Broad Town Church of England Primary School

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.

This academic year we received £12,140 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)

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.

This academic year we received £12,140 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)

• 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. 

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).