Pupil Premium Grant 2015/16
Objectives:
Leadership, Management and Governance
 Ensure high quality early intervention is delivered from experienced and skilled teaching staff
 Analyse progress of children in receipt of PPG to determine and identify strategies / interventions to address any issues in performance
 Identify children in receipt of Pupil Premium Grant to all staff and track their progress and provision in relation to their class, non-pupil premium grant pupil and
nationally
 Appointed Pupil Premium Champion to oversee provision and impact, reporting to SMT, HT, governors and parents
 Ensure governors have full knowledge and awareness and are accountable for the allocation / spending / impact of actions
Quality of Teaching, Learning and Assessment
 To ensure never less than good / outstanding teaching for those children in receipt of PPG - and all children
 Teaching Assistants are highly trained and understand and use Formative Assessment and intervention strategies to support accelerating progress
Personal Development, Behaviour and Welfare
 Attendance / punctuality / behaviour of children in receipt of PPG is monitored and in-line with other children in school and nationally
 Access to enrichment activities and intervention to tackle barriers to learning closely monitored and acted upon for children in receipt of PPG to ensure opportunities
to engage with learning in line with other children in school
Outcomes for Children:
 To close the gap between disadvantaged and non-disadvantaged children in school and with their peers nationally
 To ensure identified children in Year 6 achieve 85% ARE in reading, writing, GPS combined
 To continue to provide early targeted intervention for underperforming groups as identified through AM7 data – including those in receipt of PPG – including new /
additional support
 Analyse progress of Teacher Focus Group (those children in receipt of PPG) termly for the causes of under achievement and through the Appraisal / Performance
Management process.
Success Criteria:
Leadership, Management and Governance
 Action plan identifies provision and expected impact – links directly to school’s Raising Achievement / Closing The Gap Plans
 Pupil Premium Champion acts as advocate and is able to carefully track progress and impact of intervention strategies
 Named governor and rest of governing body have a detailed knowledge of actions / their rationale / cost and impact
 Pupil Premium Champion to collate information regarding progress and impact across range of interventions and activities offered to this cohort through a tracking
grid.
Quality of Teaching, Learning and Assessment
 Teaching to be never less than good- mainly outstanding – using lesson observations (linked to Appraisal process) to evaluate impact
 Targeted intervention for underperforming groups to take place
 Use of Formative Assessment strategies embedded and impacting on quality of teaching and thus progress of children – linked to Appraisal / Performance
Management process
 Targeted early intervention (EYFS/KS1) in reading, writing and maths as outlined in Raising Achievement Plans
Personal Development, Behaviour and Welfare
 Additional support for attendance / punctuality and behaviour such as additional Learning Mentor / parenting support if required
 Pupil Premium Champion monitors cohort termly within classes to assess impact of intervention or work with class teachers to address any issues in performance
 Pupil Premium Champion tracks additional information and directs resources appropriately based on outcomes using Individual Pupil Tracker
Outcomes for Children:
 Pupils expected to make year on year progress and meet / exceed national averages or exceeding their year group expectations in all areas and exceed floor
standards (monitored using AM7)
 Analysis of children taking part in early targeted intervention demonstrates accelerated progress above that expected
 Intervention for underperforming groups in English and Maths is directed and takes place across school resulting in accelerated progress above that expected
 Analysis of this cohort using AM7 / Discover demonstrates a closing of the gap with peers in school and nationally
Tasks
Provide targeted intervention for children underperforming in
English / Maths / Science in receipt of FSM / PPG (as identified
by AM7)
Early Literacy skills
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Talking Tots programme (FS1/2)
Reception additional phonics support x 2
Play club bags reintroduced
Non-negotiable displayed for parental engagement
Early Maths Skills
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Non-negotiables displayed for parental engagement
Maths grouping from Easter
Responsible
JB – SL
CH - SENCO
KH – 1stClass
DW – 1st Class 2
(Y5)
NL (PP teacher)
JH (Year 2)
Performance of
PPG RAISEonline
(LS / HT / NL)
Training
implications
Resources / costs
Ensure TAs have up
to date training in 1st
class at number (KH /
MC / JB to oversee)
Timetabling
Resources already in
school
Children already
identified
Talking Tots - £1600
(Early Years PP
Funding)
Time frame
Autumn Term 2015
ongoing
Reading
 Leicester inference project
 Daily 1:1 readers
 Year 4 small group teaching / intervention by PP teacher
(NL) 2 hours weekly
 Reading Recovery x daily (SMcG) 8 pupils per year
 ELS (SMcG)
 Year 1 TELL x 3 weekly (SMcG)
 Year 2 TELL x 3 weekly (JH)
 Leicester Inference Project for groups KS1-2
 Phonics setting (FS/KS1)
 Bilingual Learning Mentor 1:1 support / Reading For Gold
 Toe by Toe 1:1 intervention
 LSS support for individuals
 12 pupils Year 6 - 2 hours weekly reading / writing
