Pupil Premium 2015/16 Grant Expenditure Report to Parents

Picknalls First School Allocation

Income:

The Pupil Premium received in 2015/16 was £1320 per pupil.

9.4% of our pupils from Reception to Year 4 are eligible for Pupil Premium funding (Ever 6)

Deprivation Pupil Premium (Ever 6 FSM) 30 pupils @ £1320 = £39,600

2 Service children @ £600 = £600

Total funding received in 2015/16= £40,200

Picknalls First School Pupil Premium funding will be spent on the following

• One to One Support
• Small Group Booster Sessions in both English and Maths (only maths offered in 2014/15)
• Group Support
• Teaching Assistant Interventions
• Intervention Materials (Rapid maths as a new intervention)
• Standardised test materials (developed as part of UFEP)
• Uniform
• Lunchtime Supervision Special Needs Support
• Subsidised trips/Educational Residential Visits
• Peripatetic Music Fees
• Attendance at after school clubs
• Resources

One to One Support

Individual support is provided for pupils with significant needs and with difficulties accessing the curriculum. Usually this level of support is offered during English and Maths lessons in order to develop essential skills which impact on all other subject areas.

One to one support is carried out by qualified, specialist Teaching Assistants who have a breadth of experience and understanding of pupil needs.

Impact of One to One Support

• This level of support allows pupils with significant, prolonged difficulties to fully access the curriculum and fully participate in all school activities. For example, a pupil with a physical disability has accessed all out of school educational visits via one to one support and by hiring a minibus.
• Pupils develop good self-esteem through praise and encouragement to participate.
• Pupils with behaviour difficulties make more progress with one to one support, they are noticeably engaged in activities and the number of exclusions are significantly reduced.
• Pupils are given the skills to work both independently and together with other pupils in their peer group.
• Pupils are more likely to reach national expectations when they have an individual programme delivered by one to one support.

Small Group Booster Sessions in both English and Maths

This was trialled at Picknalls in 2014/15 with one of our part time teachers offering additional maths boosters sessions one day a week for our year 2 and 3 children. This proved extremely beneficial for ALL children that were selected. We are therefore going to increase this in September once the new classes have settled and roll it out to include English as well as Maths. 3 part time teachers will be delivering aspects of reading, writing, phonics and maths.

Impact of Small Group Booster Sessions

• An increase in data, both achievement and progress and a successful result with closing the gap.
• These small groups allow for sessions to be tailor made to the children and we are able to meet their specific needs.
• The children’s confidence and motivation is one of the greatest aspects to see develop and they enjoy the individual attention and support on aspects they need.

Group Support

Group support is offered to pupils requiring additional intervention at either Wave 2 or 3 provision level. Usually this type of support is offered within English and Maths lessons to improve essential skills. Group support may also be offered to pupils through lunchtime clubs and specific withdrawal group interventions.

Group support is carried out by qualified, experienced Teaching Assistants with a clear understanding of pupil needs.

Impact of Group Support

• This level of support allows pupils who are making slow progress an opportunity to access directed teaching and specifically designed interventions aimed at promoting rapid progress. For example 2 pupils receiving a SEN maths intervention have made 2 sub levels progress over the Spring term.
• Pupils develop good self-esteem through praise and encouragement to participate.
• Some pupils will receive group support within English and Maths lessons to ensure understanding, encourage motivation and maintain attention. This support is offered by both the Class Teacher and Teaching Assistants.
• Pupils are given the skills to work both independently and together with other pupils in their peer group.
• A value for money audit will be carried out on group provision at the end of the Summer term to evaluate the impact of intervention on pupil progress.

