Pupil Premium

Pupil Premium Strategy Statement 2017 / 2018

 

Pupil Premium funding:  £25260

Total Number on Roll: 211                

Number of Pupils entitled to Pupil Premium 17/18: 18  (including 5 children from services families)

Date of last review of this strategy: April 2017

Date of next review: April 2018

 

Barriers to future attainment (for pupils eligible for PP including high ability)

Internal to School

  •          Emotional and Behavioural difficulties impact on learning for some PP children.
  •          Aspiration and motivation is a barrier to some children
  •          Additional and Special Needs is a barrier to some PP children with other identified needs.

External to School

  •          Some families find it difficult to engage with home learning activities to support their children as a result the home work policy was been reviewed during the spring term 2017.
Desired Outcomes Success Criteria
Teachers are able to focus more time on intervention with PP children and those in vulnerable groups who are not making good rates of progress. Most children to have made expected or better than expected progress in reading, writing and maths by the end of the academic year.
Teaching Assistants will be available to work with identified children or classes where additional need exists for PP and vulnerable children and support with targeted interventions. Most children to have made expected or better than expected progress in reading, writing and maths by the end of the academic year.
Children will have support during lunchtimes to develop social skills in a calm and supportive environment. Children with emotional and behavioural needs will have a positive lunch time and be ready to learn in the afternoon.
The cost of trips will be supported if needed for families in receipt of FSM. Children from low income families can access trips  to enrich  their learning supporting them to make better progress. 
Play therapy sessions with a highly qualified play therapist will be available to children will emotional barriers to learning. This will have a positive impact on the children’s ability to access learning and improve their outcomes.