Pupil Premium Explained
In 2011-12 the Government launched its Pupil Premium funding. This money is sent to schools based on the number of pupils in the school who are eligible for Free School Meals (FSM). This money is allocated to improve pupil attainment and to help overcome any barriers to learning. Nationally, the statistics show that pupils who are in receipt of FSM do less well than their peers. Pupil Premium Funding is awarded for any child who has been in receipt of FSM at any point in the last 6 years (Ever 6).
The aim of this money is to try to close the achievement gap between pupil premium and all others. In making provision for disadvantaged children, we recognise that not all children who receive FSM will be disadvantaged. We also recognise that not all children who are disadvantaged are registered or qualify for FSM. The school therefore allocates the Pupil Premium Funding to support any child or group of children we have identified as being disadvantaged.
We received £115,930 during the 2015/16 academic year.
Breakdown of what has been spent
|Strategy||Cost||What it looks like||How it supports learners|
|Teachers||£95000||There are a range of ways teachers are used to support PP (Pupil Premium) children.|
a) An experienced THRIVE practitioner works with our most vulnerable children on
Social and Emotional learning in order that they are able to access the curriculum more readily.
b) Another teacher offers a range of pastoral and sporting opportunities for PP children, in addition the teacher offers Maths intervention for year 7 children.
c) A PPA teacher is employed to cover class teachers. This allows class teachers to run
their own intervention for small groups or one-to-one.
d) A PP co-ordinator monitors the impact of intervention and progress of PP children. This allows us to evaluate what we are doing and make changes to our PP provision.
|a) The THRIVE programme allows our most vulnerable PP children to have their social and emotional needs met so they are better placed to access the curriculum. This programme also involves high levels of parental involvement.
b) Sport participation is engaging in sports as a means to increase educational engagement and attainment. The children receiving additional Maths have been chosen to address gaps in their learning.
c) Class teachers run their own intervention based on their assessment in lessons and from data. This is an important part of the teaching and learning cycle.
d) PP children are represented by an experienced member of staff, closely monitoring the impact and modifying practise where necessary.
|Teaching assistant||£11000||A teaching assistant is provided to support behaviour and alternative provisions. The TA is now a qualified Forest Schools practitioner, giving PP children the opportunity to access outdoor learning opportunities in Jubilee Woods or gardening opportunities.||Children have the opportunity to access our excellent outside facilities. This supports their educational engagement and attainment, independent thinking, social and emotional development, ultimately supporting them to be more confident learners.|
|Funding school trips and Music Tuition||£6000||Contributions towards part or the whole cost of a trip or visitor; including the year 5 Bishop’s Wood visit, year 6 Castle visit and support with the year 7 activities week funding.||Trips and visitors to the school engage learners, enrich their lives and bring lessons alive. One child said “looking at an image is different, a trip makes you go “WOW!””|
|Improve feedback to learners and raise expectations for all||£0||Staff have agreed a new Feedback policy. This has been put in place across the school with children being asked to respond regularly to their marking. Children are receiving extra support from intervention teachers to do this.||Children get clear actions and information on ways to improve. All work is expected to be of a high standard and consistency is encouraged across all work. Children say that: “responding to marking helps me improve the quality of my work.”|
|Stuck Strategies||£0||There are ‘4 Before Me’ posters in all classrooms and prompts in planners to help children develop independence and demonstrate a Growth Mindset. This fits firmly within our PRIDE values and is a regular part of assemblies||Children are encouraged to develop self-help strategies in order to overcome challenges within their work. Learning about the process of learning and knowing how to be more successful are important transferable skills.|
|Mastery learning||£0||Actions in school to address the Assessment without Levels agenda mean that all pupils are given the opportunity to meet and master National Expectations. Our curriculum is being developed around Chris Quigley’s concept of Basic, Advancing and Deep learning.||Children are given opportunities to master the curriculum by being given tasks that demonstrate they can make decisions, show reasoning and they can apply learning to a range of concepts. No ceiling is placed on learning for any pupil.|
|Moving to mixed ability teaching||£0||In Maths we have moved to class based Maths in key stage 2. Our responsive teaching model, strong relationships between children and teachers and additional intervention time mean that children benefit from a flexible approach.||In lessons, teachers use diagnostic questions and prior work to allow children to work at an appropriate level. For more able children there is opportunities to develop mastery in tasks. Children who need support work with adult support and use a range of visual images and scaffolds to quickly move on whilst gaining confidence.|
Pupil voice on Feedback
Pupil voice on Trip
Funding school trips and Music Tuition
Star Reading data
Accelerated Reader Program
Pupil voice on Intervention Teachers
Lesson observations of Fresh Start
Fresh Start Training and Resources
Average points data for 2 years and 1 term 2015/2016
The expected rate of progress is 4 points over 12 months, therefore during three years at our school pupil progress should be 12 points. The data you see below is for just 7 terms and therefore shows that our school is narrowing the gap.
Witton Middle School
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