Pupil Premium and Sports Grant Funding

PUPIL PREMIUM GRANT

Pupil Premium is an additional fund that comes in to school to support the needs of an eligible group of learners.

We use our allocation of funds to support learners in several ways.

We employ a resident therapist who specialises in child play and creative therapies. She is resident in school for 4 per week term time. She works on individual sessions with learners eligible for pp funding and supports our teachers and assistants in training and initiatives to promote health and well being for all our learners across the school.

We have allocated an equivalent of 25 hours additional support for learners to access occupational therapy programmes as well as enrichment activities facilitated by a specialist teaching assistant who works with individual and small groups.

We have also allocated a small element of the funds to subsidise expensive aspects of learning such as residential and educational visits and peripatetic music tuition.

In 2015 /16 100% of our learners made expected or better progress and achieved in line with end of key stage expectations.

In 2016/17 we were allocated £42,000 funding. In line with updated guidance our Pupil Premium Strategy Plan can be seen below.

Pupil premium strategy statement Norbury Hall Primary School

1.   Summary information
School Norbury Hall Primary School
Academic Year 16/17 Total PP budget £42,000 Date of most recent PP Review February 2017
Total number of pupils 462 Number of pupils eligible for PP 21 Date for next internal review of this strategy July 2017

 

2.   Current attainment
At February Assessments – not final predictions and outcomes Pupils eligible for PP (your school) Notes
% achieving  ARE in reading, writing and maths 77% 5 learners currently working below the ARE

6 learners working at the higher level of ARE

% making at least expected progress in reading 85% 3 learners working through interventions – making slower progress at this stage
% making at least expected progress in writing 85% As above interventions in place to diminish the difference
% making at least expected progress in maths 85% As above interventions in place to diminish the difference

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)
 In-school barriers
A.     Poor emotional well-being, mental health issues and low self- esteem affecting application and outcomes for learners
B.     High ability learners eligible for PP making less progress reducing high achievement in all phases.
C. Early application of speech and language at EYFS showing delay and impacting on general understanding and outcomes.
External barriers (issues which also require action outside school, such as low attendance rates)
D. Relationships within the family environment – recent parental splits having significant impact on well being.
4.   Desired outcomes
Desired outcomes and how they will be measured Success criteria
A.     Happier, confident learners wanting to apply themselves in lessons. Attendance  with KH – improved attitudes to learning across the school
B.     Higher rates of good and better progress for identified learners at EYFS, KS1 and KS2 Learners achieving in line with other higher ability learners across the school.
C.     Speech and Language referrals reduced and interventions having sharp impact on learners outcomes Fewer early interventions with SALT
D.    

 

 

5.   Planned expenditure
Academic year 2016 /17
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
    i.   Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Improved SALT at EYFS

 

 

 

 

Improved attainment for higher ability

Specialist teacher and programme in place.

Training for teaching staff / support staff to impact on everyday practice.

Focus monitoring weeks and discussion at PProgress meetings

SIAs focus through pupil voice and work scrutiny as well as focus on TA deployment and intervention groups.

More younger learners eligible for PP appearing to have delayed speech and language patterns.

Training from specialist will ensure more quality first teaching will adhere to SALT programmes in the early years.

This group of learners do not always have aspirational targets for outcomes. Learners need strategies to rise to challenge through QFT.

CPD from specialist service teacher. Shadowing opportunities.

Staff INSET to deliver programme examples.

 

 

Termly monitoring from SLT

Planned review meetings

SIAs focus days

Kate Rayner / Sian Jackson/ Julie Rice

 

 

Jacqui Ames/ Becky Wood/ Julie Rice

July 2017

 

 

 

 

 

As above

Total budgeted cost £3000
   ii.   Targeted support
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Better self- esteem attitude to learning and self belief as well as self worth Focus sessions with therapist More children presenting with anxieties. Mindfulness approach across the school Timetabled programme for therapy and F Schools Jacqui Ames July 2017
Total budgeted cost £28,000
 iii.   Other approaches
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Higher attainers(pp) achieving more in line with non pp higher attainers Small group intervention. 1:1 where appropriate Short programmes of intervention to focus on gaps in learning to support outcomes. Termly review and monitor through PP meetings and SLT monitoring Becky Wood July 2017
Total budgeted cost £12,600

 

 

6.   Review of expenditure
Previous Academic Year 2015/16
    i.   Quality of teaching for all
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
To achieve at least expected progress in line with significant gaps 1:1 tuition and small group bespoke intervention Yes – outcomes for progress for PP learners good. Attainment for non PP better  Small group plans and the move from the same professional working with the same learners enhanced progress. Programme needs to start earlier.

