Pupil Premium Strategy
The Pupil Premium is a type of funding provided by the government. It is intended to address underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It is the school’s decision how this money is spent. This document explains how much pupil premium we received at Armathwaite School last year, how that money was spent and the impact of this spending.
Pupil Premium Strategy Plan 2017-18
For 2017-18 a figure of £7290 has been received
Funding is being used to:
- Provide 10 sessions of personalised one to one online maths extension activities
- Develop specific physical development skills, including core strength, mobility, balance, coordination and stamina
- Provide additional speech and language development, reading, writing, maths and homework support
- The provision of breakfast and after school clubs and homework support
- Additional daily reading one to one with and adult
Additional to this pupil premium grant is supporting:
- Smart Moves
- Spelling support
- Support for parents with STA nurture lead
- Numicon Intervention Maths support
- Maths Intervention ~ one to one
- Reading Intervention
|Intervention||Age of Pupils||Anticipated costs||Impact|
|Provide 10 sessions of personalised one to one online maths extension activities||Key Stage 2||£150||This online maths provided excellent extension opportunities for the student involved. Working closely with the online tutor the student was able to enjoy one to one challenge and mathematical discussions. This pupil continued to work at greater depth in maths.|
|Develop specific physical development skills, including core strength, mobility, balance, coordination and stamina (PE and School Sports funded)||Key Stage 2||Staffing 15 minutes daily (1.5 hours per week)||This work was very personalised and was planned for and coordinated by the class teacher. As in previous years one to one teacher support was provided during summer term daily swimming sessions to ensure that this pupil was not only able to join in with swimming lessons but was also able to make progress, particularly with becoming confident and enjoying being in the water.|
|Provide additional speech and language development and homework support||Key Stage 2||20 mins weekly S and L (no cost). Homework ~ 30 mins daily.
|Daily homework sessions between 9 and 9.30am provided additional, discreet support without pupils needing to be removed from class.
The target for speaking and listening time was to develop breadth of vocabulary and confidence to have conversations. There has been positive impact in the self-confidence of those involved and in the willingness to ask for help rather than use avoidance strategies. We need to continue with this work next academic year.
|The provision of breakfast and after school clubs and homework support (PE and School Sport part funded)||Breakfast and after school with PE fund top up.||This strategy worked very well in a large part due to the commitment made by school staff to ensure pupils involved were at the right place at the right time. This meant the planned support could take place. Offer and support for after and in school clubs has proved beneficial in developing an interest in sport.
Additional to this, support has been provided for school visits and residential. This has been extremely beneficial in the case of residential which provided a positive, life experience and fun learning for pupils involved.
|Additional daily reading (one to one) with and adult||Key Stage 2||30 mins daily (2.5 hours staffing TA)||This support was provided across TA staff who worked closely with the class teacher, meaning that the learning involved was joined up and fully capitalised upon. The English subject lead was also involved along with school SENCO in monitoring and ensuring progress was being made. Outcome ~ increased confidence, self-esteem and well-being. Expected progress made. Some gaps diminished, particularly in word recognition, working memory and language comprehension.|
|Smart Moves ~ physical development (group)||Year 2 to 6||Staffing TA x 2 hours weekly||Smart Moves sessions ran with some variations in timetables. Work was specifically tied into PE lessons (gymnastics) for older children with a focus on successfully applying the technique for a forward roll. Very positive progress was made by pupils involved, including 3 of our PP pupils. Confidence and self-belief are such an important part of this and having time to practise and develop the technique in discreet sessions was very valuable for all involved.|
|Spelling support||Key Stage 2||Staffing STA 2 x 20 mins weekly||Spelling support was provided with positive engagement from pupils involved. The need for additional Phase 5 and 6 work for PP and other pupils finding the transition from auditory to visual challenging has been clearly identified. Alongside this KS2 intervention work there will be activities to develop working memory. This work needs to be continued for impact to be strengthened.|
|Numicon Intervention Programme (group)||Key Stage 1 and 2||Staffing 2×30 min plus PPA||This intervention was particularly valuable, benefitting both PP pupils and non-PP pupils in the group. Work was well-planned and structured by specialist TAs involved and progress was made by all children involved. This work is continuing with identified pupils who need to further diminish gaps and is also available to avoid the development of mathematical misconceptions and reinforce the use of mathematical vocabulary. It builds confidence and self-belief for pupils involved.|
|Maths Intervention (one to one)||Key Stage 2||6×45 min sessions plus prep ~ 6 hours staffing weekly||This support was provided alongside NIP intervention. It provided opportunities to develop mathematical concepts, to correct misconceptions and to develop mathematical language. Assessments and student feedback inform personalised, specific one to one support resulting in increased pupil confidence. Tracking indicates that differences (gaps in progress and achieving national expectations) have been diminished which means this intervention has had a positive impact. This work needs to continue for identified pupils.