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Pupil Premium

Pupil Premium Funding Statement

 

Herne C E Infant & Nursery

Pupil Premium

 

In 2011/12 the Government launched the Pupil Premium funding allocation to schools.

 

This money is given to schools based on the numbers of pupils in the school who are eligible for Free School Meals (FSM). From 2012/13 it has been expanded to include all children who have been eligible for FSM within the last 6 years, service children and Looked After Children.

 

Overview of the school, number of pupils and pupil premium grant received
  2012/13 2013/14 2014/15 2015/16 2016/17
Pupil Premium grant allocation £18,850 £28,350 £42,100 £41,360 £34,300
Total number of pupils on roll 266 270 271 271 270
Total number of pupils eligible for pupil premium grant 18 38 28 27 19


 

Our principles

- We organise teaching and learning at Herne in order to meet the needs of all of our children in the best way.

- We ensure that appropriate provision is made for children who belong to vulnerable groups and that socially disadvantaged children have their needs adequately assessed and met.

- We recognise that not all children who receive free school meals will be socially disadvantaged and we also recognise that not all children that are disadvantaged have free school meals.

- Not all interventions are measureable in terms of attainment outcomes, but research shows that wider opportunities and extended provision can raise self-esteem and increase learner confidence.

 

We propose to spend the grant on the following initiatives:

- Dedicated time in the Hive in a nurture group to develop confidence, risk taking skills and communication skills. Measured through pupils wellbeing and  involvement. 

- TA hours dedicated to training and providing effective focused intervention meeting the needs of the children. SoundsWrite, Numicom, social stories.

- Financial support to subsidise school clubs and educational visits.

- Increase the number of Tablets to provide computing opportunities and aid learning.

- Enrichment and aspirational activities to inspire and motivate PP learners

- Early Years intervention for children with speech difficulties and additional support for children who require Gross and fine motor development – Fizzy,   Clever Fingers

  -Deputy Headteacher and year group leader time dedicated to the analysis,  interpretation and implementation of PP initiatives.

Impact of funding.  Herne CE Infant and Nursery School Pupil Premium Attainment 2015/2016

Measuring the Impact of the Pupil Premium Grant

Our tracking and monitoring systems are designed to ensure that all students attain to their potential and we place a particular focus on tracking the progress of our disadvantaged students

 

Pupil Premium (Disadvantaged Pupils) Spending & Impact 2015-16

Area for Development

How money was spent and Action taken

Impact

Emotional and social development prioritised for identified groups through the use of outdoor learning classroom (The Hive).  Staff training to facilitate the children's experiences and develop good levels of wellbeing. Resourcing the Hive

 

Dedicated time in the Hive in a nurture group to develop confidence, risk taking skills and communication skills. Measured through pupils wellbeing and involvement.

Children received personalised, targeted and well planned small group and whole class quality first teaching from fully trained staff.  Activities are tailored to the needs of individuals.  Leuven scale analysis of children  identifies 90% increase in wellbeing and involvement. Children are developing their ability to articulate thoughts and feelings through social skills group time in the Hive.

 

Children display confidence and problem solving skills which they are using in other areas of the curriculum and during lunch and playtimes.  Behaviour for learning has improved (evidenced in observations and reports) as confidence and self-esteem has grown.

 

Staff received in house training from the SENCO to ensure provision for DP groups develops self esteem and wellbeing.  Staff have been able to use skills and strategies with all children (Particularly DP).

TA hours training and providing effective focused intervention meeting the needs of the children. SoundsWrite, Numicom, social stories.

Allocation of TA hours working with small groups and 1:1 to develop phonic, literacy, numeracy and social skills

At the end of the EYFS the difference in GLD between All Year R children (79.8%) and DP children (100%) is +20.2%

National All 69.3%

 

At the end of KS1 the percentage of DP children working at age related expectations remains higher than the percentage of national cohort. A higher percentage of Herne DP children are working at age related expectations than Herne Non DP in writing.  The In-school difference is -6% in reading and -4% in Maths

 

 

 

R

W

M

PP

92%

100%

92%

Non PP

98%

98%

96%

National

Expected

74%

65.5%

72.6%

 

 

 

 

Financial support to subsidise school clubs and educational visits.

 

 

 

 

Enrichment and aspirational activities to inspire and motivate DP learners

Broaden children's aspirations by funding and facilitating school clubs and visits.

All pupil premium children have school visits subsidised by the school with the intention that everyone has access and opportunity.  Children have been on many local visits and enjoyed meeting visitors who have enriched the curriculum and made teaching and learning real and relevant to them.

All DP children have attended at least 2 clubs over the course of the year such as Active Life, cooking, and sports clubs.  These were subsidised to enable opportunities that children may not have otherwise experienced.

 

 

Increase the number of Tablets to provide computing opportunities and aid learning

 

Herne has purchased IPads, bought and installed apps to use as interventions and learning aids.

DP children have opportunities built into their timetables to support learning in the classroom and as interventions.  They are used to develop reading skills, research topics, take photos, learn technical skills and to build self-esteem amongst many things.

Children have been able to teach their peers and engage in high quality dialogue, developing speech and language and vocabulary.

Early Years intervention for children with speech difficulties and additional support for children who require Gross and fine motor development – Fizzy, Clever Fingers

 

 

SENCO training for adults supporting children in the Early Years with additional needs

Timetable of regular intervention

SENCO has supported the adults working with DP children with additional needs.  Bespoke training to meet the needs of the children and regular updates/training given.  Implementation of regular intervention has resulted in 100% of children achieving all individual targets

Progress and impact

 

Deputy Headteacher and year group leader time dedicated to the analysis, interpretation and implementation of DP initiatives

Termly meetings have ensured all staff are aware of who their DP children are and the provision they are receiving.  Careful analysis of progress ensuring reflection of teaching and learning.

Staff working with parents to share expectations and Herne ways of teaching writing, number, calculations and GPS.

We Propose To Spend The Grant On The Following Initiatives

Pupil Premium Funding Application

If you think you may be eligible to apply for Free School Meals Funding, for Pupil Premium, please visit this online form to make appplications.

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