4k
  • Where possible, approximate costings are in purple (k = £1,000).  Within school there are many things we do that are an integral part of our support and intervention systems.  The fact is that we allocate more money than our Pupil Premium funding to ensuring that all our children including the most vulnerable groups have access to the best possible education in an inspiring and motivational environment.  Our PP funding for 2015-2016 was £32,000.

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  • At Quinton school we will ensure that rigorous assessment and monitoring (half-termly Pupil Progress Data Meetings) allows all pupils to make the best progress they possibly can.  We continue to review our assessment procedures and adjust in order to make them more effective.  Our key focus will always be on:

 

Reading

Writing (including Spelling, Punctuation and Grammar)

Use of number
 

The school will intervene to support pupils who fall behind in these core skills using any appropriate strategies that are necessary. 

Reporting

It will be the responsibility of the SENCO to produce an annual report for the Governors on:

 

The progress made towards narrowing the gap, by year group, for socially disadvantaged pupils.

An outline of the provision that was made during the term since the last meeting.

An evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support.

It will be the responsibility of the Headteacher to report to the Governing Body to give an outline of the school’s progress towards ‘narrowing the gap’ for socially disadvantaged pupils on a termly basis. The Governing Body will consider the information.

 

Success Criteria

The evaluation of the school’s intervention strategies is based on how quickly the school can ‘narrow the gap’ between socially disadvantaged pupils and their peers. The success criteria for Pupil Premium are:

 

Early intervention and support for socially disadvantaged children

The vast majority of socially disadvantaged children will meet their individual targets

Effective parental pupil school support

Having an effective system for identifying, assessing and monitoring pupils.

Having a whole-school approach

Create a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing confident and independent learners.

 

Impact

The impact can be seen in school on many levels:

Our data shows how well the children are attaining and progressing

The improved confidence of children who have been receiving extra support is then used in all areas of school life

With confident children comes self-belief and happiness

This builds on the key priorities of the school – to have happy and high-achieving children and a positive working ethos, where every child is proud of what they are doing.  Healthy minds and bodies are key in our success and the value and impact of the sports coaches cannot be underestimated. 

Every day in school we see those “WOW” moments in all areas as a result of the systems we have in place.

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