Broad Town Church of England Primary School

This academic year we received £9,500 Pupil Premium

The barriers to learning are different for the different pupil premium children. Some are listed below:

Attendance

Limited support from home

Low self esteem and lack of confidence in their learning ability

Readiness to learn and learning behaviours

Financial barriers to access a range of additional educational experiences to broaden their horizons

Poor social, emotional and physical skills

Some of our Pupil Premium children are achieving well academically and benefit from extension.

The impact of pupil premium is regularly reviewed in the following ways:

·         At progress meetings through assessment and tracking results (November, March and June)

·         Through intervention impact reviews (November, March and June) and sometimes termly depending on the intervention

·         Lesson observations carried out by the Headteacher, subject leaders and the SENCO

·         Book Sampling – at staff meetings, on TT days and carried out by the Headteacher and subject leaders

·         Pupil Voice through discussions with pupils and Y6 teacher mentoring scheme.

·         At Full Body Governor meetings (December, February and June)

As a result of daily small group phonics / spelling sessions, Targeted SPAG sessions and individualised Y6 homework:

• 100% of children achieved the expected standard in the Year 1 Statutory phonics screening with all children achieved 36 or above out 40.
• 82% (9 out 11) achieved the expected standard in the Y6 Spelling, Punctuation and Grammar SAT. 73% (8/11) children achieved a standardised score of 110 or above.
• More inclusion during playtimes and PE sessions of children with SEN.
•  Opportunities to develop confidence and self esteem.
• Additional support with handwriting has enabled children to present their work neatly and legibly. This is evident in book sampling and through the number of children achieving their pen license
• Draw and Talk therapy and counselling has provided opportunities for children to talk and understand their feelings linked to family situations and changes in their lives.
• Switch on to Reading and Writing intervention programmes supported borderline children in achieving the expected standard in their Y6 SATs and children in making progress in other year groups.
• Physical and speech programmes have resulted in some children making good progress and no longer requiring these interventions.
• Additional support during assessments gave children more confidence and self-belief to try and achieve their best.
• Additional support for reading and writing skills in small groups enabled the children to have pre-teaching and reinforcement sessions. This resulted in the chidlren making more progres and  improved confidence and self esteem..
• Social skills groups enabled staff to model behaviours and support children with dealing with diferent situations. They also give children an opportunity to discuss any worries or concerns and positive strategies to help them overcome challenges.  .

The impact of pupil premium is regularly reviewed in the following ways:

·         At progress meetings through assessment and tracking results (November, March and June)

·         Through intervention impact reviews (November, March and June) and sometimes termly depending on the intervention

·         Lesson observations carried out by the Headteacher, subject leaders and the SENCO

·         Book Sampling – at staff meetings, on TT days and carried out by the Headteacher and subject leaders

·         Pupil Voice through discussions with pupils and Y6 teacher mentoring scheme.

·         At Full Body Governor meetings (December, February and June)

The yearly review of the impact of the Pupil Premium happens in the autumn term. It is also formally reviewed during the year in progress meetings with the headteacher (3 times a year).