Brookside School – Proposed Pupil Premium Spend 2018/19
Review Date: April 2019
- Pupils on roll: 220
- Pupil Premium pupils on roll: 19 (8.6% of total pupils)
- Total PP Budget: £25,860
Principles of using the ring fenced funding:
- The money is targeted specifically at accelerating the progress for all PP pupils in all areas in order to meet/or exceed ARE based on starting points.
- There is clear accountability for the funding so that its use is carefully monitored and the impact of it tracked.
- High quality teaching from our best teaching staff is used to meet the needs of the learners.
- Interventions in Literacy and Maths are carefully planned and supported by the use of achievement data.
- Feedback is given to all staff about which children are eligible for the support and the progress they are making.
Identified barriers to achievement:
- Self-esteem and confidence as learners
- Emotional needs / attachment difficulties
- Learning- consolidation and mastery of core learning
- Technical language acquisition in maths /grammar
Pupil Premium Expenditure and Impact 2018/19
The rationale for expenditure is that accelerated progress is required for all PP pupils in all areas of learning. The school’s SLT and specific teaching staff assigned to PP children focused on identified areas to ensure basics are embedded. Teaching staff made the necessary steps to ensure good progress was made and monitored throughout the year. These children were identified using current data. The focus continued to be across all core subjects on an individual’s needs basis. The objective was to ensure as many children as possible achieve ARE in literacy and maths. Those who are capable were supported to achieve greater depth in core subjects. Nurture continued to be provided for some identified children to increase their emotional resilience and dealing with challenges. Many of the PP pupils’ parents are unable to afford similar opportunities for their children as other families. In order to support the children’s learning and school experience in all areas of the curriculum and to build confidence, the school allocated funding to pay for school trips, residentials, private tutoring and extra-curricular activities throughout the academic year.
|STRATEGY||ACTION||SUCCESS CRITERIA||IMPACT MEASURED|
|Under the guidance of the classroom teacher, TA’s conduct intervention programmes to teach and support Pupil Premium children in groups or 1:1||TA have specific hours assigned to the teaching of PP children||Expected or better progress over the year in focused area of learning||Provision was constantly monitored and adjusted each half term through assessment with the targeted impact given to those children making slower than required progress.|
|TA Intervention for the emotional health and well-being of children||TA assigned time for nurture and ‘talk groups’||Children are supported to manage their worries, anxieties and emotions.||Children are confident in talking & expressing their emotions & feelings in comfortable, supportive environment. This in turn leads to less anxiety and a more balanced child.|
|Enrichment support||Admission & transport costs for visits/activities||Families are supported to access all wider school opportunities.||Children in all years are supported in trips and visitors in school.|
|Private tuition||Paying for some PP children to have access to 1-1 support in core subjects||Children make progress in the selected subjects||Children made increased progress as a result of the tuition.|
|Extra-curricular activities after school.||Children are given access to a wide variety of clubs, both sport and non-sport.||A good number of PP children attend and this will increase their inclusion and self-esteem.||Excellent numbers of PP children in attendance at a wide variety of clubs.|
|Achieved age expected standard (or greater)||Achieved greater than age expected standard|
|Reading||Pupil Premium %||69%||13%|
|All pupils % (Brookside)||87%||37%|
|All pupils % (National)||71%||25%|
|Writing||Pupil Premium %||50%||13%|
|All pupils % (Brookside)||82%||25%|
|All pupils % (National)||76%||18%|
|Maths||Pupil Premium %||57%||13%|
|All pupils % (Brookside)||86%||34%|
|All pupils % (National)||75%||23%|
Pupil Premium Plan for 2018-19
|Under the guidance of the classroom teacher, TA’s conduct intervention programmes to teach and support Pupil Premium children in groups or 1:1||TA have specific hours assigned to the teaching of PP children||Expected or better progress over the year in focussed area of learning|
|TA Intervention for the emotional health and well-being of children||TA assigned time for nurture and ‘talk groups’||Children are supported to manage their worries, anxieties and emotions.|
|Improvement of attendance in Pupil Premium children||Work with pupils and parents to encourage improved attendance.
First day response to absence. Phone calls made if nothing reported to school by 9:00.
|The gap is closed between the attendance level of the pupil premium children with the lowest attendance level and the rest of the school.|
|Enrichment support||Admission & transport costs for visits/activities||Families are supported to access all wider school opportunities.|
|Extra-curricular activities after school.||Children are given access to a wide variety of clubs, both sport and non-sport.||A good number of PP children attend and this will increase their inclusion and self-esteem.|
|All teaching staff undertaking training to become Apple Teachers.||Online and INSET training in effective and positive use of iPads.||Pupil premium children use the iPads to be more engaged in lessons. Pupil Premium children make increase progress as a result of using iPads.|
|Introduction of Active Maths to all classes, combining maths and PE.||All teachers to use Maths of the Day activities at least 3 times a week to supplement the maths and PE teaching.||Pupil Premium children have a positive attitude to both maths and physical activity. Maths is made accessible to all learners.|
How will impact be measured?
Within the school, there exists a cycle of data collection, tracking and monitoring of each cohort and individuals progress and attainment. As well as informing the school of an individual pupil premium child’s progress, early identification of need, support and intervention is enabled. Reviews occur each half term and involve the key staff who have responsibility for the child. School governors and parents are informed of the progress the cohort or an individual child is making.
Date of next Pupil Premium Strategy Review : April 2019