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Shortlisted as School of the Year in 2016-17

Priorities and Plans for 2016-17

Priorities and Plans for 2016-17

Thornhill Primary School 

Proposed Spend of Pupil Premium 2016 / 2017

 

The Pupil Premium provides funding for pupils:

·         who have been in receipt of free school meals (FSM) at any point in the past 6 years (£1300 per child).

·         who have been continuously looked after for the past six months (£1900 per child).

·         for children whose parents are currently serving in the armed forces (£300 per child).

 

Our school vision statement is to :

…. work together to create a safe, caring, stimulating and motivating environment where every child is encouraged and supported to succeed and reach their full potential, both academically, creatively and personally, enabling them to become successful citizens of the future.

We also aim to

·         provide a broad, balanced and creative curriculum which engages children and fosters a positive attitude towards learning.

·         To develop children's personal, social and emotional skills, enabling them to interact successfully with others, both during their time at school and in the future

·         To equip children with the relevant life skills, preparing them for their future adult lives

·         To encourage children to reach their potential academically, personally and creatively, helping to shape their contribution as future citizens.

·         To develop positive relationships with parents/carers and the wider community.

 

Every one of our children is unique with their own individual histories and therefore requires a personalised learning journey to ensure they make the necessary outstanding progress.

 

This is a breakdown of how the school uses its Pupil Premium funding from its school budget. This is funding allocated to the school and is based on the number of pupils who have been eligible for Free School Meals in the last six years, service children or those who are or have ever been looked after by the Local Authority. Schools are held accountable for the spending of these monies, performance tables will capture the achievement of disadvantaged students covered by the Pupil Premium.

 

Thornhill Primary School is committed to providing effective resources and ensuring vital support us in place for our students to improve their academic outcomes.

 

This document details the proposed spend of the Pupil Premium for 2016/2017 and is in line with the recommendations in the Pupil Premium Strategy.

 

The three overriding objectives which shape the spend are:

 

1: Attainment

To raise attainment for, and close the gap between, disadvantaged pupils and non-disadvantaged children across all areas of the curriculum.

2: Engagement and Aspiration

To improve curriculum engagement and aspiration for disadvantaged pupils and ensure they attend school regularly.

3: Early Years

To improve the outcomes for disadvantaged pupils in Early Years and to develop early language and speaking and listening.

 

In 2016 – 2017 the amount of Pupil Premium is £22,440 ( all linked to Free School Meals)

Objective 1:  To raise attainment for, and close the gap between, disadvantaged pupils and non-disadvantaged children across all areas of the curriculum

Action : To ensure that a Senior member of staff monitors the performance of PP pupils and supports the development of high quality teaching and learning.

Rationale: There is a much greater need to support children in receipt of the Pupil Premium and to monitor their progress regularly to not only support their progress and attainment but to ensure that any barriers for learning are identified and overcome.

Success Criteria:

Barriers to learning are identified and strategies are in place to successfully reduce them- through IEPs

PP pupils attain as high or in excess of non PP pupils (where no SEN is present).

PP pupil progress is at least in line with non PP ( where no SEN is present)

Dates:

September 2016

Reviews in Spring and Summer Terms

Data tracked half termly

Persons Responsible:

WF  (RC in Autumn Term)

Class teachers create IEPs

Monitoring and Evaluation:

Tracking and monitoring data of PP cohort via data collection

 

Student feedback,

lesson observations – Spring/ Summer

Observation of PP interventions

work scrutinies.

 

Pupil Interviews.

Cost:

£ Time

 

Action : To provide small class size and small group support for PP students currently working below age-related expectations in English and Maths.

Rationale: Educational Endowment Foundation ( formally Sutton Trust)  research states that small class size and small group teaching gives 3 months and 4 months gain respectively.

Success Criteria:

A reduction in the attainment gap of PP and non-PP pupils in Year 1, and 4  and in the Early Years

 

Dates:

September 2016

Reviews in Spring and Summer Terms

Data tracked half termly

Persons Responsible:

WF to organise staffing to provide small groups and reduce class sizes

 

Teachers to utilise TAs effectively to improve outcomes

Monitoring and Evaluation:

Ensure pupils are heard reading 3 x a week.

 

Tracking and monitoring data of PP cohort via data collection and student feedback and phonics data.

 

 

Cost:

Up to £20,000 to fund the cost of support staff to deliver small groups or help reduce class sizes.

