PUPIL PREMIUM

Pupil Premium 2016 – 17

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to underachievement. These include pupils who are entitled to free school meals; those looked after by the Local Authority and children of armed services personnel. The intended effect of this funding is to accelerate progress and raise attainment.

In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for their individual pupils.

All schools are required to report on the amount of funding received, how this is being used and the impact of any work done.

How is the funding used?

Winlaton West Lane seeks to ensure the effectiveness of its use of the Pupil Premium. We recognise that barriers to achievement take a variety of forms and look for individual ways to support each child to achieve their very best.. We make use of educational research such as The Sutton Trust-EEF Teaching and Learning Toolkit to guide us on how best to use the school’s resources to improve the attainment of disadvantaged pupils.

What are the barriers to learning within WWLCPS?

Barrier – In the recent past one of the barriers to children’s learning was teacher’s low expectations of the children’s abilities which meant that many children were not getting the stimulation they needed and so learning behaviours were not embedded. New leadership is tackling this with urgency through training, CPD and raised expectations; change is happening.

Barrier – Teacher’s subject knowledge was not strong so the quality of teaching was in itself a barrier to the children’s learning. New leadership is tackling this with urgency through training, CPD and raised expectations; change is happening.

Barrier – We have children with some serious social and emotional needs, often these children can be too frightened about what is going on at home to truly engage in lessons. Some of these children are subject to child protection proceedings. New leadership is tackling this by putting in more support for these children through a full time Family Support Worker, impact can be seen already as these children have immediate support as do their families.

Barrier – Lack of concentration. Leadership is tackling this by raising expectations of teaching, engagement and by employing different teaching styles for different children.

Barrier – Holes in learning which do not enable children to be the confident and resilient learners we want them to be. Leadership is tackling this by training teachers and support staff and embedding an expectation of quality first teaching.

Barrier – low attendance of some PP children which is now being monitored very carefully. Leadership has already narrowed the gap with this through attendance competitions and rewards, raised expectations and the role of the Family Support Worker. Sept 16 PP attendance 93% February 17 95.6%.

We now have a member of staff who is a PP champion, specifically responsible for monitoring PP progress, attendance and interventions. She has presented to the Governing Body and has recorded case studies of some real successes across year groups with the money allocated to our wonderful school.

The impact of last year’s spend shows that we have started to narrow the gap.

At the end of KS 2 2015/16 

This year we received £123,000.  The Governors and Senior Leadership Team of Winlaton WLCPS have considered carefully how to use this money and have decided on the following interventions:

Funding of support in classes including three experienced HLTAs to give extra support for PP children to ensure potential progress is enabled. £90,000 Continue the closing of the gap between PP children and non PP children. Ensuring PP children reach full potential. Extra reading, support in class.
Residential/visits support £10,000 Children have real life experiences that they can then use as an impetus for writing. Improved writing scores.

Children are given the opportunity to learn key skills of team work, independence, taking responsibility for themselves and others, coping away from home. These trips can be very expensive so to ensure our PP children don’t miss out we subsidise these trips when necessary.

Effective IT packages for new Ipads £10,000 Effective IT packages to enable progress in intervention groups using Ipads.
Input into leadership to lead English and Maths in phases (2xTLR). Analysing data with remit to track PP children’s attainment and progress. £6000 PP children make expected or better progress, closing the gap between PP and non PP children.
Head teacher & Assistant Head teacher input £7,000 Impact on progress and attainment.
TOTAL £123,000

 

adventure

Pupil Premium 2014-2015

How much Pupil Premium do we get?

For every eligible child we gained an extra £1,300 in the 2014-15 budget; the extra money received totalled £133,200.

The Government checks how many eligible pupils we have as part of the January census each year. We will have an estimate shortly after that census for the extra funding we expect to have in the 2015-16 financial year.

 

