Baguley Hall Primary School

Pupil Premium Grant

Objectives for Pupil Premium Grant (PPG):

1. The PPG will be used to provide additional educational support to improve the progress and to raise the standard of achievement for eligible pupils.
2. The funding will be used to narrow and close the gap between the achievement of eligible pupils and their non-disadvantaged peers.
3. As far as is possible, the additional funding will be used to address any underlying inequalities between children eligible for PPG and their peers.
4. We will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their progress and achievement.

Eligibility

Children in year Reception to Year 6 are eligible for the PPG if:

1. They are currently registered as eligible for Free School Meals or have been eligible any time in the last six years.
2. They have been ‘Looked After’ for 1 day or more; are adopted, or leave care under a Special Guardianship Order / Residence Order.
3. They are from a family with a parent in the Armed Forces.  

In making provision for socially disadvantaged pupils we recognise that

·         Not all pupils in receipt of free school meals will be socially disadvantaged

·         Not all pupils who are socially disadvantaged are registered or qualify for free school meals.

We reserve the right to allocate the pupil premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

Accountability

The Governors, Headteacher and Leadership team will regularly and rigorously monitor, evaluate and review the strategies we have put in place for PPG and report to the Governing Body on progress and impact.

“Schools, headteachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individual pupils. ”

Strategy for using the funding:

The school has looked carefully at the needs of each pupil during 2016 -2017 through our regular pupil progress and Social Inclusion Team meetings, and we have used these additional funds in the following way to achieve our objectives:

• Ensuring ‘Quality First Teaching’ is provided by the teacher and ‘Quality Interventions’ are provided by teachers and support staff.
• Employment of teaching assistants, in all phases of the school, to provide support to individual children, groups and families where necessary.
• Funding of 1 Fischer Family Trust TA to deliver a targeted reading intervention and to improve the delivery of reading teaching to all children through modelling and coaching.
• Extending children’s life experiences and enriching the curriculum through subsidising trips and residentials: eg Y5/Y6 residential Wick Court Farm Phase visitors / Trips to enhance thematic curriculum.
• CAF worker / Safeguarding team/Attendance Officer providing support to families, ensuring inclusion and safeguarding of pupils, impacting directly on children’s well-being.
• Purchasing of resources to extend children’s breadth of study and to raise standards i.e. reading books / phonics equipment
• 1 – 1 tutoring to help children make improved progress.
• Funding of Speech and Language Therapist one day per week as part of our Communication Commitment, working with children and staff, building capacity in school to ensure sustainability.
• Employment of and Supervision costs paid for Play therapist to enable us to offer targeted therapeutic interventions for individuals.
• Instrumental lessons – Guitar, Steel Pans and Drumming
• Additional classes to facilitate smaller class sizes and a teaching assistant per class every morning.
• Extra Curricular / Lunchtime clubs with more places allocated to PPG pupils eg homework club
• Numbers Count Trained Teacher to deliver Number intervention to individuals and booster classes to groups
• Parent education classes
• Nurture Groups
• Increased hours for the vulnerable families team to support home visits for persistent absentees.
• Dedicated 1:1 SPLD interventions across KS2
• Edible Playground Project to promote  contextualised learning for English, Maths and Science and the development of  cooperative learning, healthy lifestyle choices and environmental awareness
• Training of Numbers Count TAs to deliver additional Numbers count interventions to groups
• City Year Volunteer Programme – Provision and training of 7 volunteers plus an Impact Officer to work across school during curricular and extra-curricular activities.

·         Accelerated Reader Programme

·         Grammar for Writing Project

·         Advice and support from Behaviour Specialist

·         Creation of a KS2 Inclusion class to meet the needs of our more vulnerable children who cannot access all their learning in the mainstream classroom.
 

Additional money from the school budget is added to the PPG to support all children to make the best possible progress.

Pupil Premium Grant Report 2017 18

Gap = difference between the School % of Disadvantaged Pupils achieving ARE and the National % of Other Pupils attaining ARE (not those who are disadvantaged)

SUMMARY:

Evidence gathered through school self - evaluation has shown that the intervention and provision strategies have been successful and have had a positive impact on the progress of those children entitled to the additional funds.

A key focus for the year 2018 19 is to accelerate this progress,  in order to further diminish the difference between the achievement of those pupils entitled to the additional funds as compared to the achievement of non disadvantaged children Nationally.

Proposed Spending for 2018-19:

In addition to continuing the strategies which proved successful in 2017/2018, significant developments for 2018 19 are:

resourcing a specifically phonics based home reader provision in KS1

resourcing a library of quality guided reading texts (each x15) to support our revised approach to guided reading.

Staffing 3 Year 3 classes in order to maintain small class numbers to support the transition from KS1 to KS2.

Additional staff provision to address the progress issues in Y4 and Y5.

Facilitating the training the staff with the support of the maths and Literacy Hubbs

Training two further staff for FFT reading intervention

Music lessons for Y3 and 4 – ukele

Fine motor and SALT interventions

Measuring Impact

Pupil Premium Grant Report 2016 17

Gap = difference between the School % of Disadvantaged Pupils achieving ARE and the National % of Other Pupils attaining ARE (not those who are disadvantaged)

Pupil Premium Grant Report 2015-16

Gap = difference between the School % of Disadvantaged Pupils achieving ARE and the National % of ALL Pupils attaining ARE ( not those who are disadvantaged)

SUMMARY:

Evidence gathered through school self - evaluation has shown that the intervention strategies have been successful and have had a positive impact on the progress of those children entitled to the additional funds.

A key focus for the year 2016 – 17 is to further accelerate this progress in order to diminish the difference between the achievement of those pupils entitled to the additional funds as compared to the achievement of all children Nationally.

Main Barriers we work to overcome for our disadvantaged pupils

Basic needs not being met

Limited life experience

Low self esteem

Attendance

Aspiration / Mindset

Low Resilience

Proposed Spending for 2016-17:

In addition to continuing the strategies which proved successful in 2015/2016,
 

For 2016/17:

• City Year Volunteer Programme – Provision and training of 7 volunteers plus an Impact Officer to work across school during curricular and extra curricular activities.

·         Accelerated Reader Programme

·         Grammar for Writing Project

·         Achievement for all (if selected)

·         Urley language project

Gap = difference between the School % of Disadvantaged Pupils and National % of Disadvantaged Pupils attaining ARE

Outcomes for Age Related Expectations, where the data is available, illustrate that from their very low starting points, because of the provision they receive, by the end of KS2 our disadvantaged pupils  are performing above Disadvantaged Pupils Nationally.

For the year 2014 15, we have also increased the positive gap at KS2 in most areas:

SUMMARY:

Evidence gathered through school self evaluation has shown that the intervention strategies have been very successful and have had a very positive impact on the progress, standards and achievement of those pupils entitled to the additional funds. 

In addition to the strategies funded so successfully in 2014/2015,
For 2015/16:

• External Provider for Extra Curricular / Lunchtime clubs with more places allocated to PPG pupils. Provider: One Goal
• Bug Club phonics programme
• Edible Playground Project to promote  contextualised learning for English, Maths and Science and the development of  cooperative learning, healthy lifestyle choices and environmental awareness
• Training of Numbers Count TAs to deliver additional Numbers count interventions to individuals and booster classes to groups
• Give a Year Volunteer Programme - Provisiona nd training of 7 volunteers to work across school during curricular and extra curricular activities.
• Development of the Rainbow Room, our own internal resource provision to support the inclusion and progress of all learners.