intervention with PP teacher
 12 pupils Year 4 - 4 hours per week reading / writing
intervention with PP teacher
 Easter school booster for Year 6 pupils (2 days additional
teaching time 15 year 6 pupils)
 G+T immersion project targeted for disadvantaged pupils
(Summer 2016)
 Narrative Therapy group
 SALT intervention for individual pupils
Writing
 ELS (SMcG)
 Year 1 TELL x 3 weekly (SMcG)
 Year 2 TELL x 3 weekly (JH)
 Bilingual Learning Mentor – Early Years
 LSS support for individuals
 Handwriting intervention group
 Motor Skills United group (Y1/2)
 12 pupils Year 6 - 2 hours weekly reading / writing
intervention with PP teacher
 12 pupils Year 4 - 4 hours per week reading / writing
intervention with PP teacher
 Easter school booster for Year 6 pupils (2 days additional
teaching time 15 year 6 pupils) G+T immersion project
targeted for disadvantaged pupils
(Summer 2016)
 KS1 NWGT at Cale Green – Autumn 2015
Reading Recovery
(SMcG
Ensure TAs are
trained sufficiently to
deliver high quality
interventions
supported/ monitored
by KH and teaching
staff
Autumn Term 2015
ongoing
Easter Booster
Classes (NL / MB)
SMcH – SL
CH - SENCO
SMcG – RRT
JH – TELL
DH – Y2 TA
Performance of PPG
RAISEonline
(LS/HT/NL)
FGB
Reading Recovery
(SMcG
JH / SI
NL
NL – G+T
NL – 1-2-1
NL
SPh / HH
Autumn Term 2015
ongoing
Maths
 1st class@number (Year 2)
 1st class @number (Year 1)
 Year 4 / 6 small group intervention provided by NL (PP
teacher) - 12 pupils
 Year 5 Success @ Arithmetic intervention
 ‘Mastery Approach’ taken by school
 Easter school booster for Year 6 pupils (2 days additional
teaching time 15 year 6 pupils)
 G+T immersion project targeted for disadvantaged pupils
(Summer 2016)
 KS1 NWGT at Cale Green – Autumn 2015
Science
 2 hours weekly specialised science teaching for Year 6
 Subsidised access to NWGT activities
JH
DH / LL
NL
DW
Easter Booster
Classes (NL / MB)
SMT PP teacher RR
teacher 1xfull time,
1x0.6 days
Autumn Term 2015
ongoing
1:1 1 x hour per pupil
x 10 weeks
Supply x 10 days
£800
Supply 2x full days 1
teacher 1 TA (Easter
School)
NL
Autumn Term 2015
ongoing
Provide access to full range of educational experiences:
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Guitar tuition – free tuition / instrument hire / resources
G+T guitar tuition
Ukulele tuition – free tuition / hire / resources Year 2
On-line learning at school and home (My Maths /
Education City)
Daily Homework Club – extending the school day
Subsidise enrichment and engagement activities
Subsidise Computing course for digital leaders Stockport
Academy
Music Service / NL
(music coordinator)
Class teachers /
parents / MB –
homework club
Guitar tuition /
Stockport Music
Service - £2500
Autumn Term 2015
ongoing
My Maths - £300
Education City - £855
MB
Swimming club
subsidised £2300
KH / SD swimming
Subsidised
residential trips
£3500
Computing £500
Teaching:
 Use Formative Assessment strategies – including
effective feedback / peer support (Sutton Trust) including
TAs
 Teaching to be never less than ‘good’ across the school.
 School focus – Lesson Study Approach to develop
effective teaching – ‘Mastery’ focus
DM / SMcH / SMT
All staff
2 x INSET
Staff Meetings
Staff meeting time
Autumn Term 2015
ongoing

Staff meeting time
and peer marking
21/10/15
25/11/15
20/01/16
16/03/16
27/04/16
22/06/16
Termly moderation activities:
Ensure marking and feedback is developmental teacher’s feedback is used by pupils to improve their
knowledge, understanding and skills. Teachers check
pupils understanding systematically in lesson provide
constructive feedback and ensure it is used effectively –
reshaping tasks as needed – NL to focus on PPG cohort
Teaching:
Lesson Study:
2 x Early Years syndicates (mixed N/R)
1 x Key Stage 1 syndicate
2 x Key stage 2 syndicates (Year 3 / 4 and Year 5 / 6)
SMT to lead each
syndicate
Based on use of NCET resources / Maths Hub resources – use
questioning to develop mathematical reasoning and children to
use correct mathematical terminology and to express reasoning in
complete sentences (EAL link)
Personal Development, Behaviour and Welfare:
DM / ME / CH
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Vulnerable children meetings to identify those in receipt
of PPG
Attendance analysed by FSM / PPG (Learning mentor /
EWO / PP teacher)
Breakfast / After-School Club provision
Tracking of PP children includes access to extracurricular provision
PP champion regular informal meetings with learning
mentor / class teachers / SENCO to be aware of any
additional barriers to learning l
1 x introductory staff
meeting (DM)
13/01/16
3 x planning / review
meetings
03/02/16
10/02/16
24/02/16
Termly moderation
Spring 2016
Autumn Term 2015
ongoing
Monitoring and Evaluation:
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What difference has this AP made? How do we know? What has the impact of our actions been on pupil progress?
Progress data analysed termly for impact to determine success of strategies – linked to Appraisal process (3 x LO per teacher)
Progress data analysed termly and annually to measure overall impact of intervention strategies used
Appointed PPG champion to work alongside HT/PP Governor to publish PP grant report on school website.
Governors monitor action planning / spending / impact at each FGB Performance of PPG RAISEonline (LS) + Reading Recovery (SMcG) FS speech and
language(LA)
Regular feedback to staff / governors / parents / children on impact of actions and of audits / reviews / self-assessment on the school website
Data and analysis feeds directly into school’s RAP (Raising Achievement Plans) – Updated termly by staff and SMT/HT and reported to Governors