Quotes from the St.Michael’s Ofsted Report 2016.
“Pupils … who are disadvantaged, make very strong progress because of the excellent support they receive.”
“Teachers … know their pupils very well and use their expertise to shape support that enables pupils to flourish. The additional funding for disadvantaged pupils is used very effectively.”
“Disadvantaged pupils make progress in all their subjects that is in line with, or better than, progress made by other pupils in the school and nationally. Progress is particularly substantial because expectations of pupils’ achievement are high and because the support they receive is tailored so well to their needs.”
What is the Pupil Premium?
Pupil Premium funding is provided to schools which is additional to main school funding. It is allocated according to the number of pupils on roll who:
- have been eligible for free school meals (FSM)* within the past 6 years
- have been ‘Looked After’ (in care) for 6 months or more, including children who are adopted
- are children of service families.
The Pupil Premium Grant at St. Michael’s
At St. Michael’s, we aim to use the Pupil Premium Grant to narrow the attainment gap between pupil groups. As a school, we have a good track record of ensuring that all pupils make good progress.
We carefully decide how the pupil premium is allocated; taking into account the needs of the children and by monitoring the provision and impact it has on the child. We base our decisions on information which is provided by the Sutton Trust – a summary of educational research which identifies the most effective ways to use resources to improve the attainment of disadvantaged pupils.
Research shows that quality first teaching delivers the best results for disadvantaged and vulnerable children. Staff training, collaboration with other primary schools and in house monitoring all contribute to improved outcomes for children. Whilst all children benefit from high quality teaching, disadvantaged and vulnerable children reap disproportionately higher benefits from having good or outstanding teachers. Through observation and assessment we are able to assess if additional provision should be made for individual pupils. It is through high quality teaching and targeted interventions that we work to eliminate barriers to learning.
How we spent our Pupil Premium Allocation in 2014–15 (£33,936)
Please see below for information regarding how the pupil premium was spent in the last financial year, the impact of this funding, and the plans for future spending.
|Quality first teaching: Professional Development,|
Monitoring and evaluation
|Research shows that quality first teaching delivers the best results for disadvantaged and vulnerable children. Staff training, collaboration with other primary schools and in house monitoring all contribute to improved outcomes for children. Whilst all children benefit from high quality teaching, disadvantaged and vulnerable children reap disproportionately higher benefits from having good or outstanding teachers. As a result of our commitment to raising teaching standards in our school. In Year 2 and Year 6:
• 100% of children in receipt of Pupil Premium Grant achieved the expected level or above the expected level in English and 83% in maths.
• Children in receipt of Pupil Premium Grant make at least good and the majority make outstanding progress.
|1:1 support / intervention||Children have been supported to achieve their potential. For some Pupil Premium SEN children this means that hours over and about those provided for by County have been funded allowing full access to the National Curriculum. Speech and Language interventions have taken place in line with support from Therapist.|
|Small group tuition||Additional intervention from trained adults means that Year 6 children in receipt of Pupil Premium Grant achieved Level 4 or level 5 in reading, writing and maths. Progress is outstanding in Year 6.|
|Own iPad with clicker software||Considerable impact on the independence of children within lessons. Children are becoming less dependent on TA for scribing.|
|Class set iPads||Children are engaged in learning. Greater motivation improves outcomes.|
|Extra TA attended residential||Providing additional support for anxious children to go on school residential.in order to enhance the curriculum, ensure the children are able to participate and to give children the opportunity to experience new and challenging activities.|
|After School Club||After School club ensures that children have wrap around care. They receive a nutritious dinner and their play is supported by play workers.|
|Adapted timetable – with planning release||Children are supported by a flexible approach to teaching and timetable. Emotional well-being is improved and therefore potential for learning raised. Improved self-esteem has impact on attainment and progress.|
|Additional TAs on playground and lunchtime duty||Emotional well-being is improved, children have happy playtimes. Learning starts promptly in the afternoons. Improved self-esteem has impact on attainment and progress.|
|ELSA||Children have the opportunity to express difficult emotions. Improved self-esteem has impact on attainment and progress.|
|Forest ELSA||Children have time in the outdoors – good for well-being. Children have the opportunity to express difficult emotions. Improved self-esteem has impact on attainment and progress.|
|Gardening with TA||Children have time in the outdoors – good for well-being. Children have the opportunity to express difficult emotions. Children have 1:1 time with an adult.|
|Make parents feel comfortable coming into school||Parents feel supported and able to contact school with problems.|
|Opportunities to enhance life experiences||Children have the same opportunities as others.|
|Young carers||Children have opportunity to express difficult emotions which will improve well-being
SENCO has time to meet with TAs, plan strategies for difficult children, deliver and attend training, liaise with GRAP colleague, meet with multi-agency support, meet with parents.
How we plan to spend the Pupil Premium in 2015–16 (£33,280)
- Quality first teaching: Professional Development, Monitoring and Evaluation
- 1:1 support / intervention
- Small group tuition
- Individual iPad with clicker software
- Class set iPads
- Adapted timetable – with planning release
- Additional TAs on playground and lunchtime duty
- Forest ELSA
- Opportunities to enhance life experiences
- Additional SENCO release