This term's value:RESPECT  
VISION:Learning holistically through God's unconditional love  
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PLEASE NOTE - CORONATION BANK HOLIDAY - MONDAY 8TH MAY 2023 - SCHOOL IS CLOSED  

Pupil Premium

Pupil Premium Reporting to Parents

St Eanswythe’s CE Primary school – Pupil Premium 2018/2019

Allocation:           £60,720

Pupil premium children have a wide range of needs which affect their learning as do all children across the school. Pupil Premium children may experience limited access to activities which have a cost to them.  The pupil premium money is used to minimise this.

Identified Barriers to Learning affecting some children:

  • Dyslexic Tendencies
  • Specific Numeracy Issues
  • Specific Literacy Issues
  • Lower reading mileage especially at a young age
  • Financial barriers to trips/paid for after school activities
  • Financial issues which affect healthy eating
  • Delayed Language Development
  • Social interaction issues
  • Family factors which impact on emotional wellbeing
  • Limited access to cultural activities
  • Financial constraints which affect school supplies

Rationale for Pupil Premium Spending

At St Eanswythe’s School we treat each child as an individual. Their needs are assessed as soon as they enter the school and are reassessed on a half termly basis during pupil progress meetings.  This is a holistic approach; it identifies children who require support academically, socially, emotionally and financially. Children who receive pupil premium funding are highlighted in these meetings and the funds are used to target individual needs.

 We ensure that teaching and learning opportunities meet the needs of all of the pupils.

We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.  We reserve the right to allocate the pupil premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals.

Provision:

The range of provision the Directors may consider include:

  • Providing small group work with an experienced teacher focussed on overcoming gaps in learning.
  • 1 – 1 support.
  • Additional teaching and learning opportunities provided through trained teaching assistants or external agencies.

All our work through the pupil premium will be aimed at accelerating progress and moving children to at least age related expectations.

Pupil premium resources may also be used to target able children on FSM to achieve working at a higher level at the end of KS1 or KS2.

Providing teaching assistant support to provide appropriate intervention programmes in literacy and numeracy.

  • Providing Child Liaison Officer (CLO) support to socially disadvantaged children that are not making the expected progress and to help narrow the gap for those pupils.
  • To ensure that children in receipt of FSM are not excluded from swimming. Therefore FSM children attend swimming sessions for free
  • To ensure that children in receipt of FSM get three healthy meals a day.  Therefore FSM children are able to attend Breakfast club for free and social club for a reduced fee.

 Premium Literacy Interventions:

QI (Quality Intervention) support.
These children or groups of children are identified from assessment data as children failing to make the progress that is expected of them. These children are removed from class at different points to undergo intensive developmental work with a qualified teacher or support staff to ‘fill in gaps’ in prior learning and accelerate progress, so that children can re-join the main class lessons at equivalent points in attainment. These groups are assessed for progress as normal, and the intervention may continue for as long as necessary.

Specialist Support Teacher

Children who are identified with specific needs work with a specialist teacher on a weekly basis, to identify difficulties and work on strategies to support these.  Children are encouraged to use these strategies within the class.

Reading Recovery
The Reading Recovery programme is a 1-2-1 teacher led programme where children are given highly specific and scripted coaching by a specialist teacher. It is aimed at 6 year olds. The BRP is built on the foundations of this scheme.

Better Reading Partnerships (BRP)
BRP is a ten week, graded development reading intervention run by class teaching assistants for a number of children in each class. The intervention runs for 15-20 minutes each day 4-5 times a week and is evaluated at the end of the time. 

Talking partners is a short term oral based intervention to encourage more active listeners and speakers and so enhance reading and writing. It enables children to become confident communicators.

Exciting and varied reading materials.
St Eanswythe’s maintains a large and up to date stock of reading materials for all ages and abilities. These are available in classrooms and the library, and are chosen to ensure interest and motivation and encourage wider reading and the development of literacy skills. Where possible, reading books are linked into the school phonic scheme.

Premium Maths Interventions

QI (Quality Intervention) support.
Children or groups of children are identified from assessment data as children failing to make the progress that is expected of them. These children are removed from class at different points to undergo intensive developmental work with a qualified teacher or support staff to ‘fill in gaps’ in prior learning and accelerate progress. These groups are assessed for progress as normal, and the intervention may continue for as long as necessary.

Assertive Mentoring

This involves completing a weekly test followed by adult led group/individual work to support any misconceptions made apparent from the results of the test.  Termly assessments are then used to provide information on gap analysis in addition to assessing individual children’s attainment.

1:1 Tuition

Children in both KS1 and KS2 who need additional support are identified from termly tracking and discussions with class teachers.  These children then receive weekly one to one interventions taught by our Numeracy Co-ordinator, Mrs Hines in KS2 and Mrs Cadwallader in KS1.  These additional sessions enable the children to make links between learning done previously in class and areas they struggle with.  They also enable areas of weakness to be identified and strategies are given to overcome these areas.

The pupil premium funding is used in a variety of ways to support academic learning:

  • 1:1 Numeracy support
  • 1:1 Dyslexic support
  • 1:1 Reading Recovery Tuition
  • 1:1 BRP (Reading Programme)
  • 1:1 SENCo Support (Specific learning difficulties)
  • 1:1 Teacher support
  • Group interventions (teacher led)
  • 1:1 TA support
  • Group interventions (TA led)

Pupil premium funding is used in a variety of ways to support social and emotional barriers to learning:

  • 1:1 Child Liaison Officer (Trained counsellor)
  • Group sessions led by Child Liaison Officer
  • Family Liaison Officer – supports individual families with specific needs
  • 1:1 Art therapy
  • SENCo 1:1 Behaviour
  • Inspirational visitors/trips to raise aspirations and self esteem
  • Target Clubs
  • Pupil premium funding is used in a variety of ways to support financial barriers to learning:
  • Funded breakfast and social club places
  • Funded/subsidised trips and transport
  • Funded/subsidised clubs and activities

Measuring Impact

Pupil data will be used to measure the impact of interventions put into place on a six weekly basis. SMT will monitor, challenge and evaluate the impact of interventions during pupil progress meetings. Emotional, social, academic and behavioural interventions all ultimately impact on children’s academic progress.  However, emotional, social and behavioural strategies may take longer to influence a child’s work.  The impact of these interventions are measured through progress meeting discussions and records kept by CLO, FLO and SENCo.  The SEN/welfare team also have weekly meetings to discuss children affected in this manner.  In addition to this the Literacy Intervention group have termly meetings to discuss the needs and progress of individuals that they are working with.

Our Pupil Premium strategy is reviewed on an annual basis. The next meeting will be held in July 2020.

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