Below we outline how the school has planned to use its allocation of funding which is called the pupil premium for the academic year 2018/2019
Settle CE Primary School Pupil Premium Funding 2018-19
The school receives additional funding for those pupils who are in receipt of free school meals; who are looked after or in the care of the Local Authority and children who have been adopted or in the care of grandparents.
In total out of our school population we have 22 pupils for whom we receive the pupil premium and of these 5 are on the SEN Register.
While our numbers of children on the SEN Register for Pupil Premium Allocation is quite low, we do have a large proportion of these pupils who for various reasons have an 'Additional Need' requirement and a number are only a step away from the SEN register - hence the intervention strategies we use for pupils with SEN will also be used for Pupil Premium children if teacher assessment or data evidence suggests that would benefit from this,
Our pupil premium allocation for 2018/19 is £35,325.The money is used to provide a framework of provision that directly targets pupils who are deemed to be eligible for pupil premium money or are classed as vulnerable.
The effectiveness of this spend can be accounted for via SENCo and Headteacher reports that relate specifically to the performance of pupil premium and vulnerable target groups (see EYFS Profile results, Phonics Screening Results, KS1 and KS 2 pupil results for pupil identified as pupil premium, Scholar Pack Assessment Reports, SENCO reports and tracking information and parent feedback relating to HSL work and general school performance).
This year Pupil Premium Funding has been targeted to:
- Narrowing the gap in attainment of FSM children through comprehensive intervention support throughout the school including Extra and Above Support and intervention projects in and outside of class and the improvement of feedback from staff working with Pupil Premium to demonstrate impact and more closely monitor progress.
- To ensure all literacy and numeracy lessons in school from Reception upwards are all supported by a trained TA and that the majority of Early Years staff are trained to Higher Level Training Assistant level
- Purchase materials to support specialised group intervention work to provide extra and above support to those Pupil Premium children who need it (including the provision of additional literacy and numeracy resources through a budget issued to the Special Needs Coordinator for those who are not working at expected progress or have been identified as in danger of falling behind)
- Extending intervention strategies to better support Numeracy Intervention Work (currently three support staff are directed to specifically manage and deliver intervention sessions to individuals and groups identified by the Special Needs Coordinator.
- Widening of the SENDCo role in order to better monitor and track progress and support teachers - including release time of an afternoon per week to monitor and assess SEN but also Pupil Premium pupil progress and standards and additional time to liaise with literacy and numeracy coordinators to over see pupil progress and submit a written report to the Headteacher on a termly basis.
- Subsidising cost of after school clubs and activities to allow lower income families to be involved
- Development of quiet working zones in KS2 for intervention work - enhancing areas outside Class 6 /Class 5 and enhancing resources in the new Class 3 area.
- Fund intervention strategies across the school to target Maths and Phonics / Reading Support across the school as well as Zones of Regulation to help children better manage their thoughts, moods and feelings.
- Target higher % of children achieving the expected government standard in reading, writing and mathematics at the end of KS1
- Purchase resources to strengthen the teaching of grammar, punctuation, spelling and comprehension skills throughout the school
- Subsidise costs of residential visits in Year 5/6 for FSM and disadvantaged pupils
- Provide extra staffing to facilitate a Homework Club element to the after school and holiday clubs run in school - including purchase of additional resources / staffing to maintain or provide booster sessions for KS1/2 SAT preparation as appropriate
- Booster provision for Year 6 and Year 2
- Develop staffing so as to provide a Pastoral Support Team to enhance provision for mental health and well being support in 2019
Staffing Strategy at Settle Primary School for targeting Premium Funds 2018-19
- Continue to provide Home School Liaison Support - via Headteacher/SENDCo and other specialist staff support as appropriate to target specific needs of pupil premium pupils as appropriate.
- Mr Wright will continue to focus on the pastoral, domestic aspects of need and a team of staff to ensure that there is a specific academic impact from Pupil Premium strategies (see the work of Mrs Wilson, Mrs Shepherd, Mrs Shortreed outlined above)
- Maximise the use of Scholar Pack and record systems to more efficiently monitor individual child progress/highlight concerns and inform strategic decisions on how best to support identified need.
- Ensure First Quality Teaching is in place through a comprehensive systems of monitoring and evaluation - including regular pupil progress meetings with the Headteacher and respective coordinators, the setting up of impact files to better follow Pupil Premium groups over time.
- Maintain Early Intervention strategies and staffing in Early Years and Key Stage One to continue to provide extra support for embedding phonic skills and developing early writing
- Maintain strategies for consolidating curriculum standards in reading, writing and maths at Key Stage One as described above.
- Maintain Extra and Above /Intervention Support for Key Stage Two pupils based on pupil tracking information and Pupil Premium Targeted pupils.
