Please click on the link to read PUPIL PREMIUM GRANT EXPENDITURE 2015/16

Please click on the link to read  PUPIL PREMIUM GRANT EXPENDITURE 2014/15

Please click on the link to read PUPIL PREMIUM GRANT EXPENDITURE 2013/14

Please click on the link to read PUPIL PREMIUM GRANT EXPENDITURE 2012/13

Please click on the link to read PUPIL-PREMIUM-GRANT-EXPENDITURE 2011/12

Pupil Premium funding can be used to help towards the cost of school trips,  resources and activities. If your child is eligible for Free School Meals (not including Universal Infant Free School Meals – UIFSM) they would also be entitled to receive Pupil Premium. Further information can be found by clicking on the links above or reading the information below.

Pupil Premium Vision and Action Plan 2014-2015

Allocation for 2014-15 £10,400

Early Years and Key Stage 1

Intervention should be bespoke, with individual or a small group focus with both parents and children.

We aim to actively involve parents supporting their child’s learning in school. This includes programmes focussed on parents and their skills. We use general approaches to encourage parents to support their children to read or to do mathematics. Greater support is offered to parents in crisis via our Parents Support Advisor (PSA) or our Emotional Literacy Support Assistant (ELSA).

Phonics

Phonics is an approach to teaching reading and some aspects of writing by developing learner’s phonemic awareness. This involves the skills of hearing, identifying and using phonemes or sound patterns in English. The aim is to teach learners the relationship between sounds and the written patterns or graphemes which represent them. Phonics emphasises the skills in decoding new words by sounding out and combining or blending the sound- spelling patterns.

Behaviour interventions  

Behaviour intervention seeks to improve attainment by reducing challenging behaviour including aggression, violence, bullying and anti social activities. Three broad categories of behaviour intervention can be identified. 1. Universal programmes which seek to improve behaviour and generally take place in the classroom. 2. More specialised programmes which are targeted at children with either behavioural issues or behaviour and academic problems. 3. School level approaches to developing a positive school ethos and improving discipline which also aims to support greater engagement in learning. Strategies such as parental involvement or ELSA involvement will be used to support this approach.

Approaches to KS2 children

As well as the interventions below we can also contribute financially for drama, swimming, sports clubs and  and residential trips from this. All interventions must be recorded by activity and who led the activity.

Behaviour interventions  

Behaviour intervention seeks to improve attainment by reducing challenging behaviour including aggression, violence, bullying and anti social activities. Three broad categories of behaviour intervention can be identified. 1. Universal programmes which seek to improve behaviour and generally take place in the classroom. 2. More specialised programmes which are targeted at children with either behavioural issues or behaviour and academic problems. 3. School level approaches to developing a positive school ethos and improving discipline which also aims to support greater engagement in learning. Strategies such as parental involvement or ELSA involvement should be used to support this approach.

Collaborative learning

Collaborative or cooperative learning can be defined as learning tasks or activities where students work together in a group small enough for everyone to participate on a collective task that has been clearly assigned. This can either be a joint task where group members do different aspects of the  task but contribute to a common overall outcome, or a shared task where group members  work together throughout the activity. Some collaborative learning approaches also get mixed ability teams to work in competition with each other, in order to drive more effective collaboration. There is a very wide range of approaches to collaborative and co-operative learning involving different kinds of organisation and tasks

The impact of collaborative approaches on learning is consistently positive. Effective collaborative learning requires much more than just sitting children together, structured approaches, with well designed tasks lead to the greatest learning gains

Arts Participation

Arts participation is involvement in terms of performance and creation in artistic and creative extracurricular activities, such as dance, drama, music, painting and sculpture. Participation may be organised as regular weekly or monthly activities or more intensive programmes such as summer schools or residential courses.

Digital Technology 

The use of digital technologies to support learning. Approaches in this area are very varied, but a simple split can be made between 1) programmes for students, where learners use technology in problem solving or more open ended learning and 2) Technology for teachers such as interactive whiteboards or learning platforms.

Feedback

Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim to (and be capable of) producing improvement in children’s learning. Feedback redirects and re focuses either the teacher’s or the learner’s actions to achieve a goal, by aligning effort and activity with an outcome. It can be about the learning activity itself, about the process of activity, about the child’s management of their learning or self regulation about them as individuals. The feedback can be verbal, written or can be given through tests or by means of ICT. It can come from a teacher or someone taking a teaching role or from peers.

One to one tuition 

 One to one tuition is where an individual pupil is removed from their class and given intensive tuition. It may also be undertaken outside normal lessons.

Small group tuition

Intensive tuition in small groups is usually provided to support lower attaining learners or those that are falling behind though it can also be used as a more general strategy to ensure effective progress, or to teach challenging topics or skills. The most familiar approach is one teacher with one pupil. However other approaches to provide for intensive support are possible, such as teaching pupils in pairs or small groups of 3 to 5.