Interventions

As a new strategy this year to support us in closing the gap for vulnerable children we have introduced whole school intervention afternoons. General teaching assistants have a minimum of 2 afternoons a week (3 from September) where they withdraw individuals or more commonly small groups and deliver a range of specific interventions to support the children’s needs. Rapid phonics and Rapid writing are in place and are interventions that the school has purchased, been trained in and are now delivering. We are starting to offer Rapid maths in September 2015. We offer a range of 21 interventions, dependent upon individual needs including launch the lifeboat, one to one and small group booster sessions, precision teaching, speech and language interventions, finger bobs for fine motor skills, social skills groups, Fischer Family Trust, ASPEN, SPRINT and many more.

Impact of intervention afternoons


These are all designed to close the gap, raise attainment for these children and for the children to make RAPID progress in areas that need developing. The impact of wave 2 and wave 3 interventions includes:

• Launch the Lifeboat (year 3) – impacting on the writing progress of 8 pupils. 5 children made 2 sub levels progress and 3 pupils made 1 sub levels progress in 2 terms. Therefore all children successfully closed the gap further.

• SEN Maths Group (Year 3 and 4) – impacting on the maths progress of 8 pupils. These children were taught in a small booster group by our Pupil Support Manager 4 lessons a week. In year 4 - 3 pupils made 2 sub levels progress and 1 pupil made 2 P levels progress. In year 3 – 3 pupils made 1 sub levels progress and 1 pupil made 1 P level progress. Therefore all children successfully closed the gap further

• ASPEN (Key Stage 1 and 2) – impacting on emotional and mental health and wellbeing. These children worked with our Pupil Support Manager once child’s attendance rose from 93% to 100% and another child’s from 91% to 98%. Our aim for each child is 96%+ attendance

• Fingerbobs (a Key Stage 1 group and a Key Stage 2 group) - impacting on fine and gross motor skills and therefore writing. These children work with our Pupil Support Manager 2 sessions each week. 3 pupils made 2 sub levels progress, 6 pupils made 1 sub level progress and 5 pupils made 1 P level progress in 2 terms. Therefore all children made rapid progress in writing and successfully closed the gap further

• Fischer Family Trust (Year 2) – impacting on reading and writing progress. 3 children worked with our trained Pupil Support Manager or a Teaching Assistant over 2 terms. In both reading and writing all 3 pupils made 1 sub level progress. Therefore all children successfully closed the gap further

Standardised test materials

Alongside UFEP (Uttoxeter First Education Partnership) and many of the pyramid schools we will be carrying out Hodder assessments including PUMA for Maths, Salford for reading and PIRA for comprehension. Each of these tests gives a age related score and a standardised score.

Impact of standardised tests

• We will be able to prove the ‘rapid’ gains made and the closing of the gap.
• We will be able to see if our ‘life after levels’ termly assessments are accurate alongside a formal standardised test.
• These tests will allow us to benchmark children within the school, UFEP and the wider pyramid allowing us to prioritise and adapt work done.

Lunchtime Supervision Special Needs Support

Pupil premium funding has been put aside in order to provide Additional Needs Support assistants to offer one to one care for children with specific needs during the lunch break.
Impact of lunchtime supervisor SEN support
• Children with specific behaviour needs are supported in integrating and playing co-operatively with other children. Team work, fairness and social skills are modelled and reinforced
• Children with specific needs such as physical disability with the support of an adult are able to access lunchtimes, the playground, specific activities such as physiotherapy etc
• Children who are vulnerable from exclusion at lunchtime are able to be included in lunchtime and social activities
• Children are able to communicate their needs to an adult who understands and can mediate between other children

Subsidised trips/Educational Visits and other items


Money has been set aside in the budget for all pupils to have the opportunity to attend school trips and residential visits. This funding therefore supports those families with financial difficulties. We have supported children when purchasing school uniform, paying for taxis when coming to and from school etc.

Peripatetic Music Fees

Money has been set aside in the budget for some pupils receiving peripatetic music lessons.

Impact of attendance at peripatetic music lessons


• Increased confidence as able to develop skills inan area they would like to develop
• Increased social skills and the opportunity to mix with peers they may not normally mix with
• Greater ability in specific musical skills
• Learning a skill for life

Attendance at after school clubs
Whether requested from parents or targeted children from school the schools pays either a contribution towards the cost of the club or the full fee.