 

Cost of Part Time teacher to allow for 4 classes in the morning.

 

Action : Continue small group structured phonics, plus additional targeted phonics work

Rationale:  Education Endowment Foundation ( formally Sutton Trust) research states that small class size and small group teaching gives 3 months and 4 months gain respectively.

Success Criteria:

Performance of PP in reading and phonics screening matches that of peers , where no SEN is present.

Dates:

September 2016 onwards

Persons Responsible:

WF

Monitoring and Evaluation:

Analysis of phonics progress.

 

Pupils moved in groups accordingly.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cost:

As above, support staff

 

 

Action : Feedback policy and assessment procedures established.

Rationale: Education and Endowment (Sutton Trust) research cites that effective feedback has a very high impact and pupils make gains of 9 months on their peers. This is particularly successful with reading Comprehension strategies ( 5 month gain) Feedback from 2015-16, shows this was highly successful, especially in KS2.

Success Criteria:

1.       High quality feedback has measurable impact on outcomes for FSM pupils.

2.       Quality feedback policy embedded and monitored.

3.       Feedback procedures secured and consistently used.

Dates:

From March 2017

Persons Responsible:

WF

Monitoring and Evaluation:

Learning Walks

Interviews with PP pupils – Spring/ Summer

Student feedback,

lesson observations – Spring/ Summer

Observation of PP interventions

work scrutinies.

 

 

 

Cost:

£Time

 

Objective 2:   To improve attendance and engagement of PP pupils

Action: Identify barriers to learning and find ways to overcome them. This will be through:

·         Enrichment activities improve engagement in school life by pupils and families

·         Personalised social and emotional learning/ behaviour interventions

·         Investment in digital technology and using this to increase engagement with in-class and out of school learning

·         Analyse engagement of families and target key families to improve relationship with school

Rationale: The Education Endowment Federation document: ‘The choices that schools make in allocating the money will be vital so that the funding can help raise pupils’ attainment and aspirations’.

‘Studies of adventure learning interventions consistently show positive benefits on academic learning and wider outcomes such as self confidence. On average, pupils who participate in adventure learning interventions appear to make approximately three additional months progress’.

Success Criteria:

Attendance increases for targeted pupils

Observations shows PP engagement and interest is high

Outcomes and progress is high

Dates:

September 2016

Persons Responsible:

WF

NH- Technology

All staff expected to engage with families and deliver or action supportive interventions

Monitoring and Evaluation:

Monitoring punctuality

Monitoring attendance

Vulnerable pupils discussion shows actions being completed

Cost:

£600 technology ( plus training)

£ Time for staff for interventions/ working with families

 

Objective 3:  To improve outcomes for disadvantaged pupils in Early Years and develop early language and speaking and listening.

Action 1: To successfully deliver Nursery provision for 2-3 year olds in the community. To deliver ‘teacher-led’ high quality provision focusing on Communication and Language and addressing needs early.

Rationale: EEF – Early Years Interventions: ‘Overall the evidence suggests that early years and pre-school intervention is beneficial. On average, early years interventions have an impact of five additional months’ progress and appear to be particularly beneficial for children from low income families’.

Success Criteria:

Long Term impact

Dates:

January 2017

Persons Responsible:

RC and SH

WF to oversee

Monitoring and Evaluation:

Observations in the Nursery

Progress of pupils through the EYFS

Cost:

CPD via Early Excellence

£3,800

£500+ additional resources for Nursery

£1000+ IPAD technology and online profile

 

Action 2: To develop parental engagement in Early Years

Rationale: EEF document – parent engagement +5 months in Early Years.

Success Criteria:

As above

Dates:

September 2016

Persons Responsible:

As above

 

GC- Reception

Monitoring and Evaluation:

Website shows information for parents

Newsletters have information to help parents engage with Early Years pupils

Evidence of pupil contribution to profiles in Nursery and Reception, which increases

 

 

Cost:

£printing and Time

 

Action 3: To attend the Early Excellence Outdoor Project.

Rationale: To raise performance, especially of boys in Early Years.

Success Criteria:

Attainment gap closes.

PP boys attainment improves

Dates:

September 2016

Persons Responsible:

RC and GC

Monitoring and Evaluation:

Early Excellence progress reports.

 

 

 

 

Cost:

£3,800

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