Allocation, use and impact at Goldsworth
The Pupil Premium is allocated to children from low-income families who are currently entitled to benefits or have been entitled at some point during the last 6 years. Pupil Premium is also allocated to children who are or have been looked after, or adopted or whose parents serve in the armed forces.
We recognise that not all children from low-income families will be socially disadvantaged and that not all pupils who are socially disadvantaged will be eligible for pupil premium.
However, the school aims for all children to achieve their potential and eliminate all barriers to learning. In order to do this, we ensure that teaching and learning opportunities meet the needs of all the pupils, and that appropriate provision is provided for those who require additional support.
The impact on educational attainment from expenditure of the pupil premium funding is reflected in the results of the school. The school has extensive monitoring and support systems in place to enable favourable outcomes for the most vulnerable pupils. The school use The Sutton Trust Guidance to help determine the most effective intervention and use of pupil premium.
In the academic year 2014-15 this included 38 children who were eligible for Pupil Premium funding.
Financial Year 2015-16
Goldsworth School received £45,380 in respect of the children who qualified for Pupil Premium, of which £4,600 was Pupil Premium Plus.
The money was spent in the following ways:
|What this does||Impact|
|5 Teaching and Learning leaders (senior teachers)||Ensures the delivery of Quality First teaching across the school||Less- experienced staff were well -supported to ensure all children made good or better progress, including vulnerable groups.
Classroom observations showed 87% of lessons were good or better
|1:1 tuition||Provides intensive targeted support in 6 weeks blocks (2 x 30mins per week)||Out of those children who had 1:1 tuition, all made expected progress; 40% made accelerated progress in reading and 100% made accelerated progress in writing.|
|Training of HLTA s in First Class 2 and Success@Arithmetic – as well First Class 1, Numicon Programme; SNAP; FFT and BRP as well as targeted and reading and writing support in upper KS2.||Focusses on children with identified areas of weakness to help them gain a better understanding of number and make accelerated progress.||First Class 1 : accelerated progress made by disadvantaged children
First Class 2: children made good progress in the intervention but need to transfer this to whole class.FFT: disadvantaged children made expected progress with 50% making more than expected progress in reading.Literacy Support in upper KS2: Out of those children who had support groups led by HLTAs,, all made expected progress; 50% made accelerated progress in reading and 75% made accelerated progress in writing.
|Introduction of Be the Best You Can Be campaign
Training in giving and receiving feedback and coaching skills through the Be the Best You Can Be campaign
|Focus on determination, perseverance and resilience in classrooms, assemblies and personal targets||We believe the aspirations of the children have improved and children are able to articulate their goals and dreams. There is a high proportion attending school clubs. The GROW model has been used in all areas of the school to develop skills of reflection and problem-solving.|
|Employment of 2 Forest school specialist teachers||Develops language. Attention and listening skills, fine and gross motor skills, teamwork and confidence||Targeted groups including disadvantaged children attended sessions to develop social, communication and team-building skills. Majority of Reception children attended a series of sessions including all the disadvantaged children.|
|Employment of an Emotional Literacy Support Assistant||Welfare||Support was particularly helpful for LAC children with their identity and self-esteem|
|Subsidises school trips/swimming||All children can access trips, residentials and swimming lessons||All children were able to attend residential trips and access swimming classes.|
|Pays for transition support to Secondary Schools||Vulnerable children are supported appropriately and feel prepared for the move to Secondary School||2 children benefitted from extra transition sessions so ensure a smooth transition.|
Financial Year 2016-17
Goldsworth Primary School will receive approximately £44,000 in respect of the pupils who qualify for Pupil Premium in 2016-17.
Speech and language development continues to be a barrier to learning for some of these children so teaching assistants will continue to deliver intervention programmes to support this. We also continue to develop the aspirations of the children, alongside their confidence, social and emotional skills. Language development is a focus throughout the school and staff will receive training in how to support neuro diversity as part of Quality First Teaching.
The money will be spent on:
- Funding Forest Schools so more children benefit from outdoor learning
- Funding of a Home School Link Worker for 5 hours per week
- Continuation of Numeracy interventions (First Class 1 & 2 and Success @ Arithmetic)
- Continue to fund HLTAs to run interventions in upper KS2
- Continue to fund staff to lead FFT reading intervention
- Training of 2 new members of staff in FFT
- Introduction of Alan Peat Literacy project across the school
- 1:1 tuition for targeted children
- Transition support for Year 6 children
- Subsidy for trips to ensure all children can take part
Goldsworth will receive approximately £8,500 Pupil Premium Plus funding. The money will be spent on:
- Funding for a School ELSA
- 1:1 Tuition
- Whole school training on the effects of early trauma and attachment difficulties
- Specific staff to attend Virtual Schools training on LAC
The impact of the pupil premium will be reviewed in July 2017.