Impact of attendance at after school clubs
• Increased confidence as able to develop skills in an area they would like to develop
• Increased social skills and the opportunity to mix with peers they may not normally mix with
• Greater ability in specific skills such as guitar, violin, football etc

Resources allocated so far:

• Continue to purchase I-pads
This purchase will ensure that each class has a bank of I-pads which can be used to support our English, Maths and connected curriculum topics in each class. Children will be able to research, develop ICT skills and knowledge further and play educational games. They also support English and Maths development as well as further connected curriculum support. They engage reluctant learners well and appeal to all learning styles and abilities. They help with fine motor skills and hand-eye co-ordination.
Teachers will be able to instantly assess and record key stages of each child’s development through our key assessment criteria.

• Standardised tests
We have just purchased new reading, comprehension and maths assessments which show progress and attainment. They are also a diagnostic tool and will show gaps in learning that we can then tailor make a programme for specific individuals or groups to close the gap.

• Rapid maths interventions
This will be a new intervention available to our school and training completed Summer 2015 to be used with children from September 2015. Small groups of children across the school will receive this intervention in order to close the gap and raise attainment in phonics and writing.

One to One Support

Individual support is provided for pupils with significant needs and with difficulties accessing the curriculum. Usually this level of support is offered during English and Maths lessons in order to develop essential skills which impact on all other subject areas.

One to one support is carried out by qualified, specialist Teaching Assistants who have a breadth of experience and understanding of pupil needs.

Impact of One to One Support

• This level of support allows pupils with significant, prolonged difficulties to fully access the curriculum and fully participate in all school activities. For example, a pupil with a physical disability has accessed all out of school educational visits via one to one support and by hiring a minibus.

• Pupils develop good self-esteem through praise and encouragement to participate.

• Pupils with behaviour difficulties make more progress with one to one support, they are noticeably engaged in activities and the number of exclusions are significantly reduced.

• Pupils are given the skills to work both independently and together with other pupils in their peer group.

• Pupils are more likely to reach national expectations when they have an individual programme delivered by one to one support.

Group Support

Group support is offered to pupils requiring additional intervention at either Wave 2 or 3 provision level. Usually this type of support is offered within English and Maths lessons to improve essential skills. Group support may also be offered to pupils through lunchtime clubs and specific withdrawal group interventions.

Group support is carried out by qualified, experienced Teaching Assistants with a clear understanding of pupil needs.

Impact of Group Support

• This level of support allows pupils who are making slow progress an opportunity to access directed teaching and specifically designed interventions aimed at promoting rapid progress. For example 2 pupils receiving a SEN maths intervention have made 2 sub levels progress over the Spring term.

• Pupils develop good self-esteem through praise and encouragement to participate.

• Some pupils will receive group support within English and Maths lessons to ensure understanding, encourage motivation and maintain attention. This support is offered by both the Class Teacher and Teaching Assistants.

• Pupils are given the skills to work both independently and together with other pupils in their peer group.

• A value for money audit will be carried out on group provision at the end of the Summer term to evaluate the impact of intervention on pupil progress.

Interventions

As a new strategy this year to support us in closing the gap for vulnerable children we have introduced whole school intervention afternoons. General teaching assistants have a minimum of 2 afternoons a week where they withdraw individuals or more commonly small groups and deliver a range of specific interventions to support the children’s needs. Rapid phonics and Rapid writing are new interventions that the school has purchased, been trained in and are now delivering. We offer a range of 21 interventions, dependent upon individual needs including launch the lifeboat, one to one and small group booster sessions, precision teaching, speech and language interventions, finger bobs for fine motor skills, social skills groups, Fischer Family Trust, ASPEN, SPRINT and many more.

