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Main Barriers to Learning for Pupil Premium Children

The main barriers to learning for our pupil premium children 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

 

Pupil Premium 2017 - 2018

FundingThis academic year we received £15,840 Pupil Premium

Objectives

Use of pupil premium

Cost of effectively implementing the ‘Switch onto reading and Writing’ programme. 1:1, three times a week for 12 weeks plus assessment time at the beginning and end for selected PP children throughout the year

 

Total = £3,500

To provide targeted use of the Pupil Premium

To raise mathematical attainment for the pupil premium pupils

 

Numbers Count sessions  -£1,500

 

Back on Track sessions  - £2,000

 

Total = £3,500

To provide children with opportunities to develop their reading and writing skills with additional in class, 1:1 or small group support.

Additional reading and writing support

£1,000

To provide physical development support programmes for identified children

£500

To give additional support in life skills activities such as telling the time and using money

£1,000

To provide opportunities to learn social skills, communication skills, increase confidence, self esteem  and improve behaviour

Social skills groups, circle of friends, tranquillity zone, cooking, gardening and Equine Assisted Learning, Forest School sessions, Lego social skills groups

£1,500

1:1 time to work on IEP targets

£1,500

Training in emotional wellbeing and cost of implementing 1:1 programmes

£1,500

Drawing and talking therapy training and cost of implement of the programme

£1,000

Speech and language programme work with identified PP children

£800

 

Impact of Pupil Premium 2016 - 2017

  • accelerated progress of the children on the  intensive Switch on to reading and Writing programme.
  • Upskiling of staff to undertake the Switch on to Reading and Writing Programme.
  • Sharing of knowledge and skills from trianing on Switch on to Reading and Writing so other teaching assistants can udnertake the programme with additional children..
  • Sharing of the teaching styles and approaches from Switch on to Reading and Writing so that some of these effective strategies can be used back in the classroom.
  • The Sandwell assessment resource enabled us to identify gaps in learning so we knew the areas for development. It provides a maths age so we can numerically measure progress at the end of the intensive Back on Track maths programms.
  • The chidlren receiving intensive support on the Back on Track Programme made accelerated progress. 
  • Forest School activities supported in developing self esteem, confidence, practical and social skills. 
  • Involvement in the Greatwood Horse Power Programme helped to devleop life skills and emotional literacy. Identified children had opportunities to develop social and communication skills, increase their self etem through interaction with small animals and rescued ex-race horses. 
  • Circle of Freinds and Friendship Groups provided children with structured opportunities to find out what it means to be a good friend and to try out different approaches with the support of a teaching assistant. 
  • Teaching Assistant and MDSA support on the playground helped some children to joiin in playground games. 
  • Additional suport in handwriting has resulted in an improvement in children's handwriting and presentation skills. 

Reviewing the Impact of Pupil Premium

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)

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