- Maintain and build in additional release time for moderation of impact by the Senior Leadership Team and SENCo so as to better support teaching staff and direct interventions more purposefully to suit individual need.
- Maintain the level of support in Year 6 so that the teacher has access to two support staff to target pupil premium pupils including Least Able Disadvantaged, five days a week. This takes into account the additional need within the class.
- Governors recognise the huge sums that have been ring fenced in the school budget for targeting vulnerable pupil and are kept aware of progress via the Safeguarding Governor and Chair of Governors who meets regularly with the headteacher and talks to staff/observes intervention and school strategies and occasionally attends meetings with families and local authority support agencies.
- An ASC (Assessment, Standards and Curriculum) Committee of school governors meet termly to review school provision and pupil progress
- Approximately 20 pupils were directly eligible to benefit from Pupil Premium funded school initiatives as well as small number of pupils deemed to be socially disadvantaged.
- The money was used for various projects including targeted support for closing the gap in attainment for mathematics and literacy - One way of doing this is by ensuring that each class has a dedicated member of staff to work with vulnerable pupils in the classroom during literacy and numeracy activities with the role of supporting lessons, providing assessment feedback to teacher, assisting in planning and resourcing differentiated activities (Funding is therefore directly designated to pupils categorised as 'Pupil Premium' because of their free school meal status, looked after children/Child in Need/Child Protection status or pupils who have been highlighted as being vulnerable for their special educational needs and because they require additional support in order that make progress at school). Another strategy is the establishment of 'extra and Above' support for pupils who require an extra and above school action approach to focus on targeted learning needs in Literacy and Numeracy (e.g. additional phonic work, additional sentence level work, additional reading support). This work takes place both in and out of class as appropriate and is managed and overseen/monitored by the school SENCO Mrs Smith. Since 2014 the school has been seeking to establish a Parent Support Element to school provision and to establish nurture style groups that deliver support and guidance to support mental health, boost self esteem and personal well being. This was achieved with the introduction of a Home School Liaison Worker in 2015/16 and a Home School Provision service as coordinated by the Headteacher in 2016/17 . Provision is directed to directly support pupils with emotional and behavioural issues and mental health issues as well as those pupils who have adopted or LAC status. The HSL targets provision in school primarily with additional support for medical, pastoral, educational needs and may include the offer of home support for families linked to transition issues and support with a range of family matters such as effective parenting. It is a service open to all parents who require a helping hand if they are ever struggling at home/outside of school setting as appropriate.
Since 2017 this strategy has moved away from a dedicated HL person to an HSL Service, utilising a range of staff as appropriate to target pupil and family need as directed by the Headteacher. In 2019 we hope to establish a dedicated Pastoral Team at the school.
One very important initiative introduced recently is the the 'Settle CE Primary School Creative Curriculum' and 'Curriculum of Life' to target pupils in the development of the following key areas, which have a primary focus on the development of the individual and an educational provision that as its root core pupil mental health and well being :
Critical and Creative Thinking
Children are provided opportunity to develop skills to critically evaluate, use reasoned arguments and think creatively . They are encouraged to be open minded and are able to consider a variety of ideas and opinions.
Self Improvement and personal well being
Children are provided systematic opportunities to take responsibility for their own learning and actions, they demonstrate attributes such as initiative and perseverance. Children are encouraged to develop a positive, growth mind set and are committed to self improvement.
Children's manners, behaviour and conduct are exemplary. They are able to work both independently and collaboratively. They are responsible, adaptable and treat others (and themselves) with respect. They are proactive and positive members of the school community.
Children develop important practical life skills and develop personal passions and interests which allow them to be self sufficient and equip them for living life independently.
The impact of the PPG is monitored and assessed throughout the year by the Headteacher, Special Needs Coordinator (SENCO) and staff through staff meetings.
From January 2018, half termly pupil progress meetings will be introduced to better monitor the impact of our various strategies. Included in this arrangement is the setting up of class impact reports to closely monitor the journey, intervention impact and progress of each child (with specific reference to Pupil Premium children).
Some funding has been used to ensure vulnerable pupils access school services that would directly target their learning / ensure they were properly supported and able to access school (and tackle potentially poor attendance due to family crisis)
A regular homework club element has been built into the After School Club with a facility to support vulnerable pupils who would otherwise find difficulty reading at home/keeping up with phonics or require additional phonic input or simply a place to do class homework. Prices have been kept low to ensure the club is inclusive and special rates are provided in certain cases at the headteacher's discretion.
Extra tuition, additional support staff, new resources and additional home support have all been provided making a very real difference to children’s lives – in a number of cases pupils would not have been able to make a level of progress expected for their age, without the support
In the Extra and Above (KS1) Provision all pupils working within the National Curriculum made at least minimum expected progress.
In the Extra and Above (KS2) Provision the vast majority of pupils made at least expected progress in Writing and Numeracy.