|Kirkstall St Stephen’s supported all pupils in receipt of the PPG throughout the year, regardless of ability (from pupils who need to catch up, to more able pupils who need stretching).
We strive to accelerate progress for all pupils, and the PPG enables us to do this successfully in various ways. For many pupils, that progress was evident through core subject progression- e.g. improvements in Mathematics an English Results at the end of Key Stage 2.
However Kirkstall St Stephen’s C of E Primary School provides children with support in many more areas than ‘Core Curriculum Subjects’. We firmly believe children need to be ready to learn to allow them to flourish and improve academically, therefore we supported many pupils in 2015-16 with their Social and Emotional Health. This benefitted the children greatly, helping them to prepare to move onto the next phase in their learning and setting them up for future success. The impact on children not in receipt of the pupil premium grant is also notable, as class relationships and dynamics improve.
Many families also received additional support from our learning mentor on a range of issues such as: financial difficulties, homework, behaviour, attendance and punctuality. Depending on the nature of the support, this impact may also benefit not only the family of the child, but also their peers, e.g. through improved behaviour.
Pupils in receipt of PPG have been given priority places in some extra-curricular activities, when deemed appropriate. Research has shown this can improve the attainment of pupils and help close the gap on peers.
PPG was used to purchase some high quality resources to support learning. In the past this has included computer programmes, books and mathematics equipment. Some training courses were attended by intervention staff and leaders, with the impact being improved outcomes for pupils.
Staffing costs for the intervention team will in part be paid for through the PPG.
Pupil Premium Strategy Plan 2016-17
Kirkstall St Stephen’s 2016-17 PPG Overview of Projected Funds
|Number of pupils and pupil premium grant (PPG) received
|Total number of pupils on roll
Date: December 2016
|Amount of PPG received per pupil category 1- Deprivation
Amount of PPG received per pupil category 2- Service Children
Amount of PPG received per pupil category 3- Looked After Children
|Total amount of PPG received September 2016-July 2017
Received or Projected
|Identified Barriers to Educational Achievement
|Kirkstall St Stephen’s has identified the following barriers to academic achievement for our pupils in receipt of the Pupil Premium Grant.
1. Financial Deprivation:
Some of our families in receipt of the Pupil Premium Grant are living with financial difficulties. This can affect the children in our school in many ways, including: lateness or absence, unable to afford educational visits, home environment- instability
2. Attendance & Punctuality:
Some of our families who receive the pupil premium grant have poor attendance and/or punctuality.
3. Limited Time to Support Children
Linked to financial deprivation, some our families have very limited time to spend together. Parents may hold several jobs, or work unsociable hours resulting in limited parent-child time.
4. Limited Ability to Support Children
Some of our families do not have the ability to support their child at home with their academic learning. There are many reasons for this, including: not understanding the curriculum, being under confident in their own skills, not speaking English.
5. Pupils who are in receipt of the PPG and are also on the SEND register
Many of our children who are on the SEND register are also in receipt of the Pupil Premium Grant. Being on the SEND register means the school/family has already identified that a child has barriers to learning.
6. Social and Emotional Health of Pupils
Some children in receipt of the Pupil Premium Grant have support in school to overcome social and/or emotional health related difficulties. These difficulties are often as a result of: bereavement, changes in family setting (e.g. birth of a new baby, parent/carer divorce), have behavioural problems, or social services being involved.
7. Limited Resources/Life Experience
Some children in receipt of the Pupil Premium Grant have few educational tools/resources (books, educational games, computer for learning) at home. Opportunities to develop life experience may also be limited. Reasons for this are often linked to those mentioned above, especially limited time and financial deprivation.
|How will the PPG funding be spent to address barriers
||What the money will be spent on
||Reasoning for approach
||How School will monitor it’s impact and effect
||Supplementing Educational Visits for families in great difficulty
|All children in the school community, regardless of their financial situation, have the same opportunities as their peers.
||Children will feel accepted and of equal self-worth = invaluable
The children will not be informed if school has paid on their behalf.
||Amending the assessment system- DHT
|The assessment system in school previously did not allow for differentiated tracking of pupils in receipt of the PPG and pupils currently on Free School Meals. School found that the current Free School Meal pupils on average were underperforming against not only the non-PPG pupils but also the Ever6 pupils (PPG but not FSM). The new system means school can now carefully monitor the groups of children and intervene earlier if necessary to ensure all children make the best possible progress.
||Half termly monitoring of pupils across school, allowing for better informed intervention practice.
||School family support worker(s)
|To work alongside families to create strategies to get pupils into school regularly and on time.
To support families in gaining access to help/support within the community- e.g. food banks
Individual pupil records
Parent voice/Case Study
Pupils report of having basic needs met
||Training Courses for Staff
|School staff will be trained up to date Courses will be identified on a needs basis over the course of the year and in particular in response to changes in key legislation.
||All courses attended to improve learning for PPG pupils will feed back and evaluate on how the course will have a beneficial effect. It is essential to ensure that all pupils have the best chance of reaching their potential.
|3,4, 5, 6
||In class targeted Support, School Intervention Staff- Core Subjects &
Social & Emotional Aspects of Learning (SEAL)
Staffing costs for PPG dedicated improvement: £91,000
Pupils who fall into this category will have been identified by class teachers for intervention to allow the children to develop further in the area they are at a disadvantage. Interventions will take place to support the child in their areas of need, starting with the highest priority. This could be: time to speak with an adult; social skill work; games; additional Reading/Writing/Maths work. The aim is for this intervention to close the gap on their peers.
4- Limited ability
Children with this barrier will likely have identified the issue themselves or their parents/carers will have spoken to school about it. School will then identify the best way to support the child in the necessary areas; this will most often involve an intervention in Reading, Writing, Speech & Language or Mathematics. This helps to close the gap on Non-PPG pupils.
Children on the SEND register will already have tailor made interventions in place in school to support them to overcome their educational difficulties. However, the pupil premium allows additional time to be spent working with children in this category.
ALL PUPILS IN RECIEPT OF THE PPG GRANT HAVE HAD ADDITIONAL SUPPORT IN SCHOOL THROUGHOUT THEIR TIME HERE. THIS MAY NOT BE CONTINUOUS- HOWEVER ALL PUPILS ARE CAREFULLY MONITORED FOR THEIR PROGRESS.
|All pupils academic achievement is assessed half termly in all core subjects using both formative and summative assessment from class teachers.
SEAL interventions will be measured according to a system of pre and post questionnaires to be completed by staff, pupils and pupil’s family members.
Success of interventions for SEND pupils is discussed in termly individual education plan (IEP) meetings with teachers and the SENDCO.
All data will be evaluated by the intervention manager and opinions of class teachers and the intervention team involved sought in order to determine the success of an intervention. This performance will then influence future interventions.
||Staffing homework club daily
(Included in staffing above)
|Homework club is run daily by a HLTA who is employed largely to support children in receipt of the pupil premium grant. This allows all children to access support and computer technologies to complete their homework, out of lesson time. This helps raise a child’s self-confidence and attainment.
||More pupils will complete set homework and therefore keep up with the expectations set on them by the class teacher
||Priority places in after school sports clubs/activity clubs
Resources- e.g. food (cooking club)
|Children on the pupil premium register have priority places for after school clubs- should they choose to participate. Research has shown that additional opportunities like this can help raise academic achievement
||Research has shown that additional opportunities like this can help raise academic achievement
Registers of out of schools activities to be taken
|On occasion a child may not have some equipment which school deems essential, e.g. a book bag. If this is the case, school may decide to provide the child with the item(s).
||All children have equipment required to participate in school activities.
Date of the Next Review: March 2017