Impact of intervention afternoons

These are all designed to close the gap, raise attainment for these children and for the children to make RAPID progress in areas that need developing. The impact of wave 2 and wave 3 interventions includes:

Launch the Lifeboat (Year 3) – impacting on the writing progress of 8 pupils. 5 children made 2 sub levels progress and 3 pupils made 1 sub levels progress in 2 terms. Therefore all children successfully closed the gap further.

SEN Maths Group (Year 3 and 4) – impacting on the maths progress of 8 pupils. These children were taught in a small booster group by our Pupil Support Manager 4 lessons a week. In year 4 - 3 pupils made 2 sub levels progress and 1 pupil made 2 P levels progress. In year 3 – 3 pupils made 1 sub levels progress and 1 pupil made 1 P level progress. Therefore all children successfully closed the gap further

ASPEN (Key Stage 1 and 2) – impacting on emotional and mental health and wellbeing. These children worked with our Pupil Support Manager once child’s attendance rose from 93% to 100% and another child’s from 91% to 98%. Our aim for each child is 96%+ attendance

Fingerbobs (a Key Stage 1 group and a Key Stage 2 group) - impacting on fine and gross motor skills and therefore writing. These children work with our Pupil Support Manager 2 sessions each week. 3 pupils made 2 sub levels progress, 6 pupils made 1 sub level progress and 5 pupils made 1 P level progress in 2 terms. Therefore all children made rapid progress in writing and successfully closed the gap further

Fischer Family Trust (Year 2) – impacting on reading and writing progress. 3 children worked with our trained Pupil Support Manager or a Teaching Assistant over 2 terms. In both reading and writing all 3 pupils made 1 sub level progress. Therefore all children successfully closed the gap further

Lunchtime Supervision Special Needs Support

Pupil premium funding has been put aside in order to provide Additional Needs Support assistants to offer one to one care for children with specific needs during the lunch break.

Impact of lunchtime supervisor SEN support

• Children with specific behaviour needs are supported in integrating and playing co-operatively with other children. Team work, fairness and social skills are modelled and reinforced

• Children with specific needs such as physical disability with the support of an adult are able to access lunchtimes, the playground, specific activities such as physiotherapy etc

• Children who are vulnerable from exclusion at lunchtime are able to be included in lunchtime and social activities

• Children are able to communicate their needs to an adult who understands and can mediate between other children

Subsidised trips/Educational Visits and other items

Money has been set aside in the budget for all pupils to have the opportunity to attend school trips and residential visits. This funding therefore supports those families with financial difficulties. We have supported children when purchasing school uniform, paying for taxis when coming to and from school etc.

Peripatetic Music Fees

Money has been set aside in the budget for some pupils receiving peripatetic music lessons.

Resources

• Speech and Language toolkit:
To support a speech & language invention group in the Early Years.

• Each Key Stage received a £1000 to purchase new reading materials:
These are used to support a range of reading needs and abilities across the key stage. They have topped up class reading materials, support our phonics development further and continue to inspire all our readers.

• 7 I-pads
This purchase has ensured that every year group has an I-pad which can be used to support our English, Maths and connected curriculum topics in each class. Children will be able to research, develop ICT skills and knowledge further and play educational games. They also support English and Maths development as well as further connected curriculum support. They engage reluctant learners well and appeal to all learning styles and abilities. They help with fine motor skills and hand-eye co-ordination.
Teachers will be able to instantly assess and record key stages of each child’s development through our key assessment criteria.

• KS2 dictionaries
These are used across the curriculum as well as supporting direct English skills.

• Standardised tests
We have just purchased new reading, comprehension and maths assessments which show progress and attainment. They are also a diagnostic tool and will show gaps in learning that we can then tailor make a programme for specific individuals or groups to close the gap.

• Rapid phonics and rapid writing interventions
These are two new interventions available to our school this year and small groups of children across the school receive intervention time in order to close the gap and raise attainment in phonics and writing.

Click here to view 2014/15 Expenditure Report --->