 

£12,000
   ii.   Targeted support
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
Raised self- esteem and dealing with anxieties. Focused therapy sessions All PP learners impacted positively. Non PP learners able to access sessions in school. Positive outcome. Next year extend to F School philosophies to focus on decision making and relationships. £25,000
 iii.   Other approaches
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost

 

7.    Additional detail
Annual report submitted to GB at Resources Committee meeting February 2017.

Next review report will be GB July 2017

 

This Strategy Plan uploaded to the website after GB review March 2017.

 

Sports Grant Funding

In 2014 /15 we were awarded a sports grant to raise the profile and skills of sport activities across school.

We received an award of £9,000

This money was used to partially fund key play workers and coaches who promote sport at recreational times in the school day.  We have four coaches who work alongside our learners to promote skills in football, netball, cricket and hockey. £7,700 taken from the fund.

We used £500 to buy specialist training and support through the Local Authority Sports Specialist Team which also enabled teams to compete at inter school level.

We used additional funds of £500 to provide transport costs and kit costs for away matches and tournaments within the schools partnerships in football, netball and cross country.

We subsidise extra curricular tuition for learners in golf, lacrosse and tag rugby and use £300 of the funding to do this.

In 2015/16 we have allocated funds in the same way.

In 2015 /16 and currently for 16/17 we have continued to invest in staff training to support PE and games in school. Last year, our school successfully competed in and won several tournaments in athletics, netball and football.  We engaged in additional sports provision after school in lacrosse and golf as well as continuing to support football, tag rugby, netball, athletics, cross country and tennis.

Learners continue to be enthusiastic about sport and lunchtimes are supported by coaches who are working to engage the children in mini tournament as well as skills based activities.

Sports Premium Grant Report February 2017

Review of funding and expenditure for the Academic Year 2016/2017

Our total SP allocation for the school was £9801 we receive our allocation each April and so monies cross over academic years.  These funds re allocated from April 2016 – March 2017 spanning summer, autumn and spring terms.

All learners benefited from the grant and funds were allocated in the following ways:

Sportsweek Key Workers employed daily to promote positive sport experiences in school at lunchtimes.

3 x Key Coaches for three term. Coaches promote team games and offer skills based instruction for football at KS1 and Early Years and offer a range of hockey, netball, cricket, football and basketball at lunchtimes.

The same company currently offers after school clubs for lacrosse, multisports and golf in the summer.  These courses are paid for by parents but the letting agreement is subsidised by the school through the payment of coaches. This recent allocation was £6,500

The school buys back in to swimming service level agreement and pays for transport costs to the local swimming baths. £500

We purchased a sports buy back at level one for £500 which enabled staff members to have sports and PE training as well access published schemes and resources.

Additional resources were purchased to top up PE and games equipment as well as refurbishment and repair costs to gymnastic equipment £1500.  As part of our work around the Olympics we subsidised travel costs to the Manchester velodrome for KS2 learners and paid for an Olympian Gymnast to come to school to talk and demonstrate gymnastics for the children at KS2.

Release costs – to cover for staff training to attend courses through SLA £100

Tournament attendance including teacher supply cover  / subs / travel costs to venues £600

Sports Day markings and additional grounds work to support competitive element £300

Certificates / medals / cups and awards for competitions £200

During summer 2016 PE was a focus monitoring subject area.

Staff focused on additional training and feedback after a focus week releasing Physical Health and Personal Well Being WP to observe lessons and scrutinise planning. This included staff release time to meet to observe planning alongside SLT and GB representatives. £300

Since receiving Sports Premium we have fielded teams who have represented the school in the following sports:

  • Football – inter schools – winners in 2 tournaments between local and authority schools
  • Netball – High Fives North West- Greater Manchester Plate Competition 2nd out of 500 schools
  • Cross Country – LA Group- individual prizes including 2nd place for Boys 9-11
  • Athletics – Local Cluster Schools Tournament Ist place out of 18 schools

Lessons observed were at least good across the year with 66% judged as outstanding.

 

Some additional playtime resources were purchased outside of the grant and taken from general resource