Pupil Premium objectives for 2014 – 2015

  • To support children in attaining the phonic outcomes at the end of year 1 for the expected threshold levels.
  • To support mathematics progress for Year 2 children to improve average point scores through the ‘First Class @ Number 1’ programme.
  • To train staff to make positive use of the ‘Better Reading Partnership’ (BRP) programme.
  • To provide additional intervention for children working on the ‘Better Reading Partnership’ (BRP) 1:1 programme in Year 2, 3, 4, 5 and 6.
  • To use the ‘First Class @ number 2’ programme for KS2 pupils.
  • To utilise the ‘First Class @ number 2′ programme with Year 3 and 4 pupils.
  • To use the ‘Addacus’ mathematics programme from Nursery to Reception and use this for wave 1, 2 and 3 teaching throughout the school.
  • To use the ‘Thrive’ programme with pupils whom we have assessed as requiring this type of intervention in order to succeed in school.
  • To use the ‘Talk Boost’ programme in Key Stage 1.
  • To use the ‘Elklan’ programme in Early Years and Key Stage 1.
  • To use ‘Squiggle’ and ‘Dough Disco’ in Early Years and Key Stage 1.
  • To train Key Stage 2 staff to use ‘Talk4Number’.
  • To use ‘Talk4Number’ in Key Stage 2.
  • To train Key Stage 2 staff to use Success@Arithmetic.
  • To use Success@Arithmetic in Key Stage 2.
  • To train all staff to use the ‘Talk4Writing’ approach throughout the school.

Evidence of Impact of Pupil Premium: 2014 to 2015 (PDF)

 

Pupil Premium 2013-2014

Pupil Premium objectives for 2013 – 2014

To support and improve attainment and progress for 96 children receiving pupil premiums in 2013 – 2014 a sum of £91,488 was awarded. This equates to the sum of £953 per pupil.

  • To support children in attaining the phonic outcomes at the end of year 1 for the expected threshold levels.
  • To support mathematics progress for Year 2 children to improve average point scores through the ‘First Class @ Number 1’ programme.
  • To train staff to make positive use of the ‘Better Reading Partnership’ (BRP) programme.
  • To provide additional intervention for children working on the ‘Better Reading Partnership’ (BRP) 1:1 programme in Year 2, 3, 4, 5 and 6.
  • To train staff to use the ‘First Class @ number 2’ programme for KS2 pupils.
  • To utilise the ‘First Class @ number 2′ programme with Year 3 and 4 pupils.
  • To use the ‘Addacus’ mathematics programme from Nursery to Reception and use this for wave 1, 2 and 3 teaching throughout the school.
  • To use the ‘Thrive’ programme with pupils whom we have assessed as requiring this type of intervention in order to succeed in school.
  • To train Key Stage 1 staff to use the ‘Talk Boost’ programme.
  • To train Early years and Key Stage 1 staff to use the ‘Elklan’ programme.
  • To use ‘Squiggle’ and ‘Dough Disco’ in Early Years and Key Stage 1.

Evidence of Impact of Pupil Premium 2013-to-2014 (PDF)

 

Pupil Premium 2012-2013

Pupil Premium objectives for 2012 – 2013

To support and improve attainment and progress for 93 children receiving pupil premiums in 2012 – 2013 a sum of £57, 939 was awarded. A further £2,492 was added to this total in support of Children Looked After (CLA) to increase the total expenditure in 2012 – 2013 to £60, 431. This money was used:

  • To support children in attaining the phonic outcomes at the end of year 1 for the expected threshold levels.
  • To support mathematics progress for year 1 and year 2 children to improve average point scores through the ‘First Class @ Number 1’ programme.
  • To train staff to make positive use of the ‘Better Reading Partnership’ (BRP) programme.
  • To provide additional intervention for children working on the ‘Better Reading Partnership’ (BRP) 1:1 programme in Year 1, 2, 3, 4, 5 and 6.
  • To train staff to use the ‘First Class @ number 2’ programme for KS2 pupils.
  • To utilise the ‘First Class @ number 2′ programme with Year 3 and 4 pupils in the first instance.
  • To support those children involved in a Counselling programme during Spring 2.
  • To train staff to use the ‘Addacus’ mathematics programme and use this for wave 1, 2 and 3 teaching throughout the school – ie from Nursery to Reception.
  • To train staff to use the ‘Thrive’ programme and to utilise this with pupils whom we have assessed as requiring this type of intervention in order to succeed in school.
  • To train Early Years and Key Stage 1 staff to use ‘Squiggle’ and ‘Dough Disco’.

 

Evidence of Impact of Pupil Premium 2012 to 2013 (PDF)

Pupil Premium 2011-2012

Pupil Premium objectives for 2011 – 2012

In 2011 – 2012 we received a total grant of £28,792.  This equated to 59 Free School Meal pupils at £488 per pupil.

The funding was used to support the training of a teaching assistant on the ‘First Class @ Number 1’ programme.  The programme was then used to help those Key Stage 1 pupils who needed additional support in mathematics.

In lower Key Stage 2 teaching assistant time was also used to provide in class support for groups of children with reading, spelling, handwriting and mathematics.

The grant was also used to provide funding for children with additional Teaching Assistant support with small group intervention programmes, out of school clubs and increase social opportunities for healthy eating and health related fitness activities.

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