Gledhow Primary School Provision plan 2015-2016: how will we invest to make sure pupils had the best possible provision?
This table breaks down the pupil premium funding into broad areas for support.
There is evidence that targeted, structured support can have a positive impact. ‘The new findings suggest that, when used to support specific pupils in small
groups or through structured interventions, teaching assistants can be effective at improving attainment.’ Education Endowment Foundation, February 2014
http://educationendowmentfoundation.org.uk/toolkit/teaching-assistants/
total number of pupils eligible for pupil premium: 68
total pupil premium allocation: £85800
What
Proportion paid for with pupil
premium
proportion of PP
Amount
Staffing: Nurture Group Teacher ( Agency rates)
50 % of total time
22%
£18720
staffing: dedicated TA support on a 1-1 basis
100% of total TA time
12%
£10648
staffing: dedicated TA support on a 1-1 basis
100% of total TA time
12%
£10648
staffing: dedicated Learning Mentor support on a 1-1 or
weekly basis Learning Mentor
staffing: dedicated Learning Mentor support on a 1-1 or
weekly basis
staffing: dedicated adult support on a 1-1 or weekly basis
50% of total time
8%
£7500
100% of total time
23%
£20000
100% of total time
8%
£7488
resources: lunchtime Homework club
1hr TA
0.5%
£11.51 per hour – 1 hpw x 39
weeks = £449
services: Cool Milk
100% cost per pupil
0.6%
£500
services: School House Speech Therapy
100% cost per 1 pupil
1.3%
£30 per ½ hour -1 session per
week =£1170
Activities: to engage and enrich
After School Clubs
Breakfast Club (15)
100% cost per pupil
100% cost per pupil
1.7%
3.5%
Residential support
Continuous professional development Team Teach
Training CPD
Up to 50% per pupil
3.5%
1.7%
£1500
£5 per week each x15 x
39weeks = £2925
£3000
£1500
Total
£86048
NB: Some dedicated adult support is for 1-1 for pupil premium pupils who have EHC plans but no top up funding attached. The support identified in the EHC plans is
enabled through the use of pupil premium funds to employ additional staff.
*All staff costs include salary plus on-costs
Provision plan 2015 -2016:
Breakdown: why will we invest in this way-to make sure pupils have the best possible provision?
This table outlines how we planned to spend the 2015-2016 pupil premium funding and why. We always want to make sure we are doing the best for our pupils so outcomes are
important to us-these are monitored on an on-going basis
Potential Problems
Leeds City Council has identified
barriers which may exist:
Less likely to read at home and
have higher order reading skills.
Specific Investment
How we will measure impact?
Outcomes
The aim of the intervention is:
How we will measure the impact:
What were the outcomes? What
conclusions can we make? Will
we repeat this support?
To develop a love of reading, with
increased confidence and ability,
ultimately leading to longer-term
improvement in attainment and
progress
Reading attainment and progress
of children with pupil premium,
compared to class and national
averages
Support in class and targeted
intervention for specific
difficulties
To improve use of vocabulary in
both oral and written
communications
Attainment across year groups
in reading and writing
Use of ‘Magpie’ books
To aid children's spelling by
structured spelling lists that help
the child find words with similar
visual and phonological patterns.
In 2015-2016 we plan to invest in
the following in order to address
the barrier
Continue to implement catch-up
reading programmes for targeted
children
Take children to theatre to view
plays based on traditional tales
/reading
More likely to have a limited
vocabulary and delayed language
skills.
SWST
Rationale/Aims
Lesson observations
Book Scrutinies
May have increased emotional
needs.
Nurture Group set up
Learning Mentor training
Deliver a programme of
intervention and support for
pupils with increased emotional
needs
To improve emotional wellbeing
so that, with increased
confidence and feelings of
security, they achieve more
Lesson observations to show
improvement in individual pupils
behaviour
‘Less use’ of behaviour room
Attainment across year groups
in reading, writing and maths
Discussions with parents/carers
to establish levels of
improvement noted by them
May exhibit peer problems and
lack self confidence and selfesteem.
Deliver a programme of
intervention and support for
pupils who exhibit peer problems
and lack self-confidence and selfesteem
To increase confidence and selfesteem so they are more likely to
form positive relationships with
peers and therefore feel able to
learn in a social environment
Lesson observations (focuslearning behaviour)
To sustain good behaviour and
improve attitudes to learning so
they are ready to learn in the
classroom
Behaviour records, lesson
observations
Pupil interviews
Provide team building activities
May exhibit behaviour problems.
Deliver a programme of
intervention and support for
pupils who exhibit behaviour
problems
Nurture Group set up
SEAL intervention and support
Team Teach Training
May show a lack of independence
and resilience.
Provide opportunities for PP
pupils to play games and puzzles
to promote independent thinking,
resilience and perseverance (3)
Provide more opportunities for
maths investigations
Talking Maths
May show a lack of aspiration
and self-belief.
May lack understanding of key
instruction words for
examinations.
Children have opportunities to
have 1-1 review meetings with
class teacher/Learning Mentor to
raise aspiration, review learning
and targets
Booster classes
Intervention groups
To give the confidence to be
independent thinkers which will
lead to better learning
Lesson observations (focuslearning behaviour)
To target speaking and listening
skills in learning how to use
mathematical vocabulary and
terminology
To provide time to reflect and
discuss learning experiences and
be fully aware of what they are
aiming for and what they are
capable or
Learning conversation (focuschildren are aware of their
targets and able to discuss how
the can improve learning)
To give the confidence to be
independent thinkers which will
lead to better learning
Lesson observation (focuschildren asking for challenge of
choosing to complete the higher
level maths challenges)
To raise attainment and give
confidence for children to be
more independent
Attainment across year groups
in reading, writing and maths
To have access to resources at
home and school so that children
Children’s work evaluation
(focus-homework)
Lunchtime Homework Club
Expected and exceeding National
Standards in Y2/6
After school extra tuition in KS1
and KS2
More likely to have a poor
learning environment.
Provide resources at home and
school e.g. books, stationary,
Parental aspirations may be low
and parents/carers may feel
unable to support learning or
participate in school life
maths equipment, milk, Breakfast
club
have same opportunities as
everyone else
Offer parents/carers workshops,
coffee morning, internet access
and other events to engage and
support
Provide opportunities for
parents/carers to talk to staff and
spend time in school
Improve attendance/punctuation
Run workshop on homework,
maths resources, Healthy cooking
To provide resources to support
homework activities
Promote the importance of
coming to school as much as
possible
Monitor number of parents
attending school events
Children’s work evaluation
(focus-homework)
Attendance data