The Pupil Premium 2014-15
In April 2014 the amount of Pupil Premium awarded to Kings Furlong Juniors was £78,300 for 2014-15 based on £1300 per eligible child. Again, the money is to be deployed to ensure raised attainment and increased rates of progress of children who are vulnerable due to disadvantaged backgrounds. The spending plan is as follows:
Pupil Premium 2014-15
|Learning coaches (assistant head teachers to perform this role)||To support PP children to accelerate their progress in order to raise attainment so it is in line with their non-PP peers.||Improved acquisition of skills through:developing the ability to learn:
improving resilience and independence
liaising with parents
developing language and vocabulary
improving self-esteem and ability to take risks
|Parents, children and teachers report improved levels of attainment and attitude post-coachingAchievement data|
|Focus group teachers||To teach smaller groups of children with the greatest gap in attainment and to reduce class size.||Raised achievement of PP children through increased levels of attainment and progress so they are in line with their non-PP peers.Children who are behind age-related expectations will accelerate their progress in order to catch up.||Achievement data|
|Family support worker||To support identified families who have issues around punctuality, attendance and behaviour.||All PP children attend school and are punctual unless there is a genuine illness.||Attendance and punctuality data|
|Educational supplies and activities||To provide resources and funding for visits, visitors, school journeys etc.||All children will have equal access to the curriculum in order to achieve.||Data and anecdotal evidence|
The impact of the premium on achievement will be monitored throughout the year in the following ways:
Monthly liaison between Attendance Leader and Inclusion Leader to discuss any attendance/punctuality concerns for PP children.
During 2014-15 Kings Furlong Juniors used the Pupil Premium in the following ways:
There are English focus groups in all 4 year groups, a focus maths group in Y6 and they run every morning. The composition of each group is decided within the year group and is based on the most effective ways to meet the needs of the children. For example, the Y6 English group consists of the most able children, the Y4 group the least able and Y3 and Y5 a broader mix of ability.
The PP children in the Y3 focus group have almost made outstanding progress. In Year 4, the PP children have made expected key stage progress based on sublevels. Although their key stage progress is not yet ‘good’, the PP children in Y5 made outstanding progress this year, which will enable them to catch up by the end of the key stage. In Y6, the children made outstanding year and key stage progress.
Y6 PP children were coached in maths – a level 4 group of 8 children and a level 5 group of 7 children. There was a SPAG (spelling, punctuation and grammar) group of 5 children for the writers who needed stretching to attain a level 4. Each group was coached twice a week.
Children in years 3-5 who were most at risk with their writing progress were coached. This was a combination of working in class and out of class as appropriate and was tailored to each child’s needs. This involved working with the class teacher to develop best practice for that particular child as well as making resources, checklists etc to support learning and independence.
The level 4 maths group made outstanding progress and good key stage progress. The level 5 maths group made outstanding year progress. The level 4 SPAG group also achieved outstanding year progress and good key stage progress.
Of the children coached in Years 3-5, 75% made good or better in-year progress. 47% have made expected or better key stage progress. Some of these children will receive further support to ensure their progress continues in order to further close the gap in their key stage progress.
The school tracks all children who have attendance and punctuality issues, including those who are PP, and take action where necessary. We also deploy our Family Support Worker who is effective at helping families with attendance and punctuality issues. This area is well tracked and monitored. There have been many successes of improving punctuality and attendance since September. An attendance prize is awarded every week in Celebration Assembly to reinforce the importance of good attendance and punctuality.
The camera, Spike, is used for teachers to assess the quality of teaching and learning within their own lessons. As part of the review time, teachers are required to monitor how PP children are progressing within the lesson. Outcomes and appropriate actions are recorded in the PP profiles. The impact of the actions is discussed during performance management meetings and at year team meetings.
Family Support Worker
Kathy Gare supports families who are experiencing behaviour issues and punctuality and attendance issues. 60% of the families she supports are PP. Kathy provides a vital link between school and the parents of our children who find it difficult to access their learning for a variety of reasons. She also hears PP readers on a frequent basis. Some examples of Kathy’s work include:
Pupil Premium Profiles (not funded from PP budget)
30 minutes of each weekly staff meeting is ring-fenced for teachers to reflect on the progress of their PP learners that week and to decide on appropriate actions to undertake in order to further their progress. These are monitored by Miss Dunn.
We are taking a different approach to supporting PP children through the deployment of the Pupil Premium in 2015-16. Coaching, year 6 focus groups, attendance monitoring and our Family Support Worker will continue. However, greater emphasis will be placed on supporting class teachers through developing quality-first teaching within the classroom which will benefit PP children more effectively. This will be done through learning walks, greater use of Spike, professional coaching and Head of Year support. The impact of all of these actions will be monitored by Miss Dunn and overseen by Mr Applegate and the governors.